Florida Senate - 2025 CS for SB 1590
By the Appropriations Committee on Pre-K - 12 Education; and
Senator Burgess
602-03439-25 20251590c1
1 A bill to be entitled
2 An act relating to educator preparation; providing
3 legislative intent; requiring the Department of
4 Education to establish a workgroup to update and
5 revise the Florida Educator Accomplished Practices;
6 requiring the department to submit workgroup findings
7 to the Governor and the Legislature by a certain date;
8 requiring the State Board of Education to consider
9 certain revisions and a specified rule by a certain
10 date; requiring the department to develop a teacher
11 examination; requiring the department to submit to the
12 Governor and the Legislature an implementation plan
13 for teacher preparation programs; creating s.
14 1012.551, F.S.; establishing guidelines for teacher
15 preparation program uniform core curricula; creating
16 s. 1012.552, F.S.; requiring the department to create
17 a specified alternative certification pathway for
18 teachers; amending s. 1012.98, F.S.; updating a
19 reference to educational leadership standards;
20 requiring training on instructional materials;
21 requiring the department to develop criteria for
22 certain mentors’ training; providing an effective
23 date.
24
25 Be It Enacted by the Legislature of the State of Florida:
26
27 Section 1. (1) It is the intent of the Legislature to
28 ensure all students have access to a well-qualified and prepared
29 teacher at all grade levels. In order to prepare all teachers
30 for success in the classroom, the Legislature intends to revise
31 educator preparation programs, educator certification, and
32 professional learning to modernize teacher training and properly
33 prepare educators to meet the challenges of educating students
34 in the 21st century.
35 (2) No later than September 1, 2025, the Department of
36 Education shall establish a workgroup to update and revise the
37 Florida Educator Accomplished Practices. The workgroup must
38 include, at a minimum, representatives from state-approved
39 initial teacher preparation programs under s. 1004.04, Florida
40 Statutes, educator preparation institutes under s. 1004.85,
41 Florida Statutes, school district personnel, classroom teachers,
42 and other education stakeholders.
43 (a) The department shall submit the workgroup’s findings
44 and recommendations, including the final version of the revised
45 practices, to the Governor, the President of the Senate, and the
46 Speaker of the House of Representatives by July 1, 2026.
47 (b) The revised Florida Educator Accomplished Practices and
48 rule to implement the uniform core curricula pursuant to s.
49 1012.551, Florida Statutes, must be considered by the State
50 Board of Education by August 1, 2026.
51 (3) No later than July 1, 2027, the Department of Education
52 shall begin development of the Florida Teacher Excellence
53 Examination, which must align with the revised Florida Educator
54 Accomplished Practices and serve as a measure of educator
55 readiness for professional certification.
56 (4) Upon approval of the Florida Educator Accomplished
57 Practices and rule implementing the uniform core-curricula, the
58 Department of Education shall submit a report to the Governor,
59 the President of the Senate, and the Speaker of the House of
60 Representatives which includes an implementation plan and
61 schedule for aligning initial teacher preparation programs under
62 s. 1004.04, Florida Statutes, educator preparation institutes
63 under s. 1004.85, Florida Statutes, teacher preparation core
64 courses, and Coaching for Educator Readiness and Teaching (CERT)
65 programs under s. 1012.552, Florida Statutes, to the revised
66 Florida Educator Accomplished Practices and the Florida Teacher
67 Excellence Examination. The report must include any recommended
68 changes to existing statutes necessary to implement such
69 alignment.
70 Section 2. Section 1012.551, Florida Statutes, is created
71 to read:
72 1012.551 Teacher preparation core principles, standards,
73 and content.–
74 (1) Beginning August 1, 2027, each teacher preparation
75 program approved pursuant to ss. 1004.04, 1004.85, and 1012.552
76 must provide uniform core curricula courses aligned with the
77 Florida Educator Accomplished Practices that establish the
78 foundational standards and expectations for evidence-based
79 instruction and professional responsibility. The State Board of
80 Education shall establish in rule the uniform core curricula.
81 (2) The uniform core curricula for each state-approved
82 teacher preparation program must meet, at a minimum, the
83 following standards:
84 (a) May not distort significant historical events or
85 include curriculum or instruction that teaches identity
86 politics, violates s. 1000.05, or is based on theories that
87 systemic racism, sexism, oppression, and privilege are inherent
88 in the institutions of the United States and were created to
89 maintain social, political, and economic inequities.
