Shannon Boswell

The meeting focused extensively on reviewing the Redline Document for ARM Subchapter discussions, specifically sections related to mentorship requirements (10.47.410). Key discussions included clarification on criteria for initial licensure, the rationale for including mentorship in Chapter 57 versus Chapter 55, and definitions for "Accredited Prep programs." The Task Force also discussed requirements for in-state licensure, including the PRAXIS exam, with support for flexible "and/or" options, and reviewed potential adjustments to the required GPA. Further discussions covered semester credit requirements, specific changes in sections 10.57.411 and 10.58.412 (noting that school psychology was incorrectly listed), and potential timelines (3 or 5 years) for certain requirements. The group also reviewed changes related to administrative licenses, external doctorates, state-specific content requirements, dual enrollment, and reciprocity for military spouses. The meeting concluded without a vote, with the next meeting scheduled for October 7, 2021, to allow more processing time.

The meeting included a recap of the previous session and clarifications regarding process and reference documents. Key discussions centered on the Task Force deliverables, including a list of recommended changes to ARM language and broader recommendations for improving EPPs and educational practices. A preliminary list of recommendations was scheduled for delivery by August 5th. Discussions also covered the language change process involving the OPI legal department. Further topics included attempts to collect EPP policies for student teachers, the availability of the Task Force roster, and the role of the Feedback Group. Voting protocols, requiring a quorum of 12, were reviewed. The group extensively discussed specific 'lever topics' concerning internship pilot programs, culturally responsive teaching, Indian Education for All (IEFA), differentiated instruction, and diversity of field experience. A significant focus was placed on opportunities to integrate tribal languages into the core system, potentially through revising ARM language and creating new endorsements, as the current system is noted as noncompliant regarding English language learners. Discussions also touched upon building a healthy and safe classroom culture, social-emotional learning, and trauma-informed instruction.

The Task Force session involved facilitators reviewing work completed in prior months. Task Force members reviewed and made changes to proposed language within numerous subchapters, specifically 10.58.102, 10.58.311 through 10.58.316, 10.58.501, and 10.58.604. Following a discussion of each subchapter, the TF voted and adopted the proposed changes for recommendation to the Superintendent of Public Instruction.

The purpose of this task force meeting was to make recommendations regarding Chapter 57 revisions to the Superintendent of Public Instruction. The agenda included a discussion and feedback session on ARM Subchapter items, a wrap-up concerning Tiered Licensing/Mentorship, and a review of the timeline and next steps for moving forward. Resources provided included links to the Chapter 57 Google Site and the Montana Administrative Rules Gateway for Chapter 10.57.

The meeting addressed ongoing work related to Chapter 57, including the planned creation of a permanent public page for updating information following a website platform migration. Key discussions revolved around the timeline for presenting the first round of recommendations to the Superintendent by August 6th and the process for presenting revisions to the Board of Public Education (BOPE), emphasizing presenting broad subjects before specifics. Significant time was dedicated to reviewing specific administrative license criteria under ARM 10.57.417, particularly regarding the inclusion of school counseling experience for principal endorsements, and debating the necessity of specific coursework requirements like Montana school law credits for out-of-state applicants. The task force also extensively analyzed the context of reciprocity agreements, noting Montana's previous withdrawal from agreements due to lax standards and researching factors that deter out-of-state educators, such as salary, health costs, and complex licensure requirements. The meeting concluded by assigning next steps to subcommittees to address coursework, experience, assessments, and alternative pathways.