Meeting Packet — Careers & Workforce Subcommittee, Florida House of Representatives (March 25, 2025)
Summary
Meeting packet of the Careers & Workforce Subcommittee of the House of Representatives for Tuesday, March 25, 2025, 9:00 AM to 11:30 AM. The meeting notice lists HB 875 (Educator Preparation) and proposed committee substitutes for HB 541 (Minimum Wage Requirements), HB 681 (Apprenticeship and Preapprenticeship Program Funding) and HB 1105 (Education). The bill analysis for HB 875 states that the bill requires the State Board of Education to adopt a rule establishing uniform core curricula for teacher preparation programs, including two mandatory courses, and creates the Coaching for Educator Readiness and Teaching (CERT) Program. The packet ends with the text of PCS for HB 1105, whose Section 12 provides an effective date of July 1, 2025.
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“Meeting Packet — Careers & Workforce Subcommittee, Florida House of Representatives (March 25, 2025).”
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Careers & Workforce
Subcommittee
March 25th, 2025
9:00 AM
Morris Hall (17 HOB)
Meeting Packet
Daniel Perez Berny Jacques
Speaker Chair
Committee Meeting Notice
HOUSE OF REPRESENTATIVES
Careers & Workforce Subcommittee
Start Date and Time: Tuesday, March 25, 2025 09:00 AM
End Date and Time: Tuesday, March 25, 2025 11:30 AM
Location: Morris Hall (17 HOB)
Duration: 2.50 hrs
Consideration of the following bill(s):
HB 875 Educator Preparation by Rizo
Consideration of the following proposed committee substitute(s):
PCS for HB 541 -- Minimum Wage Requirements
PCS for HB 681 -- Apprenticeship and Preapprenticeship Program Funding
PCS for HB 1105 -- Education
NOTICE FINALIZED on 03/21/2025 4:45PM by Vernon.Andrea
03/21/2025 04:45:48PM Leagis ® Page 1 of 1
HB 875
FLORIDA HOUSE OF REPRESENTATIVES
BILL ANALYSIS
This bill analysis was prepared by nonpartisan committee staff and does not constitute an official statement of legislative intent.
BILL #: HB 875 COMPANION BILL: SB 1590 (Burgess)
TITLE: Educator Preparation LINKED BILLS: None
SPONSOR(S): Rizo RELATED BILLS: None
Committee References
Careers & Workforce Higher Education Budget Education & Employment
SUMMARY
Effect of the Bill:
The bill begins the process of aligning the core principles, standards, and content of Florida’s different types of
teacher preparation programs. The bill requires the State Board of Education (SBE) to adopt a rule establishing the
uniform core curricula for all teacher preparation programs, including two mandatory courses. The bill creates the
competency-based Coaching for Educator Readiness and Teaching (CERT) Program. The bill repeals the
Professional Learning Certification Programs and Professional Education Competency Programs following
implementation of the CERT program. The bill standardizes the requirements for teacher mentors and clinical
educators and requires the Department of Education to develop criteria for clinical educator training. The bill
authorizes waiver of specified educator certification requirements based on participation in teacher preparation
programs using the new uniform core curricula.
The bill establishes, subject to appropriation, The Florida Institute of Teaching Excellence, housed at Miami-Dade
College. The bill establishes minimum qualifications for part-time, nondegreed teachers of fine and performing arts.
The bill requires that professional learning activities be linked to student learning and provide professional growth
for instructional and administrative staff.
Fiscal or Economic Impact:
None
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ANALYSIS
EFFECT OF THE BILL:
The bill begins the process of aligning the core principles, standards, and content of Florida’s different types of
teacher preparation programs. The bill requires that all teacher preparation programs provide uniform core
curricula aligned with the Florida Educator Accomplished Practices (FEAP), be grounded in the principles of
cognitive science, and establish the standards and expectation for quality instruction and professional
responsibility. The bill requires the State Board of Education (SBE) to adopt a rule establishing the uniform core
curricula.
The uniform core curricula adopted by the SBE and implemented by the teacher preparation programs must, at a
minimum, meet the following standards:
• May not distort significant historical events or include curriculum or instruction that teaches identity
politics, violate the Florida Educational Equity Act (FEEA), or be based on theories that systemic racism,
sexism, oppression, and privilege are inherent in the institutions of the United States and were created to
maintain social, political, and economic inequities.
STORAGE NAME: h0875.CWS
DATE: 3/21/2025
1
• Must afford candidates the opportunity to think critically, achieve mastery of academic program content,
learn instructional strategies, and demonstrate competence.
• Must use state-approved academic standards to guide instruction.
• Must provide training on the use of high-quality instructional materials including when and how to use
intervention materials.
• Must include scientifically researched and evidence-based reading instructional strategies grounded in the
science of reading which improve reading performance for all students.
• Must include content literacy and mathematics practices.
• Must include strategies for differentiated instruction to meet student needs, including English language
learners and students with disabilities, while maintaining grade-level expectations.
• Must include strategies and practices to support effective, evidence-based assessment and grading
practices aligned to the state's academic standards.
• Must require the completion of a mastery-based clinical experience in classroom settings to provide direct
application of program content and instruction and mastery of the components of teaching as outlined in
the FEAP.
Additionally, the core curricula must include two mandatory courses: an introduction to education course and a
classroom management course. The bill requires that teacher preparation programs, beginning December 1, 2025,
and annually thereafter, must submit their course list to the Department of Education (DOE) for approval. (Section
5).
The bill creates the Coaching for Educator Readiness and Teaching (CERT) Program, a competency-based training
and educator certification pathway that may be implemented by school district, charter schools and charter
management organizations. CERT programs must be approved by the DOE and must seek reapproval every 5
years. A CERT program must include all of the following:
• A teacher mentorship and induction component.
• An assessment of teaching performance aligned to the district, charter school, or charter management
organization system for personnel evaluation that provides for:
o An initial evaluation of each educator's competencies to determine an appropriate individualized
professional learning plan.
o A summative evaluation to assure successful completion of the program.
• Professional learning tailored to each educator's growth and learning needs according to observational
data and feedback.
• Required achievement of passing scores on the subject area examination required by SBE rule.
• Required successful completion of all competencies for a reading endorsement, including completion of the
endorsement practicum, for a candidate certification in a coverage area that includes reading instruction or
intervention for any students in kindergarten through grade 6.
• Provide guidance and on-the-job training in the classroom on mastering the FEAP. (Section 6).
The bill creates, subject to an appropriation, The Florida Institute of Teaching Excellence (Institute), housed at
Miami-Dade College, for the purpose of preparing high-quality teachers in this state through rigorous, evidence-
based programs grounded in cognitive science, high-impact teaching strategies, and the implementation of
knowledge-rich curricula. The bill requires the Institute to do the following:
• Develop and deliver evidence-based professional learning opportunities aligned to the FEAP.
• Develop and deliver educator training programs that integrate high-quality instructional materials
included on the state-adopted instructional materials list, materials evaluated and identified by the Just
Read, Florida! Office, and materials developed by or under the direction of the DOE. These programs must
focus on the effective use of knowledge-based curricula, highlighting when and how to incorporate
intervention materials, and emphasize the importance of background knowledge in building advanced
reading comprehension grounded in the science of reading and critical thinking skills.
• Develop and design models of high-quality clinical experiences, for aspiring teachers. These model
experiences shall serve as a standard that institutions providing approved teacher preparation programs
can adopt or adapt, enabling participants to demonstrate mastery of instructional techniques, classroom
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2
management strategies, and the application of high-impact teaching strategies in authentic educational
settings.
• Collaborate with school districts and other educational stakeholders to identify emerging needs in teacher
preparation and align Institute programs accordingly, conducting gap analyses to provide comprehensive
coverage of the science of learning, high-impact teaching strategies, and knowledge-rich curriculum
implementation.
• Establish a statewide network of teachers and instructional leaders equipped with the knowledge and skills
to mentor and support aspiring and current educators participating in the Institute's programs. This
network shall model effective pedagogical practices and facilitate professional growth.
• Conduct research and disseminate findings on high-impact teaching practices and the implementation of
knowledge-based curricula to inform policy, improve classroom instruction, and address the importance of
background knowledge in student achievement.
• Report to the department the completion of professional learning by individuals who are not employed by
entities with an approved professional learning system.
The Institute is authorized to submit a professional learning system to the DOE for approval. The Institute is
authorized to apply for and receive federal, state, or local agency grants that support its work. The bill requires the
Miami-Dade College Board of Trustees, in collaboration with the DOE, to establish policies for the supervision,
administration and governance of the Institute. (Section 12).
The bill requires inservice activities to provide training to teacher mentors and clinical educators and requires the
DOE to develop criteria for the initial review and continued approval of clinical educator and mentor training that
must include, at a minimum:
• Instruction and assessment in the FEAP.
• Effective communication strategies to guide reflection and personal growth.
• Effective modeling of high-impact teaching practices and skills.
• Fostering resilience in educators. (section 11).
For an individual to serve as a teacher mentor or clinical educator, the bill requires that he or she meet the
following requirements:
• Hold a valid professional certificate;
• Have earned at least 3 years of teaching experience in prekindergarten through grade 12;
• Have earned an effective or highly effective rating on the prior 3 year's performance evaluation;
• Provide evidence of successful completion of clinical educator training approved by the DOE; and
• Be certified or endorsed in reading when assigned to an individual providing instruction to students in
kindergarten through grade 3. (Section 2, 3, 5, 6, 7 and 9).
The bill requires that professional learning activities be linked to student learning, provide professional growth for
instructional and administrative staff and meet the following updated requirements:
• For school administrators, utilize materials aligned to the Florida Educational Leadership Standards
adopted in rule by the SBE.
• Provide training on the use of high-quality instructional materials including when and how to use
intervention materials. (Section 11)
The bill requires that school board adopted qualifications for part-time, nondegreed teachers of fine and
performing arts must require:
• The filing of a complete set of fingerprints in the same manner as required for other instructional
personnel.
• Documentation of education and successful experience, including documentation of:
o A high school diploma or the equivalent.
o Completion of 3 years of full-time successful experience or the equivalent of part-time experience
in the teaching specialization area. (Section 4)
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3
The bill authorizes demonstration of mastery of general knowledge through successful completion of the two new
teacher preparation program courses required by the bill and demonstration of mastery of professional
preparation and education competence through completion of a CERT program. The bill provides that passing
score on the professional education competency examination shall not be required of candidates who have
successfully completed a teacher preparation program approved, after July 1, 2027. (Section 9).
The bill conforms teacher preparation program statutes to require use of the new uniform core curricula required
by the bill and to the new standards for teacher mentors and clinical educators. (Sections 2, 3, 7, and 10).
Effective July 1, 2028, the bill repeals the Professional Learning Certification Programs and Professional Education
Competency Programs. (Section 8).
Effective July 1, 2028, the bill standardizes the requirements for teacher preparation programs including use of the
new uniform core curricula provided for in the bill, administration of the Teacher Excellence Exam to candidates,
use of Teacher Excellence Exam results in program evaluations, and the qualifications required for teacher
mentors of clinical educators across all programs. (Sections 1, 13, 14, and 15).
Except as otherwise provided, the effective date of the bill is July 1, 2025. (Section 16).
RULEMAKING:
The bill requires the SBE to adopt rules to implement the new teacher preparation program uniform core curricula.
The bill requires the SBE to adopt rules to administer CERT programs.
Lawmaking is a legislative power; however, the Legislature may delegate a portion of such power to executive
branch agencies to create rules that have the force of law. To exercise this delegated power, an agency must
have a grant of rulemaking authority and a law to implement.
RELEVANT INFORMATION
SUBJECT OVERVIEW:
Teacher Preparation Programs
Teacher preparation programs are accountable for producing individuals with the competencies and skills
necessary to achieve the state education goals. 1 State-approved teacher preparation programs are offered by
Florida public and private postsecondary institutions, public school districts, and private providers by which
candidates for educator certification can, depending on the type of program, demonstrate mastery of general
knowledge, professional preparation and education competence, and/or subject area knowledge for purposes of
attaining an educator certificate. 2
There are various state-approved teacher preparation programs that individuals may use to receive the training
needed to attain an educator certificate, including: 3
• Initial Teacher Preparation programs in public and private colleges and universities requiring candidates
to demonstrate mastery of subject area knowledge in one or more specific subject areas(s), mastery of
general knowledge, and mastery of professional preparation and education competence. Program
completers qualify for a professional educator certificate. 4
• Educator Preparation Institutes (EPIs) offering alternative certification programs by postsecondary
institutions and qualified private providers for baccalaureate degree holders. These programs provide
professional preparation for career-changers and recent college graduates who do not already possess a
1 Section 1004.04(1)(b), F.S.
2 See Florida Department of Education, Florida’s Coordinated System of Professional Learning,
http://www.fldoe.org/teaching/professional-dev/ (last visited Mar. 20, 2025). See also r. 6A-5.066, F.A.C.; ss. 1004.04(3)(a)
and 1004.85(1), F.S.
3 Florida DOE, Educator Preparation, http://www.fldoe.org/teaching/preparation (last visited Mar. 20, 2025). See also r. 6A-
5.066, F.A.C.
4 Rule 6A-5.066(1)(r), F.A.C.
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4
Professional Educator Certificate and require mastery of general knowledge, mastery of subject area
knowledge, and mastery of professional preparation and education competence.
• District professional learning certification and education competency programs. Such programs are
cohesive competency-based professional preparation certification programs offered by school districts,
charter schools, and charter management districts by which the instructional staff can satisfy the mastery
of professional preparation and education competence requirements. 5 In addition to completing the
district program, candidates must demonstrate mastery of general knowledge 6 and subject area
knowledge. 7
Teacher preparation program courses are prohibited from distorting significant historical events or including a
curriculum or instruction that teaches identity politics, violates the FEEA, or is based on theories that systemic
racism, sexism, oppression, and privilege are inherent in the institutions of the United States and were created to
maintain social, political, and economic inequities. Teacher Preparation courses must afford candidates the
opportunity to think critically, achieve mastery of academic program content, learn instructional strategies, and
demonstrate competence. 8
Initial Teacher Preparation Program
Each candidate enrolled in a teacher preparation program must receive instruction and be assessed on the uniform
core curricula in his or her area of program concentration during course work and field experiences. A candidate
for certification in a coverage area that includes reading instruction or interventions in kindergarten through grade
6 must successfully complete all competencies for a reading endorsement. 9
The SBE must establish, in rule, uniform core curricula for each state-approved teacher preparation program
including, but not limited to: 10
• Candidate instruction and assessment in the FEAP11 across content areas;
• The use of state-adopted content standards to guide curricula and instruction; 12
• Scientifically researched and evidence-based reading instructional strategies that improve reading
performance for all students; 13
• Content literacy and mathematical practices;
• Strategies appropriate for instruction of English language learners;
• Strategies appropriate for instruction of students with disabilities;
• Strategies to differentiate instruction based on student needs;
• Strategies and practices to support evidence-based content aligned to state standards and grading
practices;
• Strategies appropriate for the early identification of students in crisis or experiencing a mental health
challenge and the referral of such student to a mental health professional for support;
• Strategies to support the use of technology in education and distance learning; and
5 Section 1012.56(8)(a), F.S. Florida Department of Education. State-Approved Educator Preparation Programs, Approved Add-
on Programs, https://www.fldoe.org/teaching/preparation/initial-teacher-preparation-programs/approved-teacher-edu-
programs.stml (last visited Mar. 20, 2025).
6 See Florida DOE, General Knowledge, https://www.fldoe.org/teaching/certification/general-cert-requirements/general-
knowledge.stml (last visited Mar. 20, 2025).
7 Florida DOE, Subject Area Knowledge, https://www.fldoe.org/teaching/certification/general-cert-requirements/subject-
area-knowledge.stml (last visited Mar. 20, 2025).
8 Section 1004.04(2)(e), F.S.
9 Section 1004.04(2)(c), F.S.
10 Section 1004.04(2)(b)1.-10., F.S.
11 Florida DOE, Professional Development The Florida Educator Accomplished Practices (FEAP),
https://www.fldoe.org/teaching/professional-dev/the-fl-educator-accomplished-practices.stml (last visited Mar. 20, 2025).
12 The SBE has adopted the state academic standards, which establish the core content of the curricula taught in the state and
specify the core content knowledge and skills that K-12 public school students are expected to acquire. Rule 6A-1.09401(1),
F.A.C.; s. 1003.41(1), F.S.
13 The Just Read, Florida! Office must assist teacher preparation programs and EPIs with this requirement. Section
1001.215(11), F.S.
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5
• Strategies and practices to support effective, research-based assessment and grading practices aligned to
the state’s academic standards.
In addition, before program completion, each candidate must demonstrate his or her ability to positively impact
student learning growth in the candidate’s area(s) of program concentration during a prekindergarten through
grade 12 field experience and must pass each portion of the Florida Teacher Certification Examination required for
a professional certificate in the area(s) of program concentration. 14
Educator Preparation Institutes
Postsecondary institutions that are accredited or approved by the DOE to award degrees and credits for educator
certification may seek approval from the DOE to create EPIs for the purpose of providing all or any of the
following: 15
• Professional development instruction to assist teachers in improving classroom instruction and in meeting
certification or recertification requirements;
• Instruction to assist potential and existing substitute teachers in performing their duties;
• Instruction to assist paraprofessionals in meeting education and training requirements;
• Instruction for noneducation baccalaureate degree holders to become certified teachers in order to
increase routes to the classroom for mid-career professionals; and
• Instruction and professional development for part-time and full-time non-degreed teachers of career
programs.
A private provider that has a proven history of delivering high-quality educator preparation may also seek
approval to offer a competency-based certification program. The DOE approval must be based upon evidence
provided from other state recipients of the provider’s services and data showing the successful performance of
completers based upon student achievement. 16
EPIs may offer competency-based certification programs specifically designed for non-education major
baccalaureate degree holders to enable program participants to meet educator certification. The DOE must
approve a certification program if the EPI provides evidence of the EPI’s capacity to implement a competency-
based program that includes each of the following: 17
• Participant instruction and assessment in the FEAP across content areas.
• The use of state-adopted student content standards to guide curriculum and instruction.
• Scientifically researched and evidence-based reading instructional strategies that improve reading
performance for all students, including explicit, systematic, and sequential approaches to teaching
phonemic awareness, phonics, vocabulary, fluency, and text comprehension and multisensory intervention
strategies.
• Content literacy and mathematical practices.
• Strategies appropriate for instruction of English language learners.
• Strategies appropriate for instruction of students with disabilities.
• Strategies to differentiate instruction based on student needs.
• Strategies and practices to support evidence-based content aligned to state standards and grading
practices.
• Strategies appropriate for the early identification of a student in crisis or experiencing a mental health
challenge and the referral of such student to a mental health professional for support.
• Strategies to support the use of technology in education and distance learning.
• An educational plan for each participant to meet certification requirements and demonstrate his or her
ability to teach the subject area for which the participant is seeking certification, which is based on an
assessment of his or her competency in specified areas.
• Field experiences appropriate to the certification subject area.
14 Section 1004.04(2)(d), F.S.
15 Section 1004.85(2)(a), F.S.
16 Section 1004.85(2)(b), F.S.
17 Section 1004.85(3), F.S. See also s. 1004.04(2), F.S.
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6
• A certification ombudsman to facilitate the process and procedures required for participants who complete
the program to meet any requirements related to the background screening and educator professional or
temporary certification.
Requirements for Individuals Supervising or Directing Teacher Preparation Field Experiences
All school district personnel and instructional personnel who supervise or direct teacher preparation program
students during field experience courses or internships taking place in this state in which candidates demonstrate
an impact on student learning growth must have:
• Evidence of “clinical educator” training;
• A valid professional certificate;
• At least 3 years of teaching experience in prekindergarten through grade 12;
• Earned an effective or highly effective rating on the prior year’s performance evaluation or be a peer
evaluator under the district’s evaluation system; and
• For all such personnel who supervise or direct teacher preparation students during internships in
kindergarten through grade 3 or who are enrolled in a teacher preparation program for a certificate area
includes reading instruction or intervention for any students in kindergarten through grade 6, a certificate
or endorsement in reading.
Professional Learning Certification Programs
School districts, charter schools and charter management organizations may offer a professional learning
certification program that must be approved by the DOE. The program must include: 18
• a minimum period of initial preparation before becoming the teacher of record;
• an option to collaborate with other agencies or educational entities for implementation;
• a teacher mentorship and induction component;
• an assessment of teaching performance aligned with the district’s personnel evaluation system;
• professional educational preparation content knowledge which must be included in the mentoring and
induction activities;
• required passing scores on the general knowledge, subject area and the professional education competency
test; and
• completion of all competencies for a reading endorsement for all candidates for certification in coverage
areas that include reading instruction or interventions in kindergarten through grade 6.
As required by law, the DOE adopted standards for the approval of professional learning certification programs,
including standards for the teacher mentorship and induction component.19 The standards for the teacher
mentorship and induction component must include: 20
• program administration and evaluation;
• mentor roles, selection, and training;
• beginning teacher assessment and professional development; and
• teacher content knowledge and practices aligned to the FEAP.
To serve as a mentor in a professional learning certification program an individual must:
• hold a valid professional certificate;
• have earned at least 3 years of teaching experience in prekindergarten through grade 12;
• have completed training in clinical supervision and participate in ongoing mentor training provided
through the coordinated system of professional learning;
• have earned an effective or highly effective rating on the prior year’s performance evaluation; and
• May be a peer evaluator under the district’s evaluation system. 21
Educator Certification
18 Section 1012.56(8)(a)1.-7., F.S.
19 See r. 6A-5.066, F.A.C.
20 Section 1012.56(8)(c), F.S.
21 Section 1012.56(8)(a)2.a., F.S.
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7
In order for a person to serve as an educator in a traditional public school, charter school, virtual school, or other
publicly operated school, the person must hold a certificate issued by the DOE. 22 Persons seeking employment at a
public school as a school supervisor, principal, teacher, library media specialist, counselor, athletic coach, or in
other instructional capacity must be certified. 23 The purpose of certification is to require school-based personnel to
“possess the credentials, knowledge, and skills necessary to allow the opportunity for a high-quality education in
the public schools.” 24
The DOE issues three main types of educator certificates:
• Professional Certificate: The professional certificate is Florida’s highest type of full-time educator
certification. 25 The professional certificate is valid for 5 years and is renewable. 26
• Temporary Certificate: The temporary certificate covers employment in full-time positions for which
educator certification is required. 27 Generally, a temporary certificate is valid for 5 years and is
nonrenewable. 28
• Athletic Coaching Certificate: The athletic coaching certificate covers full-time and part-time employment
as a public school’s athletic coach. 29 The DOE issues two types of athletic coaching certificates – one is valid
for 5 years and may be issued for subsequent 5-year periods while the other is valid for 3 years and may be
issued only once. 30 The 5-year certificate requires satisfaction of certain specialization requirements
established in rule. 31
Professional Certificate Requirements
To be eligible for a professional certificate, a person must: 32
• be at least 18 years of age;
• sign an affidavit attesting that the applicant will uphold the U.S. and State Constitutions;
• earn a bachelor’s or higher degree from an accredited institution of higher learning 33 or from a
nonaccredited institution identified by the DOE as having a quality program resulting in a bachelor’s or
higher degree; 34
• submit to fingerprinting and background screening and not have a criminal history that requires the
applicant’s disqualification from certification or employment;
• be of good moral character;
• be competent and capable of performing the duties, functions, and responsibilities of a teacher;
22 Sections 1012.55(1) and 1002.33(12)(f), F.S.
23 Sections 1002.33(12)(f) (charter school teachers) and 1012.55(1), F.S. District school boards and charter school governing
boards are authorized to hire non-certified individuals who possess expertise in a given field to serve in an instructional
capacity. Rule 6A-1.0502, F.A.C.; ss. 1002.33(12)(f) and 1012.55(1)(c), F.S. Occupational therapists, physical therapists,
audiologists, and speech therapists are not required to be certified educators. Rule 6A-1.0502(10) and (11), F.A.C.
24 Section 1012.54, F.S.; see r. 6A-4.001(1), F.A.C.
25 Rule 6A-4.004(5), F.A.C.
26 Section 1012.56(7)(a), F.S.; see r. 6A-4.0051(3)(d), F.A.C. (validity period is expressed as 5 years from July 1 of the school
fiscal year). The DOE also issues a nonrenewable 5-year professional certificate that allows an applicant with a bachelor’s
degree in the area of speech-language impairment to complete a master’s degree in speech-language impairment. Section
1012.56(7)(c), F.S.; r. 6A-4.004(6), F.A.C.
27 Rule 6A-4.004(1)(a)2., F.A.C.
28 Section 1012.56(7)(f), F.S. (validity period is expressed in school fiscal years); r. 6A-4.004(1)(a), F.A.C. The veteran’s
pathway to educator certification authorizes a 5-year nonrenewable temporary certificate. Section 1012.56(7)(b)2., F.S. The
DOE also issues a nonrenewable temporary certificate, which is valid for 2 years in the area of speech-language impairment.
Section 1012.56(7)(c), F.S.
29 Section 1012.55(2)(a), F.S.
30 Rule 6A-4.004(7), F.A.C. (validity periods expressed in school fiscal years).
31 See r. 6A-4.0282, F.A.C.
32 Section 1012.56(2)(a)-(i), F.S.
33 Section 1012.56(2)(c), F.S.; r. 6A-4.003(1), F.A.C. (approved accrediting agencies); see also 34 C.F.R. ss. 602.1-602.50; U.S.
Department of Education, Institutional Accrediting Agencies, https://www.ecfr.gov/current/title-34/subtitle-B/chapter-
VI/part-602 (last visited Mar. 20, 2025).
34 Section 1012.56(2)(c), F.S.; r. 6A-4.003(2), F.A.C. (criteria for approval of nonaccredited institutions of higher learning). For
initial certification, an applicant must attain at least a 2.5 overall grade point average on a 4.0 scale in the applicant’s major
field of study. Section 1012.56(2)(c), F.S.
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• demonstrate mastery of general knowledge; 35
• demonstrate mastery of subject area knowledge; 36 and
• demonstrate mastery of professional preparation and education competence, if the person serves as a
classroom teacher or school administrator. 37
Demonstrating Mastery of General Knowledge
Mastery of general knowledge may be demonstrated through any of the following methods:
• achieving a passing score on the General Knowledge Test; 38
• achieving passing scores established in SBE rule on national or international examinations that test
comparable content and relevant standards in verbal, analytical writing, and quantitative reasoning skills
(e.g., the verbal, analytical writing, and quantitative reasoning portions of the Graduate Record
Examination);39
• providing documentation of a valid professional standard teaching certificate issued by another U.S. state
or territory, 40 by the National Board for Professional Teaching Standards (NBPTS), 41 or by the American
Board for Certification of Teacher Excellence (ABCTE); 42
• completing two semesters of successful, part-time or full-time teaching in a Florida College System
institution, state university, or private college or university that awards an associate or higher degree and
is an accredited institution or an institution identified by the DOE as having a quality program; 43 and
• documentation of receipt of a master’s or higher degree from an accredited postsecondary institution that
the DOE has identified as having a quality program resulting in a baccalaureate degree or higher. 44
Demonstrating Mastery of Subject Area Knowledge
Mastery of subject area knowledge may be demonstrated through any of the following methods:
• Bachelor’s Degree Level (for certification in a subject area for which SBE rule requires a bachelor’s or
higher degree):
o If a Florida subject area examination has been developed, achieving a passing score on the Florida-
developed subject area examination specified in SBE rule 45 or documentation of receipt of a
35 Section 1012.56(2)(g) and (3), F.S.; DOE, General Knowledge, http://www.fldoe.org/teaching/certification/general-cert-
requirements/general-knowledge.stml (last visited Mar. 20, 2025).
36 Section 1012.56(2)(h) and (5), F.S.
37 Section 1012.56(2)(i) and (6), F.S.; DOE, Professional Preparation and Education Competence,
http://www.fldoe.org/teaching/certification/general-cert-requirements/professional-preparation-edu-competenc.stml (last
visited Mar. 20, 2025).
38 Section 1012.56(3)(a), F.S. The General Knowledge Test is part of the Florida Teacher Certification Examinations and is
administered as four subtests: Reading, English Language Skills, Essay, and Mathematics. Rule 6A-4.0021(7), F.A.C.; see also
DOE, Competencies and Skills Required for Teacher Certification in Florida, s. 82 (27th ed., 2022), available at
https://www.fldoe.org/core/fileparse.php/7479/urlt/FTCE27thEdition22Rule.pdf (competencies and skills measured by
General Knowledge Test).
39 Section 1012.56(3)(e), F.S. The passing scores to be identified in state board rule must be at approximately the same level of
rigor as is required to pass the General Knowledge Test. Rule 6A-4.002(4), F.A.C.
40 Section 1012.56(3)(b), F.S.; see rr. 6A-4.002(1)(i) and 6A-4.003, F.A.C. (flush-left provisions following r. 6A-4.003(2)(e),
F.A.C.). Section 1012.56(3)(b), F.S. specifies that a valid professional standard teaching certificate issued by another state is an
acceptable means of demonstrating mastery of general knowledge. The DOE also recognizes certificates issued by U.S.
territories. See DOE, General Knowledge, http://www.fldoe.org/teaching/certification/general-cert-requirements/general-
knowledge.stml (last visited Mar. 20, 2025).
41 Section 1012.56(3)(c), F.S.; see r. 6A-4.002(1)(j), F.A.C.; see also National Board for Professional Teaching Standards,
https://www.nbpts.org/ (last visited Mar. 20, 2025).
42 Section 1012.56(3)(c), F.S.; see r. 6A-4.002(1)(j), F.A.C.
43 Section 1012.56(3)(d), F.S.; see also r. 6A-4.003(1)-(2), F.A.C. (approval of accredited and nonaccredited institutions of
higher learning).
44 Section 1012.56(3)(f), F.S.
45 Section 1012.56(5)(a), F.S. The Florida Teacher Certification Examinations include 39 subject area tests. DOE, Test
Information Guides, http://www.fl.nesinc.com/FL_TIGS.asp (last visited Mar. 20, 2025); see also DOE, Competencies and Skills
Required for Teacher Certification in Florida, ss. 1-63 (27th ed., 2022), available at
https://www.fldoe.org/core/fileparse.php/7479/urlt/FTCE27thEdition22Rule.pdf; see also r. 6A-4.0021(9), F.A.C. (scoring of
subject area tests).
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9
master’s or higher degree from an accredited postsecondary institution that the DOE has identified
as having a quality program resulting in a baccalaureate degree or higher in the certificate subject
area as identified in SBE rule. 46
o If a Florida subject area examination has not been developed, achieving a passing score on a
standardized examination specified in SBE rule, including passing scores on both the oral
proficiency and written proficiency examinations administered by the American Council on the
Teaching of Foreign Languages 47 or successful completion of a United States Defense Language
Institute Foreign Language Center program or a passing score on the Defense Language Proficiency
Test. 48
o For certification in any other subject area for which there is no Florida subject area test or
standardized examination specified in state board rule (e.g., Dance), completing the required
bachelor’s or higher degree and content courses specified in SBE rule 49 and verification of subject
area competence by the district school superintendent or, for a state-supported or private school,
the school’s chief administrative officer. 50
• Master’s Degree Level (for certification in a subject area for which SBE rule requires a master’s or higher
degree): Completing the required master’s or higher degree and content courses specified in SBE rule and
achieving a passing score on the corresponding Florida-developed subject area test or standardized
examination specified in SBE rule. 51
• Out-of-State Certification: Providing documentation of a valid professional standard teaching certificate
issued for a subject area by another U.S. state or territory or by NBPTS or ABCTE, if the certificate is
comparable to the Florida professional certificate issued for the same subject area. 52
Demonstrating Mastery of Professional Preparation and Education Competence
Mastery of professional preparation and education competence may be demonstrated by:
• Successful completion of an approved teacher preparation program at a postsecondary educational
institution within this state and achievement of a passing score on the professional education competency
examination required by state board rule;
• Successful completion of a teacher preparation program at a postsecondary educational institution outside
Florida and achievement of a passing score on the professional education competency examination
required by state board rule;
• Documentation of a valid professional standard teaching certificate issued by another state;
• Documentation of a valid certificate issued by the NBPTS or a national educator credentialing board
approved by the State Board of Education;
• Documentation of two semesters of successful, full-time or part-time teaching in a Florida College System
institution, state university, or private college or university that awards an associate or higher degree and
is an accredited institution or an institution of higher education identified by the DOE as having a quality
program and achievement of a passing score on the professional education competency examination
required by SBE rule;
• Successful completion of professional preparation courses as specified in state board rule, successful
completion of a professional education competence program, and documentation of 3 years of being rated
effective or highly effective while holding a temporary certificate;
• Successful completion of a professional learning certification program; or
46 Section 1012.56(5)(i), F.S.
47 Section 1012.56(5)(b), F.S.; r. 6A-4.0243(1)(e), F.A.C.; see American Council on the Teaching of Foreign Languages (ACTFL),
Assessments, https://www.actfl.org/assessments (last visited Mar. 20, 2025); Language Testing International (ACTFL
Language Testing Office), ACTFL, https://tms.languagetesting.com (last visited Mar. 20, 2025).
48 Section 1012.56(5)(g)-(h), F.S.
49 See, e.g., r. 6A-4.0123, F.A.C. (specialization requirements for certification in dance); see also DOE, Florida Certificate Subjects,
http://www.fldoe.org/teaching/certification/certificate-subjects/ (last visited Mar. 20, 2025).
50 Section 1012.56(5)(c), F.S.; r. 6A-4.002(4), F.A.C.
51 Section 1012.56(5)(d), F.S.; see DOE, Florida Certificate Subjects, http://www.fldoe.org/teaching/certification/certificate-
subjects/ (last visited Mar. 20, 2025).
52 Section 1012.56(5)(e), F.S., and (f), F.S.; r. 6A-4.002(1)(i)-(j), F.A.C.; DOE, NBPTS Certificate Subjects and Corresponding
Subjects in Florida, http://www.fldoe.org/teaching/certification/pathways-routes/nbpts-certificate-subjects-correspondi.stml
(last visited Mar. 20, 2025).
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10
• Successful completion of a competency-based certification program and achievement of a passing score on
the professional education competency examination required by rule of the SBE. 53
Professional Education Competency Program
School districts must and private schools or state-supported public schools, including a charter school, may
develop and maintain a system by which members of the instructional staff may demonstrate mastery of
professional preparation and education competence as required by law. Each program must:
• be based on classroom application of the FEAP and instructional performance; and,
• for public schools, must be aligned with the district’s or state-supported public school’s evaluation
system. 54
The Commissioner of Education must determine the continued approval of programs, based upon the department’s
review of performance data. The department must review the performance data as a part of the periodic review of
each school district’s professional learning system. 55
Teacher Apprenticeship Program
In 2023, the Legislature created the Teacher Apprenticeship Program (TAP). 56 The TAP was created as an
alternative pathway for an individual to enter the teaching profession. The DOE is required to administer the
program in accordance with legislative intent regarding apprenticeship training 57 provided for in law.
To meet the minimum eligibility requirements to participate in the TAP, a candidate must have:58
• Received an associate degree from an accredited postsecondary institution.