90 (b) Must afford candidates the opportunity to think
91 critically, achieve mastery of academic program content, learn
92 instructional strategies, and demonstrate competence.
93 (c) Must use state-approved academic standards to guide
94 instruction.
95 (d) Must provide training on the use of evidence-based
96 instructional materials included on the state-adopted
97 instructional materials list pursuant to s. 1006.28, materials
98 evaluated and identified pursuant to s. 1001.215(4), materials
99 developed pursuant to s. 1006.39, and materials posted online by
100 the department, including when and how to use intervention
101 materials.
102 (e) Must include scientifically researched and evidence
103 based reading instructional strategies grounded in the science
104 of reading which improve reading performance for all students,
105 including explicit, systematic, and sequential approaches to
106 teaching phonemic awareness, phonics, vocabulary, fluency, and
107 text comprehension and multisensory intervention strategies. The
108 primary instructional strategy for teaching word reading is
109 phonics instruction for decoding and encoding. Instructional
110 strategies for foundational skills may not employ the three
111 cueing system model of reading or visual memory as a basis for
112 teaching word reading. Instructional strategies may include
113 visual information and strategies that improve background and
114 experiential knowledge, add context, and increase oral language
115 and vocabulary to support comprehension, but may not be used to
116 teach word reading.
117 (f) Must include content literacy and mathematics
118 practices.
119 (g) Must include strategies for differentiated instruction
120 to meet student needs, including English language learners and
121 students with disabilities, while maintaining grade-level
122 expectations.
123 (h) Must include strategies and practices to support
124 effective, evidence-based assessment and grading practices
125 aligned to the state’s academic standards.
126 (i) Must require the completion of a mastery-based clinical
127 experience in classroom settings to provide direct application
128 of program content and instruction and mastery of the components
129 of teaching as outlined in the Florida Educator Accomplished
130 Practices. These clinical experiences must allow candidates to
131 demonstrate mastery of curriculum and pedagogy through
132 observable performance evaluations aligned with instructional
133 personnel evaluation systems approved pursuant to s. 1012.34.
134 Mastery must be assessed through in-classroom performance, with
135 candidate feedback provided for growth and refinement, rather
136 than solely through written assignments or project-based
137 assessments. Clinical experience may only be provided by
138 individuals who meet the requirements of s. 1012.56(7).
139 Section 3. Section 1012.552, Florida Statutes, is created
140 to read:
141 1012.552 The Coaching for Educator Readiness and Teaching
142 Certification (CERT) Program.—
143 (1) OBJECTIVE.—The Department of Education shall create the
144 Coaching for Educator Readiness and Teaching (CERT)
145 Certification Program as an alternative pathway for teachers to
146 enter the teaching profession. School districts, charter
147 schools, and charter management organizations may implement the
148 CERT program to provide a cohesive, competency-based training
149 and certification pathway for teachers who have a state-issued
150 temporary certificate to earn their professional certificate
151 through an on-the-job mentorship and learning program.
152 (2) PROGRAM REQUIREMENTS.—A CERT program must include all
153 of the following:
154 (a) A teacher mentorship and induction component. Mentors
155 must meet the requirements of s. 1012.56(7).
156 (b) An assessment of teaching performance aligned to the
157 district, charter school, or charter management organization
158 system for personnel evaluation under s. 1012.34 which provides
159 for:
160 1. An initial evaluation of each educator’s competencies to
161 determine an appropriate individualized professional learning
162 plan.
163 2. A summative evaluation to assure successful completion
164 of the program.
165 (c) Professional learning, in accordance with s. 1012.98,
166 tailored to each educator’s growth and learning needs, according
167 to observational data and feedback.
168 (d) Required achievement of passing scores on the subject
169 area examination required by State Board of Education rule.
170 (e) Required successful completion of all competencies for
171 a reading endorsement, including completion of the endorsement
172 practicum, for a candidate certification in a coverage area
173 identified pursuant to s. 1012.585(3)(f).
