Relating to practitioner preparation programs, including by modifying the preparation required to be included in practitioner preparation programs and the duties of the state board of education and the director of the department of education, and including applicability provisions

This bill relates to practitioner preparation programs, including by modifying the preparation required to be included in practitioner preparation programs and the duties of the state board of education (state board) and director of the department of education (DE).16 (specific criteria for teacher preparation and certain educators) requires the state board to adopt rules related to the duties of higher education institutions providing practitioner preparation programs.16 to require such higher education institutions to, beginning July 1, 2027, discontinue and remove from required preparation, coursework, practicums, seminars, or assessments any instruction, training, or pedagogical framework that includes or is derived from any of the following concepts: diversity, equity, and inclusion theories or practices; multiculturalism as a behavioral or classroom management framework; or social and emotional learning or social-emotional behavior conditioning models. In addition, beginning July 1, 2027, the bill prohibits higher education institutions providing a practitioner preparation program from requiring, promoting, or assessing the competencies of students using any of these concepts. The bill defines “diversity, equity, and inclusion”, “multiculturalism”, and “social and emotional learning”.16 to require the higher education institutions providing practitioner preparation programs to include explicit, skills-based preparation in firm, consistent, and authority-centered classroom management practices that include classroom management practices established in the bill.16 to require the higher education institutions providing practitioner preparation programs to include preparation related to historical or traditional classroom management approaches that emphasize teacher-directed instruction; order, discipline, and respect for authority; and structured learning environments with minimal behavioral ambiguity. Such preparation may include analysis of classroom management models that were utilized before 1990 if such classroom management models comply with current federal and state law.16 apply to students admitted to an approved practitioner preparation program on or after July 1, 2027. _____ adopt rules that require the director of DE to, as part of the practitioner preparation program approval and reevaluation process, determine whether the program is in compliance with the requirements established in the bill, and to notify the state board and the institution of higher education providing the practitioner preparation program of the director’s determination. The rules must require that if the director notifies the state board and the institution of higher education that the director has determined the practitioner preparation program is not in compliance with the bill’s provisions, then the state board must allow the institution of higher education 12 months to bring the practitioner preparation program into compliance. The rules must also require the state board to not approve, or to rescind the approval of, a practitioner preparation program if, after the expiration of the time allotted to the institution of higher education providing the practitioner preparation program to bring the program into compliance with the bill’s provisions, the director determines the practitioner preparation program is still not in compliance.