• Earned a cumulative grade point average (GPA) of 3.0 in that degree program.
• Successfully passed a background screening pursuant to law.
• Received a temporary apprenticeship certificate.
As a condition of participating in the TAP, an apprentice teacher must be appointed by the district school board as
an education paraprofessional and must commit to spending the first two years in the classroom of a mentor
teacher using team teaching strategies as specified in law 59 and fulfilling the on-the-job training component of the
registered apprenticeship and its associated standards. 60
A teacher who serves as a mentor in the TAP must: 61
• Have at least 5 years of teaching experience in this state.
• Be rated as highly effective in the three most recent value-added model (VAM) scores or on the three most
recent available performance evaluations if the teacher does not generate a state VAM score.
• Satisfy any other requirements established by the DOE.
Mentors for Individuals with a Temporary Certificate
A person who is issued a temporary certificate must be assigned a teacher mentor for a minimum of 2 school years
after commencing employment. Each teacher mentor must:
• hold a valid professional certificate;
• have earned at least 3 years of teaching experience in prekindergarten through grade 12; and
53 Section 1012.56(6), F.S.
54 Section 1012.56(9)(a), F.S.
55 Section 1012.56(9)(b), F.S.
56 Section 6, ch. 2023-38, L.O.F., codified at s. 1012.555, F.S.; see also r. 6A-5.067, F.A.C.
57 Section 446.011, F.S. provides that it is the intent of the State of Florida to provide educational opportunities for its residents
so that they can be trained for trades, occupations, and professions suited to their abilities; to promote the mode of training
known as apprenticeship in occupations throughout industry in the state that require physical manipulative skills.
58 Section 1012.555(2)(a)1.-4., F.S.
59 “Team teaching” or “co-teaching” means two or more teachers are assigned to a group of students and each teacher is
responsible for all of the students during the entire class period. Section 1003.03(5)(c), F.S.
60 Section 1012.555(2)(c) and (d), F.S.
61 Section 1012.555(3), F.S.
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11
• have earned an effective or highly effective rating on the prior year’s performance evaluation. 62
Part-time and Full-time Nondegreed Teachers
Each district school board is required to establish the minimal qualifications for part-time and full-time non-
degreed teachers of career programs. Non-degreed teachers of career programs must provide a complete set of
fingerprints for background screening and are required to provide documentation of: 63
• A high school diploma or the equivalent.
• Completion of 3 years of full-time successful occupational experience or the equivalent of part-time
experience in the teaching specialization area. The district school board may establish alternative
qualifications for teachers with an industry certification in the career area in which they teach.
• For full-time teachers, completion of professional education training in teaching methods, course
construction, lesson planning and evaluation, and teaching special needs students. This training may be
completed through coursework from an accredited or approved institution or an approved district teacher
education program.
• Documentation of industry certification when state or national industry certifications are available and
applicable.
District school boards are required to issue an adjunct teaching certificate to any applicant who meets background
screening requirements and who has expertise in the subject area to be taught as evidenced by passage of a subject
area test or has achieved an industry certification in the subject area to be taught. 64
Professional Learning Systems
Current law requires school districts to develop a professional learning system in consultation with classroom
teachers, state colleges and universities, business and community representatives, and local education foundations,
consortia, and professional organizations. 65 The system must be initially reviewed and approved by the DOE, and
subsequently reviewed and approved every 5 years thereafter. 66 Among other things, the professional learning
system must: 67
• support and increase the success of educators through collaboratively developed school improvement
plans;
• assist the school community in providing stimulating, scientific research-based educational activities that
encourage and motivate students to achieve at the highest levels, and that prepare students for success at
subsequent educational levels and the workforce;
• provide continuous support for all education professionals as well as temporary intervention for education
professionals who need improvement in knowledge, skills, and performance; and
• provide training to teacher mentors as part of professional development certification and education
competency programs.
An organization of private schools or consortium of charter schools which has no fewer than 10-member schools in
this state, which publishes and files with the DOE copies of its standards, and the member schools comply with
compulsory school attendance, or a public or private college or university with a teacher preparation program,
may also develop a professional learning system. 68 The system and in-service catalog must be submitted to the
commissioner for approval. 69
62 Section 1012.56(7)(e), F.S.
63 Section 1012.39(1)(c), F.S.
64 Section 1012.57(1), F.S.
65 Section 1012.98(5)(b), F.S.
66 Section 1012.98(5)(b)1., F.S.
67 See s. 1012.98(5)(b)1.-11., F.S.
68 Section 1012.98(7), F.S.
69 Id.
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RECENT LEGISLATION:
YEAR BILL # HOUSE SPONSOR(S) SENATE SPONSOR OTHER INFORMATION
2024 CS/HB 1291 Snyder, Jacques Ingoglia Became law on July 1, 2024.
2024 CS/SB 7002 Rizo Hutson Became law on July 1, 2024.
2023 CS/CS/SB 240 Melo Hutson Became law on July 1, 2023.
BILL HISTORY
STAFF
DIRECTOR/ ANALYSIS
COMMITTEE REFERENCE ACTION DATE POLICY CHIEF PREPARED BY
Careers & Workforce Kiner Wolff
Subcommittee
Higher Education Budget
Subcommittee
Education & Employment
Committee
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F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
HB 875 2025
1 A bill to be entitled
2 An act relating to educator preparation; amending s.
3 1004.04, F.S.; providing for the future repeal of
4 provisions relating to the uniform core curricula for
5 certain teacher preparation programs; revising
6 requirements for certain teacher preparation programs;
7 revising the criteria for continued approval of such
8 programs; revising the term "field experience" to
9 "clinical experience"; revising the requirements for
10 such experience; revising the requirements certain
11 personnel must meet; amending s. 1004.85, F.S.;
12 revising the purpose of postsecondary educator
13 preparation institutes; revising requirements for such
14 institutes; revising requirements for the continued
15 approval of such programs; amending s. 1012.39, F.S.;
16 providing requirements for the hiring of certain
17 nondegreed teachers of fine and performing arts;
18 creating s. 1012.551, F.S.; providing for the uniform
19 core curricula for certain teacher preparation
20 programs; providing requirements for such curricula;
21 providing requirements for teacher candidates
22 beginning in a specified school year; providing
23 reporting requirements for certain teacher preparation
24 programs; requiring the State Board of Education to
25 approve or reject certain courses for such programs;
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26 prohibiting such programs from requiring students to
27 take a specified additional course; creating s.
28 1012.552, F.S.; establishing the Coaching for Educator
29 Readiness and Teaching Certification Program;
30 providing the intent for the program; providing
31 program requirements; providing requirements for
32 approval and continued approval of such programs;
33 requiring the state board to adopt rules; amending s.
34 1012.555, F.S.; revising the requirements for teachers
35 serving as mentors through a teacher apprenticeship
36 program; amending s. 1012.56, F.S.; providing for the
37 future repeal of professional learning certification
38 programs and professional education competency
39 programs; revising requirements relating to meeting
40 the mastery of general knowledge and mastery of
41 professional preparation and education competence for
42 certification as an educator; removing a requirement
43 for a passing score on a specified examination for
44 certain candidates for certification as an educator
45 beginning on a certain date; revising requirements for
46 a professional and temporary educator certificates;
47 amending s. 1012.585, F.S.; revising requirements for
48 the renewal of a professional certificate; amending s.
49 1012.98, F.S.; revising and providing additional
50 requirements for certain professional learning
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51 activities; creating s. 1012.981, F.S.; establishing
52 the Florida Institute for Teaching Excellence at Miami
53 Dade College, subject to an appropriation; providing
54 the purpose and duties of the institute; authorizing
55 the institute to submit a professional learning system
56 for approval and seek specified funding; providing for
57 the supervision, administration, and governance of the
58 institute; amending ss. 1012.55, 1012.57, and 1012.98,
59 F.S.; conforming cross-references to changes made by
60 the act; providing effective dates.
61
62 Be It Enacted by the Legislature of the State of Florida:
63
64 Section 1. Effective July 1, 2028, paragraphs (c), (d),
65 and (e) of subsection (2) of section 1004.04, Florida Statutes,
66 are redesignated as subsections (a), (b), and (c), respectively,
67 and present paragraphs (a) and (b) of subsection (2) and
68 paragraph (a) of subsection (3) are amended, to read:
69 1004.04 Public accountability and state approval for
70 teacher preparation programs.—
71 (2) UNIFORM CORE CURRICULA AND CANDIDATE ASSESSMENT.—
72 (a) The State Board of Education shall adopt rules
73 pursuant to ss. 120.536(1) and 120.54 which establish uniform
74 core curricula for each state-approved teacher preparation
75 program.
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76 (b) The rules to establish uniform core curricula for each
77 state-approved teacher preparation program must include, but are
78 not limited to, the following:
79 1. Candidate instruction and assessment in the Florida
80 Educator Accomplished Practices across content areas.
81 2. The use of state-adopted content standards to guide
82 curricula and instruction.
83 3. Scientifically researched and evidence-based reading
84 instructional strategies grounded in the science of reading
85 which improve reading performance for all students, including
86 explicit, systematic, and sequential approaches to teaching
87 phonemic awareness, phonics, vocabulary, fluency, and text
88 comprehension and multisensory intervention strategies. The
89 primary instructional strategy for teaching word reading is
90 phonics instruction for decoding and encoding. Instructional
91 strategies for foundational skills may not employ the three-
92 cueing system model of reading or visual memory as a basis for
93 teaching word reading. Instructional strategies may include
94 visual information and strategies that improve background and
95 experiential knowledge, add context, and increase oral language
96 and vocabulary to support comprehension, but may not be used to
97 teach word reading.
98 4. Content literacy and mathematics practices.
99 5. Strategies appropriate for the instruction of English
100 language learners.
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101 6. Strategies appropriate for the instruction of students
102 with disabilities.
103 7. Strategies to differentiate instruction based on
104 student needs.
105 8. Strategies and practices to support evidence-based
106 content aligned to state standards and grading practices.
107 9. Strategies appropriate for the early identification of
108 a student in crisis or experiencing a mental health challenge
109 and the referral of such student to a mental health professional
110 for support.
111 10. Strategies to support the use of technology in
112 education and distance learning.
113 11. Strategies and practices to support effective,
114 research-based assessment and grading practices aligned to the
115 state's academic standards.
116 (3) INITIAL STATE PROGRAM APPROVAL.—
117 (a) A program approval process based on standards adopted
118 pursuant to this subsection and subsection (2) must be
119 established for postsecondary teacher preparation programs. Each
120 program shall be approved by the department, consistent with the
121 intent set forth in subsection (1) and based upon evidence of
122 the institution's and the program's capacity to meet the
123 requirements for continued approval as provided in subsection
124 (4) and by the rules of the State Board of Education.
125 Section 2. Paragraphs (c), (d), and (e) of subsection (2),
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126 paragraph (a) of subsection (4), and subsection (5) of section
127 1004.04, Florida Statutes, are amended to read:
128 1004.04 Public accountability and state approval for
129 teacher preparation programs.—
130 (2) UNIFORM CORE CURRICULA AND CANDIDATE ASSESSMENT.—
131 (c) Each candidate must receive instruction and be
132 assessed on the uniform core curricula, approved pursuant to s.
133 1012.551, in the candidate's area or areas of program
134 concentration during course work and clinical field experiences.
135 Beginning with candidates entering a teacher preparation program
136 in the 2022-2023 school year, a candidate for certification in a
137 coverage area identified pursuant to s. 1012.585(3)(f) must
138 successfully complete all competencies for a reading
139 endorsement, including completion of the endorsement practicum
140 through the candidate's clinical field experience under
141 subsection (5), in order to graduate from the program.
142 (d) Before program completion, each candidate must
143 demonstrate his or her ability to positively impact student
144 learning growth in the candidate's area or areas of program
145 concentration during a prekindergarten through grade 12 clinical
146 field experience and must pass each portion of the Florida
147 Teacher Certification Examination required for a professional
148 certificate in the area or areas of program concentration.
149 (e) Teacher preparation program courses:
150 1. May not distort significant historical events or
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151 include a curriculum or instruction that teaches identity
152 politics, violates s. 1000.05, or is based on theories that
153 systemic racism, sexism, oppression, and privilege are inherent
154 in the institutions of the United States and were created to
155 maintain social, political, and economic inequities.
156 2. Must afford candidates the opportunity to think
157 critically, achieve mastery of academic program content, learn
158 instructional strategies, and demonstrate mastery of the
159 cognitive science of learning and its application in high-impact
160 teaching strategies, and the crucial role of background
161 knowledge in developing high-level literacy competence.
162 (4) CONTINUED PROGRAM APPROVAL.—Continued approval of a
163 teacher preparation program shall be based upon evidence that
164 the program continues to implement the requirements for initial
165 approval and upon significant, objective, and quantifiable
166 measures of the program and the performance of the program
167 completers.
168 (a) The criteria for continued approval must include each
169 of the following:
170 1. Candidate readiness based on passage rates on educator
171 certification examinations under s. 1012.56, as applicable.
172 2. Evidence of performance in each of the following areas:
173 a. Performance of students in prekindergarten through
174 grade 12 who are assigned to in-field program completers on
175 statewide assessments using the results of the student learning
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176 growth formula adopted under s. 1012.34.
177 b. Results of program completers' annual evaluations in
178 accordance with the timeline as set forth in s. 1012.34.
179 c. Workforce contributions, including placement of program
180 completers in instructional positions in Florida public and
181 private schools, with additional weight given to production of
182 program completers in statewide critical teacher shortage areas
183 as identified in s. 1012.07.
184 3. Beginning July 1, 2028, candidate readiness based on
185 scores on the Florida Teacher Excellence Examination developed
186 pursuant to s. 1012.56(10) and administered before program
187 completion.
188 3. Results of the program completers' survey measuring
189 their satisfaction with preparation for the realities of the
190 classroom.
191 4. Results of the employers' survey measuring satisfaction
192 with the program and the program's responsiveness to local
193 school districts.
194 (5) PRESERVICE CLINICAL FIELD EXPERIENCE.—All
195 postsecondary instructors, school district personnel and
196 instructional personnel, and school sites preparing
197 instructional personnel through preservice clinical field
198 experience courses and internships shall meet special
199 requirements. District school boards may pay student teachers
200 during their internships.
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201 (a) All individuals in postsecondary teacher preparation
202 programs who instruct or supervise preservice clinical field
203 experience courses or internships in which a candidate
204 demonstrates his or her impact on student learning growth shall
205 meet the requirements of a clinical educator established under
206 s. 1012.56(7) have the following: specialized training in
207 clinical supervision; at least 3 years of successful, relevant
208 prekindergarten through grade 12 teaching, student services, or
209 school administration experience; and an annual demonstration of
210 experience in a relevant prekindergarten through grade 12 school
211 setting as defined by State Board of Education rule.
212 (b)1. All school district personnel and instructional
213 personnel who supervise or direct teacher preparation students
214 during clinical field experience courses or internships taking
215 place in this state in which candidates demonstrate an impact on
216 student learning growth must meet the requirements of a clinical
217 educator established under s. 1012.56(7). have:
218 a. Evidence of "clinical educator" training;
219 b. A valid professional certificate issued pursuant to s.
220 1012.56;
221 c. At least 3 years of teaching experience in
222 prekindergarten through grade 12;
223 d. Earned an effective or highly effective rating on the
224 prior year's performance evaluation under s. 1012.34 or be a
225 peer evaluator under the district's evaluation system approved
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226 under s. 1012.34; and
227 e. Beginning with the 2022-2023 school year, for all such
228 personnel who supervise or direct teacher preparation students
229 during internships in kindergarten through grade 3 or who are
230 enrolled in a teacher preparation program for a certificate area
231 identified pursuant to s. 1012.585(3)(f), a certificate or
232 endorsement in reading.
233
234 The State Board of Education shall approve the training
235 requirements.
236 2. All instructional personnel who supervise or direct
237 teacher preparation students during clinical field experience
238 courses or internships in another state, in which a candidate
239 demonstrates his or her impact on student learning growth,
240 through a Florida online or distance program must have received
241 "clinical educator" training pursuant to s. 1012.98 or its
242 equivalent in that state, hold a valid professional certificate
243 issued by the state in which the clinical field experience takes
244 place, and have at least 3 years of teaching experience in
245 prekindergarten through grade 12.
246 3. All instructional personnel who supervise or direct
247 teacher preparation students during clinical field experience
248 courses or internships, in which a candidate demonstrates his or
249 her impact on student learning growth, on a United States
250 military base in another country through a Florida online or
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251 distance program must have received "clinical educator" training
252 pursuant to s. 1012.98 or its equivalent, hold a valid
253 professional certificate issued by the United States Department
254 of Defense or a state or territory of the United States, and
255 have at least 3 years teaching experience in prekindergarten
256 through grade 12.
257 (c) Preservice clinical field experience must fully
258 prepare a candidate to manage a classroom by requiring the
259 candidate to practice and demonstrate the uniform core curricula
260 specific to the candidate's area or areas of program
261 concentration with a diverse population of students in a variety
262 of challenging environments, including, but not limited to,
263 high-poverty schools, urban schools, and rural schools.
264 Beginning with candidates entering a program in the 2023-2024
265 school year, a minimum of 60 hours of preservice clinical field
266 experience must be completed before the culminating clinical
267 field experience, which must include a minimum of 12 weeks of
268 student teaching.
269 (d) Postsecondary teacher preparation programs in
270 cooperation with district school boards and approved private
271 school associations shall select the school sites for preservice
272 clinical field experience activities based upon the
273 qualifications of the supervising personnel as described in this
274 subsection and the needs of the candidates. These sites must
275 represent the full spectrum of school communities, including,
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276 but not limited to, schools serving low-achieving students. In
277 order to be selected, school sites must demonstrate commitment
278 to the education of public school students and to the
279 preparation of future teachers.
280 Section 3. Subsections (5) through (8) of section 1004.85,
281 Florida Statutes, are renumbered as subsections (4) through (7),
282 respectively, and paragraph (a) of subsection (2), paragraph (a)
283 of subsection (3), subsection (4), and present subsections (5)
284 and (6) are amended, to read:
285 1004.85 Postsecondary educator preparation institutes.—
286 (2)(a) Postsecondary institutions that are accredited or
287 approved as described in State Board of Education rule may seek
288 approval from the Department of Education to create educator
289 preparation institutes for the purpose of providing any or all
290 of the following:
291 1. Professional learning instruction to assist teachers in
292 improving classroom instruction and in meeting certification or
293 recertification requirements.
294 2. Instruction to assist potential and existing substitute
295 teachers in performing their duties.
296 3. Instruction to assist paraprofessionals in meeting
297 education and training requirements.
298 4. Instruction for baccalaureate degree holders to become
299 certified teachers as provided in this section in order to
300 increase routes to the classroom for professionals who hold a
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301 baccalaureate degree and college graduates who were not
302 education majors.
303 5. Instruction and professional learning for part-time and
304 full-time nondegreed teachers of career programs under s.
305 1012.39(1)(c).
306 6. Instruction that does not distort significant
307 historical events or include a curriculum or instruction that
308 teaches identity politics, violates s. 1000.05, or is based on
309 theories that systemic racism, sexism, oppression, and privilege
310 are inherent in the institutions of the United States and were
311 created to maintain social, political, and economic inequities.
312 Courses and instruction within the educator preparation
313 institute must afford candidates the opportunity to think
314 critically, achieve mastery of academic program content, learn
315 instructional strategies, and demonstrate competence.
316 (3) Educator preparation institutes approved pursuant to
317 this section may offer competency-based certification programs
318 specifically designed for noneducation major baccalaureate
319 degree holders to enable program participants to meet the
320 educator certification requirements of s. 1012.56. An educator
321 preparation institute choosing to offer a competency-based
322 certification program pursuant to the provisions of this section
323 must implement a program developed by the institute and approved
324 by the department for this purpose. Approved programs shall be
325 available for use by other approved educator preparation
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326 institutes.
327 (a) Within 90 days after receipt of a request for
328 approval, the Department of Education shall approve a
329 preparation program pursuant to the requirements of this
330 subsection or issue a statement of the deficiencies in the
331 request for approval. The department shall approve a
332 certification program if the institute provides evidence of the
333 institute's capacity to implement a competency-based program
334 that:
335 1. Instructs and assesses each candidate in the uniform
336 core curricula approved under s. 1012.551 and following:
337 1.a. the Florida Educator Accomplished Practices approved
338 by the state board.
339 b. The state academic standards provided under s. 1003.41,
340 including scientifically based reading instruction, content
341 literacy, and mathematical practices, for each subject
342 identified on the statement of status of eligibility or the
343 temporary certificate.
344 c. Scientifically researched and evidence-based reading
345 instructional strategies grounded in the science of reading
346 which improve reading performance for all students, including
347 explicit, systematic, and sequential approaches to teaching
348 phonemic awareness, phonics, vocabulary, fluency, and text
349 comprehension and multisensory intervention strategies. The
350 primary instructional strategy for teaching word reading is
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351 phonics instruction for decoding and encoding. Instructional
352 strategies for foundational skills may not employ the three-
353 cueing system model of reading or visual memory as a basis for
354 teaching word reading. Instructional strategies may include
355 visual information and strategies which improve background and
356 experiential knowledge, add context, and increase oral language
357 and vocabulary to support comprehension, but may not be used to
358 teach word reading.
359 2. An educational plan for each participant to meet
360 certification requirements and demonstrate his or her ability to
361 teach the subject area for which the participant is seeking
362 certification, which is based on an assessment of his or her
363 competency in the areas listed in subparagraph 1.
364 2.3. Provides clinical Field experiences appropriate to
365 the certification subject area specified in the educational plan
366 under the supervision of clinical educators who meet the
367 requirements of s. 1012.56(7) qualified educators. The state
368 board shall determine in rule the amount of field experience
369 necessary to serve as the teacher of record, beginning with
370 candidates entering a program in the 2023-2024 school year.
371 3.4. Provides a certification ombudsman to facilitate the
372 process and procedures required for participants who complete
373 the program to meet any requirements related to the background
374 screening pursuant to s. 1012.32 and educator professional or
375 temporary certification pursuant to s. 1012.56.
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376 (4) The state board shall adopt rules for the continued
377 approval of each program approved pursuant to this section.
378 (4)(5) Each institute approved pursuant to this section
379 shall submit to the Department of Education annual performance
380 evaluations that measure the effectiveness of the programs.
381 (a) Beginning July 1, 2028, continued approval criteria
382 for educator preparation programs must include candidate
383 readiness based on scores on the Florida Teacher Excellence
384 Examination developed pursuant to s. 1012.56(10) and
385 administered before program completion.
386 (5)(6) Instructors and supervisors of clinical field
387 experiences in which participants demonstrate an impact on
388 student learning growth for a certification program approved
389 pursuant to this section must meet the same qualifications as
390 those required in s. 1004.04(5).
391 Section 4. Paragraph (d) is added to subsection (1) of
392 section 1012.39, Florida Statutes, to read:
393 1012.39 Employment of substitute teachers, teachers of
394 adult education, nondegreed teachers of career education, and
395 career specialists, and nondegreed teachers of fine and
396 performing arts; students performing clinical field experience.—
397 (1) Notwithstanding ss. 1012.32, 1012.55, 1012.56, and
398 1012.57, or any other provision of law or rule to the contrary,
399 each district school board shall establish the minimal
400 qualifications for:
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401 (d) Part-time, nondegreed teachers of fine and performing
402 arts. Qualifications must be established for nondegreed teachers
403 of fine and performing arts courses in the course code
404 directory. The qualifications for such teachers must require:
405 1. The filing of a complete set of fingerprints in the
406 same manner as required by s. 1012.32.
407 2. Documentation of education and successful experience,
408 including documentation of:
409 a. A high school diploma or the equivalent.
410 b. Completion of 3 years of full-time successful
411 experience or the equivalent of part-time experience in the
412 teaching specialization area.
413 Section 5. Section 1012.551, Florida Statutes, is created
414 to read:
415 1012.551 Teacher preparation core principles, standards,
416 and content.–
417 (1) Each teacher preparation program approved pursuant to
418 ss. 1004.04, 1004.85, and 1012.552 must provide uniform core
419 curricula courses aligned with the Florida Educator Accomplished
420 Practices that are grounded in the principles of cognitive
421 science and establish the foundational standards and
422 expectations for quality instruction and professional
423 responsibility. The State Board of Education shall establish in
424 rule the uniform core curricula.
425 (a) The uniform core curricula for each state-approved
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426 teacher preparation program must meet, at a minimum, the
427 following standards:
428 1. May not distort significant historical events or
429 include curriculum or instruction that teaches identity
430 politics, violates s. 1000.05, or is based on theories that
431 systemic racism, sexism, oppression, and privilege are inherent
432 in the institutions of the United States and were created to
433 maintain social, political, and economic inequities.
434 2. Must afford candidates the opportunity to think
435 critically, achieve mastery of academic program content, learn
436 instructional strategies, and demonstrate competence.
437 3. Must use state-approved academic standards to guide
438 instruction.
439 4. Must provide training on the use of high-quality
440 instructional materials included on the state-adopted
441 instructional materials list pursuant to s. 1006.28, materials
442 evaluated and identified pursuant to s. 1001.215(4), and
443 materials developed pursuant to s. 1006.39, including when and
444 how to use intervention materials.
445 5. Must include scientifically researched and evidence-
446 based reading instructional strategies grounded in the science
447 of reading which improve reading performance for all students,
448 including explicit, systematic, and sequential approaches to
449 teaching phonemic awareness, phonics, vocabulary, fluency, and
450 text comprehension and multisensory intervention strategies. The
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451 primary instructional strategy for teaching word reading is
452 phonics instruction for decoding and encoding. Instructional
453 strategies for foundational skills may not employ the three-
454 cueing system model of reading or visual memory as a basis for
455 teaching word reading. Instructional strategies may include
456 visual information and strategies that improve background and
457 experiential knowledge, add context, and increase oral language
458 and vocabulary to support comprehension, but may not be used to
459 teach word reading.
460 6. Must include content literacy and mathematics
461 practices.
462 7. Must include strategies for differentiated instruction
463 to meet student needs, including English language learners and
464 students with disabilities, while maintaining grade-level
465 expectations.
466 8. Must include strategies and practices to support
467 effective, evidence-based assessment and grading practices
468 aligned to the state's academic standards.
469 9. Must require the completion of a mastery-based clinical
470 experience in classroom settings to provide direct application
471 of program content and instruction and mastery of the components
472 of teaching as outlined in the Florida Educator Accomplished
473 Practices. These clinical experiences must allow candidates to
474 demonstrate mastery of curriculum and pedagogy through
475 observable performance evaluations aligned with instructional
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476 personnel evaluation systems approved pursuant to s. 1012.34.
477 Mastery must be assessed through in-classroom performance, with
478 candidate feedback provided for growth and refinement, rather
479 than solely through written assignments or project-based
480 assessments. Clinical experience may only be provided by
481 individuals who meet the requirements of s. 1012.56(7).
482 (b) Beginning with teacher candidates initially entering a
483 state-approved teacher preparation program in the 2026-2027
484 school year and thereafter, each teacher candidate must
485 complete:
486 1. One introduction to education course that allows
487 teacher candidates to demonstrate competency in the cognitive
488 science of learning principles, including cognitive load theory,
489 working memory, and long-term memory; retrieval practice;
490 attention and selective attention; social science of motivation
491 and persistence; background knowledge; and production effect.
492 2. One classroom management and high-impact teaching
493 strategies course that allows teacher candidates to demonstrate
494 competency of instructional strategies based on Florida Educator
495 Accomplished Practices.
496 (2) Each state-approved teacher preparation program must
497 annually report all teacher preparation core courses to the
498 department by each course's statewide course number.
499 (3) By December 1, 2025, and each December 1 thereafter,
500 the State Board of Education must approve or reject the list of
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501 courses for each state-approved teacher preparation program.
502 (4) A teacher preparation program may not require a
503 student to take an additional course to meet a program
504 requirement that was completed by the student with a course that
505 has since been removed as a teacher preparation program core
506 course.
507 Section 6. Section 1012.552, Florida Statutes, is created
508 to read:
509 1012.552 The Coaching for Educator Readiness and Teaching
510 Certification (CERT) Program.—
511 (1) INTENT.—The Coaching for Educator Readiness and
512 Teaching (CERT) Certification Program is established to create
513 an alternative pathway for teachers to enter the teaching
514 profession. School districts, charter schools, and charter
515 management organizations may implement the CERT program to
516 provide a cohesive, competency-based training and certification
517 pathway for teachers who have a state-issued temporary
518 certificate to earn their professional certificate through an
519 on-the-job mentorship and learning program.
520 (2) PROGRAM REQUIREMENTS.—A CERT program must include all
521 of the following:
522 (a) A teacher mentorship and induction component. Mentors
523 must meet the requirements of s. 1012.56(7).
524 (b) An assessment of teaching performance aligned to the
525 district, charter school, or charter management organization
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526 system for personnel evaluation under s. 1012.34 which provides
527 for:
528 1. An initial evaluation of each educator's competencies
529 to determine an appropriate individualized professional learning
530 plan.
531 2. A summative evaluation to assure successful completion
532 of the program.
533 (c) Professional learning, in accordance with s. 1012.98,
534 tailored to each educator's growth and learning needs according
535 to observational data and feedback.
536 (d) Required achievement of passing scores on the subject
537 area examination required by State Board of Education rule.
538 (e) Required successful completion of all competencies for
539 a reading endorsement, including completion of the endorsement
540 practicum, for a candidate certification in a coverage area
541 identified pursuant to s. 1012.585(3)(f).
542 (f) Provide guidance and on-the-job training in the
543 classroom on mastering Florida Educator Accomplished Practices.
544 (3) APPROVAL AND CONTINUED APPROVAL.—CERT programs are
545 approved for a period of 5 years in a format to be established
546 by the department. A teacher may not satisfy requirements for a
547 professional certificate through a CERT program unless the
548 program has been approved by the department pursuant to this
549 section. Continued approval of CERT programs must include a
550 criteria for candidate readiness based on scores on the Florida
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551 Teacher Excellence Examination developed pursuant to s.
552 1012.56(10) and administered before program completion.
553 (4) RULEMAKING.—The State Board of Education shall adopt
554 rules to administer this section.
555 Section 7. Subsection (3) of section 1012.555, Florida
556 Statutes, is amended to read:
557 1012.555 Teacher Apprenticeship Program.—
558 (3) A teacher who serves as a mentor in the apprenticeship
559 program shall mentor his or her apprentice teacher using team
560 teaching strategies and must, at a minimum, meet all of the
561 following requirements of s. 1012.56(7):
562 (a) Have at least 5 years of teaching experience in this
563 state.
564 (b) Have received an aggregate score of highly effective
565 on the three most recent available value-added model (VAM)
566 scores, as used by the department, or have received an aggregate
567 score of highly effective on the three most recent available
568 performance evaluations if the teacher does not generate a state
569 VAM score.
570 (c) Satisfy any other requirements established by the
571 department.
572 Section 8. Effective July 1, 2028, subsections (10)
573 through (17) of section 1012.56, Florida Statutes, are
574 renumbered as subsections (8) through (15), respectively, and
575 paragraph (b) of subsection (1), paragraph (d) of subsection
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576 (2), paragraphs (f) and (g) of subsection (6), paragraph (a) of
577 subsection (7), and present subsections (8) and (9) are amended,
578 to read:
579 1012.56 Educator certification requirements.—
580 (1) APPLICATION.—Each person seeking certification
581 pursuant to this chapter shall submit a completed application
582 containing the applicant's social security number to the
583 Department of Education and remit the fee required pursuant to
584 s. 1012.59 and rules of the State Board of Education. Pursuant
585 to the federal Personal Responsibility and Work Opportunity
586 Reconciliation Act of 1996, each party is required to provide
587 his or her social security number in accordance with this
588 section. Disclosure of social security numbers obtained through
589 this requirement is limited to the purpose of administration of
590 the Title IV-D program of the Social Security Act for child
591 support enforcement.
592 (b) The department shall issue a temporary certificate to
593 a qualifying applicant within 14 calendar days after receipt of
594 a request from an employer with a professional education
595 competence demonstration program pursuant to paragraph (6)(f)
596 and subsection (9). The temporary certificate must cover the
597 classification, level, and area for which the applicant is
598 deemed qualified. The department shall electronically notify the
599 applicant's employer that the temporary certificate has been
600 issued and provide the applicant an official statement of status
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601 of eligibility at the time the certificate is issued.
602
603 The statement of status of eligibility must be provided
604 electronically and must advise the applicant of any
605 qualifications that must be completed to qualify for
606 certification. Each method by which an applicant can complete
607 the qualifications for a professional certificate must be
608 included in the statement of status of eligibility. Each
609 statement of status of eligibility is valid for 5 years after
610 its date of issuance, except as provided in paragraph (2)(d).
611 (2) ELIGIBILITY CRITERIA.—To be eligible to seek
612 certification, a person must:
613 (d) Submit to background screening in accordance with
614 subsection (9) (11). If the background screening indicates a
615 criminal history or if the applicant acknowledges a criminal
616 history, the applicant's records shall be referred to the
617 investigative section in the Department of Education for review
618 and determination of eligibility for certification. If the
619 applicant fails to provide the necessary documentation requested
620 by the department within 90 days after the date of the receipt
621 of the certified mail request, the statement of eligibility and
622 pending application shall become invalid.
623 (6) MASTERY OF PROFESSIONAL PREPARATION AND EDUCATION
624 COMPETENCE.—Acceptable means of demonstrating mastery of
625 professional preparation and education competence are:
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626 (f) Successful completion of professional preparation
627 courses as specified in state board rule, successful completion
628 of a professional education competence program pursuant to
629 subsection (9), and documentation of 3 years of being rated
630 effective or highly effective under s. 1012.34 while holding a
631 temporary certificate;
632 (g) Successful completion of a professional learning
633 certification program, outlined in subsection (8);
634
635 The State Board of Education shall adopt rules to implement this
636 subsection, including rules to approve specific teacher
637 preparation programs that are not identified in this subsection
638 which may be used to meet requirements for mastery of
639 professional preparation and education competence. A passing
640 score on the professional education competency examination shall
641 not be required of candidates who have successfully completed a
642 teacher preparation program approved, after July 1, 2027,
643 pursuant to s. 1004.04, s. 1004.85, or s. 1012.551.
644 (7) TYPES AND TERMS OF CERTIFICATION.—
645 (a) The Department of Education shall issue a professional
646 certificate for a period not to exceed 5 years to any applicant
647 who fulfills one of the following:
648 1. Meets all the applicable requirements outlined in
649 subsection (2).
650 2. For a professional certificate covering grades 6
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651 through 12:
652 a. Meets the applicable requirements of paragraphs (2)(a)-
653 (h).
654 b. Holds a master's or higher degree in the area of
655 science, technology, engineering, or mathematics.
656 c. Teaches a high school course in the subject of the
657 advanced degree.
658 d. Is rated highly effective as determined by the
659 teacher's performance evaluation under s. 1012.34, based in part
660 on student performance as measured by a statewide, standardized
661 assessment or an Advanced Placement, Advanced International
662 Certificate of Education, or International Baccalaureate
663 examination.
