The Florida Senate
BILL ANALYSIS AND FISCAL IMPACT STATEMENT
(This document is based on the provisions contained in the legislation as of the latest date listed below.)
Prepared By: The Professional Staff of the Committee on Fiscal Policy
BILL: CS/CS/SB 1430
INTRODUCER: Fiscal Policy Committee; Appropriations Committee on Education; and Senator Avila
SUBJECT: Education
DATE: April 27, 2023 REVISED:
ANALYST STAFF DIRECTOR REFERENCE ACTION
1. Sagues Bouck ED Favorable
2. Gray Elwell AED Fav/CS
3. Sagues Yeatman FP Fav/CS
Please see Section IX. for Additional Information:
COMMITTEE SUBSTITUTE - Substantial Changes
I. Summary:
CS/CS/SB 1430 adds and revises a number of requirements relating to teacher preparation
programs, educator certification, and teacher and administrator professional development.
The bill modifies Florida’s teacher preparation programs by:
 Requiring each educator preparation institute (EPI) to include scientifically based reading
instruction, content literacy, and mathematical practices for each subject identified on the
statement of eligibility or temporary certificate; and requiring EPI candidates to demonstrate
competency and participate in field experiences that are relevant to their individual
educational plan;
 Expanding initial teacher preparation programs’ core curricula to include instructional
practices to support effective, research-based assessment and grading practices aligned to the
state’s academic standards; and
 Separating, and renaming Professional Learning Certification Programs and Professional
Education Competency Programs; and providing the State Board of Education with
rulemaking authority to establish the criteria for the review and approval of Professional
Learning Certification Programs.
The bill modifies teacher training by requiring a system-wide shift from professional
development to professional learning by:
 Defining the requirements for professional learning;
 Requiring all inservice activities to meet specific criteria;
BILL: CS/CS/SB 1430 Page 2
 Requiring external professional learning providers to meet specific criteria;
 Authorizing administrators’ to visit and observe classroom teachers throughout the year to
provide mentorship, training, instructional feedback, or professional learning;
 Requiring the Department of Education (DOE) to create a high-quality marketplace to aid in
the identification of high-quality programs and resources; and requiring the DOE to review
and approve professional learning systems every 5 years.
The bill modifies educator certification requirements by extending the temporary teaching
certificate from 3 years to 5 years and limits the certificate to a one-time, non-renewable
issuance; and expands eligibility for temporary certification to candidates who are currently
enrolled in a state-approved teacher preparation program and meet certain requirements.
The bill also includes a number of other provisions relating to K-12 public schools. The bill:
 Authorizes the credit requirement in fine arts, speech and debate, or practical arts for high
school graduation may be satisfied by one credit in career and technical education.
 The bill adds an additional measure to the school grades formula to include student results on
the grade 3, standardized English Language Arts (ELA) assessment.
 Authorizes the Classic Learning Test (CLT) as an option for districtwide administration for
students in grade 11, and incorporating the CLT in Bright Futures Scholarship eligibility.
 Adds Advanced Courses as an articulated acceleration mechanism.
 Authorizes Bright Futures students to combine volunteer and paid work hours to meet initial
eligibility requirements.
 Adds a rebuttable provision within school district zero tolerance policies to protect students,
and provides for privacy of student personal belongings during a search.
 Authorizes a charter school to issue an adjunct teaching certificate, and modifies charter
capital outlay funding eligibility requirements.
 Authorizes a district school board with an appointed superintendent to review and reappoint
any member of the district executive staff.
 Creates the Year-round School Pilot Program, established for a period of four years.
 Specifies concordant and comparative passing scores required for students graduating in
2022-2023 who have not yet earned passing scores on required assessments.
 Requires instruction on Asian American and Pacific Islander history with specified topics.
 Requires each school district to annually review and confirm that all reproductive health and
disease information available on the district website are accurate and up-to-date.
 Authorizes a student to possess and use over the counter headache medication on school
property or at a school-sponsored event.-
The bill revises requirements for postsecondary institutions by:
 Requiring the institution under the jurisdiction of the Commission for Independent Education
(CIE) solicits enrollment to provide in writing certain information to the prospective student.
 Authorizing the CIE to examine an investigate affairs related to unfair or deceptive practices.
 Establishing additional accountability and reporting provisions for CIE-licensed institutions.
 Requiring all programs offered by a licensed institution be approved by the CIE, and
requiring an institution to become accredited prior to offering a nursing program.
The fiscal impact of the bill is indeterminate. See Section V.
BILL: CS/CS/SB 1430 Page 3
The bill has an effective date of July 1, 2023.
