HOUSE OF REPRESENTATIVES STAFF ANALYSIS
BILL #: CS/HB 1291 Educator Preparation Programs
SPONSOR(S): Education & Employment Committee, Snyder and others
TIED BILLS: None. IDEN./SIM. BILLS: SB 1372
REFERENCE ACTION ANALYST STAFF DIRECTOR or
BUDGET/POLICY CHIEF
1) Postsecondary Education & Workforce 12 Y, 6 N Wolff Kiner
Subcommittee
2) Education & Employment Committee 12 Y, 5 N, As CS Wolff Hassell
SUMMARY ANALYSIS
Teacher Preparation Programs, Educator Preparation Institutes (EPI), and Professional Learning Certification
Programs are three Department of Education approved pathways for individuals to receive the education
necessary to become certified teachers in Florida. School leader preparation programs enable aspiring school
leaders to obtain their certificate in educational leadership.
The bill prohibits teacher preparation programs, EPIs, and Level I and Level II school leader preparation
programs from distorting significant historical events or including a curriculum or instruction that teaches
identity politics, violates the Florida Educational Equity Act, 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.
The bill requires all teacher preparation programs, EPIs, and Professional Learning Certification Programs to
afford candidates the opportunity to think critically, achieve mastery of academic program content, learn
instructional strategies, and demonstrate competence. The bill requires Level I and Level II school leader
preparation programs to afford candidates the opportunity to demonstrate mastery of program content,
including instructional leadership strategies, coaching development, school safety, and continuous
improvement efforts.
The bill does not appear to have a fiscal impact.
The bill has an effective date of July 1, 2024.
This docum ent does not reflect the intent or official position of the bill sponsor or House of Representatives .
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DATE: 2/8/2024
FULL ANALYSIS
I. SUBSTANTIVE ANALYSIS
A. EFFECT OF PROPOSED CHANGES:
Present Situation
Florida Educational Equity Act
The “Florida Educational Equity Act” (FEEA) prohibits discrimination in any program or employment
condition on the basis of race, color, national origin, sex, disability, religion, or marital status against a
student or an employee in the state system of public K-20 education.
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
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.1
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. 2
The FEEA includes in its prohibition of 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: 3
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.
1 Section 1000.05(2)(a), F.S.
2 Section 1000.05(2)(b), F.S.
3 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).
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Teacher Preparation Programs
Teacher preparation programs are accountable for producing individuals with the competencies and
skills necessary to achieve the state education goals.4 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. 5
There are various state-approved teacher preparation programs that individuals may use to receive the
training needed to attain an educator certificate, including: 6
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. 7
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 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.8 In addition to completing the district program, candidates must demonstrate
mastery of general knowledge9 and subject area knowledge.10
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.11
The SBE must establish, in rule, uniform core curricula for each state-approved teacher preparation
program including, but not limited to:12
Candidate instruction and assessment in the Florida Educator Accomplished Practices (FEAP) 13
across content areas;
4 Section 1004.04(1)(b), F.S.
5 See Florida Department of Education, Florida’s Coordinated System of Professional Learning,
http://www.fldoe.org/teaching/professional-dev/ (last visited Feb. 2, 2024). See also r. 6A-5.066, F.A.C.; ss. 1004.04(3)(a) and
1004.85(1), F.S.
6 Florida DOE, Educator Preparation, http://www.fldoe.org/teaching/preparation (last visited Feb. 2, 2024). See also r. 6A-5.066,
F.A.C.
7 Rule 6A-5.066(1)(r), F.A.C.
8 Section 1012.56(8)(a), F.S. There are 77 such programs in Florida. 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 Feb. 2, 2024).
9 See Florida DOE, General Knowledge, https://www.fldoe.org/teaching/certification/general-cert-requirements/general-
knowledge.stml (last visited Feb. 2, 2024).
10 Florida DOE, Subject Area Knowledge, https://www.fldoe.org/teaching/certification/general-cert-requirements/subject-area-
knowledge.stml (last visited Feb. 2, 2024).
11 Section 1004.04(2)(c), F.S.
12 Section 1004.04(2)(b)1.-10., F.S.
13 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 Feb. 2, 2024).
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The use of state-adopted content standards to guide curricula and instruction; 14
Scientifically researched and evidence-based reading instructional strategies that improve
reading performance for all students; 15
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.16
There are 57 initial teacher preparation programs in Florida, at 10 state universities, 19 Florida College
System institutions, and 28 private colleges and universities. 17
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:18
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. 19
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
14 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.
15 The Just Read, Florida! Office must assist teacher preparation programs and EPIs with this requirement. Section 1001.215(11), F.S.
16 Section 1004.04(2)(d), F.S.
17 Florida Department of Education. State-Approved Educator Preparation Programs, Colleges/Universiti es,
https://www.fldoe.org/teaching/preparation/initial-teacher-preparation-programs/approved-teacher-edu-programs.stml (last visited
Feb. 2, 2024).
18 Section 1004.85(2)(a), F.S.
19 Section 1004.85(2)(b), F.S.
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of the institute’s capacity to implement a competency-based program that includes each of the
following:20
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.
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.
There are currently 38 state-approved EPI programs. Eighteen at Florida College System institutions,
four at state universities, and 16 at private colleges or universities or private providers. 21
Professional Learning Certification Programs
School districts, charter schools an