664 e. Achieves a passing score on the Florida professional
665 education competency examination required by state board rule.
666 3. Meets the applicable requirements of paragraphs (2)(a)-
667 (h) and completes a Coaching for Educator Readiness and Teaching
668 Certification Program pursuant to s. 1012.551, a professional
669 learning certification program approved by the department
670 pursuant to paragraph (8)(c) or an educator preparation
671 institute approved by the department pursuant to s. 1004.85.
672
673 At least 1 year before an individual's temporary certificate is
674 set to expire, the department shall electronically notify the
675 individual of the date on which his or her certificate will
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676 expire and provide a list of each method by which the
677 qualifications for a professional certificate can be completed.
678 (8) PROFESSIONAL LEARNING CERTIFICATION PROGRAM.—
679 (a) The Department of Education shall develop and each
680 school district, charter school, and charter management
681 organization may provide a cohesive competency-based
682 professional learning certification program by which
683 instructional staff may satisfy the mastery of professional
684 preparation and education competence requirements specified in
685 subsection (6) and rules of the State Board of Education.
686 Participants must hold a state-issued temporary certificate. A
687 school district, charter school, or charter management
688 organization that implements the program shall provide a
689 competency-based certification program developed by the
690 Department of Education or developed by the district, charter
691 school, or charter management organization and approved by the
692 Department of Education. These entities may collaborate with
693 other supporting agencies or educational entities for
694 implementation. The program shall include the following:
695 1. A teacher mentorship and induction component.
696 a. Each individual selected by the district, charter
697 school, or charter management organization as a mentor:
698 (I) Must hold a valid professional certificate issued
699 pursuant to this section;
700 (II) Must have earned at least 3 years of teaching
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701 experience in prekindergarten through grade 12;
702 (III) Must have completed training in clinical supervision
703 and participate in ongoing mentor training provided through the
704 coordinated system of professional learning under s. 1012.98(4);
705 (IV) Must have earned an effective or highly effective
706 rating on the prior year's performance evaluation; and
707 (V) May be a peer evaluator under the district's
708 evaluation system approved under s. 1012.34.
709 b. The teacher mentorship and induction component must, at
710 a minimum, provide routine opportunities for mentoring and
711 induction activities, including ongoing professional learning as
712 described in s. 1012.98 targeted to a teacher's needs,
713 opportunities for a teacher to observe other teachers, co-
714 teaching experiences, and reflection and followup discussions.
715 Professional learning must meet the criteria established in s.
716 1012.98(3). Mentorship and induction activities must be provided
717 for an applicant's first year in the program and may be provided
718 until the applicant attains his or her professional certificate
719 in accordance with this section.
720 2. An assessment of teaching performance aligned to the
721 district's, charter school's, or charter management
722 organization's system for personnel evaluation under s. 1012.34
723 which provides for:
724 a. An initial evaluation of each educator's competencies
725 to determine an appropriate individualized professional learning
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726 plan.
727 b. A summative evaluation to assure successful completion
728 of the program.
729 3. Professional education preparation content knowledge,
730 which must be included in the mentoring and induction activities
731 under subparagraph 1., that includes, but is not limited to, the
732 following:
733 a. The state academic standards provided under s. 1003.41,
734 including scientifically researched and evidence-based reading
735 instructional strategies grounded in the science of reading,
736 content literacy, and mathematical practices, for each subject
737 identified on the temporary certificate. Reading instructional
738 strategies for foundational skills shall include phonics
739 instruction for decoding and encoding as the primary
740 instructional strategy for word reading. Instructional
741 strategies may not employ the three-cueing system model of
742 reading or visual memory as a basis for teaching word reading.
743 Instructional strategies may include visual information and
744 strategies which improve background and experiential knowledge,
745 add context, and increase oral language and vocabulary to
746 support comprehension, but may not be used to teach word
747 reading.
748 b. The educator-accomplished practices approved by the
749 state board.
750 4. Required achievement of passing scores on the subject
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751 area and professional education competency examination required
752 by State Board of Education rule. Mastery of general knowledge
753 must be demonstrated as described in subsection (3).
754 5. Beginning with candidates entering a program in the
755 2022-2023 school year, a candidate for certification in a
756 coverage area identified pursuant to s. 1012.585(3)(f) must
757 successfully complete all competencies for a reading
758 endorsement, including completion of the endorsement practicum.
759 (b) Professional learning certification program courses:
760 1. May not distort significant historical events or
761 include curriculum or instruction that teaches identity
762 politics, violates s. 1000.05, or is based on theories that
763 systemic racism, sexism, oppression, and privilege are inherent
764 in the institutions of the United States and were created to
765 maintain social, political, and economic inequities.
766 2. Must afford candidates the opportunity to think
767 critically, achieve mastery of academic program content, learn
768 instructional strategies, and demonstrate competence.
769 (c) The State Board of Education shall adopt rules for the
770 approval and continued approval of professional learning
771 certification programs aligned to paragraph (a). A teacher may
772 not satisfy requirements for a professional certificate through
773 a professional learning certification program unless the program
774 has been approved by the department pursuant to this paragraph.
775 (9) PROFESSIONAL EDUCATION COMPETENCY PROGRAM.—
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776 (a) Each school district must and a private school or
777 state-supported public school, including a charter school, may
778 develop and maintain a system by which members of the
779 instructional staff may demonstrate mastery of professional
780 preparation and education competence as required by law. Each
781 program must be based on classroom application of the Florida
782 Educator Accomplished Practices and instructional performance
783 and, for public schools, must be aligned with the district's or
784 state-supported public school's evaluation system established
785 under s. 1012.34, as applicable.
786 (b) The Commissioner of Education shall determine the
787 continued approval of programs implemented under this paragraph,
788 based upon the department's review of performance data. The
789 department shall review the performance data as a part of the
790 periodic review of each school district's professional learning
791 system required under s. 1012.98.
792 Section 9. Paragraphs (e) and (f) of subsection (3),
793 subsection (6), and paragraphs (a), (b), and (e) of subsection
794 (7) of section 1012.56, Florida Statutes, are amended, and
795 paragraph (g) is added to subsection (3) of that section, to
796 read:
797 1012.56 Educator certification requirements.—
798 (3) MASTERY OF GENERAL KNOWLEDGE.—Acceptable means of
799 demonstrating mastery of general knowledge are:
800 (e) Achievement of passing scores, identified in state
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801 board rule, on national or international examinations that test
802 comparable content and relevant standards in verbal, analytical
803 writing, and quantitative reasoning skills, including, but not
804 limited to, the verbal, analytical writing, and quantitative
805 reasoning portions of the Graduate Record Examination and the
806 SAT, ACT, and Classic Learning Test. Passing scores identified
807 in state board rule must be at approximately the same level of
808 rigor as is required to pass the general knowledge examinations;
809 or
810 (f) Documentation of receipt of a master's or higher
811 degree from an accredited postsecondary educational institution
812 that the Department of Education has identified as having a
813 quality program resulting in a baccalaureate degree or higher;
814 or
815 (g) Successful completion of an introduction to education
816 course and a classroom management and high-impact teaching
817 strategies course approved pursuant to s. 1012.551.
818
819 A school district that employs an individual who does not
820 achieve passing scores on any subtest of the general knowledge
821 examination must provide information regarding the availability
822 of state-level and district-level supports and instruction to
823 assist him or her in achieving a passing score. Such information
824 must include, but need not be limited to, state-level test
825 information guides, school district test preparation resources,
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826 and preparation courses offered by state universities and
827 Florida College System institutions. The requirement of mastery
828 of general knowledge shall be waived for an individual who has
829 been provided 3 years of supports and instruction and who has
830 been rated effective or highly effective under s. 1012.34 for
831 each of the last 3 years.
832 (6) MASTERY OF PROFESSIONAL PREPARATION AND EDUCATION
833 COMPETENCE.—Acceptable means of demonstrating mastery of
834 professional preparation and education competence are:
835 (a) Successful completion of a state-approved an approved
836 teacher preparation program at a postsecondary educational
837 institution within this state and achievement of a passing score
838 on the professional education competency examination required by
839 state board rule;
840 (b) Successful completion of a teacher preparation program
841 at a postsecondary educational institution outside Florida and
842 achievement of a passing score on the professional education
843 competency examination required by state board rule;
844 (c) Documentation of a valid professional standard
845 teaching certificate issued by another state;
846 (d) Documentation of a valid certificate issued by the
847 National Board for Professional Teaching Standards or a national
848 educator credentialing board approved by the State Board of
849 Education;
850 (e) Documentation of two semesters of successful, full-
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851 time or part-time teaching in a Florida College System
852 institution, state university, or private college or university
853 that awards an associate or higher degree and is an accredited
854 institution or an institution of higher education identified by
855 the Department of Education as having a quality program and
856 achievement of a passing score on the professional education
857 competency examination required by state board rule;
858 (f) Successful completion of professional preparation
859 courses as specified in state board rule, successful completion
860 of a professional education competence program pursuant to
861 subsection (9), and documentation of 3 years of being rated
862 effective or highly effective under s. 1012.34 while holding a
863 temporary certificate;
864 (g) Successful completion of a professional learning
865 certification program, outlined in subsection (8); or
866 (h) Successful completion of a competency-based
867 certification program pursuant to s. 1004.85 and achievement of
868 a passing score on the professional education competency
869 examination required by rule of the State Board of Education; or
870 (i) Successful completion of a Coaching for Educator
871 Readiness and Teaching Certification Program as established in
872 s. 1012.552.
873
874 The State Board of Education shall adopt rules to implement this
875 subsection, including rules to approve specific teacher
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876 preparation programs that are not identified in this subsection
877 which may be used to meet requirements for mastery of
878 professional preparation and education competence. A passing
879 score on the professional education competency examination shall
880 not be required of candidates who have successfully completed a
881 teacher preparation program approved, after July 1, 2027,
882 pursuant to s. 1004.04, s. 1004.85, or s. 1012.551.
883 (7) TYPES AND TERMS OF CERTIFICATION.—
884 (a) The Department of Education shall issue a professional
885 certificate for a period not to exceed 5 years to any applicant
886 who fulfills one of the following:
887 1. Meets all the applicable requirements outlined in
888 subsection (2).
889 2. For a professional certificate covering grades 6
890 through 12:
891 a. Meets the applicable requirements of paragraphs (2)(a)-
892 (h).
893 b. Holds a master's or higher degree in the area of
894 science, technology, engineering, or mathematics.
895 c. Teaches a high school course in the subject of the
896 advanced degree.
897 d. Is rated highly effective as determined by the
898 teacher's performance evaluation under s. 1012.34, based in part
899 on student performance as measured by a statewide, standardized
900 assessment or an Advanced Placement, Advanced International
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901 Certificate of Education, or International Baccalaureate
902 examination.
903 e. Achieves a passing score on the Florida professional
904 education competency examination required by state board rule.
905 3. Meets the applicable requirements of paragraphs (2)(a)-
906 (h) and completes a Coaching for Educator Readiness and Teaching
907 Certification Program pursuant to s. 1012.551, professional
908 learning certification program approved by the department
909 pursuant to paragraph (8)(c), or an educator preparation
910 institute approved by the department pursuant to s. 1004.85. An
911 applicant who completes one of these programs and is rated
912 highly effective as determined by his or her performance
913 evaluation under s. 1012.34 is not required to take or achieve a
914 passing score on the professional education competency
915 examination in order to be awarded a professional certificate.
916 (b) The department shall issue a temporary certificate to
917 any applicant who:
918 1. Completes the requirements outlined in paragraphs
919 (2)(a)-(f) and completes the subject area content requirements
920 specified in state board rule or demonstrates mastery of subject
921 area knowledge pursuant to subsection (5) and holds an
922 accredited degree or a degree approved by the Department of
923 Education at the level required for the subject area
924 specialization in state board rule;
925 2. For a subject area specialization for which the state
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926 board otherwise requires a bachelor's degree, documents 48
927 months of active-duty military service with an honorable
928 discharge or a medical separation; completes the requirements
929 outlined in paragraphs (2)(a), (b), and (d)-(f); completes the
930 subject area content requirements specified in state board rule
931 or demonstrates mastery of subject area knowledge pursuant to
932 subsection (5); and documents completion of 60 college credits
933 with a minimum cumulative grade point average of 2.5 on a 4.0
934 scale, as provided by one or more accredited institutions of
935 higher learning or a nonaccredited institution of higher
936 learning identified by the Department of Education as having a
937 quality program resulting in a bachelor's degree or higher; or
938 3. Is enrolled in a state-approved teacher preparation
939 program under s. 1004.04; is actively completing the final
940 semester of the clinical experience or required program field
941 experience or internship at a public school immediately
942 preceding graduation; completes the requirements outlined in
943 paragraphs (2)(a), (b), and (d)-(f); completes the subject area
944 content requirements specified in state board rule or
945 demonstrates mastery of subject area knowledge pursuant to
946 subsection (5); and documents completion of 60 college credits
947 with a minimum cumulative grade point average of 2.5 on a 4.0
948 scale, as provided by one or more accredited institutions of
949 higher learning or a nonaccredited institution of higher
950 learning identified by the Department of Education as having a
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951 quality program resulting in a bachelor's degree or higher.
952 (e) A person who is issued a temporary certificate under
953 paragraph (b) must be assigned a teacher mentor or clinical
954 educator for a minimum of 2 school years after commencing
955 employment. Each teacher mentor or clinical educator selected by
956 the school district, charter school, or charter management
957 organization must:
958 1. Hold a valid professional certificate issued pursuant
959 to this section;
960 2. Have earned at least 3 years of teaching experience in
961 prekindergarten through grade 12; and
962 3. Have earned an effective or highly effective rating on
963 the prior 3 year's performance evaluation under s. 1012.34.
964 4. Provide evidence of successful completion of clinical
965 educator training pursuant to s. 1012.98.
966 5. Be certified or endorsed in reading when assigned to an
967 individual providing instruction to students in kindergarten
968 through grade 3.
969
970 At least 1 year before an individual's temporary certificate is
971 set to expire, the department shall electronically notify the
972 individual of the date on which his or her certificate will
973 expire and provide a list of each method by which the
974 qualifications for a professional certificate can be completed.
975 Section 10. Paragraph (a) of subsection (3) of section
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976 1012.585, Florida Statutes, is amended to read:
977 1012.585 Process for renewal of professional
978 certificates.—
979 (3) For the renewal of a professional certificate, the
980 following requirements must be met:
981 (a) The applicant must earn a minimum of 6 college credits
982 or 120 inservice points or a combination thereof. For each area
983 of specialization to be retained on a certificate, the applicant
984 must earn at least 3 of the required credit hours or equivalent
985 inservice points in the specialization area. Education in
986 "clinical educator" Training pursuant to s. 1012.98(4) s.
987 1004.04(5)(b); participation in mentorship and induction
988 activities, including as a mentor, pursuant to s. 1012.56(8)(a);
989 and credits or points that provide training in the area of
990 scientifically researched, knowledge-based reading literacy
991 grounded in the science of reading, including explicit,
992 systematic, and sequential approaches to reading instruction,
993 developing phonemic awareness, and implementing multisensory
994 intervention strategies, and computational skills acquisition,
995 exceptional student education, normal child development, and the
996 disorders of development may be applied toward any
997 specialization area. Credits or points that provide training in
998 the areas of drug abuse, child abuse and neglect, strategies in
999 teaching students having limited proficiency in English, or
1000 dropout prevention, or training in areas identified in the
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1001 educational goals and performance standards adopted pursuant to
1002 ss. 1000.03(5) and 1008.345 may be applied toward any
1003 specialization area, except specialization areas identified by
1004 State Board of Education rule that include reading instruction
1005 or intervention for any students in kindergarten through grade
1006 6. Each district school board shall include in its inservice
1007 master plan the ability for teachers to receive inservice points
1008 for supporting students in extracurricular career and technical
1009 education activities, such as career and technical student
1010 organization activities outside of regular school hours and
1011 training related to supervising students participating in a
1012 career and technical student organization. Credits or points
1013 earned through approved summer institutes may be applied toward
1014 the fulfillment of these requirements. Inservice points may also
1015 be earned by participation in professional growth components
1016 approved by the State Board of Education and specified pursuant
1017 to s. 1012.98 in the district's approved master plan for
1018 inservice educational training; however, such points may not be
1019 used to satisfy the specialization requirements of this
1020 paragraph.
1021 Section 11. Subsections (3) and (4) and paragraph (b) of
1022 subsection (5) of section 1012.98, Florida Statutes, are amended
1023 to read:
1024 1012.98 School Community Professional Learning Act.—
1025 (3) Professional learning activities must be linked to
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1026 student learning, provide and professional growth for
1027 instructional and administrative staff, and meet the following
1028 criteria:
1029 (a) For instructional personnel, utilize materials aligned
1030 to the state's academic standards.
1031 (b) For school administrators, utilize materials aligned
1032 to the Florida Educational Leadership Standards adopted in rule
1033 by the State Board of Education state's educational leadership
1034 standards.
1035 (c) Have clear, defined, and measurable outcomes for both
1036 individual inservice activities and multiple day sessions.
1037 (d) Employ multiple measurement tools for data on teacher
1038 growth, participants' use of new knowledge and skills, student
1039 learning outcomes, instructional growth outcomes, and leadership
1040 growth outcomes, as applicable.
1041 (e) Utilize active learning and engage participants
1042 directly in designing and trying out strategies, providing
1043 participants with the opportunity to engage in authentic
1044 teaching and leadership experiences.
1045 (f) Utilize artifacts, interactive activities, and other
1046 strategies to provide deeply embedded and highly contextualized
1047 professional learning.
1048 (g) Create opportunities for collaboration.
1049 (h) Utilize coaching and expert support to involve the
1050 sharing of expertise about content and evidence-based practices,
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1051 focused directly on instructional personnel and school
1052 administrator needs.
1053 (i) Provide opportunities for instructional personnel and
1054 school administrators to think about, receive input on, and make
1055 changes to practice by facilitating reflection and providing
1056 feedback.
1057 (j) Provide sustained duration with followup for
1058 instructional personnel and school administrators to have
1059 adequate time to learn, practice, implement, and reflect upon
1060 new strategies that facilitate changes in practice.
1061 (k) Provide training on the use of high-quality
1062 instructional materials included on the state-adopted
1063 instructional materials list pursuant to s. 1006.28, materials
1064 evaluated and identified pursuant to s. 1001.215(4), and
1065 materials developed pursuant to s. 1006.39, including when and
1066 how to use intervention materials.
1067 (4) The inservice activities designed to implement this
1068 section must:
1069 (a) Support and increase the success of educators through
1070 collaboratively developed school improvement plans that focus
1071 on:
1072 1. Enhanced and differentiated instructional strategies to
1073 engage students in a rigorous and knowledge-based relevant
1074 curriculum based on the Florida Educator Accomplished Practices
1075 state and local educational standards, goals, and initiatives;
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1076 and
1077 2. Increased opportunities to provide meaningful
1078 relationships between teachers and all students; and
1079 2.3. Increased opportunities for professional
1080 collaboration among and between teachers, certified school
1081 counselors, instructional leaders, postsecondary educators
1082 engaged in preservice training for new teachers, and the
1083 workforce community.
1084 (b) Assist the school community in providing stimulating,
1085 scientific research-based educational activities that encourage
1086 and motivate students to achieve at the highest levels and to
1087 participate as active learners and that prepare students for
1088 success at subsequent educational levels and the workforce.
1089 (c) Provide continuous support for all education
1090 professionals as well as temporary intervention for education
1091 professionals who need improvement in knowledge, skills, and
1092 performance.
1093 (d) Provide instructional personnel and school
1094 administrators with the knowledge, skills, and best practices
1095 necessary to support excellence in classroom instruction and
1096 educational leadership.
1097 (e) Provide training to individuals who serve as mentors
1098 or clinical educators teacher mentors as part of the
1099 professional learning certification program under s. 1012.56(8)
1100 and the professional education competency program under s.
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1101 1012.56(9). The department shall develop criteria for the
1102 initial review and continued approval of clinical educator and
1103 mentor training that must include, at a minimum:
1104 1. Instruction and assessment in the Florida Educator
1105 Accomplished Practices.
1106 2. Effective communication strategies to guide reflection
1107 and personal growth.
1108 3. Effective modeling of high-impact teaching practices
1109 and skills.
1110 4. Fostering resilience in educators
1111 components on teacher development, peer coaching, time
1112 management, and other related topics as determined by the
1113 Department of Education.
1114 (5) The Department of Education, school districts,
1115 schools, Florida College System institutions, and state
1116 universities share the responsibilities described in this
1117 section. These responsibilities include the following:
1118 (b) Each school district shall develop a professional
1119 learning system as specified in subsection (4). The system shall
1120 be developed in consultation with teachers, teacher-educators of
1121 Florida College System institutions and state universities,
1122 business and community representatives, and local education
1123 foundations, consortia, and professional organizations. The
1124 professional learning system must:
1125 1. Be reviewed and approved by the department for
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1126 compliance with s. 1003.42(3) and this section. Effective March
1127 1, 2024, The department shall establish a calendar for the
1128 review and approval of all professional learning systems. A
1129 professional learning system must be reviewed and approved every
1130 5 years. Any substantial revisions to the system must be
1131 submitted to the department for review and approval. The
1132 department shall establish a format for the review and approval
1133 of a professional learning system.
1134 2. Be based on analyses of student achievement data and
1135 instructional strategies and methods that support rigorous,
1136 relevant, and challenging curricula for all students. Schools
1137 and districts, in developing and refining the professional
1138 learning system, shall also review and monitor school discipline
1139 data; school environment surveys; assessments of parental
1140 satisfaction; performance appraisal data of teachers, managers,
1141 and administrative personnel; and other performance indicators
1142 to identify school and student needs that can be met by improved
1143 professional performance.
1144 3. Provide inservice activities coupled with followup
1145 support appropriate to accomplish district-level and school-
1146 level improvement goals and standards. The inservice activities
1147 for instructional and school administrative personnel shall
1148 focus on analysis of student achievement data; ongoing formal
1149 and informal assessments of student achievement; identification
1150 and use of enhanced and differentiated instructional strategies
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1151 that emphasize rigor, relevance, and reading in the content
1152 areas; enhancement of subject content expertise; integrated use
1153 of classroom technology that enhances teaching and learning;
1154 classroom management; parent involvement; and school safety.
1155 4. Provide inservice activities and support targeted to
1156 the individual needs of new teachers participating in the
1157 professional learning certification and education competency
1158 program under s. 1012.56(8)(a).
1159 5. Include a professional learning catalog for inservice
1160 activities, pursuant to rules of the State Board of Education,
1161 for all district employees from all fund sources. The catalog
1162 must be updated annually by September 1, must be based on input
1163 from teachers and district and school instructional leaders, and
1164 must use the latest available student achievement data and
1165 research to enhance rigor and relevance in the classroom. Each
1166 district inservice catalog must be aligned to and support the
1167 school-based inservice catalog and school improvement plans
1168 pursuant to s. 1001.42(18). Each district inservice catalog must
1169 provide a description of the training that middle grades
1170 instructional personnel and school administrators receive on the
1171 district's code of student conduct adopted pursuant to s.
1172 1006.07; integrated digital instruction and competency-based
1173 instruction and CAPE Digital Tool certificates and CAPE industry
1174 certifications; classroom management; student behavior and
1175 interaction; extended learning opportunities for students; and
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1176 instructional leadership. District plans must be approved by the
1177 district school board annually in order to ensure compliance
1178 with subsection (1) and to allow for dissemination of research-
1179 based best practices to other districts. District school boards
1180 shall submit verification of their approval to the Commissioner
1181 of Education no later than October 1, annually. Each school
1182 principal may establish and maintain an individual professional
1183 learning plan for each instructional employee assigned to the
1184 school as a seamless component to the school improvement plans
1185 developed pursuant to s. 1001.42(18). An individual professional
1186 learning plan must be related to specific performance data for
1187 the students to whom the teacher is assigned, define the
1188 inservice objectives and specific measurable improvements
1189 expected in student performance as a result of the inservice
1190 activity, and include an evaluation component that determines
1191 the effectiveness of the professional learning plan.
1192 6. Include inservice activities for school administrative
1193 personnel, aligned to the state's educational leadership
1194 standards, which address updated skills necessary for
1195 instructional leadership and effective school management
1196 pursuant to s. 1012.986.
1197 7. Provide for systematic consultation with regional and
1198 state personnel designated to provide technical assistance and
1199 evaluation of local professional learning programs.
1200 8. Provide for delivery of professional learning by
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1201 distance learning and other technology-based delivery systems to
1202 reach more educators at lower costs.
1203 9. Provide for the continuous evaluation of the quality
1204 and effectiveness of professional learning programs in order to
1205 eliminate ineffective programs and strategies and to expand
1206 effective ones. Evaluations must consider the impact of such
1207 activities on the performance of participating educators and
1208 their students' achievement and behavior.
1209 10. For all grades, emphasize:
1210 a. Interdisciplinary planning, collaboration, and
1211 instruction.
1212 b. Alignment of curriculum and instructional materials to
1213 the state academic standards adopted pursuant to s. 1003.41.
1214 c. Use of small learning communities; problem-solving,
1215 inquiry-driven research and analytical approaches for students;
1216 strategies and tools based on student needs; competency-based
1217 instruction; integrated digital instruction; and project-based
1218 instruction.
1219
1220 Each school that includes any of grades 6, 7, or 8 shall include
1221 in its school improvement plan, required under s. 1001.42(18), a
1222 description of the specific strategies used by the school to
1223 implement each item listed in this subparagraph.
1224 11. Provide training to reading coaches, interventionists,
1225 classroom teachers, and school administrators in effective
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1226 methods of identifying characteristics of conditions such as
1227 dyslexia and other causes of diminished phonological processing
1228 skills; incorporating instructional techniques into the general
1229 education setting which are proven to improve reading
1230 performance for all students; and using predictive and other
1231 data to make instructional decisions based on individual student
1232 needs. The training must help teachers integrate phonemic
1233 awareness; phonics, word study, and spelling; reading fluency;
1234 vocabulary, including academic vocabulary; and text
1235 comprehension strategies into an explicit, systematic, and
1236 sequential approach to reading instruction, including
1237 multisensory intervention strategies. Such training for teaching
1238 foundational skills must be based on the science of reading and
1239 include phonics instruction for decoding and encoding as the
1240 primary instructional strategy for word reading. Instructional
1241 strategies included in the training may not employ the three-
1242 cueing system model of reading or visual memory as a basis for
1243 teaching word reading. Such instructional strategies may include
1244 visual information and strategies which improve background and
1245 experiential knowledge, add context, and increase oral language
1246 and vocabulary to support comprehension, but may not be used to
1247 teach word reading. Each district must provide all elementary
1248 grades instructional personnel access to training sufficient to
1249 meet the requirements of s. 1012.585(3)(f).
1250 Section 12. Section 1012.981, Florida Statutes, is created
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1251 to read:
1252 1012.981 The Florida Institute for Teaching Excellence.—
1253 (1) The Florida Institute for Teaching Excellence is
1254 established at Miami Dade College, subject to an appropriation,
1255 for the purpose of preparing high-quality teachers in this state
1256 through rigorous, evidence-based programs grounded in cognitive
1257 science, high-impact teaching strategies, and the implementation
1258 of knowledge-rich curricula.
1259 (2) The institute shall do all of the following:
1260 (a) Develop and deliver evidence-based professional
1261 learning opportunities aligned to the Florida Educator
1262 Accomplished Practices.
1263 (b) Develop and deliver educator training programs
1264 pursuant to s. 1012.98 that integrate high-quality instructional
1265 materials included on the state-adopted instructional materials
1266 list under s. 1006.28, materials evaluated and identified
1267 pursuant to s. 1001.215(4), and materials developed by or under
1268 the direction of the department as provided in s. 1006.39. These
1269 programs must focus on the effective use of knowledge-based
1270 curricula, highlighting when and how to incorporate intervention
1271 materials, and emphasize the importance of background knowledge
1272 in building advanced reading comprehension grounded in the
1273 science of reading and critical thinking skills.
1274 (c) Develop and design models of high-quality clinical
1275 experiences, for aspiring teachers. These model experiences
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1276 shall serve as a standard that institutions approved pursuant to
1277 ss. 1004.04 and 1004.85 can adopt or adapt, enabling
1278 participants to demonstrate mastery of instructional techniques,
1279 classroom management strategies, and the application of high-
1280 impact teaching strategies in authentic educational settings.
1281 (d) Collaborate with school districts and other
1282 educational stakeholders to identify emerging needs in teacher
1283 preparation and align institute programs accordingly, conducting
1284 gap analyses to provide comprehensive coverage of the science of
1285 learning, high-impact teaching strategies, and knowledge-rich
1286 curriculum implementation.
1287 (e) Establish a statewide network of teachers and
1288 instructional leaders equipped with the knowledge and skills to
1289 mentor and support aspiring and current educators participating
1290 in the institute's programs. This network shall model effective
1291 pedagogical practices and facilitate professional growth.
1292 (f) Conduct research and disseminate findings on high-
1293 impact teaching practices and the implementation of knowledge-
1294 based curricula to inform policy, improve classroom instruction,
1295 and address the importance of background knowledge in student
1296 achievement.
1297 (g) Report to the department the completion of
1298 professional learning by individuals who are not employed by
1299 entities with an approved professional learning system.
1300 (3) The institute may submit a professional learning
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1301 system for approval pursuant to s. 1012.98.
1302 (4) The institute may apply for and receive federal,
1303 state, or local agency grants for the purposes of this section.
1304 (5) The Miami Dade College Board of Trustees in
1305 collaboration with the Florida Department of Education shall
1306 establish policies for the supervision, administration, and
1307 governance of the institute.
1308 Section 13. Effective July 1, 2028, subsection (5) of
1309 section 1012.55, Florida Statutes, is amended to read:
1310 1012.55 Positions for which certificates required.—
1311 (5) Notwithstanding this section and ss. 1012.32 and
1312 1012.56, or any other provision of law or rule to the contrary,
1313 the State Board of Education shall adopt rules to allow for the
1314 issuance of a classical education teaching certificate, upon the
1315 request of a classical school, to any applicant who fulfills the
1316 requirements of s. 1012.56(2)(a)-(f) and (9) (11) and any other
1317 criteria established by the department. Such certificate is only
1318 valid at a classical school. For the purposes of this
1319 subsection, the term "classical school" means a school that
1320 implements and provides professional learning in a classical
1321 education school model that emphasizes the development of
1322 students in the principles of moral character and civic virtue
1323 through a well-rounded education in the liberal arts and
1324 sciences that is based on the classical trivium stages of
1325 grammar, logic, and rhetoric.
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1326 Section 14. Effective July 1, 2028, subsection (1) of
1327 section 1012.57, Florida Statutes, is amended to read:
1328 1012.57 Certification of adjunct educators.—
1329 (1) Notwithstanding the provisions of ss. 1012.32,
1330 1012.55, and 1012.56, or any other provision of law or rule to
1331 the contrary, district school boards and charter school
1332 governing boards shall adopt rules to allow for the issuance of
1333 an adjunct teaching certificate to any applicant who fulfills
1334 the requirements of s. 1012.56(2)(a)-(f) and (9) (11) and who
1335 has expertise in the subject area to be taught. An applicant is
1336 considered to have expertise in the subject area to be taught if
1337 the applicant demonstrates sufficient subject area mastery
1338 through passage of a subject area test or has achieved an
1339 industry certification in the subject area to be taught.
1340 Section 15. Effective July 1, 2028, paragraph (b) of
1341 subsection (5) of section 1012.98, Florida Statutes, is amended
1342 to read:
1343 1012.98 School Community Professional Learning Act.—
1344 (5) The Department of Education, school districts,
1345 schools, Florida College System institutions, and state
1346 universities share the responsibilities described in this
1347 section. These responsibilities include the following:
1348 (b) Each school district shall develop a professional
1349 learning system as specified in subsection (4). The system shall
1350 be developed in consultation with teachers, teacher-educators of
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1351 Florida College System institutions and state universities,
1352 business and community representatives, and local education
1353 foundations, consortia, and professional organizations. The
1354 professional learning system must:
1355 1. Be reviewed and approved by the department for
1356 compliance with s. 1003.42(3) and this section. The department
1357 shall establish a calendar for the review and approval of all
1358 professional learning systems. A professional learning system
1359 must be reviewed and approved every 5 years. Any substantial
1360 revisions to the system must be submitted to the department for
1361 review and approval. The department shall establish a format for
1362 the review and approval of a professional learning system.
1363 2. Be based on analyses of student achievement data and
1364 instructional strategies and methods that support rigorous,
1365 relevant, and challenging curricula for all students. Schools
1366 and districts, in developing and refining the professional
1367 learning system, shall also review and monitor school discipline
1368 data; school environment surveys; assessments of parental
1369 satisfaction; performance appraisal data of teachers, managers,
1370 and administrative personnel; and other performance indicators
1371 to identify school and student needs that can be met by improved
1372 professional performance.
1373 3. Provide inservice activities coupled with followup
1374 support appropriate to accomplish district-level and school-
1375 level improvement goals and standards. The inservice activities
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1376 for instructional and school administrative personnel shall
1377 focus on analysis of student achievement data; ongoing formal
1378 and informal assessments of student achievement; identification
1379 and use of enhanced and differentiated instructional strategies
1380 that emphasize rigor, relevance, and reading in the content
1381 areas; enhancement of subject content expertise; integrated use
1382 of classroom technology that enhances teaching and learning;
1383 classroom management; parent involvement; and school safety.
1384 4. Provide inservice activities and support targeted to
1385 the individual needs of new teachers participating in the
1386 professional learning certification and education competency
1387 program under s. 1012.56(8)(a).
1388 5. Include a professional learning catalog for inservice
1389 activities, pursuant to rules of the State Board of Education,
1390 for all district employees from all fund sources. The catalog
1391 must be updated annually by September 1, must be based on input
1392 from teachers and district and school instructional leaders, and
1393 must use the latest available student achievement data and
1394 research to enhance rigor and relevance in the classroom. Each
1395 district inservice catalog must be aligned to and support the
1396 school-based inservice catalog and school improvement plans
1397 pursuant to s. 1001.42(18). Each district inservice catalog must
1398 provide a description of the training that middle grades
1399 instructional personnel and school administrators receive on the
1400 district's code of student conduct adopted pursuant to s.
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1401 1006.07; integrated digital instruction and competency-based
1402 instruction and CAPE Digital Tool certificates and CAPE industry
1403 certifications; classroom management; student behavior and
1404 interaction; extended learning opportunities for students; and
1405 instructional leadership. District plans must be approved by the
1406 district school board annually in order to ensure compliance
1407 with subsection (1) and to allow for dissemination of research-
1408 based best practices to other districts. District school boards
1409 shall submit verification of their approval to the Commissioner
1410 of Education no later than October 1, annually. Each school
1411 principal may establish and maintain an individual professional
1412 learning plan for each instructional employee assigned to the
1413 school as a seamless component to the school improvement plans
1414 developed pursuant to s. 1001.42(18). An individual professional
1415 learning plan must be related to specific performance data for
1416 the students to whom the teacher is assigned, define the
1417 inservice objectives and specific measurable improvements
1418 expected in student performance as a result of the inservice
1419 activity, and include an evaluation component that determines
1420 the effectiveness of the professional learning plan.
