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 Rules
BILL: CS/SB 1372
INTRODUCER: Appropriations Committee on Education; Senator Ingoglia; and others
SUBJECT: Educator Preparation Programs
DATE: February 23, 2024 REVISED:
ANALYST STAFF DIRECTOR REFERENCE ACTION
1. Palazesi Bouck HE Favorable
2. Gray Elwell AED Fav/CS
3. Palazesi Twogood RC Favorable
Please see Section IX. for Additional Information:
COMMITTEE SUBSTITUTE - Substantial Changes
I. Summary:
CS/SB 1372 modifies requirements for courses and instruction in initial teacher preparation
programs, educator preparation institutes, professional learning certification programs, and
school leadership programs to specify that such programs:
May not distort historical events, teach identity politics, violate Florida law regarding
discrimination, or base such courses or instruction on specified theories.
Must afford teacher candidates the opportunity to think critically, achieve mastery of
academic content, learn instructional strategies, and demonstrate competence.
This bill does not have a fiscal impact. See Section V, Fiscal Impact Statement.
The bill is effective on July 1, 2024.
II. Present Situation:
Florida Educational Equity Act
The “Florida Educational Equity Act” (FEEA) prohibits discrimination.
The FEEA specifies, in part, that:
No individual may, on the basis of race, color, national origin, sex, disability, religion, or
marital status, be excluded from participation in, be denied the benefits of, or be subjected to
BILL: CS/SB 1372 Page 2
discrimination under any public K-20 education program or activity, or in any employment
conditions or practices, conducted by a public educational institution that receives or benefits
from federal or state financial assistance.
The criteria for admission to a program or course may not have the effect of restricting access
by persons of a particular race, color, national origin, sex, disability, religion, or marital
status.1
The FEEA includes in discrimination on the basis of race, color, national origin, or sex,
subjecting any student or employee to training or instruction that espouses, promotes, advances,
inculcates, or compels such student or employee to believe any of the following concepts:
Members of one race, color, national origin, or sex are morally superior to members of
another race, color, national origin, or sex.
A person, by virtue of his or her race, color, national origin, or sex, is inherently racist, sexist,
or oppressive, whether consciously or unconsciously.
A person’s moral character or status as either privileged or oppressed is necessarily
determined by his or her race, color, national origin, or sex.
Members of one race, color, national origin, or sex cannot and should not attempt to treat
others without respect to race, color, national origin, or sex.
A person, by virtue of his or her race, color, national origin, or sex, bears responsibility for,
or should be discriminated against or receive adverse treatment because of, actions
committed in the past by other members of the same race, color, national origin, or sex.
A person, by virtue of his or her race, color, national origin, or sex, should be discriminated
against or receive adverse treatment to achieve diversity, equity, or inclusion.
A person, by virtue of his or her race, color, sex, or national origin, bears personal
responsibility for and must feel guilt, anguish, or other forms of psychological distress
because of actions, in which the person played no part, committed in the past by other
members of the same race, color, national origin, or sex.
Such virtues as merit, excellence, hard work, fairness, neutrality, objectivity, and racial
colorblindness are racist or sexist, or were created by members of a particular race, color,
national origin, or sex to oppress members of another race, color, national origin, or sex.2
Required Instruction in K-12 Classrooms
Each district school board is required to provide all courses required for middle grades
promotion, high school graduation, and appropriate instruction designed to ensure that students
meet State Board of Education (SBE) adopted standards in the following subject areas: reading
and other language arts, mathematics, science, social studies, foreign languages, health and
physical education, and the arts. Instructional staff in public schools are required to teach
efficiently and faithfully, using the books and materials required that meet the highest standards
1
Section 1000.05(2), F.S.
2
Section 1000.05(4)(a), F.S. A federal district court has issued a preliminary injunction to prohibit the Board of Governors
from enforcing ss. 1000.05(4)(a)-(b), F.S., and to prohibit the University of South Florida Board of Trustees from enforcing
ss. 1000.05(4)(a)1.–3., 5., and 7., and s. 1000.05(4)(b), F.S. See Pernell v. Florida Bd. of Governors of State Univ. Sys., No.
4:22CV304-MW-MAF (N.D. Fla. Nov. 17, 2022) (order granting preliminary injunction), motion to stay injunction pending
appeal denied, No. 22-13992-J (11th Cir. Mar. 16, 2023).
BILL: CS/SB 1372 Page 3
for professionalism and historical accuracy, following the prescribed courses of study, and
employing approved methods of instruction.3
Required instruction and supporting materials in Florida classrooms must be consistent with the
following principles of individual freedom:
No person is inherently racist, sexist, or oppressive, whether consciously or unconsciously,
solely by virtue of his or her race or sex.
No race is inherently superior to another race.
No person should be discriminated against or receive adverse treatment solely or partly on
the basis of race, color, national origin, religion, disability, or sex.
Meritocracy or traits such as a hard work ethic are not racist but fundamental to the right to
pursue happiness and be rewarded for industry.
A person, by virtue of his or her race or sex, does not bear responsibility for actions
committed in the past by other members of the same race or sex.
A person should not be instructed that he or she must feel guilt, anguish, or other forms of
psychological distress for actions, in which he or she played no part, committed in the past by
other members of the same race or sex.4
Teacher Preparation Programs
Teacher preparation programs are accountable for producing individuals with the competencies
and skills necessary to achieve the state education goals.5 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.6
There are various state-approved teacher preparation programs that individuals may use to
receive the training needed to attain an educator certificate, including:
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.
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.
3
Section 1003.42, F.S.
4
Section 1003.42(3), F.S.
5
Section 1004.04(1), F.S.
6
See Florida Department of Education (DOE), Professional Development in Florida,
http://www.fldoe.org/teaching/professional-dev/ (last visited Feb 1, 2024). See also rule 6A-5.066, F.A.C.; ss. 1004.04(3)(a)
and 1004.85(1), F.S.
BILL: CS/SB 1372 Page 4
District professional development 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.7
In addition to completing the district program, candidates must demonstrate mastery of
general knowledge8 and subject area knowledge.9
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.
The 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;
Strategies to support the use of technology in education and distance learning; and
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. 10
7
Florida DOE, Educator Preparation, http://www.fldoe.org/teaching/preparation (last visited Feb 1, 2024). See also rule
6A-5.066, F.A.C.
8
See Florida DOE, General Knowledge, https://www.fldoe.org/teaching/certification/general-cert-requirements/general-
knowledge.stml (last visited Feb. 1, 2024).
9
Florida DOE, Subject Area Knowledge, https://www.fldoe.org/teaching/certification/general-cert-requirements/subject-area-
knowledge.stml (last visited Feb. 1, 2024).
10
Section 1004.04(2), F.S.
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There are 57 initial teacher preparation programs in Florida, at 10 state universities, 19 Florida
College System institutions, and 28 private colleges and universities.11
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 learning 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.12
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.13
Educator preparation institutes 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 institute
provides evidence of the institute’s capacity to implement a competency-based program that
includes each of the following:
Participant instruction and assessment in the Florida Educator Accomplished Practices 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.
11
Florida Department of Education. State-Approved Educator Preparation Programs, Colleges/Universities,
https://www.fldoe.org/teaching/preparation/initial-teacher-preparation-programs/approved-teacher-edu-programs.stml (last
visited Feb. 1, 2024).
12
Section 1004.85(2), F.S.
13
Id.
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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.
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.14
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.15