174 (f) Provide guidance and on-the-job training in the
175 classroom on mastering Florida Educator Accomplished Practices.
176 Section 4. Subsections (3) and (4) and paragraph (b) of
177 subsection (5) of section 1012.98, Florida Statutes, are amended
178 to read:
179 1012.98 School Community Professional Learning Act.—
180 (3) Professional learning activities must be linked to
181 student learning, provide and professional growth for
182 instructional and administrative staff, and meet the following
183 criteria:
184 (a) For instructional personnel, utilize materials aligned
185 to the state’s academic standards.
186 (b) For school administrators, utilize materials aligned to
187 the Florida Educational Leadership Standards adopted in rule by
188 the State Board of Education state’s educational leadership
189 standards.
190 (c) Have clear, defined, and measurable outcomes for both
191 individual inservice activities and multiple day sessions.
192 (d) Employ multiple measurement tools for data on teacher
193 growth, participants’ use of new knowledge and skills, student
194 learning outcomes, instructional growth outcomes, and leadership
195 growth outcomes, as applicable.
196 (e) Utilize active learning and engage participants
197 directly in designing and trying out strategies, providing
198 participants with the opportunity to engage in authentic
199 teaching and leadership experiences.
200 (f) Utilize artifacts, interactive activities, and other
201 strategies to provide deeply embedded and highly contextualized
202 professional learning.
203 (g) Create opportunities for collaboration.
204 (h) Utilize coaching and expert support to involve the
205 sharing of expertise about content and evidence-based practices,
206 focused directly on instructional personnel and school
207 administrator needs.
208 (i) Provide opportunities for instructional personnel and
209 school administrators to think about, receive input on, and make
210 changes to practice by facilitating reflection and providing
211 feedback.
212 (j) Provide sustained duration with follow-up followup for
213 instructional personnel and school administrators to have
214 adequate time to learn, practice, implement, and reflect upon
215 new strategies that facilitate changes in practice.
216 (k) Provide training, when such training is available, on
217 the use of instructional materials included on the state-adopted
218 instructional materials list pursuant to s. 1006.28, materials
219 evaluated and identified pursuant to s. 1001.215(4), materials
220 developed pursuant to s. 1006.39, and materials posted online by
221 the department, including when and how to use intervention
222 materials.
223 (4) The inservice activities designed to implement this
224 section must:
225 (a) Support and increase the success of educators through
226 collaboratively developed school improvement plans that focus
227 on:
228 1. Enhanced and differentiated instructional strategies to
229 engage students in a rigorous and knowledge-based relevant
230 curriculum based on the Florida Educator Accomplished Practices
231 state and local educational standards, goals, and initiatives;
232 and
233 2. Increased opportunities to provide meaningful
234 relationships between teachers and all students; and
235 2.3. Increased opportunities for professional collaboration
236 among and between teachers, certified school counselors,
237 instructional leaders, postsecondary educators engaged in
238 preservice training for new teachers, and the workforce
239 community.
240 (b) Assist the school community in providing stimulating,
241 scientific research-based educational activities that encourage
242 and motivate students to achieve at the highest levels and to
243 participate as active learners and that prepare students for
244 success at subsequent educational levels and the workforce.
245 (c) Provide continuous support for all education
246 professionals as well as temporary intervention for education
247 professionals who need improvement in knowledge, skills, and
248 performance.
249 (d) Provide instructional personnel and school
250 administrators with the knowledge, skills, and best practices
251 necessary to support excellence in classroom instruction and
252 educational leadership.
253 (e) Provide training to individuals who serve as mentors or
254 clinical educators teacher mentors as part of the professional
255 learning certification program under s. 1012.56(8) and the
256 professional education competency program under s. 1012.56(9).
257 The department shall develop criteria for the initial review and
258 continued approval of clinical educator and mentor training that
259 must include, at a minimum:
260 1. Instruction and assessment in the Florida Educator
261 Accomplished Practices.
262 2. Effective communication strategies to guide reflection
263 and personal growth.
264 3. Effective modeling of evidence-based teaching practices
265 and skills.
266 4. Fostering resilience in educators components on teacher
267 development, peer coaching, time management, and other related
268 topics as determined by the Department of Education.
269 Section 5. This act shall take effect upon becoming a law.