1421 6. Include inservice activities for school administrative
1422 personnel, aligned to the state's educational leadership
1423 standards, which address updated skills necessary for
1424 instructional leadership and effective school management
1425 pursuant to s. 1012.986.
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1426 7. Provide for systematic consultation with regional and
1427 state personnel designated to provide technical assistance and
1428 evaluation of local professional learning programs.
1429 8. Provide for delivery of professional learning by
1430 distance learning and other technology-based delivery systems to
1431 reach more educators at lower costs.
1432 9. Provide for the continuous evaluation of the quality
1433 and effectiveness of professional learning programs in order to
1434 eliminate ineffective programs and strategies and to expand
1435 effective ones. Evaluations must consider the impact of such
1436 activities on the performance of participating educators and
1437 their students' achievement and behavior.
1438 10. For all grades, emphasize:
1439 a. Interdisciplinary planning, collaboration, and
1440 instruction.
1441 b. Alignment of curriculum and instructional materials to
1442 the state academic standards adopted pursuant to s. 1003.41.
1443 c. Use of small learning communities; problem-solving,
1444 inquiry-driven research and analytical approaches for students;
1445 strategies and tools based on student needs; competency-based
1446 instruction; integrated digital instruction; and project-based
1447 instruction.
1448
1449 Each school that includes any of grades 6, 7, or 8 shall include
1450 in its school improvement plan, required under s. 1001.42(18), a
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1451 description of the specific strategies used by the school to
1452 implement each item listed in this subparagraph.
1453 11. Provide training to reading coaches, interventionists,
1454 classroom teachers, and school administrators in effective
1455 methods of identifying characteristics of conditions such as
1456 dyslexia and other causes of diminished phonological processing
1457 skills; incorporating instructional techniques into the general
1458 education setting which are proven to improve reading
1459 performance for all students; and using predictive and other
1460 data to make instructional decisions based on individual student
1461 needs. The training must help teachers integrate phonemic
1462 awareness; phonics, word study, and spelling; reading fluency;
1463 vocabulary, including academic vocabulary; and text
1464 comprehension strategies into an explicit, systematic, and
1465 sequential approach to reading instruction, including
1466 multisensory intervention strategies. Such training for teaching
1467 foundational skills must be based on the science of reading and
1468 include phonics instruction for decoding and encoding as the
1469 primary instructional strategy for word reading. Instructional
1470 strategies included in the training may not employ the three-
1471 cueing system model of reading or visual memory as a basis for
1472 teaching word reading. Such instructional strategies may include
1473 visual information and strategies which improve background and
1474 experiential knowledge, add context, and increase oral language
1475 and vocabulary to support comprehension, but may not be used to
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1476 teach word reading. Each district must provide all elementary
1477 grades instructional personnel access to training sufficient to
1478 meet the requirements of s. 1012.585(3)(f).
1479 Section 16. Except as otherwise expressly provided in this
1480 act, this act shall take effect July 1, 2025.
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COMMITTEE/SUBCOMMITTEE AMENDMENT
Bill No. HB 875 (2025)
Amendment No.
COMMITTEE/SUBCOMMITTEE ACTION
ADOPTED (Y/N)
ADOPTED AS AMENDED (Y/N)
ADOPTED W/O OBJECTION (Y/N)
FAILED TO ADOPT (Y/N)
WITHDRAWN (Y/N)
OTHER
1 Committee/Subcommittee hearing bill: Careers & Workforce
2 Subcommittee
3 Representative Rizo offered the following:
4
5 Amendment (with title amendment)
6 Remove everything after the enacting clause and insert:
7 Section 1. Effective July 1, 2029, subsection (2),
8 paragraph (a) of subsection (3), paragraph (a) of subsection
9 (4), and subsection (5) of section 1004.04, Florida Statutes,
10 are amended, to read:
11 1004.04 Public accountability and state approval for
12 teacher preparation programs.—
13 (2) UNIFORM CORE CURRICULA AND CANDIDATE ASSESSMENT.—
14 (a) The State Board of Education shall adopt rules
15 pursuant to ss. 120.536(1) and 120.54 which establish uniform
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16 core curricula for each state-approved teacher preparation
17 program.
18 (b) The rules to establish uniform core curricula for each
19 state-approved teacher preparation program must include, but are
20 not limited to, the following:
21 1. Candidate instruction and assessment in the Florida
22 Educator Accomplished Practices across content areas.
23 2. The use of state-adopted content standards to guide
24 curricula and instruction.
25 3. Scientifically researched and evidence-based reading
26 instructional strategies grounded in the science of reading
27 which improve reading performance for all students, including
28 explicit, systematic, and sequential approaches to teaching
29 phonemic awareness, phonics, vocabulary, fluency, and text
30 comprehension and multisensory intervention strategies. The
31 primary instructional strategy for teaching word reading is
32 phonics instruction for decoding and encoding. Instructional
33 strategies for foundational skills may not employ the three-
34 cueing system model of reading or visual memory as a basis for
35 teaching word reading. Instructional strategies may include
36 visual information and strategies that improve background and
37 experiential knowledge, add context, and increase oral language
38 and vocabulary to support comprehension, but may not be used to
39 teach word reading.
40 4. Content literacy and mathematics practices.
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41 5. Strategies appropriate for the instruction of English
42 language learners.
43 6. Strategies appropriate for the instruction of students
44 with disabilities.
45 7. Strategies to differentiate instruction based on
46 student needs.
47 8. Strategies and practices to support evidence-based
48 content aligned to state standards and grading practices.
49 9. Strategies appropriate for the early identification of
50 a student in crisis or experiencing a mental health challenge
51 and the referral of such student to a mental health professional
52 for support.
53 10. Strategies to support the use of technology in
54 education and distance learning.
55 11. Strategies and practices to support effective,
56 research-based assessment and grading practices aligned to the
57 state's academic standards.
58 (a)(c) Each candidate must receive instruction and be
59 assessed on the uniform core curricula, approved pursuant to s.
60 1012.551, in the candidate's area or areas of program
61 concentration during course work and clinical field experiences.
62 Beginning with candidates entering a teacher preparation program
63 in the 2022-2023 school year, a candidate for certification in a
64 coverage area identified pursuant to s. 1012.585(3)(f) must
65 successfully complete all competencies for a reading
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66 endorsement, including completion of the endorsement practicum
67 through the candidate's clinical field experience under
68 subsection (5), in order to graduate from the program.
69 (b)(d) Before program completion, each candidate must
70 demonstrate his or her ability to positively impact student
71 learning growth in the candidate's area or areas of program
72 concentration during a prekindergarten through grade 12 clinical
73 field experience and must pass each portion of the Florida
74 Teacher Certification Examination required for a professional
75 certificate in the area or areas of program concentration.
76 (c)(e) Teacher preparation program courses:
77 1. May not distort significant historical events or
78 include a curriculum or instruction that teaches identity
79 politics, violates s. 1000.05, or is based on theories that
80 systemic racism, sexism, oppression, and privilege are inherent
81 in the institutions of the United States and were created to
82 maintain social, political, and economic inequities.
83 2. Must afford candidates the opportunity to think
84 critically, achieve mastery of academic program content, learn
85 instructional strategies, and demonstrate mastery of the
86 cognitive science of learning and its application in high-impact
87 teaching strategies, and the crucial role of background
88 knowledge in developing high-level literacy competence.
89 (3) INITIAL STATE PROGRAM APPROVAL.—
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90 (a) A program approval process based on standards adopted
91 pursuant to this subsection and subsection (2) must be
92 established for postsecondary teacher preparation programs. Each
93 program shall be approved by the department, consistent with the
94 intent set forth in subsection (1) and based upon evidence of
95 the institution's and the program's capacity to meet the
96 requirements for continued approval as provided in subsection
97 (4) and by the rules of the State Board of Education.
98 (4) CONTINUED PROGRAM APPROVAL.—Continued approval of a
99 teacher preparation program shall be based upon evidence that
100 the program continues to implement the requirements for initial
101 approval and upon significant, objective, and quantifiable
102 measures of the program and the performance of the program
103 completers.
104 (a) The criteria for continued approval must include each
105 of the following:
106 1. Candidate readiness based on passage rates on educator
107 certification examinations under s. 1012.56, as applicable.
108 2. Evidence of performance in each of the following areas:
109 a. Performance of students in prekindergarten through
110 grade 12 who are assigned to in-field program completers on
111 statewide assessments using the results of the student learning
112 growth formula adopted under s. 1012.34.
113 b. Results of program completers' annual evaluations in
114 accordance with the timeline as set forth in s. 1012.34.
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115 c. Workforce contributions, including placement of program
116 completers in instructional positions in Florida public and
117 private schools, with additional weight given to production of
118 program completers in statewide critical teacher shortage areas
119 as identified in s. 1012.07.
120 3. Beginning July 1, 2029, candidate readiness based on
121 scores on the Florida Teacher Excellence Examination developed
122 pursuant to s. 1012.56(10) and administered before program
123 completion.
124 3. Results of the program completers' survey measuring
125 their satisfaction with preparation for the realities of the
126 classroom.
127 4. Results of the employers' survey measuring satisfaction
128 with the program and the program's responsiveness to local
129 school districts.
130 (5) PRESERVICE CLINICAL FIELD EXPERIENCE.—All
131 postsecondary instructors, school district personnel and
132 instructional personnel, and school sites preparing
133 instructional personnel through preservice clinical field
134 experience courses and internships shall meet special
135 requirements. District school boards may pay student teachers
136 during their internships.
137 (a) All individuals in postsecondary teacher preparation
138 programs who instruct or supervise preservice clinical field
139 experience courses or internships in which a candidate
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140 demonstrates his or her impact on student learning growth shall
141 meet the requirements of a clinical educator established under
142 s. 1012.56(7) have the following: specialized training in
143 clinical supervision; at least 3 years of successful, relevant
144 prekindergarten through grade 12 teaching, student services, or
145 school administration experience; and an annual demonstration of
146 experience in a relevant prekindergarten through grade 12 school
147 setting as defined by State Board of Education rule.
148 (b)1. All school district personnel and instructional
149 personnel who supervise or direct teacher preparation students
150 during clinical field experience courses or internships taking
151 place in this state in which candidates demonstrate an impact on
152 student learning growth must meet the requirements of a clinical
153 educator established under s. 1012.56(7). have:
154 a. Evidence of "clinical educator" training;
155 b. A valid professional certificate issued pursuant to s.
156 1012.56;
157 c. At least 3 years of teaching experience in
158 prekindergarten through grade 12;
159 d. Earned an effective or highly effective rating on the
160 prior year's performance evaluation under s. 1012.34 or be a
161 peer evaluator under the district's evaluation system approved
162 under s. 1012.34; and
163 e. Beginning with the 2022-2023 school year, for all such
164 personnel who supervise or direct teacher preparation students
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165 during internships in kindergarten through grade 3 or who are
166 enrolled in a teacher preparation program for a certificate area
167 identified pursuant to s. 1012.585(3)(f), a certificate or
168 endorsement in reading.
169
170 The State Board of Education shall approve the training
171 requirements.
172 2. All instructional personnel who supervise or direct
173 teacher preparation students during clinical field experience
174 courses or internships in another state, in which a candidate
175 demonstrates his or her impact on student learning growth,
176 through a Florida online or distance program must have received
177 "clinical educator" training pursuant to s. 1012.98 or its
178 equivalent in that state, hold a valid professional certificate
179 issued by the state in which the clinical field experience takes
180 place, and have at least 3 years of teaching experience in
181 prekindergarten through grade 12.
182 3. All instructional personnel who supervise or direct
183 teacher preparation students during clinical field experience
184 courses or internships, in which a candidate demonstrates his or
185 her impact on student learning growth, on a United States
186 military base in another country through a Florida online or
187 distance program must have received "clinical educator" training
188 pursuant to s. 1012.98 or its equivalent, hold a valid
189 professional certificate issued by the United States Department
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190 of Defense or a state or territory of the United States, and
191 have at least 3 years teaching experience in prekindergarten
192 through grade 12.
193 (c) Preservice clinical field experience must fully
194 prepare a candidate to manage a classroom by requiring the
195 candidate to practice and demonstrate the uniform core curricula
196 specific to the candidate's area or areas of program
197 concentration with a diverse population of students in a variety
198 of challenging environments, including, but not limited to,
199 high-poverty schools, urban schools, and rural schools.
200 Beginning with candidates entering a program in the 2023-2024
201 school year, a minimum of 60 hours of preservice clinical field
202 experience must be completed before the culminating clinical
203 field experience, which must include a minimum of 12 weeks of
204 student teaching.
205 (d) Postsecondary teacher preparation programs in
206 cooperation with district school boards and approved private
207 school associations shall select the school sites for preservice
208 clinical field experience activities based upon the
209 qualifications of the supervising personnel as described in this
210 subsection and the needs of the candidates. These sites must
211 represent the full spectrum of school communities, including,
212 but not limited to, schools serving low-achieving students. In
213 order to be selected, school sites must demonstrate commitment
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214 to the education of public school students and to the
215 preparation of future teachers.
216 Section 2. Effective July 1, 2029, subsections (5) through
217 (8) of section 1004.85, Florida Statutes, are renumbered as
218 subsections (4) through (7), respectively, and paragraph (a) of
219 subsection (2), paragraph (a) of subsection (3), subsection (4),
220 and present subsections (5) and (6) are amended, to read:
221 1004.85 Postsecondary educator preparation institutes.—
222 (2)(a) Postsecondary institutions that are accredited or
223 approved as described in State Board of Education rule may seek
224 approval from the Department of Education to create educator
225 preparation institutes for the purpose of providing any or all
226 of the following:
227 1. Professional learning instruction to assist teachers in
228 improving classroom instruction and in meeting certification or
229 recertification requirements.
230 2. Instruction to assist potential and existing substitute
231 teachers in performing their duties.
232 3. Instruction to assist paraprofessionals in meeting
233 education and training requirements.
234 4. Instruction for baccalaureate degree holders to become
235 certified teachers as provided in this section in order to
236 increase routes to the classroom for professionals who hold a
237 baccalaureate degree and college graduates who were not
238 education majors.
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239 5. Instruction and professional learning for part-time and
240 full-time nondegreed teachers of career programs under s.
241 1012.39(1)(c).
242 6. Instruction that does not distort significant
243 historical events or include a curriculum or instruction that
244 teaches identity politics, violates s. 1000.05, or is based on
245 theories that systemic racism, sexism, oppression, and privilege
246 are inherent in the institutions of the United States and were
247 created to maintain social, political, and economic inequities.
248 Courses and instruction within the educator preparation
249 institute must afford candidates the opportunity to think
250 critically, achieve mastery of academic program content, learn
251 instructional strategies, and demonstrate competence.
252 (3) Educator preparation institutes approved pursuant to
253 this section may offer competency-based certification programs
254 specifically designed for noneducation major baccalaureate
255 degree holders to enable program participants to meet the
256 educator certification requirements of s. 1012.56. An educator
257 preparation institute choosing to offer a competency-based
258 certification program pursuant to the provisions of this section
259 must implement a program developed by the institute and approved
260 by the department for this purpose. Approved programs shall be
261 available for use by other approved educator preparation
262 institutes.
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263 (a) Within 90 days after receipt of a request for
264 approval, the Department of Education shall approve a
265 preparation program pursuant to the requirements of this
266 subsection or issue a statement of the deficiencies in the
267 request for approval. The department shall approve a
268 certification program if the institute provides evidence of the
269 institute's capacity to implement a competency-based program
270 that:
271 1. Instructs and assesses each candidate in the uniform
272 core curricula approved under s. 1012.551 and following:
273 1.a. the Florida Educator Accomplished Practices approved
274 by the state board.
275 b. The state academic standards provided under s. 1003.41,
276 including scientifically based reading instruction, content
277 literacy, and mathematical practices, for each subject
278 identified on the statement of status of eligibility or the
279 temporary certificate.
280 c. Scientifically researched and evidence-based reading
281 instructional strategies grounded in the science of reading
282 which improve reading performance for all students, including
283 explicit, systematic, and sequential approaches to teaching
284 phonemic awareness, phonics, vocabulary, fluency, and text
285 comprehension and multisensory intervention strategies. The
286 primary instructional strategy for teaching word reading is
287 phonics instruction for decoding and encoding. Instructional
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288 strategies for foundational skills may not employ the three-
289 cueing system model of reading or visual memory as a basis for
290 teaching word reading. Instructional strategies may include
291 visual information and strategies which improve background and
292 experiential knowledge, add context, and increase oral language
293 and vocabulary to support comprehension, but may not be used to
294 teach word reading.
295 2. An educational plan for each participant to meet
296 certification requirements and demonstrate his or her ability to
297 teach the subject area for which the participant is seeking
298 certification, which is based on an assessment of his or her
299 competency in the areas listed in subparagraph 1.
300 2.3. Provides clinical Field experiences appropriate to
301 the certification subject area specified in the educational plan
302 under the supervision of clinical educators who meet the
303 requirements of s. 1012.56(7) qualified educators. The state
304 board shall determine in rule the amount of field experience
305 necessary to serve as the teacher of record, beginning with
306 candidates entering a program in the 2023-2024 school year.
307 3.4. Provides a certification ombudsman to facilitate the
308 process and procedures required for participants who complete
309 the program to meet any requirements related to the background
310 screening pursuant to s. 1012.32 and educator professional or
311 temporary certification pursuant to s. 1012.56.
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312 (4) The state board shall adopt rules for the continued
313 approval of each program approved pursuant to this section.
314 (4)(a)(5) Each institute approved pursuant to this section
315 shall submit to the Department of Education annual performance
316 evaluations that measure the effectiveness of the programs.
317 (b) Beginning July 1, 2029, continued approval criteria
318 for educator preparation programs must include candidate
319 readiness based on scores on the Florida Teacher Excellence
320 Examination developed pursuant to s. 1012.56(10) and
321 administered before program completion.
322 (5)(6) Instructors and supervisors of clinical field
323 experiences in which participants demonstrate an impact on
324 student learning growth for a certification program approved
325 pursuant to this section must meet the same qualifications as
326 those required in s. 1004.04(5).
327 Section 3. Paragraph (d) is added to subsection (1) of
328 section 1012.39, Florida Statutes, to read:
329 1012.39 Employment of substitute teachers, teachers of
330 adult education, nondegreed teachers of career education, and
331 career specialists, and nondegreed teachers of fine and
332 performing arts; students performing clinical field experience.—
333 (1) Notwithstanding ss. 1012.32, 1012.55, 1012.56, and
334 1012.57, or any other provision of law or rule to the contrary,
335 each district school board shall establish the minimal
336 qualifications for:
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337 (d) Part-time, nondegreed teachers of fine and performing
338 arts. Qualifications must be established for nondegreed teachers
339 of fine and performing arts courses in the course code
340 directory. The qualifications for such teachers must require:
341 1. The filing of a complete set of fingerprints in the
342 same manner as required by s. 1012.32.
343 2. Documentation of education and successful experience,
344 including documentation of:
345 a. A high school diploma or the equivalent.
346 b. Completion of 3 years of full-time successful
347 experience or the equivalent of part-time experience in the
348 teaching specialization area.
349 Section 4. Section 1012.551, Florida Statutes, is created
350 to read:
351 1012.551 Teacher preparation core principles, standards,
352 and content.–
353 (1) Each teacher preparation program approved pursuant to
354 ss. 1004.04, 1004.85, and 1012.552 must provide uniform core
355 curricula courses aligned with the Florida Educator Accomplished
356 Practices that are grounded in the principles of cognitive
357 science and establish the foundational standards and
358 expectations for quality instruction and professional
359 responsibility. The State Board of Education shall establish in
360 rule the uniform core curricula.
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361 (a) The uniform core curricula for each state-approved
362 teacher preparation program must meet, at a minimum, the
363 following standards:
364 1. May not distort significant historical events or
365 include curriculum or instruction that teaches identity
366 politics, violates s. 1000.05, or is based on theories that
367 systemic racism, sexism, oppression, and privilege are inherent
368 in the institutions of the United States and were created to
369 maintain social, political, and economic inequities.
370 2. Must afford candidates the opportunity to think
371 critically, achieve mastery of academic program content, learn
372 instructional strategies, and demonstrate competence.
373 3. Must use state-approved academic standards to guide
374 instruction.
375 4. Must provide training on the use of high-quality
376 instructional materials included on the state-adopted
377 instructional materials list pursuant to s. 1006.28, materials
378 evaluated and identified pursuant to s. 1001.215(4), materials
379 developed pursuant to s. 1006.39, and materials posted online by
380 the department, including when and how to use intervention
381 materials.
382 5. Must include scientifically researched and evidence-
383 based reading instructional strategies grounded in the science
384 of reading which improve reading performance for all students,
385 including explicit, systematic, and sequential approaches to
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386 teaching phonemic awareness, phonics, vocabulary, fluency, and
387 text comprehension and multisensory intervention strategies. The
388 primary instructional strategy for teaching word reading is
389 phonics instruction for decoding and encoding. Instructional
390 strategies for foundational skills may not employ the three-
391 cueing system model of reading or visual memory as a basis for
392 teaching word reading. Instructional strategies may include
393 visual information and strategies that improve background and
394 experiential knowledge, add context, and increase oral language
395 and vocabulary to support comprehension, but may not be used to
396 teach word reading.
397 6. Must include content literacy and mathematics
398 practices.
399 7. Must include strategies for differentiated instruction
400 to meet student needs, including English language learners and
401 students with disabilities, while maintaining grade-level
402 expectations.
403 8. Must include strategies and practices to support
404 effective, evidence-based assessment and grading practices
405 aligned to the state's academic standards.
406 9. Must require the completion of a mastery-based clinical
407 experience in classroom settings to provide direct application
408 of program content and instruction and mastery of the components
409 of teaching as outlined in the Florida Educator Accomplished
410 Practices. These clinical experiences must allow candidates to
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411 demonstrate mastery of curriculum and pedagogy through
412 observable performance evaluations aligned with instructional
413 personnel evaluation systems approved pursuant to s. 1012.34.
414 Mastery must be assessed through in-classroom performance, with
415 candidate feedback provided for growth and refinement, rather
416 than solely through written assignments or project-based
417 assessments. Clinical experience may only be provided by
418 individuals who meet the requirements of s. 1012.56(7).
419 (b) Beginning with teacher candidates initially entering a
420 state-approved teacher preparation program in the 2029-2030
421 school year and thereafter, each teacher candidate must
422 complete:
423 1. One introduction to education course that allows
424 teacher candidates to demonstrate competency in the cognitive
425 science of learning principles, including cognitive load theory,
426 working memory, and long-term memory; retrieval practice;
427 attention and selective attention; social science of motivation
428 and persistence; background knowledge; and production effect.
429 2. One classroom management and high-impact teaching
430 strategies course that allows teacher candidates to demonstrate
431 competency of instructional strategies based on Florida Educator
432 Accomplished Practices.
433 (2) Each state-approved teacher preparation program must
434 annually report all teacher preparation core courses to the
435 department by each course's statewide course number.
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436 (3) By December 1, 2028, and each December 1 thereafter,
437 the State Board of Education must approve or reject the list of
438 courses for each state-approved teacher preparation program.
439 (4) A teacher preparation program may not require a
440 student to take an additional course to meet a program
441 requirement that was completed by the student with a course that
442 has since been removed as a teacher preparation program core
443 course.
444 Section 5. Section 1012.552, Florida Statutes, is created
445 to read:
446 1012.552 The Coaching for Educator Readiness and Teaching
447 Certification (CERT) Program.—
448 (1) INTENT.—The Coaching for Educator Readiness and
449 Teaching (CERT) Certification Program is established to create
450 an alternative pathway for teachers to enter the teaching
451 profession. School districts, charter schools, and charter
452 management organizations may implement the CERT program to
453 provide a cohesive, competency-based training and certification
454 pathway for teachers who have a state-issued temporary
455 certificate to earn their professional certificate through an
456 on-the-job mentorship and learning program.
457 (2) PROGRAM REQUIREMENTS.—A CERT program must include all
458 of the following:
459 (a) A teacher mentorship and induction component. Mentors
460 must meet the requirements of s. 1012.56(7).
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461 (b) An assessment of teaching performance aligned to the
462 district, charter school, or charter management organization
463 system for personnel evaluation under s. 1012.34 which provides
464 for:
465 1. An initial evaluation of each educator's competencies
466 to determine an appropriate individualized professional learning
467 plan.
468 2. A summative evaluation to assure successful completion
469 of the program.
470 (c) Professional learning, in accordance with s. 1012.98,
471 tailored to each educator's growth and learning needs according
472 to observational data and feedback.
473 (d) Required achievement of passing scores on the subject
474 area examination required by State Board of Education rule.
475 (e) Required successful completion of all competencies for
476 a reading endorsement, including completion of the endorsement
477 practicum, for a candidate certification in a coverage area
478 identified pursuant to s. 1012.585(3)(f).
479 (f) Provide guidance and on-the-job training in the
480 classroom on mastering Florida Educator Accomplished Practices.
481 (3) APPROVAL AND CONTINUED APPROVAL.—CERT programs are
482 approved for a period of 5 years in a format to be established
483 by the department. A teacher may not satisfy requirements for a
484 professional certificate through a CERT program unless the
485 program has been approved by the department pursuant to this
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486 section. Continued approval of CERT programs must include a
487 criteria for candidate readiness based on scores on the Florida
488 Teacher Excellence Examination developed pursuant to s.
489 1012.56(10) and administered before program completion.
490 (4) RULEMAKING.—The State Board of Education shall adopt
491 rules to administer this section.
492 Section 6. Effective July 1, 2029, subsection (3) of
493 section 1012.555, Florida Statutes, is amended to read:
494 1012.555 Teacher Apprenticeship Program.—
495 (3) A teacher who serves as a mentor in the apprenticeship
496 program shall mentor his or her apprentice teacher using team
497 teaching strategies and must, at a minimum, meet all of the
498 following requirements of s. 1012.56(7):
499 (a) Have at least 5 years of teaching experience in this
500 state.
501 (b) Have received an aggregate score of highly effective
502 on the three most recent available value-added model (VAM)
503 scores, as used by the department, or have received an aggregate
504 score of highly effective on the three most recent available
505 performance evaluations if the teacher does not generate a state
506 VAM score.
507 (c) Satisfy any other requirements established by the
508 department.
509 Section 7. Effective July 1, 2029, subsections (10)
510 through (17) of section 1012.56, Florida Statutes, are
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511 renumbered as subsections (8) through (15), respectively,
512 paragraph (b) of subsection (1), paragraph (d) of subsection
513 (2), paragraphs (e) and (f) of subsection (3), subsection (6),
514 paragraphs (a), (b), and (e) of subsection (7), and present
515 subsections (8) and (9) are amended, and paragraph (g) is added
516 to subsection (3) of that section, to read:
517 1012.56 Educator certification requirements.—
518 (1) APPLICATION.—Each person seeking certification
519 pursuant to this chapter shall submit a completed application
520 containing the applicant's social security number to the
521 Department of Education and remit the fee required pursuant to
522 s. 1012.59 and rules of the State Board of Education. Pursuant
523 to the federal Personal Responsibility and Work Opportunity
524 Reconciliation Act of 1996, each party is required to provide
525 his or her social security number in accordance with this
526 section. Disclosure of social security numbers obtained through
527 this requirement is limited to the purpose of administration of
528 the Title IV-D program of the Social Security Act for child
529 support enforcement.
530 (b) The department shall issue a temporary certificate to
531 a qualifying applicant within 14 calendar days after receipt of
532 a request from an employer with a professional education
533 competence demonstration program pursuant to paragraph (6)(f)
534 and subsection (9). The temporary certificate must cover the
535 classification, level, and area for which the applicant is
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536 deemed qualified. The department shall electronically notify the
537 applicant's employer that the temporary certificate has been
538 issued and provide the applicant an official statement of status
539 of eligibility at the time the certificate is issued.
540
541 The statement of status of eligibility must be provided
542 electronically and must advise the applicant of any
543 qualifications that must be completed to qualify for
544 certification. Each method by which an applicant can complete
545 the qualifications for a professional certificate must be
546 included in the statement of status of eligibility. Each
547 statement of status of eligibility is valid for 5 years after
548 its date of issuance, except as provided in paragraph (2)(d).
549 (2) ELIGIBILITY CRITERIA.—To be eligible to seek
550 certification, a person must:
551 (d) Submit to background screening in accordance with
552 subsection (9) (11). If the background screening indicates a
553 criminal history or if the applicant acknowledges a criminal
554 history, the applicant's records shall be referred to the
555 investigative section in the Department of Education for review
556 and determination of eligibility for certification. If the
557 applicant fails to provide the necessary documentation requested
558 by the department within 90 days after the date of the receipt
559 of the certified mail request, the statement of eligibility and
560 pending application shall become invalid.
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561 (3) MASTERY OF GENERAL KNOWLEDGE.—Acceptable means of
562 demonstrating mastery of general knowledge are:
563 (e) Achievement of passing scores, identified in state
564 board rule, on national or international examinations that test
565 comparable content and relevant standards in verbal, analytical
566 writing, and quantitative reasoning skills, including, but not
567 limited to, the verbal, analytical writing, and quantitative
568 reasoning portions of the Graduate Record Examination and the
569 SAT, ACT, and Classic Learning Test. Passing scores identified
570 in state board rule must be at approximately the same level of
571 rigor as is required to pass the general knowledge examinations;
572 or
573 (f) Documentation of receipt of a master's or higher
574 degree from an accredited postsecondary educational institution
575 that the Department of Education has identified as having a
576 quality program resulting in a baccalaureate degree or higher;
577 or
578 (g) Successful completion of an introduction to education
579 course and a classroom management and high-impact teaching
580 strategies course approved pursuant to s. 1012.551.
581
582 A school district that employs an individual who does not
583 achieve passing scores on any subtest of the general knowledge
584 examination must provide information regarding the availability
585 of state-level and district-level supports and instruction to
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586 assist him or her in achieving a passing score. Such information
587 must include, but need not be limited to, state-level test
588 information guides, school district test preparation resources,
589 and preparation courses offered by state universities and
590 Florida College System institutions. The requirement of mastery
591 of general knowledge shall be waived for an individual who has
592 been provided 3 years of supports and instruction and who has
593 been rated effective or highly effective under s. 1012.34 for
594 each of the last 3 years.
595 (6) MASTERY OF PROFESSIONAL PREPARATION AND EDUCATION
596 COMPETENCE.—Acceptable means of demonstrating mastery of
597 professional preparation and education competence are:
598 (a) Successful completion of a state-approved an approved
599 teacher preparation program at a postsecondary educational
600 institution within this state and achievement of a passing score
601 on the professional education competency examination required by
602 state board rule;
603 (b) Successful completion of a teacher preparation program
604 at a postsecondary educational institution outside Florida and
605 achievement of a passing score on the professional education
606 competency examination required by state board rule;
607 (c) Documentation of a valid professional standard
608 teaching certificate issued by another state;
609 (d) Documentation of a valid certificate issued by the
610 National Board for Professional Teaching Standards or a national
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611 educator credentialing board approved by the State Board of
612 Education;
613 (e) Documentation of two semesters of successful, full-
614 time or part-time teaching in a Florida College System
615 institution, state university, or private college or university
616 that awards an associate or higher degree and is an accredited
617 institution or an institution of higher education identified by
618 the Department of Education as having a quality program and
619 achievement of a passing score on the professional education
620 competency examination required by state board rule;
621 (f) Successful completion of professional preparation
622 courses as specified in state board rule, successful completion
623 of a professional education competence program pursuant to
624 subsection (9), and documentation of 3 years of being rated
625 effective or highly effective under s. 1012.34 while holding a
626 temporary certificate;
627 (g) Successful completion of a professional learning
628 certification program, outlined in subsection (8); or
629 (f)(h) Successful completion of a competency-based
630 certification program pursuant to s. 1004.85 and achievement of
631 a passing score on the professional education competency
632 examination required by rule of the State Board of Education; or
633 (g) Successful completion of a Coaching for Educator
634 Readiness and Teaching Certification Program as established in
635 s. 1012.552.
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636
637 The State Board of Education shall adopt rules to implement this
638 subsection, including rules to approve specific teacher
639 preparation programs that are not identified in this subsection
640 which may be used to meet requirements for mastery of
641 professional preparation and education competence. A passing
642 score on the professional education competency examination shall
643 not be required of candidates who have successfully completed a
644 teacher preparation program approved, after July 1, 2029,
645 pursuant to s. 1004.04, s. 1004.85, or s. 1012.551.
646 (7) TYPES AND TERMS OF CERTIFICATION.—
647 (a) The Department of Education shall issue a professional
648 certificate for a period not to exceed 5 years to any applicant
649 who fulfills one of the following:
650 1. Meets all the applicable requirements outlined in
651 subsection (2).
652 2. For a professional certificate covering grades 6
653 through 12:
654 a. Meets the applicable requirements of paragraphs (2)(a)-
655 (h).
656 b. Holds a master's or higher degree in the area of
657 science, technology, engineering, or mathematics.
658 c. Teaches a high school course in the subject of the
659 advanced degree.
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660 d. Is rated highly effective as determined by the
661 teacher's performance evaluation under s. 1012.34, based in part
662 on student performance as measured by a statewide, standardized
663 assessment or an Advanced Placement, Advanced International
664 Certificate of Education, or International Baccalaureate
665 examination.
666 e. Achieves a passing score on the Florida professional
667 education competency examination required by state board rule.
668 3. Meets the applicable requirements of paragraphs (2)(a)-
669 (h) and completes a Coaching for Educator Readiness and Teaching
670 Certification Program pursuant to s. 1012.551 professional
671 learning certification program approved by the department
672 pursuant to paragraph (8)(c) or an educator preparation
673 institute approved by the department pursuant to s. 1004.85. An
674 applicant who completes one of these programs and is rated
675 highly effective as determined by his or her performance
676 evaluation under s. 1012.34 is not required to take or achieve a
677 passing score on the professional education competency
678 examination in order to be awarded a professional certificate.
679 (b) The department shall issue a temporary certificate to
680 any applicant who:
681 1. Completes the requirements outlined in paragraphs
682 (2)(a)-(f) and completes the subject area content requirements
683 specified in state board rule or demonstrates mastery of subject
684 area knowledge pursuant to subsection (5) and holds an
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685 accredited degree or a degree approved by the Department of
686 Education at the level required for the subject area
687 specialization in state board rule;
688 2. For a subject area specialization for which the state
689 board otherwise requires a bachelor's degree, documents 48
690 months of active-duty military service with an honorable
691 discharge or a medical separation; completes the requirements
692 outlined in paragraphs (2)(a), (b), and (d)-(f); completes the
693 subject area content requirements specified in state board rule
694 or demonstrates mastery of subject area knowledge pursuant to
695 subsection (5); and documents completion of 60 college credits
696 with a minimum cumulative grade point average of 2.5 on a 4.0
697 scale, as provided by one or more accredited institutions of
698 higher learning or a nonaccredited institution of higher
699 learning identified by the Department of Education as having a
700 quality program resulting in a bachelor's degree or higher; or
701 3. Is enrolled in a state-approved teacher preparation
702 program under s. 1004.04; is actively completing the final
703 semester of the clinical experience or required program field
704 experience or internship at a public school immediately
705 preceding graduation; completes the requirements outlined in
706 paragraphs (2)(a), (b), and (d)-(f); completes the subject area
707 content requirements specified in state board rule or
708 demonstrates mastery of subject area knowledge pursuant to
709 subsection (5); and documents completion of 60 college credits
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710 with a minimum cumulative grade point average of 2.5 on a 4.0
711 scale, as provided by one or more accredited institutions of
712 higher learning or a nonaccredited institution of higher
713 learning identified by the Department of Education as having a
714 quality program resulting in a bachelor's degree or higher.
