Purpose

• Establish a new requirement for teacher preparation programs to include a supervised early literacy field experience. The goal is to ensure teacher candidates who will teach early reading are trained with evidence-based literacy practices and have hands-on, real-world experience in reading instruction.

Main Provisions

• New requirement added to Minnesota Statutes: Subd.10.Early literacy field experience (Subd.10.E) within section 122A.092.
• A teacher preparation provider approved by the Professional Educator Licensing and Standards Board (PELSB) must require a supervised early literacy field experience for teacher candidates preparing to provide early literacy instruction.
• The field experience must be aligned with evidence-based best practices in reading and consistent with sections 120B.118 to 120B.124.
• Eligibility: Applies to teacher candidates who enroll in teacher preparation programs in the 2027-2028 school year or later.
• Integration: The field experience must be integrated with learning experiences in reading instruction, including instruction on reading methods or an equivalent, and must give candidates opportunities to apply evidence-based literacy practices with students.
• PELSB Rulemaking: PELSB must adopt rules governing the early literacy field experience, including:
  • Defining licensure areas where the field experience must occur.
  • Establishing scope and outcomes for the field experience.
  • Ensuring the field experience occurs primarily within a school building during the instructional day, with waivers allowed for appropriate reasons (e.g., unique program delivery models or documented hardship).
  • Requiring the field experience to include observation with actionable feedback to promote growth and attainment of related reading standards.
• Flexibility for Programs: The rules must allow teacher preparation programs to demonstrate that candidates have met required standards through field experiences, offering flexibility in how standards are met.

Implementation Timeline and Policy Changes

• Timeline: The field experience requirement applies to cohorts enrolling in 2027-2028 and beyond.
• Policy updates: Adds Subd.10.E to Minnesota Statutes 122A.092 and requires rulemaking by PELSB; may involve appropriations to support implementation.

Significance and Expected Impacts

• For teacher preparation programs: Creates a standardized, supervised practicum component focused on early literacy.
• For teacher candidates: Provides structured, hands-on experience with evidence-based reading instruction.
• For students and schools: Aims to improve literacy outcomes through teachers trained in best practices and evaluated with feedback during real classroom instruction.
• Administrative: necessitates rulemaking by PELSB and potential funding to support implementation.

Potential Considerations

• How waivers are applied for unique delivery models or hardships.
• How the field experience is assessed and ensures alignment with state literacy standards (120B.118–120B.124).
• How the new requirements interact with existing program structures and practicum requirements.

Related Concepts and Context

• Evidence-based literacy practices
• Reading instruction methods
• Observation with actionable feedback
• School-based field experiences during the instructional day
• Licensure areas and program outcomes

Relevant Terms

early literacy field experience, teacher preparation provider, Professional Educator Licensing and Standards Board (PELSB), evidence-based best practices in reading, reading instruction, reading methods, Minnesota Statutes 122A.092, section 120B.118 to 120B.124, licensure areas, field experience, instructional day, waivers, unique program delivery models, documented hardship, rulemaking, appropriation, 2027-2028 school year, supervised field experience, observation with actionable feedback