SB 1590 — Educator Preparation

4.The report must include any recommended changes to existing statutes necessary to implement such alignment.

ImprovementsSection to2. field experiences for student teachers.

(b)Section Analyze1012.551, existing Florida teacherStatutes, certificationis standardscreated andto procedures,read: including:

1012.551 Teacher preparation core principles, standards, and content.– (1) Beginning August 1, 2027, each teacher preparation program approved pursuant to ss.

1004.04, 1004.85, and 1012.552 must provide uniform core curricula courses aligned with the Florida Educator Accomplished Practices that establish the foundational standards and expectations for evidence-based instruction and professional responsibility.

The State Board of Education shall establish in rule the uniform core curricula.

(2) The uniform core curricula for each state-approved teacher preparation program must meet, at a minimum, the following standards:

(a) May not distort significant historical events or include curriculum or instruction that teaches identity politics, violates s.

1000.05, or is based on theories that systemic racism, sexism, oppression, and privilege are inherent Page 3 of 10 CODING:

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Florida Senate - 2025 CS for SB 1590 602-03439-25 20251590c1 in the institutions of the United States and were created to maintain social, political, and economic inequities.

(b) Must afford candidates the opportunity to think critically, achieve mastery of academic program content, learn instructional strategies, and demonstrate competence.

(c) Must use state-approved academic standards to guide instruction.

(d) Must provide training on the use of evidence-based instructional materials included on the state-adopted instructional materials list pursuant to s.

1006.28, materials evaluated and identified pursuant to s.

1001.215(4), materials developed pursuant to s.

1006.39, and materials posted online by the department, including when and how to use intervention materials.

(e) Must include scientifically researched and evidence- based reading instructional strategies grounded in the science of reading which 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.

The primary instructional strategy for teaching word reading is phonics instruction for decoding and encoding.

Instructional strategies for foundational skills may not employ the three- cueing system model of reading or visual memory as a basis for teaching word reading.

Instructional strategies may include visual information and strategies that improve background and experiential knowledge, add context, and increase oral language and vocabulary to support comprehension, but may not be used to teach word reading.

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Florida Senate - 2025 CS for SB 1590 602-03439-25 20251590c1 (f) Must include content literacy and mathematics practices.

(g) Must include strategies for differentiated instruction to meet student needs, including English language learners and students with disabilities, while maintaining grade-level expectations.

(h) Must include strategies and practices to support effective, evidence-based assessment and grading practices aligned to the state’s academic standards.

(i) 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 Florida Educator Accomplished Practices.

These clinical experiences must allow candidates to demonstrate mastery of curriculum and pedagogy through observable performance evaluations aligned with instructional personnel evaluation systems approved pursuant to s.

1012.34.

Mastery must be assessed through in-classroom performance, with candidate feedback provided for growth and refinement, rather than solely through written assignments or project-based assessments.

Clinical experience may only be provided by individuals who meet the requirements of s.

1012.56(7).

Section 3.

Section 1012.552, Florida Statutes, is created to read:

1012.552 The Coaching for Educator Readiness and Teaching Certification (CERT) Program.— (1) OBJECTIVE.—The Department of Education shall create the Coaching for Educator Readiness and Teaching (CERT) Certification Program as an alternative pathway for teachers to Page 5 of 10 CODING:

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Florida Senate - 2025 CS for SB 1590 602-03439-25 20251590c1 enter the teaching profession.

School districts, charter schools, and charter management organizations may implement the CERT program to provide a cohesive, competency-based training and certification pathway for teachers who have a state-issued temporary certificate to earn their professional certificate through an on-the-job mentorship and learning program.

(2) PROGRAM REQUIREMENTS.—A CERT program must include all of the following:

(a) A teacher mentorship and induction component.

Mentors must meet the requirements of s.

1012.56(7).

(b) An assessment of teaching performance aligned to the district, charter school, or charter management organization system for personnel evaluation under s.

1012.34 which provides for:

GapsAn orinitial inefficienciesevaluation inof currenteach certificationeducator’s pathways.competencies to determine an appropriate individualized professional learning plan.

AppropriateA educatorsummative certificationevaluation forto elementary,assure middle,successful andcompletion secondaryof schoolthe grades.program.

3.(c) Professional learning, in accordance with s.

The1012.98, effectivenesstailored ofto certificationeach examseducator’s growth and alternativeslearning toneeds, ensureaccording teachersto meetobservational competencydata standards.and feedback.

(c)(d) EvaluateRequired educatorachievement professionalof learning,passing including:scores on the subject area examination required by State Board of Education rule.