715 (e) A person who is issued a temporary certificate under
716 paragraph (b) must be assigned a teacher mentor or clinical
717 educator for a minimum of 2 school years after commencing
718 employment. Each teacher mentor or clinical educator selected by
719 the school district, charter school, or charter management
720 organization must:
721 1. Hold a valid professional certificate issued pursuant
722 to this section;
723 2. Have earned at least 3 years of teaching experience in
724 prekindergarten through grade 12; and
725 3. Have earned an effective or highly effective rating on
726 the prior 3 year's performance evaluation under s. 1012.34;.
727 4. Provide evidence of successful completion of clinical
728 educator training pursuant to s. 1012.98; and
729 5. Be certified or endorsed in reading when assigned to an
730 individual providing instruction to students in kindergarten
731 through grade 3 or an individual enrolled in a teacher
732 preparation program for a certificate area identified pursuant
733 to s. 1012.585(3)(f).
734
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735 At least 1 year before an individual's temporary certificate is
736 set to expire, the department shall electronically notify the
737 individual of the date on which his or her certificate will
738 expire and provide a list of each method by which the
739 qualifications for a professional certificate can be completed.
740 (8) PROFESSIONAL LEARNING CERTIFICATION PROGRAM.—
741 (a) The Department of Education shall develop and each
742 school district, charter school, and charter management
743 organization may provide a cohesive competency-based
744 professional learning certification program by which
745 instructional staff may satisfy the mastery of professional
746 preparation and education competence requirements specified in
747 subsection (6) and rules of the State Board of Education.
748 Participants must hold a state-issued temporary certificate. A
749 school district, charter school, or charter management
750 organization that implements the program shall provide a
751 competency-based certification program developed by the
752 Department of Education or developed by the district, charter
753 school, or charter management organization and approved by the
754 Department of Education. These entities may collaborate with
755 other supporting agencies or educational entities for
756 implementation. The program shall include the following:
757 1. A teacher mentorship and induction component.
758 a. Each individual selected by the district, charter
759 school, or charter management organization as a mentor:
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760 (I) Must hold a valid professional certificate issued
761 pursuant to this section;
762 (II) Must have earned at least 3 years of teaching
763 experience in prekindergarten through grade 12;
764 (III) Must have completed training in clinical supervision
765 and participate in ongoing mentor training provided through the
766 coordinated system of professional learning under s. 1012.98(4);
767 (IV) Must have earned an effective or highly effective
768 rating on the prior year's performance evaluation; and
769 (V) May be a peer evaluator under the district's
770 evaluation system approved under s. 1012.34.
771 b. The teacher mentorship and induction component must, at
772 a minimum, provide routine opportunities for mentoring and
773 induction activities, including ongoing professional learning as
774 described in s. 1012.98 targeted to a teacher's needs,
775 opportunities for a teacher to observe other teachers, co-
776 teaching experiences, and reflection and followup discussions.
777 Professional learning must meet the criteria established in s.
778 1012.98(3). Mentorship and induction activities must be provided
779 for an applicant's first year in the program and may be provided
780 until the applicant attains his or her professional certificate
781 in accordance with this section.
782 2. An assessment of teaching performance aligned to the
783 district's, charter school's, or charter management
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Bill No. HB 875 (2025)
Amendment No.
784 organization's system for personnel evaluation under s. 1012.34
785 which provides for:
786 a. An initial evaluation of each educator's competencies
787 to determine an appropriate individualized professional learning
788 plan.
789 b. A summative evaluation to assure successful completion
790 of the program.
791 3. Professional education preparation content knowledge,
792 which must be included in the mentoring and induction activities
793 under subparagraph 1., that includes, but is not limited to, the
794 following:
795 a. The state academic standards provided under s. 1003.41,
796 including scientifically researched and evidence-based reading
797 instructional strategies grounded in the science of reading,
798 content literacy, and mathematical practices, for each subject
799 identified on the temporary certificate. Reading instructional
800 strategies for foundational skills shall include phonics
801 instruction for decoding and encoding as the primary
802 instructional strategy for word reading. Instructional
803 strategies may not employ the three-cueing system model of
804 reading or visual memory as a basis for teaching word reading.
805 Instructional strategies may include visual information and
806 strategies which improve background and experiential knowledge,
807 add context, and increase oral language and vocabulary to
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Bill No. HB 875 (2025)
Amendment No.
808 support comprehension, but may not be used to teach word
809 reading.
810 b. The educator-accomplished practices approved by the
811 state board.
812 4. Required achievement of passing scores on the subject
813 area and professional education competency examination required
814 by State Board of Education rule. Mastery of general knowledge
815 must be demonstrated as described in subsection (3).
816 5. Beginning with candidates entering a program in the
817 2022-2023 school year, a candidate for certification in a
818 coverage area identified pursuant to s. 1012.585(3)(f) must
819 successfully complete all competencies for a reading
820 endorsement, including completion of the endorsement practicum.
821 (b) Professional learning certification program courses:
822 1. May not distort significant historical events or
823 include curriculum or instruction that teaches identity
824 politics, violates s. 1000.05, or is based on theories that
825 systemic racism, sexism, oppression, and privilege are inherent
826 in the institutions of the United States and were created to
827 maintain social, political, and economic inequities.
828 2. Must afford candidates the opportunity to think
829 critically, achieve mastery of academic program content, learn
830 instructional strategies, and demonstrate competence.
831 (c) The State Board of Education shall adopt rules for the
832 approval and continued approval of professional learning
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Bill No. HB 875 (2025)
Amendment No.
833 certification programs aligned to paragraph (a). A teacher may
834 not satisfy requirements for a professional certificate through
835 a professional learning certification program unless the program
836 has been approved by the department pursuant to this paragraph.
837 (9) PROFESSIONAL EDUCATION COMPETENCY PROGRAM.—
838 (a) Each school district must and a private school or
839 state-supported public school, including a charter school, may
840 develop and maintain a system by which members of the
841 instructional staff may demonstrate mastery of professional
842 preparation and education competence as required by law. Each
843 program must be based on classroom application of the Florida
844 Educator Accomplished Practices and instructional performance
845 and, for public schools, must be aligned with the district's or
846 state-supported public school's evaluation system established
847 under s. 1012.34, as applicable.
848 (b) The Commissioner of Education shall determine the
849 continued approval of programs implemented under this paragraph,
850 based upon the department's review of performance data. The
851 department shall review the performance data as a part of the
852 periodic review of each school district's professional learning
853 system required under s. 1012.98.
854 Section 8. Effective July 1, 2029, paragraph (a) of
855 subsection (3) of section 1012.585, Florida Statutes, is amended
856 to read:
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Amendment No.
857 1012.585 Process for renewal of professional
858 certificates.—
859 (3) For the renewal of a professional certificate, the
860 following requirements must be met:
861 (a) The applicant must earn a minimum of 6 college credits
862 or 120 inservice points or a combination thereof. For each area
863 of specialization to be retained on a certificate, the applicant
864 must earn at least 3 of the required credit hours or equivalent
865 inservice points in the specialization area. Education in
866 "clinical educator" Training pursuant to s. 1012.98(4) s.
867 1004.04(5)(b); participation in mentorship and induction
868 activities, including as a mentor, pursuant to s. 1012.56(8)(a);
869 and credits or points that provide training in the area of
870 scientifically researched, knowledge-based reading literacy
871 grounded in the science of reading, including explicit,
872 systematic, and sequential approaches to reading instruction,
873 developing phonemic awareness, and implementing multisensory
874 intervention strategies, and computational skills acquisition,
875 exceptional student education, normal child development, and the
876 disorders of development may be applied toward any
877 specialization area. Credits or points that provide training in
878 the areas of drug abuse, child abuse and neglect, strategies in
879 teaching students having limited proficiency in English, or
880 dropout prevention, or training in areas identified in the
881 educational goals and performance standards adopted pursuant to
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Amendment No.
882 ss. 1000.03(5) and 1008.345 may be applied toward any
883 specialization area, except specialization areas identified by
884 State Board of Education rule that include reading instruction
885 or intervention for any students in kindergarten through grade
886 6. Each district school board shall include in its inservice
887 master plan the ability for teachers to receive inservice points
888 for supporting students in extracurricular career and technical
889 education activities, such as career and technical student
890 organization activities outside of regular school hours and
891 training related to supervising students participating in a
892 career and technical student organization. Credits or points
893 earned through approved summer institutes may be applied toward
894 the fulfillment of these requirements. Inservice points may also
895 be earned by participation in professional growth components
896 approved by the State Board of Education and specified pursuant
897 to s. 1012.98 in the district's approved master plan for
898 inservice educational training; however, such points may not be
899 used to satisfy the specialization requirements of this
900 paragraph.
901 Section 9. Subsections (3) and (4) and paragraph (b) of
902 subsection (5) of section 1012.98, Florida Statutes, are amended
903 to read:
904 1012.98 School Community Professional Learning Act.—
905 (3) Professional learning activities must be linked to
906 student learning, provide and professional growth for
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Amendment No.
907 instructional and administrative staff, and meet the following
908 criteria:
909 (a) For instructional personnel, utilize materials aligned
910 to the state's academic standards.
911 (b) For school administrators, utilize materials aligned
912 to the Florida Educational Leadership Standards adopted in rule
913 by the State Board of Education state's educational leadership
914 standards.
915 (c) Have clear, defined, and measurable outcomes for both
916 individual inservice activities and multiple day sessions.
917 (d) Employ multiple measurement tools for data on teacher
918 growth, participants' use of new knowledge and skills, student
919 learning outcomes, instructional growth outcomes, and leadership
920 growth outcomes, as applicable.
921 (e) Utilize active learning and engage participants
922 directly in designing and trying out strategies, providing
923 participants with the opportunity to engage in authentic
924 teaching and leadership experiences.
925 (f) Utilize artifacts, interactive activities, and other
926 strategies to provide deeply embedded and highly contextualized
927 professional learning.
928 (g) Create opportunities for collaboration.
929 (h) Utilize coaching and expert support to involve the
930 sharing of expertise about content and evidence-based practices,
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Bill No. HB 875 (2025)
Amendment No.
931 focused directly on instructional personnel and school
932 administrator needs.
933 (i) Provide opportunities for instructional personnel and
934 school administrators to think about, receive input on, and make
935 changes to practice by facilitating reflection and providing
936 feedback.
937 (j) Provide sustained duration with followup for
938 instructional personnel and school administrators to have
939 adequate time to learn, practice, implement, and reflect upon
940 new strategies that facilitate changes in practice.
941 (k) Provide training on the use of high-quality
942 instructional materials included on the state-adopted
943 instructional materials list pursuant to s. 1006.28, materials
944 evaluated and identified pursuant to s. 1001.215(4), materials
945 developed pursuant to s. 1006.39, and materials posted online by
946 the department, including when and how to use intervention
947 materials.
948 (4) The inservice activities designed to implement this
949 section must:
950 (a) Support and increase the success of educators through
951 collaboratively developed school improvement plans that focus
952 on:
953 1. Enhanced and differentiated instructional strategies to
954 engage students in a rigorous and knowledge-based relevant
955 curriculum based on the Florida Educator Accomplished Practices
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Bill No. HB 875 (2025)
Amendment No.
956 state and local educational standards, goals, and initiatives;
957 and
958 2. Increased opportunities to provide meaningful
959 relationships between teachers and all students; and
960 2.3. Increased opportunities for professional
961 collaboration among and between teachers, certified school
962 counselors, instructional leaders, postsecondary educators
963 engaged in preservice training for new teachers, and the
964 workforce community.
965 (b) Assist the school community in providing stimulating,
966 scientific research-based educational activities that encourage
967 and motivate students to achieve at the highest levels and to
968 participate as active learners and that prepare students for
969 success at subsequent educational levels and the workforce.
970 (c) Provide continuous support for all education
971 professionals as well as temporary intervention for education
972 professionals who need improvement in knowledge, skills, and
973 performance.
974 (d) Provide instructional personnel and school
975 administrators with the knowledge, skills, and best practices
976 necessary to support excellence in classroom instruction and
977 educational leadership.
978 (e) Provide training to individuals who serve as mentors
979 or clinical educators teacher mentors as part of the
980 professional learning certification program under s. 1012.56(8)
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Bill No. HB 875 (2025)
Amendment No.
981 and the professional education competency program under s.
982 1012.56(9). The department shall develop criteria for the
983 initial review and continued approval of clinical educator and
984 mentor training that must include, at a minimum:
985 1. Instruction and assessment in the Florida Educator
986 Accomplished Practices.
987 2. Effective communication strategies to guide reflection
988 and personal growth.
989 3. Effective modeling of high-impact teaching practices
990 and skills.
991 4. Fostering resilience in educators
992 components on teacher development, peer coaching, time
993 management, and other related topics as determined by the
994 Department of Education.
995 (5) The Department of Education, school districts,
996 schools, Florida College System institutions, and state
997 universities share the responsibilities described in this
998 section. These responsibilities include the following:
999 (b) Each school district shall develop a professional
1000 learning system as specified in subsection (4). The system shall
1001 be developed in consultation with teachers, teacher-educators of
1002 Florida College System institutions and state universities,
1003 business and community representatives, and local education
1004 foundations, consortia, and professional organizations. The
1005 professional learning system must:
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Amendment No.
1006 1. Be reviewed and approved by the department for
1007 compliance with s. 1003.42(3) and this section. Effective March
1008 1, 2024, The department shall establish a calendar for the
1009 review and approval of all professional learning systems. A
1010 professional learning system must be reviewed and approved every
1011 5 years. Any substantial revisions to the system must be
1012 submitted to the department for review and approval. The
1013 department shall establish a format for the review and approval
1014 of a professional learning system.
1015 2. Be based on analyses of student achievement data and
1016 instructional strategies and methods that support rigorous,
1017 relevant, and challenging curricula for all students. Schools
1018 and districts, in developing and refining the professional
1019 learning system, shall also review and monitor school discipline
1020 data; school environment surveys; assessments of parental
1021 satisfaction; performance appraisal data of teachers, managers,
1022 and administrative personnel; and other performance indicators
1023 to identify school and student needs that can be met by improved
1024 professional performance.
1025 3. Provide inservice activities coupled with followup
1026 support appropriate to accomplish district-level and school-
1027 level improvement goals and standards. The inservice activities
1028 for instructional and school administrative personnel shall
1029 focus on analysis of student achievement data; ongoing formal
1030 and informal assessments of student achievement; identification
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Amendment No.
1031 and use of enhanced and differentiated instructional strategies
1032 that emphasize rigor, relevance, and reading in the content
1033 areas; enhancement of subject content expertise; integrated use
1034 of classroom technology that enhances teaching and learning;
1035 classroom management; parent involvement; and school safety.
1036 4. Provide inservice activities and support targeted to
1037 the individual needs of new teachers participating in the
1038 professional learning certification and education competency
1039 program under s. 1012.56(8)(a).
1040 5. Include a professional learning catalog for inservice
1041 activities, pursuant to rules of the State Board of Education,
1042 for all district employees from all fund sources. The catalog
1043 must be updated annually by September 1, must be based on input
1044 from teachers and district and school instructional leaders, and
1045 must use the latest available student achievement data and
1046 research to enhance rigor and relevance in the classroom. Each
1047 district inservice catalog must be aligned to and support the
1048 school-based inservice catalog and school improvement plans
1049 pursuant to s. 1001.42(18). Each district inservice catalog must
1050 provide a description of the training that middle grades
1051 instructional personnel and school administrators receive on the
1052 district's code of student conduct adopted pursuant to s.
1053 1006.07; integrated digital instruction and competency-based
1054 instruction and CAPE Digital Tool certificates and CAPE industry
1055 certifications; classroom management; student behavior and
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Amendment No.
1056 interaction; extended learning opportunities for students; and
1057 instructional leadership. District plans must be approved by the
1058 district school board annually in order to ensure compliance
1059 with subsection (1) and to allow for dissemination of research-
1060 based best practices to other districts. District school boards
1061 shall submit verification of their approval to the Commissioner
1062 of Education no later than October 1, annually. Each school
1063 principal may establish and maintain an individual professional
1064 learning plan for each instructional employee assigned to the
1065 school as a seamless component to the school improvement plans
1066 developed pursuant to s. 1001.42(18). An individual professional
1067 learning plan must be related to specific performance data for
1068 the students to whom the teacher is assigned, define the
1069 inservice objectives and specific measurable improvements
1070 expected in student performance as a result of the inservice
1071 activity, and include an evaluation component that determines
1072 the effectiveness of the professional learning plan.
1073 6. Include inservice activities for school administrative
1074 personnel, aligned to the state's educational leadership
1075 standards, which address updated skills necessary for
1076 instructional leadership and effective school management
1077 pursuant to s. 1012.986.
1078 7. Provide for systematic consultation with regional and
1079 state personnel designated to provide technical assistance and
1080 evaluation of local professional learning programs.
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Bill No. HB 875 (2025)
Amendment No.
1081 8. Provide for delivery of professional learning by
1082 distance learning and other technology-based delivery systems to
1083 reach more educators at lower costs.
1084 9. Provide for the continuous evaluation of the quality
1085 and effectiveness of professional learning programs in order to
1086 eliminate ineffective programs and strategies and to expand
1087 effective ones. Evaluations must consider the impact of such
1088 activities on the performance of participating educators and
1089 their students' achievement and behavior.
1090 10. For all grades, emphasize:
1091 a. Interdisciplinary planning, collaboration, and
1092 instruction.
1093 b. Alignment of curriculum and instructional materials to
1094 the state academic standards adopted pursuant to s. 1003.41.
1095 c. Use of small learning communities; problem-solving,
1096 inquiry-driven research and analytical approaches for students;
1097 strategies and tools based on student needs; competency-based
1098 instruction; integrated digital instruction; and project-based
1099 instruction.
1100
1101 Each school that includes any of grades 6, 7, or 8 shall include
1102 in its school improvement plan, required under s. 1001.42(18), a
1103 description of the specific strategies used by the school to
1104 implement each item listed in this subparagraph.
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Bill No. HB 875 (2025)
Amendment No.
1105 11. Provide training to reading coaches, interventionists,
1106 classroom teachers, and school administrators in effective
1107 methods of identifying characteristics of conditions such as
1108 dyslexia and other causes of diminished phonological processing
1109 skills; incorporating instructional techniques into the general
1110 education setting which are proven to improve reading
1111 performance for all students; and using predictive and other
1112 data to make instructional decisions based on individual student
1113 needs. The training must help teachers integrate phonemic
1114 awareness; phonics, word study, and spelling; reading fluency;
1115 vocabulary, including academic vocabulary; and text
1116 comprehension strategies into an explicit, systematic, and
1117 sequential approach to reading instruction, including
1118 multisensory intervention strategies. Such training for teaching
1119 foundational skills must be based on the science of reading and
1120 include phonics instruction for decoding and encoding as the
1121 primary instructional strategy for word reading. Instructional
1122 strategies included in the training may not employ the three-
1123 cueing system model of reading or visual memory as a basis for
1124 teaching word reading. Such instructional strategies may include
1125 visual information and strategies which improve background and
1126 experiential knowledge, add context, and increase oral language
1127 and vocabulary to support comprehension, but may not be used to
1128 teach word reading. Each district must provide all elementary
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Bill No. HB 875 (2025)
Amendment No.
1129 grades instructional personnel access to training sufficient to
1130 meet the requirements of s. 1012.585(3)(f).
1131 Section 10. Section 1012.981, Florida Statutes, is created
1132 to read:
1133 1012.981 The Florida Institute for Teaching Excellence.—
1134 (1) The Florida Institute for Teaching Excellence is
1135 established at Miami Dade College, subject to an appropriation,
1136 for the purpose of preparing high-quality teachers in this state
1137 through rigorous, evidence-based programs grounded in cognitive
1138 science, high-impact teaching strategies, and the implementation
1139 of knowledge-rich curricula.
1140 (2) The institute shall do all of the following:
1141 (a) Develop and deliver evidence-based professional
1142 learning opportunities aligned to the Florida Educator
1143 Accomplished Practices.
1144 (b) Develop and deliver educator training programs
1145 pursuant to s. 1012.98 that integrate high-quality instructional
1146 materials included on the state-adopted instructional materials
1147 list under s. 1006.28, materials evaluated and identified
1148 pursuant to s. 1001.215(4), and materials developed by or under
1149 the direction of the department as provided in s. 1006.39. These
1150 programs must focus on the effective use of knowledge-based
1151 curricula, highlighting when and how to incorporate intervention
1152 materials, and emphasize the importance of background knowledge
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COMMITTEE/SUBCOMMITTEE AMENDMENT
Bill No. HB 875 (2025)
Amendment No.
1153 in building advanced reading comprehension grounded in the
1154 science of reading and critical thinking skills.
1155 (c) Develop and design models of high-quality clinical
1156 experiences, for aspiring teachers. These model experiences
1157 shall serve as a standard that institutions approved pursuant to
1158 ss. 1004.04 and 1004.85 can adopt or adapt, enabling
1159 participants to demonstrate mastery of instructional techniques,
1160 classroom management strategies, and the application of high-
1161 impact teaching strategies in authentic educational settings.
1162 (d) Collaborate with school districts and other
1163 educational stakeholders to identify emerging needs in teacher
1164 preparation and align institute programs accordingly, conducting
1165 gap analyses to provide comprehensive coverage of the science of
1166 learning, high-impact teaching strategies, and knowledge-rich
1167 curriculum implementation.
1168 (e) Establish a statewide network of teachers and
1169 instructional leaders equipped with the knowledge and skills to
1170 mentor and support aspiring and current educators participating
1171 in the institute's programs. This network shall model effective
1172 pedagogical practices and facilitate professional growth.
1173 (f) Conduct research and disseminate findings on high-
1174 impact teaching practices and the implementation of knowledge-
1175 based curricula to inform policy, improve classroom instruction,
1176 and address the importance of background knowledge in student
1177 achievement.
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Amendment No.
1178 (g) Report to the department the completion of
1179 professional learning by individuals who are not employed by
1180 entities with an approved professional learning system.
1181 (3) The institute may submit a professional learning
1182 system for approval pursuant to s. 1012.98.
1183 (4) The institute may apply for and receive federal,
1184 state, or local agency grants for the purposes of this section.
1185 (5) The Miami Dade College Board of Trustees in
1186 collaboration with the Florida Department of Education shall
1187 establish policies for the supervision, administration, and
1188 governance of the institute.
1189 Section 11. Effective July 1, 2029, subsection (5) of
1190 section 1012.55, Florida Statutes, is amended to read:
1191 1012.55 Positions for which certificates required.—
1192 (5) Notwithstanding this section and ss. 1012.32 and
1193 1012.56, or any other provision of law or rule to the contrary,
1194 the State Board of Education shall adopt rules to allow for the
1195 issuance of a classical education teaching certificate, upon the
1196 request of a classical school, to any applicant who fulfills the
1197 requirements of s. 1012.56(2)(a)-(f) and (9) (11) and any other
1198 criteria established by the department. Such certificate is only
1199 valid at a classical school. For the purposes of this
1200 subsection, the term "classical school" means a school that
1201 implements and provides professional learning in a classical
1202 education school model that emphasizes the development of
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Amendment No.
1203 students in the principles of moral character and civic virtue
1204 through a well-rounded education in the liberal arts and
1205 sciences that is based on the classical trivium stages of
1206 grammar, logic, and rhetoric.
1207 Section 12. Effective July 1, 2029, subsection (1) of
1208 section 1012.57, Florida Statutes, is amended to read:
1209 1012.57 Certification of adjunct educators.—
1210 (1) Notwithstanding the provisions of ss. 1012.32,
1211 1012.55, and 1012.56, or any other provision of law or rule to
1212 the contrary, district school boards and charter school
1213 governing boards shall adopt rules to allow for the issuance of
1214 an adjunct teaching certificate to any applicant who fulfills
1215 the requirements of s. 1012.56(2)(a)-(f) and (9) (11) and who
1216 has expertise in the subject area to be taught. An applicant is
1217 considered to have expertise in the subject area to be taught if
1218 the applicant demonstrates sufficient subject area mastery
1219 through passage of a subject area test or has achieved an
1220 industry certification in the subject area to be taught.
1221 Section 13. Effective July 1, 2029, paragraph (b) of
1222 subsection (5) of section 1012.98, Florida Statutes, is amended
1223 to read:
1224 1012.98 School Community Professional Learning Act.—
1225 (5) The Department of Education, school districts,
1226 schools, Florida College System institutions, and state
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Amendment No.
1227 universities share the responsibilities described in this
1228 section. These responsibilities include the following:
1229 (b) Each school district shall develop a professional
1230 learning system as specified in subsection (4). The system shall
1231 be developed in consultation with teachers, teacher-educators of
1232 Florida College System institutions and state universities,
1233 business and community representatives, and local education
1234 foundations, consortia, and professional organizations. The
1235 professional learning system must:
1236 1. Be reviewed and approved by the department for
1237 compliance with s. 1003.42(3) and this section. Effective March
1238 1, 2024, The department shall establish a calendar for the
1239 review and approval of all professional learning systems. A
1240 professional learning system must be reviewed and approved every
1241 5 years. Any substantial revisions to the system must be
1242 submitted to the department for review and approval. The
1243 department shall establish a format for the review and approval
1244 of a professional learning system.
1245 2. Be based on analyses of student achievement data and
1246 instructional strategies and methods that support rigorous,
1247 relevant, and challenging curricula for all students. Schools
1248 and districts, in developing and refining the professional
1249 learning system, shall also review and monitor school discipline
1250 data; school environment surveys; assessments of parental
1251 satisfaction; performance appraisal data of teachers, managers,
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Amendment No.
1252 and administrative personnel; and other performance indicators
1253 to identify school and student needs that can be met by improved
1254 professional performance.
1255 3. Provide inservice activities coupled with followup
1256 support appropriate to accomplish district-level and school-
1257 level improvement goals and standards. The inservice activities
1258 for instructional and school administrative personnel shall
1259 focus on analysis of student achievement data; ongoing formal
1260 and informal assessments of student achievement; identification
1261 and use of enhanced and differentiated instructional strategies
1262 that emphasize rigor, relevance, and reading in the content
1263 areas; enhancement of subject content expertise; integrated use
1264 of classroom technology that enhances teaching and learning;
1265 classroom management; parent involvement; and school safety.
1266 4. Provide inservice activities and support targeted to
1267 the individual needs of new teachers participating in the
1268 professional learning certification and education competency
1269 program under s. 1012.56(8)(a).
1270 5. Include a professional learning catalog for inservice
1271 activities, pursuant to rules of the State Board of Education,
1272 for all district employees from all fund sources. The catalog
1273 must be updated annually by September 1, must be based on input
1274 from teachers and district and school instructional leaders, and
1275 must use the latest available student achievement data and
1276 research to enhance rigor and relevance in the classroom. Each
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COMMITTEE/SUBCOMMITTEE AMENDMENT
Bill No. HB 875 (2025)
Amendment No.
1277 district inservice catalog must be aligned to and support the
1278 school-based inservice catalog and school improvement plans
1279 pursuant to s. 1001.42(18). Each district inservice catalog must
1280 provide a description of the training that middle grades
1281 instructional personnel and school administrators receive on the
1282 district's code of student conduct adopted pursuant to s.
1283 1006.07; integrated digital instruction and competency-based
1284 instruction and CAPE Digital Tool certificates and CAPE industry
1285 certifications; classroom management; student behavior and
1286 interaction; extended learning opportunities for students; and
1287 instructional leadership. District plans must be approved by the
1288 district school board annually in order to ensure compliance
1289 with subsection (1) and to allow for dissemination of research-
1290 based best practices to other districts. District school boards
1291 shall submit verification of their approval to the Commissioner
1292 of Education no later than October 1, annually. Each school
1293 principal may establish and maintain an individual professional
1294 learning plan for each instructional employee assigned to the
1295 school as a seamless component to the school improvement plans
1296 developed pursuant to s. 1001.42(18). An individual professional
1297 learning plan must be related to specific performance data for
1298 the students to whom the teacher is assigned, define the
1299 inservice objectives and specific measurable improvements
1300 expected in student performance as a result of the inservice
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COMMITTEE/SUBCOMMITTEE AMENDMENT
Bill No. HB 875 (2025)
Amendment No.
1301 activity, and include an evaluation component that determines
1302 the effectiveness of the professional learning plan.
1303 6. Include inservice activities for school administrative
1304 personnel, aligned to the state's educational leadership
1305 standards, which address updated skills necessary for
1306 instructional leadership and effective school management
1307 pursuant to s. 1012.986.
1308 7. Provide for systematic consultation with regional and
1309 state personnel designated to provide technical assistance and
1310 evaluation of local professional learning programs.
1311 8. Provide for delivery of professional learning by
1312 distance learning and other technology-based delivery systems to
1313 reach more educators at lower costs.
1314 9. Provide for the continuous evaluation of the quality
1315 and effectiveness of professional learning programs in order to
1316 eliminate ineffective programs and strategies and to expand
1317 effective ones. Evaluations must consider the impact of such
1318 activities on the performance of participating educators and
1319 their students' achievement and behavior.
1320 10. For all grades, emphasize:
1321 a. Interdisciplinary planning, collaboration, and
1322 instruction.
1323 b. Alignment of curriculum and instructional materials to
1324 the state academic standards adopted pursuant to s. 1003.41.
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COMMITTEE/SUBCOMMITTEE AMENDMENT
Bill No. HB 875 (2025)
Amendment No.
1325 c. Use of small learning communities; problem-solving,
1326 inquiry-driven research and analytical approaches for students;
1327 strategies and tools based on student needs; competency-based
1328 instruction; integrated digital instruction; and project-based
1329 instruction.
1330
1331 Each school that includes any of grades 6, 7, or 8 shall include
1332 in its school improvement plan, required under s. 1001.42(18), a
1333 description of the specific strategies used by the school to
1334 implement each item listed in this subparagraph.
1335 11. Provide training to reading coaches, interventionists,
1336 classroom teachers, and school administrators in effective
1337 methods of identifying characteristics of conditions such as
1338 dyslexia and other causes of diminished phonological processing
1339 skills; incorporating instructional techniques into the general
1340 education setting which are proven to improve reading
1341 performance for all students; and using predictive and other
1342 data to make instructional decisions based on individual student
1343 needs. The training must help teachers integrate phonemic
1344 awareness; phonics, word study, and spelling; reading fluency;
1345 vocabulary, including academic vocabulary; and text
1346 comprehension strategies into an explicit, systematic, and
1347 sequential approach to reading instruction, including
1348 multisensory intervention strategies. Such training for teaching
1349 foundational skills must be based on the science of reading and
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COMMITTEE/SUBCOMMITTEE AMENDMENT
Bill No. HB 875 (2025)
Amendment No.
1350 include phonics instruction for decoding and encoding as the
1351 primary instructional strategy for word reading. Instructional
1352 strategies included in the training may not employ the three-
1353 cueing system model of reading or visual memory as a basis for
1354 teaching word reading. Such instructional strategies may include
1355 visual information and strategies which improve background and
1356 experiential knowledge, add context, and increase oral language
1357 and vocabulary to support comprehension, but may not be used to
1358 teach word reading. Each district must provide all elementary
1359 grades instructional personnel access to training sufficient to
1360 meet the requirements of s. 1012.585(3)(f).
1361 Section 14. Except as otherwise expressly provided in this
1362 act, this act shall take effect July 1, 2025.
1363
1364 -----------------------------------------------------
1365 T I T L E A M E N D M E N T
1366 Remove everything before the enacting clause and insert:
1367 A bill to be entitled
1368 An act relating to educator preparation; amending s.
1369 1004.04, F.S.; providing for the future repeal of
1370 provisions relating to the uniform core curricula for
1371 certain teacher preparation programs; revising
1372 requirements for certain teacher preparation programs;
1373 revising the criteria for continued approval of such
1374 programs; revising the term "field experience" to
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COMMITTEE/SUBCOMMITTEE AMENDMENT
Bill No. HB 875 (2025)
Amendment No.
1375 "clinical experience"; revising the requirements for
1376 such experience; revising the requirements certain
1377 personnel must meet; amending s. 1004.85, F.S.;
1378 revising the purpose of postsecondary educator
1379 preparation institutes; revising requirements for such
1380 institutes; revising requirements for the continued
1381 approval of such programs; amending s. 1012.39, F.S.;
1382 providing requirements for the hiring of certain
1383 nondegreed teachers of fine and performing arts;
1384 creating s. 1012.551, F.S.; providing for the uniform
1385 core curricula for certain teacher preparation
1386 programs; providing requirements for such curricula;
1387 providing requirements for teacher candidates
1388 beginning in a specified school year; providing
1389 reporting requirements for certain teacher preparation
1390 programs; requiring the State Board of Education to
1391 approve or reject certain courses for such programs;
1392 prohibiting such programs from requiring students to
1393 take a specified additional course; creating s.
1394 1012.552, F.S.; establishing the Coaching for Educator
1395 Readiness and Teaching Certification Program;
1396 providing the intent for the program; providing
1397 program requirements; providing requirements for
1398 approval and continued approval of such programs;
1399 requiring the state board to adopt rules; amending s.
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COMMITTEE/SUBCOMMITTEE AMENDMENT
Bill No. HB 875 (2025)
Amendment No.
1400 1012.555, F.S.; revising the requirements for teachers
1401 serving as mentors through a teacher apprenticeship
1402 program; amending s. 1012.56, F.S.; providing for the
1403 future repeal of professional learning certification
1404 programs and professional education competency
1405 programs; revising requirements relating to meeting
1406 the mastery of general knowledge and mastery of
1407 professional preparation and education competence for
1408 certification as an educator; removing a requirement
1409 for a passing score on a specified examination for
1410 certain candidates for certification as an educator
1411 beginning on a certain date; revising requirements for
1412 a professional and temporary educator certificates;
1413 amending s. 1012.585, F.S.; revising requirements for
1414 the renewal of a professional certificate; amending s.
1415 1012.98, F.S.; revising and providing additional
1416 requirements for certain professional learning
1417 activities; creating s. 1012.981, F.S.; establishing
1418 the Florida Institute for Teaching Excellence at Miami
1419 Dade College, subject to an appropriation; providing
1420 the purpose and duties of the institute; authorizing
1421 the institute to submit a professional learning system
1422 for approval and seek specified funding; providing for
1423 the supervision, administration, and governance of the
1424 institute; amending ss. 1012.55, 1012.57, and 1012.98,
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COMMITTEE/SUBCOMMITTEE AMENDMENT
Bill No. HB 875 (2025)
Amendment No.