II. Present Situation:
The Present Situation is presented under Section III, Effect of Proposed Changes.
III. Effect of Proposed Changes:
Teacher Preparation Programs
Present Situation
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 teaching credentials, including:
 Initial Teacher Preparation programs 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.
 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 Professional Educator Certificate and require mastery
of general knowledge, mastery of subject area knowledge and mastery of professional
preparation and education competence.
 District Professional Development Certification and Education Competency Programs:
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. 3
In addition to completing the district program, candidates must demonstrate mastery of
general knowledge4 and subject area knowledge.5
1
Section 1004.04(1)(b), F.S.
2
See Florida Department of Education (DOE), Educator Preparation, https://www.fldoe.org/teaching/preparation/ (last
visited Mar.22, 2023). See also rule 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. 15, 2023). See also rule
6A-5.066, F.A.C.
4
See Florida DOE, General Knowledge, https://www.fldoe.org/teaching/certification/general-cert-requirements/general-
knowledge.stml (last visited Mar. 22, 2023).
5
Florida DOE, Subject Area Knowledge, https://www.fldoe.org/teaching/certification/general-cert-requirements/subject-area-
knowledge.stml (last visited Mar. 22, 2023).
BILL: CS/CS/SB 1430 Page 4
Teacher Preparation Program Uniform Core Curricula
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 six must successfully complete all
competencies for a reading endorsement.6
The State Board of Education (SBE) must establish, in rule, uniform core curricula for each
state-approved teacher preparation program including, but not limited to:
 Candidate instruction and assessment in the Florida Educator Accomplished Practices
(FEAP) across content areas;
 The use of state-adopted content standards to guide curricula and instruction;
 Scientifically researched and evidence-based reading instructional strategies that improve
reading performance for all students;
 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; and
 Strategies to support the use of technology in education and distance learning. 7
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.8
Educator Preparation Institutes (EPIs)
Postsecondary institutions that are accredited or approved by the Department of Education
(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:
 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
6
Section 1004.04(2)(c), F.S.
7
Section 1004.04(2)(b), F.S.
8
Section 1004.04(2)(d), F.S.
BILL: CS/CS/SB 1430 Page 5
 Instruction and professional development for part-time and full-time non-degreed teachers of
career programs. 9
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.10
Each EPI participant must:11
 Meet certification application and eligibility requirements established in law;
 Participate in coursework and field experiences that are appropriate to the participant’s
educational plan, including completion of all competencies for a reading endorsement when
seeking certification in a certificate area that includes reading instruction or interventions in
kindergarten through grade 6;
 Before completion of the program, fully demonstrate his or her ability to teach the subject
area for which he or she is seeking certification by documenting a positive impact on student
learning growth in a prekindergarten through grade 12 setting; and
 Achieve a passing score on the professional education competency examination, the basic
skills examination, and the subject area examination for the subject area certification which is
required by SBE rule.
Continued program approval is determined by the Commissioner of Education (commissioner)
based upon a periodic review of candidate readiness based on passage rates on educator
certification examinations and evidence of performance of students in prekindergarten through
grade 12 who are assigned to in-field program completers on statewide assessments, results of
program completers’ annual evaluations, and workforce contributions.12
Each approved institute must submit annual performance evaluations to the DOE that measure
the effectiveness of the programs, including the pass rates of participants on all examinations
required for teacher certification, employment rates, longitudinal retention rates, and satisfaction
surveys of employers and program completers. The satisfaction surveys must be designed to
measure the sufficient preparation of the educator for the realities of the classroom and the
institute’s responsiveness to local school districts. These evaluations must be used by the DOE
for purposes of continued approval of an EPI’s certification program.13
Professional Development Certification and Education Competency Programs
School districts, charter schools and charter management organizations may offer a professional
development certification program that must be approved by the DOE. The program must
include:
 A minimum period of initial preparation before becoming the teacher of record;
 An option to collaborate with other agencies or educational entities for implementation;
9
Section 1004.85(2)(a), F.S.
10
Section 1004.85(2)(b), F.S.
11
Section 1004.85(3)(b), F.S.
12
Section 1004.85(4), F.S.
13
Section 1004.85(5), F.S.
BILL: CS/CS/SB 1430 Page 6
 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. 14
As required by law, the DOE adopted, effective January 1, 2018, standards for the approval of
professional development certification programs, including standards for the teacher mentorship
and induction component.15 The standards for the teacher mentorship and induction component
must include:16
 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.
Each school district, charter school, or charter management organization, wishing to provide a