(e) Required successful completion of all competencies for a reading endorsement, including completion of the endorsement practicum, for a candidate certification in a coverage area identified pursuant to s.

1012.585(3)(f).

(f) Provide guidance and on-the-job training in the Page 6 of 10 CODING:

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Florida Senate - 2025 CS for SB 1590 602-03439-25 20251590c1 classroom on mastering Florida Educator Accomplished Practices.

Section 4.

Subsections (3) and (4) and paragraph (b) of subsection (5) of section 1012.98, Florida Statutes, are amended to read:

1012.98 School Community Professional Learning Act.— (3) Professional learning activities must be linked to student learning, provide and professional growth for instructional and administrative staff, and meet the following criteria:

(a) For instructional personnel, utilize materials aligned to the state’s academic standards.

(b) For school administrators, utilize materials aligned to the Florida Educational Leadership Standards adopted in rule by the State Board of Education state’s educational leadership standards.

(c) Have clear, defined, and measurable outcomes for both individual inservice activities and multiple day sessions.

(d) Employ multiple measurement tools for data on teacher growth, participants’ use of new knowledge and skills, student learning outcomes, instructional growth outcomes, and leadership growth outcomes, as applicable.

(e) Utilize active learning and engage participants directly in designing and trying out strategies, providing participants with the opportunity to engage in authentic teaching and leadership experiences.

(f) Utilize artifacts, interactive activities, and other strategies to provide deeply embedded and highly contextualized professional learning.

(g) Create opportunities for collaboration.

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Florida Senate - 2025 CS for SB 1590 602-03439-25 20251590c1 (h) Utilize coaching and expert support to involve the sharing of expertise about content and evidence-based practices, focused directly on instructional personnel and school administrator needs.

(i) Provide opportunities for instructional personnel and school administrators to think about, receive input on, and make changes to practice by facilitating reflection and providing feedback.

(j) Provide sustained duration with follow-up followup for instructional personnel and school administrators to have adequate time to learn, practice, implement, and reflect upon new strategies that facilitate changes in practice.

(k) Provide training, when such training is available, on the use of instructional materials included on the state-adopted instructional materials list pursuant to s.

1006.28, materials evaluated and identified pursuant to s.

1001.215(4), materials developed pursuant to s.

1006.39, and materials posted online by the department, including when and how to use intervention materials.

(4) The inservice activities designed to implement this section must:

(a) Support and increase the success of educators through collaboratively developed school improvement plans that focus on:

OngoingEnhanced professionaland learningdifferentiated requirementsinstructional forstrategies teachers.to engage students in a rigorous and knowledge-based relevant curriculum based on the Florida Educator Accomplished Practices state and local educational standards, goals, and initiatives;

2.and Page 8 of 10 CODING:

MentorWords teachersstricken andare teachingdeletions; coaches.

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Florida Senate - 2025 CS for SB 1590 602-03439-25 20251590c1 2.

Increased opportunities to provide meaningful relationships between teachers and all students;

and 2.3.

Increased opportunities for professional collaboration among and between teachers, certified school counselors, instructional leaders, postsecondary educators engaged in preservice training for new teachers, and the workforce community.

(b) Assist the school community in providing stimulating, scientific research-based educational activities that encourage and motivate students to achieve at the highest levels and to participate as active learners and that prepare students for success at subsequent educational levels and the workforce.

(c) Provide continuous support for all education professionals as well as temporary intervention for education professionals who need improvement in knowledge, skills, and performance.

(d) Provide instructional personnel and school administrators with the knowledge, skills, and best practices necessary to support excellence in classroom instruction and educational leadership.

(e) Provide training to individuals who serve as mentors or clinical educators teacher mentors as part of the professional learning certification program under s.

1012.56(8) and the professional education competency program under s.

1012.56(9).

The department shall develop criteria for the initial review and continued approval of clinical educator and mentor training that must include, at a minimum:

1.

Instruction and assessment in the Florida Educator Accomplished Practices.

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Florida Senate - 2025 CS for SB 1590 602-03439-25 20251590c1 2.

Effective communication strategies to guide reflection and personal growth.

CollaborationEffective withmodeling teacherof preparationevidence-based programs.teaching practices and skills.

(5)4. The task force shall issue a report with recommendations for improvements to the Governor, the President of the Senate, and the Speaker of the House of Representatives no later than December 1, 2025, at which time the task force shall expire.

SectionFostering 2.resilience in educators components on teacher development, peer coaching, time management, and other related topics as determined by the Department of Education.

Section 5.

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