1425 F.S.; conforming cross-references to changes made by
1426 the act; providing effective dates.
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PCS for HB 541
FLORIDA HOUSE OF REPRESENTATIVES
BILL ANALYSIS
This bill analysis was prepared by nonpartisan committee staff and does not constitute an official statement of legislative intent.
BILL #: PCS for HB 541 COMPANION BILL: CS/SB 676 (Martin)
TITLE: Minimum Wage Requirements LINKED BILLS: None
SPONSOR(S): Careers & Workforce Subcommittee RELATED BILLS: None
Committee References
Orig. Comm.: Careers & Workforce
SUMMARY
Effect of the Bill:
The Proposed Committee Substitute (PCS) amends the Florida Minimum Wage Act (Act) to allow employees to opt
out of receiving the state minimum wage for work-study, internship, preapprenticeship program, or other similar
work-based learning opportunities.
Fiscal or Economic Impact:
The PCS does not appear to have a fiscal impact on state or local government. The bill allows certain employees to
opt out of receiving minimum wage. The fiscal impact on such employees is indeterminate.
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
ANALYSIS
EFFECT OF THE BILL:
The PCS amends the Act to provide specific exemptions from state minimum wage requirements for certain
employees. The PCS provides that employers are not required to pay the state minimum wage to employees in a
structured work-study, internship, preapprenticeship, or other similar work-based learning opportunity, provided
such employees choose to opt out of receiving the state minimum wage. However, such employees must be paid at
or above the federal minimum wage. The PCS requires such opt out be voluntary and prohibits an employer from
coercing an employee to opt out or conditioning an offer of employment on the employee opting out. Under the
PCS, the written waiver voluntarily signed by the employee must state that the employee acknowledges his or her
right to the state minimum wage pursuant to the State Constitution and that the employee is knowingly and
voluntarily choosing to receive a lesser amount for his or her work-based learning opportunity. The PCS specifies
that an employee’s waiver to opt out of the state minimum wage is only valid for 12 months after the date his or
her employment with the employer begins. Thereafter, the PCS requires the employee be paid at or above the state
minimum wage regardless of his or her position or job title with the employer. (Section 1)
The effective date of the bill is July 1, 2025. (Section 2)
FISCAL OR ECONOMIC IMPACT:
PRIVATE SECTOR:
Indeterminate. The bill allows certain employees to opt out of receiving minimum wage.
RELEVANT INFORMATION
SUBJECT OVERVIEW:
Fair Labor Standards Act
STORAGE NAME: PCS0541.CWS
DATE: 3/21/2025
1
The federal Fair Labor Standards Act (FLSA), enacted in 1938, provides covered workers with minimum wage,
overtime pay, and child labor protections. 1 In 1938, the FLSA established a minimum wage of $.25 an hour. The
current federal minimum wage rate is $7.25 an hour, which went into effect July 24, 2009. The FLSA applies to
employment within any state in the U.S., the District of Columbia, or any territory or possession of the U.S. 2
The FLSA covers most private and public sector employees. However, certain employers and employees are
exempt from coverage, including individuals with disabilities, youth workers, tipped workers, and executive,
administrative, and professional workers. The FLSA covers businesses if the business has annual sales of at least
$500,000. 3 It also covers certain individual employees if such employee is engaged in interstate commerce.
The FLSA applies to all: 4
• Governments: Federal, state, or local government agencies.
• Hospitals: Hospitals, or institutions primarily engaged in the care of the sick, the aged, or the mentally ill or
disabled who live on the premises. It does not matter if the hospital or institution is public or private or is
operated for profit or not-for-profit.
• Schools: Pre-schools, elementary or secondary schools or institutions of higher learning (e.g., college), or a
school for mentally or physically handicapped or gifted children. It does not matter if the school or
institution is public or private or operated for profit or not-for-profit.
The FLSA includes several exemptions from the federal minimum wage provisions, including: 5
• Executive, administrative, and professional employees.
• Employees in certain seasonal amusement or recreational establishments, employees in certain small
newspapers, seamen employed on foreign vessels, employees engaged in fishing operations, and
employees engaged in newspaper delivery.
• Farm workers employed by certain employers.
• Casual babysitters and persons employed as companions for the elderly or infirm.
• Border patrol agents. 6
• Tipped employees, as long as their tips, combined with the employer's cash wage, equal at least the
federal minimum wage ($7.25). The minimum cash wage for tipped employees is $2.13 per hour, with the
employer able to claim a tip credit of up to $5.12 per hour. 7
• Learners, apprentices, and messengers employed primarily in delivering letters and messages,
under special certificates issued by the Department of Labor. 8
The FLSA provides for the employment of certain individuals at wage rates below the minimum wage including
student-learners (vocational education students), as well as full-time students employed by retail or service
establishments, agriculture, or institutions of higher education. Also included are individuals whose earning or
productive capacity is impaired by a physical or mental disability, including those related to age or injury, for the
work to be performed. Certificates issued by the Department of Labor's Wage and Hour Division are required for
this type of employment. 9
1
29 U.S.C. § 201-219 and 29 C.F.R. ch. V.
2
Congressional Research Service, CRS Report R42713, The Fair Labor Standards Act (FLSA): An Overview,
https://crsreports.congress.gov/product/pdf/R/R42713, (last visited March 7, 2025). (The main FLSA provisions and accompanying
Department of Labor (DOL) regulations constitute what is commonly known as federal wage and hour laws and federal child labor
law.).
3
The size of an enterprise is measured by its “annual sales or business done.” Annual sales or business done includes all business
activities that can be measured in dollars. Thus, retailers are covered by the FLSA if their annual sales are at least $500,000. Owners
of rental properties are covered if they collect at least $500,000 annually in rent. 29 C.F.R.§§779.258-779.259.
4
U.S. Department of Labor, Fair Labor Standards Act Advisor, https://webapps.dol.gov/elaws/whd/flsa/scope/screen10.asp, (last
visited March 7, 2025).
5
29 U.S.C. § 213. (It also includes separate exemptions from overtime pay.)
6
See Border Patrol Agent Pay Reform Act of 2014, S.1691, 113th Cong, (2014).
7 29 U.S.C. § 203(m)(2)(A).
8 29 U.S.C. § 214.
9 U.S. Department of Labor, Subminimum Wage, https://www.dol.gov/general/topic/wages/subminimumwage
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
2
The FLSA exempts certain people who volunteer to perform services for a state or local government agency or who
volunteer for humanitarian purposes for non-profit food banks. There is also a recognized exception for
individuals who volunteer their time, freely and without anticipation of compensation, for religious, charitable,
civic, or humanitarian purposes to non-profit organizations. Unpaid internships for public sector and non-profit
charitable organizations, where the intern volunteers without expectation of compensation, are generally
permissible. 10
The FLSA was amended in 2014, concerning border patrol agents, and again in 2018, to exempt minor league
baseball players who are paid at least $290 per week during the 2018 championship season from the federal
minimum wage rate and overtime pay. These two amendments were the only amendments made to the minimum
wage exemptions provisions of the FLSA since Florida passed its minimum wage law in 2005. 11
The FLSA provides that if states enact worker protections, including minimum wage rates, that are more protective
of employees than what is provided by the FLSA, the state law applies. 12 Consequently, no state law may weaken
the worker protections in the FLSA. However, state laws that impose greater worker protections will supersede
those in the FLSA. 13
Thirty states plus Washington DC, Guam, Puerto Rico, and the Virgin Islands provide a minimum wage greater than
the federal minimum wage. Thirteen states provide a minimum wage that is equal to the federal minimum wage.
Five states have not adopted a minimum wage and two states have a minimum wage that is below the federal
minimum wage. 14 For those seven states, the federal minimum wage applies, but only to those workers covered by
the FLSA.
Florida law does not indicate or allow for wage exceptions for learners, apprentices, or messengers. Thus, the FLSA
provisions apply.
Florida’s Minimum Wage Contained in Article X, Section 24 of the Florida Constitution
On November 2, 2004, Floridians voted to amend the Florida Constitution by adding a minimum wage provision
(Section 24) that established the state minimum wage. 15 Prior to this date, Florida did not have a state minimum
wage so the FLSA applied for covered workers. Section 24 provides the amount of the minimum wage and the
procedure for calculating increases in the minimum wage. 16 The amendment also provides that “all working
Floridians are entitled to be paid a minimum wage sufficient to provide a decent and healthy life, that protects their
employers from unfair low wage competition, and that does not force them to rely on taxpayer-funded public
services.” 17
On November 3, 2020, Florida voters again approved a constitutional amendment related to the state’s minimum
wage, Amendment 2, to gradually increase the state’s minimum wage to $15 an hour by the year 2026. 18 Pursuant
to the passage of Amendment 2, on September 30, 2021, Florida’s minimum wage increased to $10 per hour. Each
year, thereafter, Florida’s minimum wage will increase by $1 until the minimum wage reaches $15 per hour on
September 30, 2026. Beginning in 2027, the minimum wage will be adjusted annually for inflation, as it had been
done from 2004 to 2021.
10 U.S. Department of Labor, Wage and Hour Division, Fact Sheet #71: Internship Programs Under the Fair Labor Standards
Act, https://www.dol.gov/agencies/whd/fact-sheets/71-flsa-internships
11
s. 448.110, F.S., expressly references ss. 213 and 214 of the FLSA, which address minimum wage exemptions and employment
under special certificates, respectively. However, s. 214 has not been amended since 1989. (See Pub. L. 101–157, § 4(d), Nov. 17,
1989, 103 Stat. 941).
12
29 U.S.C. §218.
13
Congressional Research Service, CRS Report R42713, The Fair Labor Standards Act (FLSA): An Overview, Updated March 8,
2023, https://crsreports.congress.gov/product/pdf/R/R42713, (last visited March 7, 2025).
14
U.S. Department of Labor, Consolidated Minimum Wage Table, https://www.dol.gov/agencies/whd/mw-consolidated (last visited
March 7, 2025).
15
Art. X, s. 24, Fla. Const.
16
Art. X, s. 24(c), Fla. Const.
17
Art. X, s. 24(a), Fla. Const.
18
U.S. Department of State, Notice of Increase to State of Florida’s Minimum Wage, https://www.state.gov/wp-
content/uploads/2021/01/2021-01-29-Notice-FL-Minimum-Wage-Increase.pdf (last visited March 7, 2025).
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
3
The Florida Constitution references the FLSA and specifically ties the meaning 19 of “employer,” “employee,” and
“wage,” to the meanings established under the FLSA and its implementing regulations. 20 It also indicates that case
law, administrative interpretations, and other guiding standards developed under the federal FLSA must guide the
construction of Florida’s Constitution related to Section 24 and any implementing statutes or regulations. 21
The FLSA defines: 22
• “Employer” as “any person acting directly or indirectly in the interest of an employer in relation to an
employee and includes a public agency, but does not include any labor organization (other than when
acting as an employer) or anyone acting in the capacity of officer or agent of such labor organization.”
• “Employee” as “any individual employed by an employer.”
The FLSA requires “for-profit” employers to pay employees for their work. Interns and students, however, may
not be “employees” under the FLSA—in which case the FLSA does not require compensation for their work.
Courts have used the “primary beneficiary test” to determine whether an intern or student is, in fact, an employee
under the FLSA. 23 This determination is made on a case-by-case basis.
This test allows courts to examine the “economic reality” of the intern-employer relationship to determine which
party is the “primary beneficiary” of the relationship. Courts 24 have identified the following seven factors as part of
the test:
• The extent to which the intern and the employer clearly understand that there is no expectation of
compensation. Any promise of compensation, express or implied, suggests that the intern is an employee—
and vice versa.
• The extent to which the internship provides training that would be similar to that which would be given in
an educational environment, including the clinical and other hands-on training provided by educational
institutions.
• The extent to which the internship is tied to the intern’s formal education program by integrated
coursework or the receipt of academic credit.
• The extent to which the internship accommodates the intern’s academic commitments by corresponding to
the academic calendar.
• The extent to which the internship’s duration is limited to the period in which the internship provides the
intern with beneficial learning.
• The extent to which the intern’s work complements, rather than displaces, the work of paid employees
while providing significant educational benefits to the intern.
• The extent to which the intern and the employer understand that the internship is conducted without
entitlement to a paid job at the conclusion of the internship.
Courts have described the “primary beneficiary test” as a flexible test, and no single factor is determinative.
Accordingly, whether an intern or student is an employee under the FLSA necessarily depends on the unique
circumstances of each case.
19
In re Advisory Opinion to the Atty. Gen. re Fla. Minimum Wage Amend., 880 So. 2d 636, 641–42 (Fla. 2004). (“The proposed
amendment does not state that it is adopting the FLSA's definition of the term “employee,” but provides that it is adopting the meaning
of the term “employee,” which is a much broader concept.”)
20
Art. X, s. 24(b), Fla. Const.
21
Art. X, s. 24(f), Fla. Const.
22 29 U.S.C. §203.
23 E.g., Benjamin v. B & H Educ., Inc., --- F.3d ---, 2017 WL 6460087, at *4-5 (9th Cir. Dec. 19, 2017); Glatt v. Fox Searchlight
Pictures, Inc., 811 F.3d 528, 536-37 (2d Cir. 2016); Schumann v. Collier Anesthesia, P.A., 803 F.3d 1199, 1211-12 (11th Cir.
2015); see also Walling v. Portland Terminal Co., 330 U.S. 148, 152-53 (1947); Solis v. Laurelbrook Sanitarium & Sch., Inc., 642
F.3d 518, 529 (6th Cir. 2011).
24 Schumann v. Collier Anesthesia, PA, 803 F.3d 1199 (11th Cir. 2015) (Adopting a modified version of the "primary
beneficiary" test, which examines the "economic reality" of the relationship between the intern and employer to determine
who benefits most.)
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
4
If analysis of these circumstances reveals that an intern or student is actually an employee, then he or she is
entitled to both minimum wage and overtime pay under the FLSA. On the other hand, if the analysis confirms that
the intern or student is not an employee, then he or she is not entitled to either minimum wage or overtime pay
under the FLSA.
Florida Minimum Wage Act
The Act implements the minimum wage provisions in the Florida Constitution. 25 The Act designates the
Department of Commerce (DC) as the state agency that implements the minimum wage requirements, establishes
procedures with respect to civil actions alleging violations, and provides that it is the exclusive remedy under state
law for violations of Section 24. 26
The Act provides that, effective May 2, 2005, employers are required to pay employees a minimum wage at an
hourly rate of $6.15 for all hours worked in Florida. Only those individuals entitled to receive the federal minimum
wage under the FLSA and its implementing regulations are eligible to receive the state minimum wage pursuant to
the Florida Constitution and this statute. The provisions of ss. 213 and 214 of the federal FLSA, as interpreted by
applicable federal regulations and implemented by the Secretary of Labor, are incorporated by reference. 27
The Act requires DEO to calculate an adjusted state minimum wage rate and requires the Department of Revenue
(DOR) and DEO to annually publish the amount of the adjusted state minimum wage and the effective date on their
websites. The Act authorizes persons to file a complaint or inform any person of his or her potential rights
pursuant to Section 24 regarding unpaid wages. 28 The Act also authorizes the Attorney General (AG) to bring a civil
action to enforce these provisions. The AG may seek injunctive relief, and for willful violations, may seek to impose
a fine of $1,000 per violation, payable to the state. 29
As it relates to the federal minimum wage and the FLSA, the Act specifies that: 30
• Only those individuals entitled to receive the federal minimum wage under the FSLA, and its
implementing regulations, are eligible to receive the state minimum wage; and
• Provisions related to federal minimum wage exemptions in the FLSA are considered incorporated
in the Act.
RECENT LEGISLATION:
YEAR BILL # HOUSE SPONSOR(S) SENATE SPONSOR OTHER INFORMATION
2024 CS/CS/HB 433 Esposito Trumbull Became law on July 1, 2024
and implementation began on
September 30, 2026.
25
Ch. 2005-353, Laws of Fla., codified in s. 448.110, F.S.
26
S. 448.110(10), F.S. HB 5 (2023) renames the Department of Economic Opportunity as the Department of Commerce; SB 82
(2024), section 220, makes this conforming change in the Florida Minimum Wage Act.
27
S. 448.110(3), F.S.
28
S. 448.110(6), F.S.
29
S. 448.110(7), F.S.
30
S. 448.110(3), F.S.
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
5
BILL HISTORY
STAFF
DIRECTOR/ ANALYSIS
COMMITTEE REFERENCE ACTION DATE POLICY CHIEF PREPARED BY
Orig. Comm.: Careers & Workforce Kiner Kiner
Subcommittee
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
6
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
PCS for HB 541 2025
1 A bill to be entitled
2 An act relating to minimum wage requirements; amending
3 s. 448.110, F.S.; providing that an employer is not
4 subject to state minimum wage requirements for
5 specified employees; authorizing employees to
6 voluntarily opt out of the state minimum wage
7 requirements by signing a waiver; prohibiting an
8 employer from taking certain actions; requiring a
9 parent or guardian to sign the waiver on the
10 employee's behalf if the employee is a minor;
11 requiring employers to pay an employee at or above the
12 federal minimum wage; providing that an employee's
13 waiver to opt out of the state minimum wage is only
14 valid for a specified timeframe; providing
15 severability; providing an effective date.
16
17 Be It Enacted by the Legislature of the State of Florida:
18
19 Section 1. Subsection (3) of section 448.110, Florida
20 Statutes, is amended to read:
21 448.110 State minimum wage; annual wage adjustment;
22 enforcement.—
23 (3)(a) Employers shall pay employees a minimum wage at an
24 hourly rate of $6.15 for all hours worked in Florida. Only those
25 individuals entitled to receive the federal minimum wage under
Page 1 of 3
PCS for HB 541
CODING: Words stricken are deletions; words underlined are additions.
V
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
PCS for HB 541 2025
26 the federal Fair Labor Standards Act, as amended, and its
27 implementing regulations shall be eligible to receive the state
28 minimum wage pursuant to s. 24, Art. X of the State Constitution
29 and this section. The provisions of ss. 213 and 214 of the
30 federal Fair Labor Standards Act, as interpreted by applicable
31 federal regulations and implemented by the Secretary of Labor,
32 are incorporated herein.
33 (b) An employer is not subject to the state minimum wage
34 requirements of this section for an employee who is in a
35 structured work-study, internship, preapprenticeship, or other
36 similar work-based learning opportunity and who opts out of
37 receiving the minimum wage.
38 (c) An employee may opt out of receiving the state minimum
39 wage by voluntarily signing a waiver of his or her right to the
40 state minimum wage established under this subsection. The waiver
41 must state that the employee acknowledges his or her right to
42 the state minimum wage pursuant to s. 24, Art. X of the State
43 Constitution and this section and that the employee is knowingly
44 and voluntarily choosing to receive a lesser amount for his or
45 her work-based learning opportunity as described in paragraph
46 (b). An employer may not coerce an employee to opt out or
47 condition an offer of employment on the employee's opting out.
48 If the employee is younger than 18 years of age, the employee's
49 parent or guardian must sign the waiver on behalf of the
50 employee.
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51 (d) Except as provided in paragraphs (b) and (c), an
52 employer must pay an employee a wage at or above the federal
53 minimum wage.
54 (e) An employee's waiver to opt out of the state minimum
55 wage under this subsection is only valid for 12 months after the
56 date his or her employment with the employer begins. Thereafter,
57 the employee must be paid at or above the state minimum wage
58 regardless of his or her position or job title with the
59 employer.
60 (f) If any provision of this subsection or its application
61 to any person or circumstance is held invalid, that provision or
62 its application is severable and does not affect the validity of
63 the other provisions or applications of this subsection.
64 Section 2. This act shall take effect July 1, 2025.
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PCS for HB 681
FLORIDA HOUSE OF REPRESENTATIVES
BILL ANALYSIS
This bill analysis was prepared by nonpartisan committee staff and does not constitute an official statement of legislative intent.
BILL #: PCS for HB 681 COMPANION BILL: SB 1458 (DiCeglie)
TITLE: Apprenticeship and Preapprenticeship Program LINKED BILLS: None
Funding RELATED BILLS: None
SPONSOR(S): Careers & Workforce Subcommittee
Committee References
Orig. Comm.: Careers & Workforce
SUMMARY
Effect of the Bill:
The bill seeks to provide consistency and transparency in the administration of apprenticeship and
preapprenticeship programs for both Local Education Agencies (LEA) and their registered apprenticeship and
preapprenticeship (RA) partners. The bill requires the Department of Education (DOE) uniform minimum
standards and policies governing apprenticeship and preapprenticeship to address open negotiations between
LEAs and their RA partners as well as funding transparency. The bill amends the deadline for the DOE annual
apprenticeship report and requires the report to include additional information regarding program partner
responsibilities and costs. The bill requires the DOE to develop a standard model contract for use by LEAs and their
RA partners. Finally, the bill requires the DOE to create, by July 1, 2026, an apprenticeship funding transparency
tool showing historical funding amounts provided for apprenticeship programs at school districts and Florida
College System institutions.
The bill requires that the District Workforce Education Funding Steering Committee (Steering Committee) hold
public meetings, and publish all related work papers, when conducting meetings for the purpose of taking actions
or recommending the workload for a funding model to the DOE. The bill requires the DOE to provide the funding
model to the Legislature no less than 2 months prior to the start of the regular session of the Legislature.
Fiscal or Economic Impact:
None
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
ANALYSIS
EFFECT OF THE BILL:
The bill seeks to provide consistency and transparency in the administration of apprenticeship and
preapprenticeship programs for both Local Education Agencies (LEA) and their registered apprenticeship and
preapprenticeship (RA) partners. The bill requires the Department of Education (DOE) uniform minimum
standards and policies governing apprenticeship and preapprenticeship to address open negotiations between
LEAs and their RA partners as well as funding transparency. Under the new standards and policies, the LEA must
ensure that all parties understand the total amount of apprenticeship funding and allocations. The terms of a
partnership between a RA program and the LEA must be documented in an agreement and the LEA may not
impose additional fees or withhold additional funds beyond the agreed upon amount in such agreement.
The bill amends the deadline for the DOE annual apprenticeship report from September 1 to November 30 to
better align with the availability of data and permit the DOE sufficient time to compile the data. The bill updates the
required contents of the report to include a summary of LEA and RA partner responsibilities as well as program
costs and expenditures. The report must now include data on the total amount of funds expended by each LEA for
apprenticeship programs, total funds received and allocated by training provider, program, and occupation, and
STORAGE NAME: PCS0681.CWS
DATE: 3/21/2025
1
the total number of personnel hours required to administer each program. The changes will provide more
transparency regarding both funding and the amount of work each LEA contributes for each apprenticeship
program.
The bill requires the DOE to develop a standard model contract for use by LEAs and their RA partners. The model
agreement must include, at a minimum, provisions related to all of the following:
• the parties to the contract;
• the duration of the contract;
• the funds paid or received pursuant to the contract;
• the responsibilities assigned to each party to the contract, including which party is responsible for
providing equipment, related technical instruction, and on-the-job training; hiring instructors and
evaluating such instructors' credentials and qualifications; and providing administrative support, including
any reporting requirements;
• a requirement that each party follow all applicable federal and state law and insurance requirements; and
• the execution of such contract.
Additionally, the bill requires agreements between LEAs and RA partners to define their respective roles in the
partnership agreement and establish how the funding is divided amongst them. The bill clarifies that when the LEA
does not provide classroom space, related technical instruction, or on-the-job training services, the LEAs role shall
be deemed to be administrative only and its funding share shall be capped at 10 percent. For agreements where
the LEA and RA partner share these responsibilities, the bill requires that the manner in which they divide funding
be directly tied to their responsibilities under the partnership agreement.
The bill requires the DOE to create, by July 1, 2026, an apprenticeship funding transparency tool showing historical
funding amounts provided to school district and Florida College System (FCS) institution apprenticeship programs
from Workforce Development Funds and other funds appropriated by the Legislature. The transparency tool must
be published on the DOE’s website and include historical funding amounts, by source of funds, district, or FCS
institution, for the preceding three fiscal years. In concert with the updated annual report, the transparency tool
will permit interested parties to have a more complete perspective of apprenticeship and preapprenticeship
program funding and expenditures. (Section 1).
The bill requires that the District Workforce Education Funding Steering Committee (Steering Committee) hold
public meetings, and publish all related work papers, when conducting meetings for the purpose of taking actions
or recommending the workload for a funding model to the DOE. The required publication of work papers must
occur at the time of the public notice. The public must be provided a reasonable opportunity to provide public
comment during the noticed meeting. The bill authorizes the Steering Committee to hold its meetings via
communications media technology, including telephone conference, video conference or other mechanisms
allowing for audible communication amongst all participants. By requiring public meetings of the Steering
Committee in this manner, the bill provides transparency into the process by which the Steering Committee arrives
at its recommended model without disrupting the processes necessary for the Steering Committee to meet its
statutory duties or ability of its members to communicate outside of decisionmaking meetings.
The bill requires the DOE to provide the funding model to the Legislature no less than 2 months prior to the start of
the regular session of the Legislature, rather than the current deadline of March 1. This change allows the
Legislature adequate time to review the model and incorporate it into the budgeting process in years when the
regular session begins in January. (Section 2).
The effective date of the bill is July 1, 2025. (Section 3).
RULEMAKING:
The DOE has existing rulemaking authority to adopt the uniform minimum standards and policies governing
apprenticeship and preapprenticeship programs and agreements. Existing rules will need to be amended to
incorporate changes made in the bill.
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2
Lawmaking is a legislative power; however, the Legislature may delegate a portion of such power to executive
branch agencies to create rules that have the force of law. To exercise this delegated power, an agency must
have a grant of rulemaking authority and a law to implement.
RELEVANT INFORMATION
SUBJECT OVERVIEW:
Apprenticeship and Preapprenticeship in Florida
In Florida, the DOE is authorized to implement and oversee apprenticeship and preapprenticeship programs. 1 The
DOE is charged with establishing uniform minimum standards and policies governing apprenticeship programs
and agreements. 2 Florida’s RA programs require five core components: business involvement; structured on-the-
job training; related technical instruction; rewards for skill gains; and a national recognized credential upon
completion. 3
To be eligible for an apprenticeship, a person must be at least 16 years of age; 4 however, individuals must usually
be 18 to be an apprentice in hazardous occupations. 5 Admission requirements relating to education, physical
ability, work experience, and other criteria vary based on the program’s training needs. 6
A preapprenticeship program is an organized course of instruction designed to prepare a person 16 years of age or
older to become an apprentice. 7 The program must be registered with the DOE and sponsored by a registered
apprenticeship program. 8 The program’s purpose is to provide training that will enable students, upon completion,
to obtain entrance into a registered apprenticeship program. 9
The DOE must publish, annually by September 1, a report on apprenticeship and preapprenticeship programs on
its website. 10 The report must include, at a minimum, the following:
• A list of registered apprenticeship and preapprenticeship programs, by local educational agency 11 and
training sponsor. 12
• A detailed summary of each local educational agency’s expenditure of funds for apprenticeship and
preapprenticeship programs, to include:
o The total amount of funding received for apprenticeship and preapprenticeship programs.
o The total number of funds allocated to each trade or occupation.
o The total amount of funds expended for administrative costs per trade or occupation.
o The total amount of funds expended for instructional costs per trade and occupation.
o The number of apprentices and preapprentices per trade and occupation.
• The number of apprentices and preapprentices per trade and occupation.
1 Section 446.041, F.S.; See also Florida Department of Education, What is Registered Apprenticeship,
http://www.fldoe.org/academics/career-adult-edu/apprenticeship-programs/what-is-apprenticeship.stml (last visited Mar.
16 4, 2025).
2 Section 446.032(1), F.S.
3 Florida Department of Education, Florida’s Annual Apprenticeship and Preaprenticeship Report: Program Year 2023-2024, at
9-10, available at https://www.fldoe.org/core/fileparse.php/9904/urlt/2024ApprenticeFL-Annual.pdf.
4 Section 446.021(2), F.S.
5 United States Department of Labor, Wage and Hour Child Labor Fact Sheets and FAQs, Child Labor Provisions of the Fair Labor
Standards Act (FLSA) for Nonagricultural Occupations (Dec. 2016), available at
https://www.dol.gov/sites/dolgov/files/WHD/legacy/files/whdfs43.pdf.
6 Florida Department of Education, What is Registered Apprenticeship, http://www.fldoe.org/academics/career-adult-
edu/apprenticeship-programs/what-is-apprenticeship.stml (last visited Mar. 16, 2025).
7 Section 446.021(5), F.S.
8 Id.
9 Rule 6A-23.010(1), F.A.C.
10 Section 446.032(2), F.S.
11 Section 1004.02(18), F.S. “Local educational agency” means a Florida College System institution or school district.
12 Section 1004.02(19), F.S. “Local sponsor” means a district school board, Florida College System institution board of trustees,
public library, other public entity, or private nonprofit entity, or any combination of these entities, that provides adult literacy
instruction.
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3
• The percent of apprentices and preapprentices who complete their respective programs in the appropriate
timeframe.
• Information and resources related to applications for new apprenticeship programs and technical
assistance and requirements for potential applicants.
• Documentation of activities conducted by the DOE to promote apprenticeship and preapprenticeship
programs through public engagement, community-based partnerships, and other initiatives.
• Retention and completion rates of participants disaggregated by training provider, program, and
occupation.
• Wage progression of participants as demonstrated by starting, exit, and postapprenticeship wages at 1 and
5 years after participants exit the program. 13
In 2023-2024, the DOE registered 32 new apprenticeship programs, for a total of 329, and 6,043 new apprentices
for a total of 19,214. 14 For preapprenticeship programs, the DOE reported a total of 68 registered programs. 15
Examining program outcomes, for the 2033-2024 program year, 2,167 apprentices completed their program and
received an apprenticeship certificate with an average median exit wage of $27.81 per hour or an annual salary of
$57,837. For those completing, 1,162 apprentices, or 54 percent completed their program during the expected
timeframe. For preapprenticeship programs, 1,001 participants completed the program, with 47 percent
completing in the expected timeframe. 16
Operating funds provided to school districts and FCS institutions may be used to support registered apprenticeship
programs, but this is not a required expenditure of funds. 17 Based on local demands and current resources, school
districts and FCS institutions enter into local agreements with apprenticeship program sponsors. The agreements
are not standardized statewide, but reflect the contributions of the school district or FCS institution and the
program sponsor towards the costs of supporting the apprenticeship program. 18 If a school district or FCS
institution partners with the apprenticeship program, they must report the total amount of funds expended for the
program in an annual cost report. As required by law, the DOE annually publishes in the appendices to the annual
report financial data related to apprenticeship costs, broken down by total costs, instructional costs, and
administrative costs, for each public education partner, for each trade or occupation and by trade or occupation for
each education partner. 19 For the 2022-23 program year, the total expenditure on apprenticeship reported to the
DOE totaled $26.9 million. 20
Registered Apprenticeship Programs
RA combines employer-driven education and employment training with structured on-the-job-training (OJT) and
related technical instruction to apprentices for specific occupations. 21 Registered apprentices have access to an
experienced on-site journeyworker (or mentor); engage in classroom, online or correspondence learning; have
opportunities to attain an industry-recognized and/or postsecondary credential; earn progressively higher wages
as the apprentice increases their skill levels; and, upon successful completion of the apprenticeship program, earn
a nationally recognized, portable completion certificate issued by the FDOE. 22
The sponsor of the RA program may be a committee, group of employers, employer, group of employees,
educational institution, local workforce board, community or faith-based organization, association or any
13 Section 446.032(2)(a)-(f), F.S.
14 Florida Department of Education, Florida’s Annual Apprenticeship and Preaprenticeship Report: Program Year 2023-2024, at
5, available at https://www.fldoe.org/core/fileparse.php/9904/urlt/2024ApprenticeFL-Annual.pdf.
15 Id.
16 Id. at 6.
17 Id. at 35.
18 Id.
19 Florida Department of Education, Apprenticeship, https://www.fldoe.org/academics/career-adult-edu/research-
evaluation/annual-app-reports.stml (last visited Mar. 16, 2025) (download appendices excel file using “2023-24
Apprenticeship Report Appendices” link and view worksheets I-1, I-2, and I-3, respectively).
20 Id.
21 Sections 446.011 and 446.032, F.S.
22 Rule 6A-23.004, F.A.C.
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4
combination thereof operating an apprenticeship program and in whose name the program is registered or
approved. 23 Sponsors may elect to form a partnership with a school district technical college, FCS institution, SUS
institution or a private training agency for the delivery of the Related Training and Instruction (RTI). The sponsor
may also elect to provide all the RTI without a public educational partner. 24
In Florida, out of the 329 registered apprenticeship and 68 preapprenticeship programs with active registration
during the 2023-24 apprenticeship year, 45 percent partnered with a school district or FCS institution for RTI. Of
those 45 percent:
• 126 programs partnered exclusively with school districts for the RTI (33 percent of total registered
programs);
• 31 programs partnered exclusively with FCS institutions for the RTI (8 percent of total registered
programs); and
• 16 programs partnered with both school districts and FCS institutions for the RTI (4 percent of total
registered programs). 25
The agreements between the RA programs and their public education partners reflect varying degrees of
involvement in the apprenticeship programs from the school district or FCS institution ranging from simply
providing administrative assistance 26 to providing all RTI and employing the RTI instructors. 27 Additionally, the
compensation provided to the RA program under these agreements varies based on the level of involvement of the
education partners. 28
School District Workforce Development Fund Allocations
Workforce development funds are a block grant provided to school districts operating adult general education,
adult career education, and apprenticeship programs. 29 The school districts have flexibility in the use of the
workforce development funds in relation to any of the eligible programs. In 2024-25, the Legislature appropriated
$451.2 million in Workforce Development Funds. 30
Current law requires the DOE to annually provide the Legislature with the funding needs of the school districts.
The process begins with a workload model 31 developed by the District Workforce Education Funding Steering
Committee (Steering Committee). 32 Apprenticeship programs are not represented on the Steering Committee. The
meetings are not noticed and not open to the public. Using a variety of inputs, such as types of programs offered by
each school district, hours of instruction provided by the school district in each eligible program, number of
students with disabilities served, and operation of high school equivalency (GED) testing center, the Steering
23 Section 446.071, F.S.
24 Section 446.051 and r. 6A-23.004, F.A.C.
25 Florida Department of Education, Florida’s Annual Apprenticeship and Preaprenticeship Report: Program Year 2023-2024, at
20, available at https://www.fldoe.org/core/fileparse.php/9904/urlt/2024ApprenticeFL-Annual.pdf.
26 See e.g., Contract between Hillsborough Community College and Associated Builders and Contractors, Florida Gulf Coast
Chapter, Inc., Apprenticeship Training Program Agreement, June 22, 2022, on file with the Careers & Workforce Subcommittee
and Contract between Pinellas County School Board and Associated Builder and Contractors, Inc., Apprenticeship Training
Program Agreement, Feb. 9, 2023, on file with the Careers & Workforce Subcommittee.
27 See, e.g., Contract between Orange Technical College and Air Conditioning Contractors Association of Central Florida, Inc.,
Heating & Air Conditioning Installer-Servicer Apprenticeship Agreement 2022-2027, Jan. 26, 2023, on file with the Careers &
Workforce Subcommittee and Contract between The School Board of Manatee County and Manasota Air Conditioning
Contractors Association, Inc., The School Board of Manatee County d/b/a Manatee Technical College Apprenticeship Training
Program Agreement, Oct. 4, 2022, on file with the Careers & Workforce Subcommittee.
28 See notes 23 and 24, supra.
29 See Specific Appropriations 7 and 119, s. 2, ch. 2024-231, L.O.F. (Proviso language accompanying appropriation) and s.
1004.02(25), F.S. The following counties do not offer any of the eligible workforce education programs and, therefore, do not
receive any workforce development funds from this specific appropriation: Calhoun, Duval, Gilchrist, Highlands, Holmes, Levy,
Okeechobee, Putnam, St. Lucie, Seminole, and Volusia County.
30 Specific Appropriations 7 and 119, s. 2, ch. 2024-231, L.O.F.
31 See text accompanying note 37, infra.
■
32 According to the DOE, the Steering Committee is comprised of district representatives from the following counties:
Bradford; Broward; Collier; Hillsborough; Lake; Lee; Manatee; Miami-Dade; Orange; Pasco; and Pinellas.
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
5
Committee arrives at the funding need projection for each district. The results of this model are provided to the
DOE who in turn provides them to the Legislature for the purpose of establishing the annual appropriation. 33
While the annual summary published by the Department provides a more detailed explanation, at its most basic,
the workload model is as follows:
• Base FTE – The base FTE is calculated by dividing the number of instructional hours provided in each
program area by 900.
• Weighted FTE – The base FTE for each program area is multiplied by weights determined by the Steering
Committee to account for the different costs in implementation of different programs.
• Total Funding Need – The weighted FTE is multiplied by the cost per unit 34 multiplied by each school
district’s comparable wage factor. 35
• Minimum Funding Need – The Steering Committee annually calculates a minimum funding level for
participating districts. 36 If the calculated Total Funding Need is less than the Minimum Funding Need the
workload model recommends the Minimum Funding Need for that district.
• Supplemental Funding –
o Funding for students with disabilities – District report the student with disabilities served based on
the level of services required. This supplemental funding provides a flat amount per student based
on the level of services required.
o Testing Supplement – Additional funds provided to district that operate high school equivalency
(GED) testing facilities to offset the costs of providing these centers to the community.
• State Funding Need – The sum of the Total Funding Need (or Minimum Funding Need if greater) and
Supplemental Funding minus Projected Tuition Revenue. 37
The DOE annually publishes the results of the Steering Committee’s work, the District Workforce Education
Funding Summary, on its website. 38
RECENT LEGISLATION:
YEAR BILL # HOUSE SPONSOR(S) SENATE SPONSOR OTHER INFORMATION
2023 CS/CS/SB 240 Melo Hutson Became law on July 1, 2023.
2021 CS/CS/CS/HB Yarborough, Melo Albritton Became law on July 1, 2021.
1507
33 Florida Department of Education, 2024-25 District Workforce Education Funding Summary, at 3-8, available at
https://www.fldoe.org/core/fileparse.php/7529/urlt/2024-25-District-Workforce-Summary-FINAL.pdf.
34 The cost per unit used by the Steering Committee in 2024-25 was $5,193.73 based on the base student allocation from the
2023-24 Florida Education Finance Program. Id at 6.
35 School district comparable wage factors are calculated pursuant to Florida statute. Section 1011.62(2)(a), F.S.
36 Minimum funding policy implemented in 2011 at the recommendation of the Office of Program Policy Analysis and
Government Accountability. Florida Department of Education, 2024-25 District Workforce Education Funding Summary, at 6,
available at https://www.fldoe.org/core/fileparse.php/7529/urlt/2024-25-District-Workforce-Summary-FINAL.pdf.
37 Id. at 3-8.
38 Florida Department of Education, State Funding for District: Funding Reports – Workload,
https://www.fldoe.org/academics/career-adult-edu/state-funding-districts/funding-reports-workload.stml (last visited Mar.
16, 2025).
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6
BILL HISTORY
STAFF
DIRECTOR/ ANALYSIS
COMMITTEE REFERENCE ACTION DATE POLICY CHIEF PREPARED BY
Orig. Comm.: Careers & Workforce Kiner Wolff
Subcommittee
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F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
PCS for HB 681 2025
1 A bill to be entitled
2 An act relating to apprenticeship and
3 preapprenticeship program funding; amending s.
4 446.032, F.S.; revising requirements for the uniform
5 minimum standards and policies governing
6 apprenticeship and preapprenticeship programs and
7 agreements to include requirements for partnerships
8 between local educational agencies and apprenticeship
9 and preapprenticeship programs; revising the required
10 date for a specified report on apprenticeship and
11 preapprenticeship programs; revising the requirements
12 for such report; requiring the Department of Education
13 to develop a standard model contract template for
14 local educational agencies and apprenticeship and
15 preapprenticeship programs; providing requirements for
16 such template; providing requirements for local
17 educational agencies and apprenticeship and
18 preapprenticeship programs that enter into partnership
19 agreements; requiring the department to develop an
20 apprenticeship funding transparency tool by a
21 specified date; providing requirements for such tool;
22 amending s. 1011.80, F.S.; providing requirements for
23 District Workforce Education Funding Steering
24 Committee meetings; providing requirements for certain
25 workpapers; authorizing such meetings to be held using
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26 communications media technology; defining the term
27 "communications media technology"; requiring a
28 specified funding model to be provided to the
29 Legislature annually within a specified timeframe;
30 providing an effective date.
31
32 Be It Enacted by the Legislature of the State of Florida:
33
34 Section 1. Subsections (1) and (2) of section 446.032,
35 Florida Statutes, are amended, and subsections (5) and (6) are
36 added to that section, to read:
37 446.032 General duties of the department for
38 apprenticeship training.—The department shall:
39 (1)(a) Establish uniform minimum standards and policies
40 governing apprenticeship and preapprenticeship programs and
41 agreements which must require training providers to submit data
42 necessary to determine program performance consistent with state
43 and federal law. The standards and policies:
44 1. Shall govern the terms and conditions of the
45 apprentice's employment and training, including the quality
46 training of the apprentice for, but not limited to, such matters
47 as ratios of apprentices to journeyworkers, safety, related
48 instruction, and on-the-job training; but these standards and
49 policies may not include rules, standards, or guidelines that
50 require the use of apprentices and job trainees on state,
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51 county, or municipal contracts.
52 2. Must allow an apprenticeship or preapprenticeship
53 program to partner with a local educational agency and determine
54 an equitable split of apprenticeship funding. The local
55 educational agency must ensure that all parties understand the
56 total amount of apprenticeship funding and allocations. The
57 terms of a partnership between an apprenticeship or
58 preapprenticeship program and a local educational agency must be
59 documented in an agreement or a contract. A local educational
60 agency may not impose additional fees or withhold additional
61 funds beyond the agreed upon amount in such agreement or
62 contract unless explicitly outlined to ensure financial clarity
63 and prevent unexpected costs for apprenticeship and
64 preapprenticeship program sponsors.
65 (b) The department shall Adopt rules necessary to
66 administer the standards and policies.
67 (2) By November 30 September 1 of each year, publish an
68 annual report on apprenticeship and preapprenticeship programs.
69 The report must be published on the department's website and, at
70 a minimum, include all of the following:
71 (a) A list of registered apprenticeship and
72 preapprenticeship programs, sorted by local educational agency,
73 as defined in s. 1004.02(18), and apprenticeship sponsor, under
74 s. 446.071.
75 (b) A detailed summary of each local educational agency's
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76 and apprenticeship or preapprenticeship program's
77 responsibilities, costs, and expenditure of funds for
78 apprenticeship and preapprenticeship programs, including, but
79 not limited to, all the following:
80 1. The total amount of funds received and expended for
81 apprenticeship and preapprenticeship programs.
82 2. The total amount of funds received and allocated by
83 training provider, program, and occupation.
84 3. The total amount of funds expended for administrative
85 costs by training provider, program, and occupation, and the
86 total number of personnel hours required to administer each
87 apprenticeship and preapprenticeship program.
88 4. The total amount of funds expended for instructional
89 costs by training provider, program, and occupation.
90 (c) The number of apprentices and preapprentices per trade
91 and occupation.
92 (d) The percentage of apprentices and preapprentices who
93 complete their respective programs in the appropriate timeframe.
94 (e) Information and resources related to applications for
95 new apprenticeship programs and technical assistance and
96 requirements for potential applicants.
97 (f) Documentation of activities conducted by the
98 department to promote apprenticeship and preapprenticeship
99 programs through public engagement, community-based
100 partnerships, and other initiatives and the outcomes of such
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101 activities and their impact on establishing or expanding
102 apprenticeship and preapprenticeship programs.
103 (g) Retention and completion rates of participants
104 disaggregated by training provider, program, and occupation.
105 (h) Wage progression of participants as demonstrated by
106 starting, exit, and postapprenticeship wages at 1 and 5 years
107 after participants exit the program.
108 (5)(a) Develop a standard model contract template to be
109 used by local educational agencies and apprenticeship and
110 preapprenticeship programs. At a minimum, the contract template
111 shall include sections to address the following:
112 1. The parties to the contract.
113 2. The duration of the contract.
114 3. The funds paid or received pursuant to the contract.
115 4. The responsibilities assigned to each party to the
116 contract, including which party is responsible for providing
117 equipment, related technical instruction, and on-the-job
118 training; hiring instructors and evaluating such instructors'
119 credentials and qualifications; and providing administrative
120 support, including any reporting requirements.
121 5. A requirement that each party follow all applicable
122 federal and state laws and insurance requirements.
123 6. The execution of such contract.
124 (b) A local educational agency and an apprenticeship or
125 preapprenticeship program provider that partner to provide
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126 apprenticeship or preapprenticeship education and training
127 programs must define their respective roles in the partnership
128 agreement and establish how the funding will be divided. The
129 partnership agreement must divide the funding based on the
130 responsibilities that the local educational agency and
131 apprenticeship or preapprenticeship program provider will hold
132 in the partnership agreement.
133 1. If the local educational agency does not provide
134 classroom space, related technical instruction, or on-the-job
135 training services, its role is deemed to be administrative only
136 and its funding share may not exceed 10 percent.
137 2. If the local educational agency and apprenticeship or
138 preapprenticeship program provider share the responsibilities of
139 providing administrative support, classroom space, related
140 technical instruction, and on-the-job training, the manner in
141 which the agency and provider divide the funding must be
142 directly tied to each of their responsibilities under the
143 partnership agreement.
144 (6) By July 1, 2026, develop an apprenticeship and
145 preapprenticeship funding transparency tool showing historical
146 funding amounts provided to school district and Florida College
147 System institution apprenticeship and preapprenticeship programs
148 from workforce development funds and other funds appropriated by
149 the Legislature. The transparency tool shall be published on the
150 Department of Education's website and shall include historical
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151 funding amounts searchable by the source of funds, school
152 district, or Florida College System institution for the
153 preceding 3 fiscal years.
154 Section 2. Paragraph (a) of subsection (7) of section
155 1011.80, Florida Statutes, is amended to read:
156 1011.80 Funds for operation of workforce education
157 programs.—
158 (7)(a) A school district or a Florida College System
159 institution that provides workforce education programs shall
160 receive funds in accordance with distributions for base and
161 performance funding established by the Legislature in the
162 General Appropriations Act. To ensure equitable funding for all
163 school district workforce education programs and to recognize
164 enrollment growth, the Department of Education shall use the
165 funding model developed by the District Workforce Education
166 Funding Steering Committee to determine each district's
167 workforce education funding needs. Any District Workforce
168 Education Funding Steering Committee meeting held for the
169 purpose of taking action or recommending the workload for the
170 funding model used by the Department of Education shall be
171 publicly noticed 7 days in advance, open to the public, and
172 provide a reasonable opportunity for public comment. All
173 workpapers shall be published and distributed at the time of
174 notice. Such meetings may be held using communications media
175 technology. For purposes of this paragraph, the term
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176 "communications media technology" means telephone conference,
177 video conference, or other communications technology by which
178 all persons attending a public meeting or workshop may audibly
179 communicate. To assist the Legislature in allocating workforce
180 education funds in the General Appropriations Act, the funding
181 model shall annually be provided to the legislative
182 appropriations committees no less than 2 months before the start
183 of the regular session of the Legislature later than March 1.
184 Section 3. This act shall take effect July 1, 2025.
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PCS for HB 1105
FLORIDA HOUSE OF REPRESENTATIVES
BILL ANALYSIS
This bill analysis was prepared by nonpartisan committee staff and does not constitute an official statement of legislative intent.
BILL #: PCS for HB 1105 COMPANION BILL: SB 1688 (Burton)
TITLE: Education LINKED BILLS: None
SPONSOR(S): Careers & Workforce Subcommittee RELATED BILLS: None
Committee References
Orig. Comm.: Careers & Workforce
SUMMARY
Effect of the Bill:
The bill requires the Department of Education to develop multiple, additional equivalent, applied, or integrated
courses that allow students to earn credit in both the career education course and courses required for high school
graduation. The bill revises the requirements for the Career and Technical Education graduation pathway to align
with the requirements for the Florida Gold Seal Vocational Scholars award. The bill requires that information
regarding work-related internships be included in counseling materials and presented with courses required for
graduation. The bill amends requirements for a Florida Career and Professional Education Act strategic plan. The
bill requires dual enrollment agreements between career centers and high schools, as well as district
superintendents and public postsecondary institution presidents, to address scheduling changes that will increase
access and student participation. The bill also requires dual enrollment agreements between career centers and
high schools to include how students will be notified of transportation options. The bill expands the eligibility
criteria for the Bright Futures Scholarship Program to include a student who graduated from a non-Florida school if
the parent retired from military service assignment away from Florida within 12 months prior to the student’s
graduation. The bill also expands eligibility for the Florida Academic Scholar award requirements to include the
Advanced Placement Capstone designation with eligible diploma options. Finally, the bill increases eligibility and
amends volunteer hour requirements for the Florida Gold Seal Vocational Scholars award and the Florida Gold Seal
Cape Scholars award and updates statutory language relating to the Florida Bright Futures Scholarship Program.
Fiscal or Economic Impact:
The bill is expected to have a significant negative fiscal impact on the Bright Futures Scholarship Program.
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
ANALYSIS
EFFECT OF THE BILL:
The bill requires the Department of Education (DOE) to develop, for approval by the State Board of Education
(SBE), multiple, additional equivalent, applied, or integrated courses that meet similar requirements as career
education courses 1 and allow students to earn credit in both the career education course and courses required for
high school graduation. (Section 1).
The bill revises the requirements for the Career and Technical Education (CTE) graduation pathway for students.
As an alternative to the current requirement to complete two credits in CTE that result in a program completion
and industry certification, a student who entered grade 9 before the 2024-2025 school year may choose to
complete three CTE courses, but is not required to earn an industry certification. A student who enters grade 9 in
the 2024-2025 school year and thereafter, must complete three CTE courses, but is not required to earn an
industry certification. Based upon the year a student enters grade 9, for a student who completes 3 CTE credits
there is a corresponding reduction in the required credits for electives and work-based learning programs.
(Section 1).
1 Section 1003.493(2), (4)-(5), F.S.
STORAGE NAME: PCS1105.CWS
DATE: 3/21/2025
1
The bill also requires that information regarding work-related internships approved by the SBE and identified in
the course code directory 2 be included in counseling materials and presented with courses required for
graduation. (Section 1).
The bill requires career dual enrollment agreements between career centers and high schools they serve to include
how students will be notified of transportation options and address scheduling changes that will increase access
and student participation. Dual enrollment articulation agreements between district superintendents and public
postsecondary institution presidents must include any scheduling changes necessary to increase access and
student participation. (Section 11).
The bill expands eligibility requirements for the Florida Bright Futures Scholarship Program to include students
who earned a high school diploma from a non-Florida school while living with a parent or guardian who, within 12
months before the student’s high school graduation, retired from military or public service assignment away from
Florida. Currently, a student who earns a high school diploma from a non-Florida school may only qualify for the
Florida Bright Futures Scholarship Program if that student is living with a parent or guardian who is on military or
public service assignment away from Florida. (Section 7).
The bill expands eligibility for the Florida Academic Scholar (FAS) award requirements to include the Advanced
Placement (AP) Capstone designation on the same basis as the International Baccalaureate or Advanced
International Certificate of Education diplomas beginning with the high school students graduating in 2025-2026.
The bill requires that the AP Capstone designation may only be used for the FAS award if the student completes six
AP courses, including:
• AP Seminar;
• AP Research;
• One AP course in mathematics or science;
• One AP course in English;
• One AP course in art, history, or social sciences; and
• One AP course in a subject of the student’s choice.
The bill also specifies that earning an AP Capstone designation does not satisfy the requirements for a standard
high school diploma. (Section 8).
The bill amends the student recruitment strategies required as part of a Florida Career and Professional Education
(CAPE) Act 3-year strategic plan to include providing in-person academic advising, including information on career
education programs and postsecondary scholarships, by a certified school counselor or the school principal or his
or her designee. It removes requirements for the strategic plan relating to certain students. The bill also updates
language in the CAPE Act to include the Florida Gold Seal Vocational Scholars and Florida Gold Seal CAPE Scholars
awards within the Florida Bright Futures Scholarship Program and requires career and professional academies
and high schools providing a career-themed course to provide students the opportunity to attain the Florida Gold
Seal CAPE Scholars award. 3 (Sections 2 and 3).
The bill increases eligibility for the Florida Gold Seal Vocational Scholars award by removing the requirement to
complete a sequential program of studies, and instead requiring the student to earn three credits, instead of two, in
CTE courses. 4 The bill also lowers the minimum grade point average (GPA) that a student must earn for high school
CTE courses from an unweighted 3.5 to a weighted 3.0 on a 4.0 scale. For students entering grade 9 in the 2024-
2025 school year and thereafter, the bill authorizes 75 hours of volunteer service as meeting a requirement for the
Florida Gold Seal Vocational Scholars award and the Florida Gold Seal Cape Scholars awards. (Section 10).
The bill adds the Florida Gold Seal CAPE Scholars award to the other Florida Bright Futures Scholarship Program
awards that workforce education programs and Florida College System (FCS) institutions are prohibited from
including the transportation access fee when calculating the award amount. (Sections 4 and 5).
2 Florida Department of Education, 2024-2025 Course Directory, 2024-2025 Course Directory (last visited Mar. 14, 2025).
3 Section 1009.536, F.S.
4 Section 1009.536(1)(a), F.S.
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
2
Finally, the bill removes obsolete language regarding when paid work became eligible for meeting award
requirements in the Florida Bright Futures Scholarship Program and student eligibility for Florida Gold Seal
Vocational Scholars and Florida Gold Seal CAPE Scholars awards, as well as conforming a cross-reference. (Sections
6, 8, 9, and 10).
The effective date for the bill is July 1, 2025. (Section 12).
RULEMAKING:
Current law requires the SBE to adopt rules to implement requirements for earning a high school diploma and to
administer the Bright Futures Scholarship Program. 5 The bill modifies provisions of law already under the SBE’s
rulemaking authority, thus allowing the SBE to make rules to implement the bill.
Lawmaking is a legislative power; however, the Legislature may delegate a portion of such power to executive
branch agencies to create rules that have the force of law. To exercise this delegated power, an agency must
have a grant of rulemaking authority and a law to implement.
FISCAL OR ECONOMIC IMPACT:
STATE GOVERNMENT:
The bill would increase the number of students who are eligible for the Bright Futures Scholarship Program. The
fiscal impact for expanding the Bright Futures Scholarship Program to include those students earning an AP
Capstone designation would grant initial eligibility to an additional 660 students for the 2026-2027 academic year,
resulting in approximately a $3.8 million fiscal impact. Based on the current forecast growth, the total cost for
initial eligibility and students meeting the renewal requirements would result in a cost of $7.6 million for 2027-
2028, $9.8 million for 2028-2029, and $11.2 million for 2029-2030. 6
The fiscal impact for expanding the Bright Futures Scholarship Program eligibility requirements for students who
earn a high school diploma from a non-Florida school while living with a parent or guardian who, within 12
months before the student’s graduation, retired from military or public service assignment away from Florida, has
an indeterminate fiscal impact.
While the bill may create an increase in the number of students eligible for Florida Gold Seal Vocational Scholars
and Florida Gold Seal CAPE Scholars awards, the increase in these award types would have a minimal impact on
Bright Futures Scholarship Program costs.
RELEVANT INFORMATION
SUBJECT OVERVIEW:
Career Education Courses
“Career education” means education that provides instruction for the following purposes: 7
• At the elementary, middle, and high school levels, exploratory courses designed to give students initial
exposure to a broad range of occupations to assist them in preparing their academic and occupational
plans, and practical arts courses that provide generic skills that may apply to many occupations but are not
designed to prepare students for entry into a specific occupation. Career education provided before high
school completion must be designed to strengthen both occupational awareness and academic skills
integrated throughout all academic instruction.
5 Sections 1003.4282(11) and 1009.53(3), F.S.
6 Email from Amelia Johnson, Deputy Chief of Staff, Florida Department of Education, (Feb. 27, 2025) (on file with Senate
Appropriation Committee on Higher Education). Numbers were updated based on deferring the effective day to 2026.
7 Section 1003.01(2), F.S.
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3
• At the high school level, job-preparatory instruction in the competencies that prepare students for effective
entry into an occupation, including diversified cooperative education, work experience, and job-entry
programs that coordinate directed study and on-the-job training.
• At the postsecondary education level, courses of study that provide competencies needed for entry into
specific occupations or for advancement within an occupation.
Dual Credit for Career Education Courses
Students can fulfill required credits for a standard high school diploma through equivalent, applied or integrated
courses or career education courses, including work-related internships approved by the SBE and identified in the
course directory. 8
The DOE must develop, for approval by the SBE, multiple, career education courses, or a series of courses, which
allow students to earn credit in both the career education course and courses required for high school graduation. 9
Such courses must:
• include workforce and digital literacy skills; and
• integrate required course content with practical applications and designated rigorous coursework that
results in one or more industry certifications or clearly articulated credit or advanced standing in a 2-year
or 4-year certificate or degree program, including work-related internships or apprenticeships. 10
Additionally, school districts, postsecondary institutions, education consortia, local workforce boards, and local
business and industry leaders may collaborate in creating career education courses that lead to academic course
credit. Courses developed through this collaborative process must meet the same rigorous standards as those
created by DOE and be approved by the state board. 11
A student may substitute to satisfy the high school graduation requirement of four credits in mathematics and
three credits in science by using industry certification courses that lead to college credit. Substitutions allow for up
to two mathematics credits and one science credit, except for Algebra I, Geometry, and Biology I. Industry
certification that can be substituted for credit must have a statewide college credit articulation agreement
approved by the state board. 12
In addition, a student who earns credit upon completion of 1 year of related technical instruction for an
apprenticeship program or preapprenticeship program registered with the DOE may use such credit to satisfy the
high school graduation credit requirement, requirements for fine or performing arts, speech and debate, or CTE, or
electives. The SBE is required to approve and identify in the Course Code Directory the apprenticeship and
preapprenticeship programs from which earned credit may be used to satisfy high school graduation
requirements. 13
A student in grades 6 through 12 may be awarded one high school credit upon providing his or her school with
verifiable documentation showing an accumulation of at least 135 hours of participation in Career and Technical
Student Organization (CTSO) activities that occur outside of regular class time. 14
CTE Graduation Pathway
8 Section 1003.4282(1)(b), F.S. An equivalent course is one or more courses identified by content-area experts as being a
match to the core curricular content of another course, based upon review of the state academic standards for that subject. An
applied course aligns with state academic standards and includes real-world applications of a career and technical education
standard used in business or industry. An integrated course includes content from several courses within a content area or
across content areas.
9 Section 1003.4282(7)(a), F.S.
10 Section 1003.4282(7)(a)2., F.S.
11 Section 1003.4282(7)(b) and (c), F.S.
12 Id.
13 Section 1003.4282(7)(a)3., F.S.
14 Rule 6A-1.09442(4), F.A.C.; see also s. 1003.4282(7)(a)4., F.S.
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4
Students may complete an alternative pathway to earning a standard high school diploma through the CTE
pathway option. A student completing the CTE pathway option must successfully complete at least 18 credits and
earn at least a cumulative (GPA) of 2.0 on a 4.0 scale. 15 A student must also complete the following requirements: 16
• Complete the credits required for a standard high school diploma in English Language Arts, mathematics,
science, social studies, and personal financial literacy; 17
• Complete two credits in CTE. The courses must result in a program completion and an industry
certification; and
• For a student who enters grade 9 before the 2023-2024 school year, complete two credits in electives or
work-based learning programs. A one-half credit in financial literacy may be included in the two credits of
electives; or
• For a student who enters grade 9 in the 2023-2024 school year and thereafter, complete one and one-half
credits in electives or work-based learning programs.
Career Education Notification
District school boards must notify the parent of a student who earns an industry certification which articulates
for college credit. The notification must include:18
• the estimated cost savings of earning an industry certification prior to high school graduation versus
the costs of acquiring such certification after high school graduation;
• the postsecondary credits available and the tuition and fees associated with those postsecondary
credits; and
• any additional industry certifications available to the student.
District school boards are also required, at the beginning of each school year, to notify students in or entering high
school and their parents of the opportunity and benefits of: 19
• advanced placement, International Baccalaureate, Advanced International Certificate of Education,
• and dual enrollment courses;
• career and professional academies;
• career-themed courses;
• the CTE pathway to earn a standard high school diploma; 20
• work-based learning opportunities, including internships and apprenticeship and preapprenticeship
programs;
• foundational and soft-skill credentialing programs; 21
• Florida Virtual School courses; and
• options for early graduation. 22
The parents and students must also be provided with guidance on accessing and utilizing Florida’s online
career planning and work-based learning coordination system and the contact information of a certified
school counselor who can advise students on these options. 23
Career Dual Enrollment Agreements
Career dual enrollment includes courses offered through career certificate (clock hour programs) and career
associate degree (college credit) programs that lead to an industry certification. 24
15 Section 1003.4282(9), F.S.
16 Section 1003.4282(9)(a), F.S.
17 Section 1003.4282(3)(a)-(d) and (h), F.S.
18 Section 1003.02(1)(j), F.S.
19 Section 1003.02(1)(i), F.S.
20 Section 1003.4282(10), F.S.
21 Section 445.06, F.S.
22 Section 1003.4281, F.S.
23 Section 1003.02(1)(i), F.S.
24 Section 1007.271(7), F.S.; see also r. 6A-6.0575, F.A.C., and Florida Department of Education, Dual Enrollment, 2024-2025
Dual Enrollment Course – High School Subject Area Equivalency List, Dual Enrollment (last visited Mar. 14, 2025).
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5
Additionally, career dual enrollment must be provided as a curricular option for high school students to earn an
industry certification that counts as credit toward a high school diploma and which may articulate toward college
credit. 25 A student must have a 2.0 unweighted GPA for enrollment in career certificate courses. 26
Each district school board career center must enter into a career dual enrollment agreement with each high school
in any school district it serves. 27 Articulation agreements must be annually submitted by the career center to the
DOE on or before August 1, and must include, at a minimum: 28
• The available courses and programs, and the clock hour credits a student will earn upon completion of each
course and program.
• Delineate the high school course credits earned for each completed course.
• Identify any college credit articulation agreements associated with each career clock hour program.
• Describe how students and parents will be informed of career dual enrollment opportunities, including
related workforce demand, student eligibility criteria, application processes and course registration
procedures, as well as the postsecondary career education expectations for participating students.
• Establish additional eligibility criteria for participation and outline a process for assessing eligibility and
monitoring the progress of participating students.
• Delineate costs associated with providing transportation to students who are unable to provide their own.
Dual Enrollment Articulation Agreements
Each public postsecondary institution and school district in its service area is required to jointly develop and
implement a comprehensive dual enrollment articulation agreement. 29 The dual enrollment articulation agreement
must be submitted annually to the DOE on or before August 1 and must include, but is not limited to, the following
components:
• The delineation of courses and programs available to students who participate in dual enrollment. 30
• A description of the processes by which students and parents are informed about and exercise options to
participate in dual enrollment, including registration. 31
• The type of high school credit earned for passage of a dual enrollment course. 32
• A listing of any additional student eligibility criteria. 33
• Each institution's responsibilities for determining student eligibility and performance monitoring,
transmission of grades, program costs including instructional materials, and student transportation. 34
District school boards must enter dual enrollment articulation agreements with local FCS institutions if capacity
allows. 35 Additionally, district school boards must make reasonable efforts to enter into dual enrollment
articulation agreements with a FCS institution that offers online dual enrollment courses. 36
Florida CAPE Act
25 Id.
26 Section 1007.271(3), F.S.
27 Section 1007.271(7), F.S.
28 Section 1007.271(7)(a)-(f), F.S.
29 Section 1007.271(21), F.S.
30 Section 1007.271(21)(c), F.S.
31 Section 1007.271(21)(b), (d), and (i), F.S. Career centers, FCS institutions, and SUS institutions must also delineate courses
and programs for dually enrolled home education students. Courses and programs may be added, revised, or deleted at any
time. Any course or program limitations may not exceed those for other dual enrollment students. Section 1007.271(13)(b)1.,
F.S.
32 Section 1007.271(21)(f), F.S.
33 Section 1007.271(21)(e), F.S. Career centers, FCS institutions, and SUS institutions must also identify eligibility criteria for
home education student participation, not to exceed those required of other dually enrolled students. Section
1007.271(13)(b)2., F.S. Exceptions to the required grade point average may be granted on an individual student basis. Section
1007.271(21)(h), F.S.
34 Section 1007.271(21)(l)-(o), F.S.
35 Section 1007.271(4)(a), F.S.
36 Section 1007.271(4)(b), F.S.
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6
In 2007, the Florida Legislature passed the CAPE Act 37 to provide a statewide planning partnership between the
business and education communities to attract, expand, and retain targeted, high-value industry to sustain a
strong, knowledge-based economy. 38 The primary purpose of the CAPE Act is to: 39
• improve middle and high school academic performance by providing rigorous and relevant curriculum
opportunities;
• provide rigorous and relevant career-themed courses that articulate to postsecondary-level coursework
and lead to industry certification;
• support local and regional economic development;
• respond to Florida's critical workforce needs; and
• provide state residents with access to high-wage and high-demand careers.
In accordance with the CAPE Act, school boards are required to develop a 3-year strategic plan in partnership with
local workforce development boards, economic development agencies, and state-approved postsecondary
institutions to better align academy programs or career themed courses with local and regional workforce needs.
Two or more school districts may collaborate in the development of the strategic plan. 40
The strategic plan must describe in detail provisions for the efficient transportation of students, the maximum use
of shared resources, access to courses aligned to state curriculum standards through virtual education providers
legislatively authorized to provide part-time instruction to middle school students. Additionally, the plan must
include an objective review of proposed career and professional academy courses and other career-themed
courses to determine if the courses will lead to the attainment of industry certifications included on the CAPE
Industry Certification Funding List. 41
The 3-year strategic plan must be constructed and based, in part, on the following strategies:
• using state labor projections to determine local and regional workforce needs for the ensuing 3 years and
developing and implementing career academies or career-themed courses based on occupations identified
by the Labor Market Statistics Center within the Florida Commerce and the Labor Market Estimating
Conference; 42
• to ensure instruction by industry-certified faculty and standards and strategies to maintain current
industry credentials and for recruiting and retaining faculty to meet those standards; 43
• to improve the passage rate for industry certification examinations if the rate falls below 50 percent; 44
• to recruit students into career-themed courses and career and professional academies which include
opportunities for students who have been unsuccessful in traditional classrooms but who are interested in
enrolling in career-themed courses or a career and professional academy. School boards must provide
opportunities for students who may be deemed as potential dropouts or whose cumulative grade point
average drops below a 2.0 to enroll in career-themed courses or participate in career and professional
academies; 45
• to implement career-themed courses or career and professional academy training that lead to industry
certification in juvenile justice education programs; 46
• to provide professional development for high school certified school counselors on the benefits of career
and professional academies and career-themed courses that lead to industry certifications;47
37 Section 1, ch. 2007-216, L.O.F.
38 Section 1003.491, F.S.
39 Section 1003.491(1), F.S.
40 Section 1003.491(2), F.S.
41 Id.; see also Florida Department of Education, Cape Industry Certification Funding List, available at
https://www.fldoe.org/core/fileparse.php/5398/urlt/2324CAPECertFundList.pdf.
42 Section 1003.491(3)(a) and (b), F.S.
43 Section 1003.491(3)(d), F.S.
44 Section 1003.491(3)(i), F.S.
45 Section 1003.491(3)(j), F.S.
46 Section 1003.491(3)(l), F.S.
47 Section 1003.491(3)(p), F.S.
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• to redirect appropriated career funding in high schools and postsecondary institutions to support career
academies and career-themed courses that lead to industry certification; 48 and
• to inform and promote the CTE opportunities available in the district to students, parents, the community
and stakeholders. 49
Within their strategic 3-year plans, each school board must include alignment of requirements for middle school
career planning, middle and high school career and professional academies or career-themed course leading to
industry certification or postsecondary credit, and high school graduation requirements. The plan must include
provisions to ensure that career-themed courses and courses offered through career and professional academies
are academically rigorous, meet or exceed appropriate state-adopted subject area standards, result in attainment
of industry certification, and, when appropriate, result in postsecondary credit. 50
The strategic plan must be reviewed, updated, and jointly approved every 3 years by the local school district, local
workforce development boards, economic development agencies, and state-approved postsecondary institutions. 51
Florida Bright Futures Scholarship Program
Overview
The Florida Bright Futures Scholarship Program is a lottery-funded scholarship program for Florida high school
graduates who merit high academic achievement and enroll in a degree, certificate, or applied technology program
at an eligible Florida public or private postsecondary education institution. 52 Since the 1997-1998 academic year,
the Florida Bright Futures Scholarship Program has disbursed approximately $9.2 billion for over 3.3 million
students to attend an eligible postsecondary institution in this state. 53
General Eligibility Requirements
Florida high school students who wish to qualify for a Florida Bright Futures Scholarship Program award must
meet the following initial eligibility requirements:
• Be a Florida resident for at least one year preceding an award.
• Earn a standard Florida high school diploma or a high school equivalency diploma unless:
o The student completes a home education program.
o The student earns a high school diploma from a non-Florida school while living with a parent or
guardian who is on military or public service assignment away from Florida; or
o The student earns a high school diploma from an eligible Florida private school.
• Be accepted by and enroll in an eligible Florida public or independent postsecondary education institution.
• Be enrolled for at least six semester credit hours or the equivalent in quarter hours or clock hours.
• Not have been found guilty of, or entered a plea of nolo contendere to, a felony charge, unless the student
has been granted clemency.
• Apply for a scholarship by high school graduation, or by December 31 for mid-year graduates. 54
Academic Eligibility Requirements
There are four awards through the Florida Bright Futures Scholarship program, including the Florida Academic
Scholars award, the Florida Medallion Scholars award, the Florida Gold Seal CAPE Scholars award, and the Florida
Gold Seal Vocational Scholars award. 55 In the 2023-2024 academic year, 35,111 students received an initial
disbursement for one of the four awards offered through the Bright Futures Scholarship Program. 56
Florida Academic Scholar (FAS) Award
48 Section 1003.491(3)(q), F.S.
49 Section 1003.491(3)(r), F.S.
50 Section 1003.491(3)(f) and (g), F.S.
51 Section 1003.491(2), F.S.
52 Section 1009.53(1), F.S.
53 Florida Department of Education, Office of Student Financial Assistance, Florida Bright Futures Student Counts and Total
Costs (2024), available at BFReportsA.
54 Section 1009.531(1), F.S.
55 Section 1009.53(2), F.S.
56 Florida Department of Education, Office of Student Financial Assistance, 2023-2024 Florida Bright Futures End-of-Year
Report (2024), available at EndOfYearReport.
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
8
Florida high school students who wish to qualify for the FAS award must meet the following academic
requirements:
Graduate from a Florida public high school with a standard diploma, from a registered private high school, earn a
GED, complete a home education program, or graduate from a non-Florida high school if specific eligibility
requirements are met.
• Complete the required high school coursework.
• Achieve the required minimum high school grade point average (GPA) of 3.5. 57
• Achieve the required minimum score on either the ACT, CLT, or SAT college entrance exam. 58
• Complete 100 total hours of volunteer service, paid work hours, or combination of both.
• Submit a Florida Financial Aid Application no later than August 31 after high school graduation. 59
A student is exempt from the required ACT, CLT, or SAT college entrance exam scores if he or she is:
• Awarded an International Baccalaureate Diploma from the International Baccalaureate Office or an
Advanced International Certificate of Education Diploma from the University of Cambridge International
Examinations Office;
• Recognized by the merit or achievement programs of the National Merit Scholarship Corporation as a
scholar or finalist; or
• Recognized by the National Hispanic Recognition Program as a scholar recipient. 60
Florida Medallion Scholar (FMS) Award
Florida high school students who wish to qualify for the FMS award must meet the following academic
requirements:
• Graduate from a Florida public high school with a standard diploma, from a registered private high school,
earn a GED, complete a home education program, or graduate from a non-Florida high school if specific
eligibility requirements are met.
• Complete the required high school coursework.
• Achieve the required minimum high school grade point average (GPA) of 3.0.
• Achieve the required minimum score on either the ACT, CLT, or SAT college entrance exam. 61
• Complete 75 hours of volunteer service, 100 hours of paid work, or 100 hours of a combination of both.
• Submit a Florida Financial Aid Application no later than August 31 after high school graduation. 62
A student is exempt from the required ACT, CLT, or SAT college entrance exam scores if he or she is:
• Awarded an International Baccalaureate Diploma from the International Baccalaureate Office or an
Advanced International Certificate of Education Diploma from the University of Cambridge International
Examinations Office;
• Recognized by the merit or achievement programs of the National Merit Scholarship Corporation as a
scholar or finalist; or
• Recognized by the National Hispanic Recognition Program as a scholar recipient. 63
Florida Gold Seal CAPE (GSC) Award
57 Florida Department of Education, Office of Student Financial Assistance, 2024-2025 Bright Futures Student Handbook
(2024), available at Bright Futures Student Handbook- Chapter 1, at 3.
58 Section 1009.531(6), F.S. The SAT score requirement for the FAS must be set no lower than the 89th national percentile. The
corresponding ACT and CLT scores must be concordant with the applicable SAT scores.
59 Florida Department of Education, Office of Student Financial Assistance, 2024-2025 Bright Futures Student Handbook (2024),
available at Bright Futures Student Handbook- Chapter 1, at 3.
60 Section 1009.534(1), F.S.
61 Section 1009.531(6), F.S. The SAT score requirement for the FAS must be set no lower than the 75th national percentile. The
corresponding ACT and CLT scores must be concordant with the applicable SAT scores.
62 Florida Department of Education, Office of Student Financial Assistance, 2024-2025 Bright Futures Student Handbook (2024),
available at Bright Futures Student Handbook- Chapter 1, at 3.
63 Florida Department of Education, Office of Student Financial Assistance, 2024-2025 Bright Futures Student Handbook (2024),
available at Bright Futures Student Handbook- Chapter 1, at 5.
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
9
Florida high school students who wish to qualify for the Florida GSC award must meet the following initial
eligibility requirements:
• Earn a minimum of five postsecondary credit hours through CAPE industry certifications that articulate for
college credit.
• Complete 30 volunteer service hours, 100 paid work hours, or the combination of 100 total hours. 64
Florida Gold Seal Vocational Scholars (GSVS) Award
Florida high school students who wish to qualify for a Florida GSVS award must meet the following initial eligibility
requirements:
• Achieve the required weighted minimum 3.0 GPA in non-elective high school courses.
• Take at least three full credits in a single career and technical education program.
• Achieve the required minimum 3.5 unweighted GPA in career education courses.
• Achieve the required minimum score on the ACT, SAT, or Florida Postsecondary Education Readiness Test
(PERT).
• Complete 30 volunteer service hours, 100 paid work hours, or the combination of 100 total hours. 65
Utilization
Number of Students Disbursed Bright Futures Funds 2023-2024 66
Florida Bright FAS FMS GSC GSV
Futures
Initial Recipients 20,093 14,442 284 292
Renewal 48,165 34,384 117 290
Recipients
Total Recipients 68,258 48,826 401 582
Total $400,539,928 $204,984,425 $345,222 $509,419
Disbursements
Enrollment Caps
Program Length Specifications 67
Number of FAS/FMS Hours Number of GSC/GSV Hours Duration of Funding
Funding Available Funding Available 68 Available 69
100% of program of study, up to:
100% of program of study • 72 hours (AS, AAS, CCC, or PSAV) Up to 5 years from high
• 60 hours (ATD) school graduation
Advanced Placement (AP) Capstone Designation
64 Florida Department of Education, Office of Student Financial Assistance, 2024-2025 Bright Futures Student Handbook (2024),
available at Bright Futures Student Handbook- Chapter 1, at 8.
65 Florida Department of Education, Office of Student Financial Assistance, 2024-2025 Bright Futures Student Handbook (2024),
available at Bright Futures Student Handbook- Chapter 1, at 6.
66 Florida Department of Education, Office of Student Financial Assistance, Florida Bright Futures Scholarship Statistical
Reports, Florida Bright Futures Scholarship Statistical Reports - Florida Student Scholarship & Grant Programs (last visited
Mar. 14, 2025).
67 Florida Department of Education, Office of Student Financial Assistance, 2024-2025 Bright Futures Student Handbook (2024),
available at Bright Futures Student Handbook- Chapter 2.
68 Beginning with the 2016-17 high school graduates, students who earn a Gold Seal CAPE (GSC) award and attain an AS or
AAS degree may receive an additional 60 hours of funding toward a qualifying BS or BAS degree program.
69 For students graduating high school in 2010-11 and thereafter, if annual renewal requirements were not met due to a
verifiable illness or other documented emergency (as reported by the postsecondary institution), an exception of one
academic year to the renewal timeframe may be granted if a course of study is not completed after five academic years.
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
10
The AP Capstone is a diploma program based on two yearlong AP courses: AP Seminar and AP Research. These
courses are designed to complement other AP courses that the AP Capstone student may take. The AP Seminar
course is an introductory AP class for grades 10 and 11, and serves as a prerequisite for AP Research, which is
typically offered in grades 11 or 12. The AP scores for both courses are based on teacher assessment of student
presentation components and College Board scoring of student-written components plus an end-of-course exam
(for AP Seminar only). To earn an AP Capstone designation, students must earn scores of three or higher in the AP
Seminar and AP Research courses, and on four additional AP Exams of their choosing. Students who earn scores of
three or higher in the AP Seminar and AP Research courses, but not on four additional AP Exams, receive the AP
Seminar and Research Certificate. 70
RECENT LEGISLATION:
YEAR BILL # HOUSE SPONSOR(S) SENATE SPONSOR OTHER INFORMATION
2022 CS/HB 461 Melo, Valdés Hutson Became law on June 27, 2022
and took effect on that date.
2023 CS/CS/SB 240 Melo Hutson Became law on May 15, 2023
and took effect on July 1, 2023.
2024 CS/CS/HB 917 Snyder Simon Became law on April 26, 2024
and took effect on July 1, 2024.
BILL HISTORY
STAFF
DIRECTOR/ ANALYSIS
COMMITTEE REFERENCE ACTION DATE POLICY CHIEF PREPARED BY
Orig. Comm.: Careers & Workforce Kiner Blalock
Subcommittee
70 College Board, How AP Capstone Works, How AP Capstone Works – AP Central | College Board (Last visited Mar. 20, 2025).
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
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F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
PCS for HB 1105 2025
1 A bill to be entitled
2 An act relating to education; amending s. 1003.4282,
3 F.S.; requiring certain internships to be included in
4 counseling materials and presented with certain
5 courses; requiring the Department of Education to
6 develop certain courses; deleting obsolete language;
7 revising the requirements students must meet to
8 satisfy the graduation requirements of the Career and
9 Technical Education pathway option; amending s.
10 1003.491, F.S.; revising the requirements of a certain
11 strategic 3-year plan to include promotion of
12 specified Florida Bright Futures Scholarship awards;
13 amending s. 1003.493, F.S.; requiring certain career
14 and professional academies and secondary schools to
15 promote the Florida Gold Seal CAPE Scholars award;
16 amending ss. 1009.22 and 1009.23, F.S.; prohibiting
17 the transportation access fee from being included in
18 the calculation of Florida Gold Seal CAPE Scholars
19 awards; amending s. 1009.26, F.S.; conforming a cross-
20 reference; amending s. 1009.531, F.S.; revising
21 eligibility requirements for a Florida Bright Futures
22 Scholarship award for certain students who earn a high
23 school diploma from a non-Florida school; amending s.
24 1009.534, F.S.; deleting obsolete language; revising
25 student eligibility requirements for the Florida
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26 Academic Scholars award; providing requirements for
27 the Advanced Placement Capstone designation as an
28 eligibility requirement for the Florida Academic
29 Scholars award; amending s. 1009.535, F.S.; deleting
30 obsolete language; amending s. 1009.536, F.S.;
31 deleting obsolete language; revising student
32 eligibility requirements for the Florida Gold Seal
33 Vocational Scholars award; amending s. 1007.271, F.S.;
34 revising the requirements for certain career dual
35 enrollment agreements; revising the requirements for
36 certain dual enrollment articulation agreements;
37 providing an effective date.
38
39 Be It Enacted by the Legislature of the State of Florida:
40
41 Section 1. Paragraph (b) of subsection (1), paragraph (a)
42 of subsection (7), and subsection (9) of section 1003.4282,
43 Florida Statutes, are amended to read:
44 1003.4282 Requirements for a standard high school
45 diploma.—
46 (1) TWENTY-FOUR CREDITS REQUIRED.—
47 (b) The required credits may be earned through equivalent,
48 applied, or integrated courses or career education courses as
49 defined in s. 1003.01(2), including work-related internships
50 approved by the State Board of Education and identified in the
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51 course code directory. Such internships must be included in
52 counseling materials and presented with courses required for
53 graduation. However, any must-pass assessment requirements must
54 be met. An equivalent course is one or more courses identified
55 by content-area experts as being a match to the core curricular
56 content of another course, based upon review of the state
57 academic standards for that subject. An applied course aligns
58 with state academic standards and includes real-world
59 applications of a career and technical education standard used
60 in business or industry. An integrated course includes content
61 from several courses within a content area or across content
62 areas.
63 (7) CAREER EDUCATION COURSES THAT SATISFY HIGH SCHOOL
64 CREDIT REQUIREMENTS.—
65 (a) Participation in equivalent, applied, or integrated
66 courses or career education courses engages students in their
67 high school education, increases academic achievement, enhances
68 employability, and increases postsecondary success. The
69 department shall develop, for approval by the State Board of
70 Education, multiple, additional equivalent, applied, or
71 integrated courses or career education courses or a series of
72 courses that meet the requirements set forth in s. 1003.493(2),
73 (4), and (5) and this subsection and allow students to earn
74 credit in both the equivalent, applied, or integrated courses or
75 career education course and courses required for high school
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76 graduation under this section and s. 1003.4281.
77 1. The state board must determine at least biennially
78 whether sufficient academic standards are covered to warrant the
79 award of academic credit, including satisfaction of graduation,
80 assessment, and state university admissions requirements under
81 this section.
82 2. Career education courses must:
83 a. Include workforce and digital literacy skills.
84 b. Integrate required course content with practical
85 applications and designated rigorous coursework that results in
86 one or more industry certifications or clearly articulated
87 credit or advanced standing in a 2-year or 4-year certificate or
88 degree program, which may include high school junior and senior
89 year work-related internships or apprenticeships. The department
90 shall negotiate state licenses for material and testing for
91 industry certifications.
92
93 The instructional methodology used in these courses must
94 comprise authentic projects, problems, and activities for
95 contextual academic learning and emphasize workplace skills
96 identified under s. 445.06.
97 3. A student who earns credit upon completion of 1 year of
98 related technical instruction for an apprenticeship program
99 registered with the Department of Education under chapter 446 or
100 preapprenticeship program registered with the Department of
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101 Education under chapter 446 may use such credit to satisfy the
102 high school graduation credit requirements in paragraph (3)(e)
103 or paragraph (3)(g). The state board shall approve and identify
104 in the Course Code Directory the apprenticeship and
105 preapprenticeship programs from which earned credit may be used
106 pursuant to this subparagraph.
107 4. The State Board of Education shall, by rule, establish
108 a process that enables a student to receive work-based learning
109 credit or credit in electives for completing a threshold level
110 of demonstrable participation in extracurricular activities
111 associated with career and technical student organizations.
112 Work-based learning credit or credit in electives for
113 extracurricular activities or supervised agricultural
114 experiences may not be limited by grade level.
115 (9) CAREER AND TECHNICAL EDUCATION GRADUATION PATHWAY
116 OPTION.—Beginning with the 2019-2020 school year, A student is
117 eligible to complete an alternative pathway to earning a
118 standard high school diploma through the Career and Technical
119 Education (CTE) pathway option. Receipt of a standard high
120 school diploma awarded through the CTE pathway option requires
121 the student's successful completion of at least 18 credits. A
122 student completing the CTE pathway option must earn at least a
123 cumulative grade point average (GPA) of 2.0 on a 4.0 scale.
124 (a) In order for a student to satisfy the requirements of
125 the CTE pathway option, he or she must meet the GPA requirement
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126 and:
127 1. Meet the requirements in paragraphs (3)(a)-(d) and,
128 additionally, for students who entered entering grade 9 in the
129 2023-2024 school year and thereafter, paragraph (3)(h);
130 2.a. For a student who entered grade 9 before the 2024-
131 2025 school year, complete two credits in career and technical
132 education. The courses must that result in a program completion
133 and an industry certification or complete three credits in
134 career and technical education which are not required to result
135 in a program completion or an industry certification; or
136 b. For a student who entered grade 9 in the 2024-2025
137 school year and thereafter, complete three credits in career and
138 technical education. The courses are not required to result in a
139 program completion or an industry certification; and
140 3.a. For a student who entered enters grade 9 before the
141 2023-2024 school year, complete two credits in electives or
142 work-based learning programs if the student completes two
143 credits in career and technical education or one credit in
144 electives or work-based learning programs if the student
145 completes three credits in career and technical education as
146 described in sub-subparagraph 2.a. A one-half credit in
147 financial literacy may be included in the two credits of
148 electives; or
149 b. For a student who entered enters grade 9 in the 2023-
150 2024 school year and thereafter, complete one and one-half
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151 credits in electives or work-based learning programs; or
152 c. For a student who entered grade 9 in the 2024-2025
153 school year and thereafter, complete one credit in electives or
154 work-based learning programs.
155 (b) Each district school board shall incorporate the CTE
156 pathway option to graduation in the student progression plan
157 required under s. 1008.25.
158 (c) Adjunct educators certified pursuant to s. 1012.57 may
159 teach courses in the CTE pathway option.
160 Section 2. Paragraphs (j) and (n) of subsection (3) of
161 section 1003.491, Florida Statutes, are amended to read:
162 1003.491 Florida Career and Professional Education Act.—
163 The Florida Career and Professional Education Act is created to
164 provide a statewide planning partnership between the business
165 and education communities in order to attract, expand, and
166 retain targeted, high-value industry and to sustain a strong,
167 knowledge-based economy.
168 (3) The strategic 3-year plan developed jointly by the
169 local school district, local workforce development boards,
170 economic development agencies, and state-approved postsecondary
171 institutions must be constructed and based on:
172 (j) Strategies to recruit students into career-themed
173 courses and career and professional academies. The strategies
174 shall which include providing in-person academic advising,
175 including information on career education programs and
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176 postsecondary scholarships, by a certified school counselor or
177 the school principal or his or her designee. opportunities for
178 students who have been unsuccessful in traditional classrooms
179 but who are interested in enrolling in career-themed courses or
180 a career and professional academy. School boards shall provide
181 opportunities for students who may be deemed as potential
182 dropouts or whose cumulative grade point average drops below a
183 2.0 to enroll in career-themed courses or participate in career
184 and professional academies. Such students must be provided in-
185 person academic advising that includes information on career
186 education programs by a certified school counselor or the school
187 principal or his or her designee during any semester the
188 students are at risk of dropping out or have a cumulative grade
189 point average below a 2.0;
190 (n) Promotion of the benefits of the Florida Gold Seal
191 Vocational Scholars and Florida Gold Seal CAPE Scholars awards
192 within the Florida Bright Futures Scholarship Program;
193 Section 3. Paragraph (c) of subsection (4) of section
194 1003.493, Florida Statutes, is amended to read:
195 1003.493 Career and professional academies and career-
196 themed courses.—
197 (4) Each career and professional academy and secondary
198 school providing a career-themed course must:
199 (c) Promote and provide opportunities for students
200 enrolled in a career and professional academy or a career-themed
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201 course to attain, at minimum, the Florida Gold Seal Vocational
202 Scholars award or the Florida Gold Seal CAPE Scholars award
203 pursuant to s. 1009.536.
204 Section 4. Paragraph (b) of subsection (13) of section
205 1009.22, Florida Statutes, is amended to read:
206 1009.22 Workforce education postsecondary student fees.—
207 (13)
208 (b) Notwithstanding ss. 1009.534, 1009.535, and 1009.536,
209 the transportation access fee authorized under paragraph (a) may
210 not be included in calculating the amount a student receives for
211 a Florida Academic Scholars award, a Florida Medallion Scholars
212 award, or a Florida Gold Seal Vocational Scholars award, or a
213 Florida Gold Seal CAPE Scholars award.
214 Section 5. Paragraph (b) of subsection (18) of section
215 1009.23, Florida Statutes, is amended to read:
216 1009.23 Florida College System institution student fees.—
217 (18)
218 (b) Notwithstanding ss. 1009.534, 1009.535, and 1009.536,
219 the transportation access fee authorized under paragraph (a) may
220 not be included in calculating the amount a student receives for
221 a Florida Academic Scholars award, a Florida Medallion Scholars
222 award, or a Florida Gold Seal Vocational Scholars award, or a
223 Florida Gold Seal CAPE Scholars award.
224 Section 6. Paragraph (c) of subsection (18) of section
225 1009.26, Florida Statutes, is amended to read:
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226 1009.26 Fee waivers.—
227 (18)
228 (c) Upon enrollment in a Program of Strategic Emphasis or
229 a state-approved teacher preparation program, the tuition and
230 fees waived under this subsection must be reported for state
231 funding purposes under ss. 1009.534 and 1009.535 and must be
232 disbursed to the student. The amount disbursed to the student
233 must be equal to the award amount the student has received under
234 s. 1009.534(3) s. 1009.534(2) or s. 1009.535(2).
235 Section 7. Paragraph (b) of subsection (1) of section
236 1009.531, Florida Statutes, is amended to read:
237 1009.531 Florida Bright Futures Scholarship Program;
238 student eligibility requirements for initial awards.—
239 (1) In order to be eligible for an initial award from any
240 of the scholarships under the Florida Bright Futures Scholarship
241 Program, a student must:
242 (b) Earn a standard Florida high school diploma pursuant
243 to s. 1002.3105(5), s. 1003.4281, or s. 1003.4282 or a high
244 school equivalency diploma pursuant to s. 1003.435 unless:
245 1. The student completes a home education program
246 according to s. 1002.41;
247 2. The student earns a high school diploma from a non-
248 Florida school while living with a parent or guardian who is on,
249 or, within 12 months before the student's high school
250 graduation, has retired from, military or public service
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251 assignment away from Florida; or
252 3. The student earns a high school diploma from a Florida
253 private school operating pursuant to s. 1002.42.
254 Section 8. Subsections (2), (3), and (4) of section
255 1009.534, Florida Statutes, are renumbered as subsections (3),
256 (4), and (5), respectively, subsection (1) is amended, and a new
257 subsection (2) is added to that section, to read:
258 1009.534 Florida Academic Scholars award.—
259 (1) A student is eligible for a Florida Academic Scholars
260 award if he or she meets the general eligibility requirements
261 for the Florida Bright Futures Scholarship Program and:
262 (a) Has achieved a 3.5 weighted grade point average as
263 calculated pursuant to s. 1009.531, or its equivalent, in high
264 school courses that are designated by the State Board of
265 Education as college-preparatory academic courses and has
266 attained at least the score required under s. 1009.531(6)(a) on
267 the combined verbal and quantitative parts of the Scholastic
268 Aptitude Test, the Scholastic Assessment Test, or the recentered
269 Scholastic Assessment Test of the College Entrance Examination,
270 or an equivalent score on the ACT Assessment Program;
271 (b) Has attended a home education program according to s.
272 1002.41 during grades 11 and 12, has completed the International
273 Baccalaureate curriculum but failed to earn the International
274 Baccalaureate Diploma, or has completed the Advanced
275 International Certificate of Education curriculum but failed to
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276 earn the Advanced International Certificate of Education
277 Diploma, and has attained at least the score required under s.
278 1009.531(6)(a) on the combined verbal and quantitative parts of
279 the Scholastic Aptitude Test, the Scholastic Assessment Test, or
280 the recentered Scholastic Assessment Test of the College
281 Entrance Examination, or an equivalent score on the ACT
282 Assessment Program;
283 (c) Has been awarded an International Baccalaureate
284 Diploma from the International Baccalaureate Office, or an
285 Advanced International Certificate of Education Diploma from the
286 University of Cambridge International Examinations Office, or an
287 Advanced Placement Capstone designation from the College Board
288 beginning with high school students graduating in the 2025-2026
289 school year;
290 (d) Has been recognized by the merit or achievement
291 programs of the National Merit Scholarship Corporation as a
292 scholar or finalist; or
293 (e) Has been recognized by the National Hispanic
294 Recognition Program as a scholar recipient.
295
296 The student must complete a program of volunteer service or,
297 beginning with a high school student graduating in the 2022-2023
298 academic year and thereafter, paid work, as approved by the
299 district school board, the administrators of a nonpublic school,
300 or the Department of Education for home education program
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301 students, which must include 100 hours of volunteer service,
302 paid work, or a combination of both. Eligible paid work
303 completed on or after June 27, 2022, shall be included in the
304 student's total of paid work hours. The student may identify a
305 social or civic issue or a professional area that interests him
306 or her and develop a plan for his or her personal involvement in
307 addressing the issue or learning about the area. The student
308 must, through papers or other presentations, evaluate and
309 reflect upon his or her volunteer service or paid work
310 experience. Such volunteer service or paid work may include, but
311 is not limited to, a business or governmental internship, work
312 for a nonprofit community service organization, or activities on
313 behalf of a candidate for public office. The hours of volunteer
314 service or paid work must be documented in writing, and the
315 document must be signed by the student, the student's parent or
316 guardian, and a representative of the organization for which the
317 student performed the volunteer service or paid work.
318 (2) For purposes of this section, the Advanced Placement
319 Capstone designation shall consist of six Advanced Placement
320 courses, including Advanced Placement Seminar; Advanced
321 Placement Research; one Advanced Placement course in mathematics
322 or science; one Advanced Placement course in English; one
323 Advanced Placement course in art, history, or social sciences;
324 and one Advanced Placement course in a subject of the student's
325 choice. Receipt of the Advanced Placement Capstone designation
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326 does not satisfy the requirements for a standard high school
327 diploma under s. 1003.4282.
328 Section 9. Subsection (1) of section 1009.535, Florida
329 Statutes, is amended to read:
330 1009.535 Florida Medallion Scholars award.—
331 (1) A student is eligible for a Florida Medallion Scholars
332 award if he or she meets the general eligibility requirements
333 for the Florida Bright Futures Scholarship Program and:
334 (a) Has achieved a weighted grade point average of 3.0 as
335 calculated pursuant to s. 1009.531, or the equivalent, in high
336 school courses that are designated by the State Board of
337 Education as college-preparatory academic courses and has
338 attained at least the score required under s. 1009.531(6)(b) on
339 the combined verbal and quantitative parts of the Scholastic
340 Aptitude Test, the Scholastic Assessment Test, or the recentered
341 Scholastic Assessment Test of the College Entrance Examination,
342 or an equivalent score on the ACT Assessment Program;
343 (b) Has completed the International Baccalaureate
344 curriculum but failed to earn the International Baccalaureate
345 Diploma or has completed the Advanced International Certificate
346 of Education curriculum but failed to earn the Advanced
347 International Certificate of Education Diploma, and has attained
348 at least the score required under s. 1009.531(6)(b) on the
349 combined verbal and quantitative parts of the Scholastic
350 Aptitude Test, the Scholastic Assessment Test, or the recentered
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351 Scholastic Assessment Test of the College Entrance Examination,
352 or an equivalent score on the ACT Assessment Program;
353 (c) Has attended a home education program according to s.
354 1002.41 during grades 11 and 12 and has attained at least the
355 score required under s. 1009.531(6)(b) on the combined verbal
356 and quantitative parts of the Scholastic Aptitude Test, the
357 Scholastic Assessment Test, or the recentered Scholastic
358 Assessment Test of the College Entrance Examination, or an
359 equivalent score on the ACT Assessment Program;
360 (d) Has been recognized by the merit or achievement
361 program of the National Merit Scholarship Corporation as a
362 scholar or finalist but has not completed the program of
363 volunteer service or paid work required under s. 1009.534; or
364 (e) Has been recognized by the National Hispanic
365 Recognition Program as a scholar, but has not completed the
366 program of volunteer service or paid work required under s.
367 1009.534.
368
369 A high school student must complete a program of volunteer
370 service or, beginning with a high school student graduating in
371 the 2022-2023 academic year and thereafter, paid work approved
372 by the district school board, the administrators of a nonpublic
373 school, or the Department of Education for home education
374 program students, which must include 75 hours of volunteer
375 service, 100 hours of paid work, or 100 hours of a combination
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376 of both. Eligible paid work completed on or after June 27, 2022,
377 shall be included in a student's total of required paid work
378 hours. The student may identify a social or civic issue or a
379 professional area that interests him or her and develop a plan
380 for his or her personal involvement in addressing the issue or
381 learning about the area. The student must, through papers or
382 other presentations, evaluate and reflect upon his or her
383 volunteer service or paid work experience. Such volunteer
384 service or paid work may include, but is not limited to, a
385 business or governmental internship, work for a nonprofit
386 community service organization, or activities on behalf of a
387 candidate for public office. The hours of volunteer service or
388 paid work must be documented in writing, and the document must
389 be signed by the student, the student's parent or guardian, and
390 a representative of the organization for which the student
391 performed the volunteer service or paid work.
392 Section 10. Subsection (1), paragraph (b) of subsection
393 (2), and subsection (5) of section 1009.536, Florida Statutes,
394 are amended to read:
395 1009.536 Florida Gold Seal Vocational Scholars and Florida
396 Gold Seal CAPE Scholars awards.—The Florida Gold Seal Vocational
397 Scholars award and the Florida Gold Seal CAPE Scholars award are
398 created within the Florida Bright Futures Scholarship Program to
399 recognize and reward academic achievement and career preparation
400 by high school students who wish to continue their education.
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401 (1) A student is eligible for a Florida Gold Seal
402 Vocational Scholars award if he or she meets the general
403 eligibility requirements for the Florida Bright Futures
404 Scholarship Program and:
405 (a) Completes the secondary school portion of a sequential
406 program of studies that requires at least three high secondary
407 school career and technical education credits. On-the-job
408 training may not be substituted for any of the three required
409 career credits.
410 (b) Demonstrates readiness for postsecondary education by
411 earning a passing score on the Florida College Entry Level
412 Placement Test or its equivalent as identified by the Department
413 of Education.
414 (c) Earns a minimum cumulative weighted grade point
415 average of 3.0, as calculated pursuant to s. 1009.531, on all
416 subjects required for a standard high school diploma, excluding
417 elective courses.
418 (d) Has achieved Earns a minimum weighted unweighted grade
419 point average of 3.0 3.5 on a 4.0 scale in high school for
420 secondary career and technical education courses that comprise
421 the career program.
422 (e) Completes at least 30 hours of volunteer service, or
423 75 hours of volunteer service for students entering grade 9 in
424 the 2024-2025 school year and thereafter, or, beginning with
425 high school students graduating in the 2022-2023 academic year
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426 and thereafter, 100 hours of paid work, approved by the district
427 school board, the administrators of a nonpublic school, or the
428 Department of Education for home education program students, or
429 100 hours of a combination of both. Eligible paid work completed
430 on or after June 27, 2022, shall be included in a student's
431 total of required paid work hours. The student may identify a
432 social or civic issue or a professional area that interests him
433 or her and develop a plan for his or her personal involvement in
434 addressing the issue or learning about the area. The student
435 must, through papers or other presentations, evaluate and
436 reflect upon his or her volunteer service or paid work
437 experience. Such volunteer service or paid work may include, but
438 is not limited to, a business or governmental internship, work
439 for a nonprofit community service organization, or activities on
440 behalf of a candidate for public office. The hours of volunteer
441 service or paid work must be documented in writing, and the
442 document must be signed by the student, the student's parent or
443 guardian, and a representative of the organization for which the
444 student performed the volunteer service or paid work.
445 (2) A student is eligible for a Florida Gold Seal CAPE
446 Scholars award if he or she meets the general eligibility
447 requirements for the Florida Bright Futures Scholarship Program,
448 and the student:
449 (b) Completes at least 30 hours of volunteer service, or
450 75 hours of volunteer service for students entering grade 9 in
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451 the 2024-2025 school year and thereafter, beginning with a high
452 school student graduating in the 2022-2023 academic year and
453 thereafter, 100 hours of paid work, approved by the district
454 school board, the administrators of a nonpublic school, or the
455 Department of Education for home education program students, or
456 100 hours of a combination of both. Eligible paid work completed
457 on or after June 27, 2022, shall be included in a student's
458 total required paid work hours. The student may identify a
459 social or civic issue or a professional area that interests him
460 or her and develop a plan for his or her personal involvement in
461 addressing the issue or learning about the area. The student
462 must, through papers or other presentations, evaluate and
463 reflect upon his or her experience. Such volunteer service or
464 paid work may include, but is not limited to, a business or
465 governmental internship, work for a nonprofit community service
466 organization, or activities on behalf of a candidate for public
467 office. The hours of volunteer service or paid work must be
468 documented in writing, and the document must be signed by the
469 student, the student's parent or guardian, and a representative
470 of the organization for which the student performed the
471 volunteer service or paid work.
472 (5)(a) A student who is initially eligible in the 2012-
473 2013 academic year and thereafter may earn a Florida Gold Seal
474 Vocational Scholarship for a maximum of 100 percent of the
475 number of credit hours or equivalent clock hours required to
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476 complete one of the following at a Florida public or nonpublic
477 education institution that offers these specific programs: for
478 an applied technology diploma program as defined in s.
479 1004.02(7), up to 60 credit hours or equivalent clock hours; for
480 a technical degree education program as defined in s.
481 1004.02(13), up to the number of hours required for a specific
482 degree not to exceed 72 credit hours or equivalent clock hours;
483 or for a career certificate program as defined in s.
484 1004.02(20), up to the number of hours required for a specific
485 certificate not to exceed 72 credit hours or equivalent clock
486 hours.
487 (b)1. A student who is initially eligible in the 2017-2018
488 academic year and thereafter for a Florida Gold Seal CAPE
489 Scholars award under subsection (2) may receive an award for a
490 maximum of 100 percent of the number of credit hours or
491 equivalent clock hours required to complete one of the following
492 at a Florida public or nonpublic education institution that
493 offers these specific programs: for an applied technology
494 diploma program as defined in s. 1004.02(7), up to 60 credit
495 hours or equivalent clock hours; for a technical degree
496 education program as defined in s. 1004.02(13), up to the number
497 of hours required for a specific degree, not to exceed 72 credit
498 hours or equivalent clock hours; or for a career certificate
499 program as defined in s. 1004.02(20), up to the number of hours
500 required for a specific certificate, not to exceed 72 credit
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501 hours or equivalent clock hours. A student who transfers from
502 one of these program levels to another program level is eligible
503 for the higher of the two credit hour limits.
504 2. A Florida Gold Seal CAPE Scholar who completes a
505 technical degree education program as defined in s. 1004.02(13)
506 may also receive an award for:
507 a. A maximum of 60 credit hours for a bachelor of science
508 degree program for which there is a statewide associate in
509 science degree program to bachelor of science degree program
510 articulation agreement; or
511 b. A maximum of 60 credit hours for a bachelor of applied
512 science degree program at a Florida College System institution.
513 Section 11. Paragraph (f) of subsection (7) of section
514 1007.271, Florida Statutes, is amended, paragraph (g) is added
515 to that subsection, and paragraph (p) is added to subsection
516 (21) of that section, to read:
517 1007.271 Dual enrollment programs.—
518 (7) Career dual enrollment shall be provided as a
519 curricular option for secondary students to pursue in order to
520 earn industry certifications adopted pursuant to s. 1008.44,
521 which count as credits toward the high school diploma. Career
522 dual enrollment shall be available for secondary students
523 seeking a degree and industry certification through a career
524 education program or course. Each career center established
525 under s. 1001.44 shall enter into an agreement with each high
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526 school in any school district it serves. Beginning with the
527 2019-2020 school year, The agreement must be completed annually
528 and submitted by the career center to the Department of
529 Education by August 1. The agreement must:
530 (f) Delineate costs incurred by each entity and determine
531 how transportation will be provided for students who are unable
532 to provide their own transportation and how students will be
533 notified of such transportation.
534 (g) Address scheduling changes that will increase access
535 and student participation.
536 (21) Each district school superintendent and each public
537 postsecondary institution president shall develop a
538 comprehensive dual enrollment articulation agreement for the
539 respective school district and postsecondary institution. The
540 superintendent and president shall establish an articulation
541 committee for the purpose of developing the agreement. Each
542 state university president may designate a university
543 representative to participate in the development of a dual
544 enrollment articulation agreement. A dual enrollment
545 articulation agreement shall be completed and submitted annually
546 by the postsecondary institution to the Department of Education
547 on or before August 1. The agreement must include, but is not
548 limited to:
549 (p) Any scheduling changes that are necessary to increase
550 access and student participation.
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551 Section 12. This act shall take effect July 1, 2025.
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