1. The board shall ensure a candidate for teacher licensure who will be certified to be an early childhood or elementary teacher demonstrates competencies in beginning reading instruction based on scientifically and research-based best practices. Competencies must include the acquisition of knowledge of the essential components of beginning reading instruction, including: a. Phonemic awareness; b. Phonics; c. Fluency; d. Vocabulary; e. Comprehension; f. How to assess student reading ability; g. How to identify and correct reading difficulties; h. Scientifically based, evidence-based, and research-based curricula; and
i. The use of systematic direct instruction to ensure all students obtain necessary early reading skills. 2. A prekindergarten, kindergarten, elementary, and special education initial teacher licensure candidate must provide evidence that the candidate meets the competency standards of the components under subsection 1. 3. An early childhood and elementary initial teacher licensure candidate must provide evidence that the candidate meets the competency standards of the components under subsection 1. 4. A teacher licensure candidate satisfies the requirements of this section if the candidate demonstrates the candidate has received training in competencies related to reading instruction from an accredited or approved program, or demonstrates mastery of the topics provided under subsection 1. The board may issue a provisional license for up to two years to a teacher licensure candidate who does not meet the requirements of this section.
15.1-13-35.2. Teaching license - Mathematics instruction competency. (Effective through June 30, 2027) 1. The board shall ensure a candidate for teacher licensure, who will be certified to be a secondary mathematics teacher, demonstrates competencies in direct and explicit mathematics instruction and pedagogy. 2. A candidate satisfies the requirements of this section if the candidate demonstrates: a. The candidate has received training in mathematics instruction competencies from an accredited or approved program; or b. Mastery of the topics under subdivision a of subsection 1 of section 15.1-21-12.2. 3. The board may issue a provisional license for up to two years to a teacher licensure candidate who does not meet the requirements of this section. 15.1-13-35.2. Teaching license - Mathematics instruction competency. (Effective after June 30, 2027) 1. The board shall ensure a candidate for teacher licensure, who will be certified to be an elementary education or secondary mathematics teacher, or both, demonstrates competencies in direct and explicit mathematics instruction and pedagogy. 2. A candidate satisfies the requirements of this section if the candidate demonstrates: a. The candidate has received training in mathematics instruction competencies from an accredited or approved program; or b. Mastery of the topics under subdivision a of subsection 1 of section 15.1-21-12.2. 3. The board may issue a provisional license for up to two years to a teacher licensure candidate who does not meet the requirements of this section.
15.1-13-36. Satisfaction survey - Development - Utilization - Report to legislative management. 1. a. The superintendent of public instruction shall develop an electronic survey instrument that the education standards and practices board shall utilize at the conclusion of all interactions with individuals seeking information or services from the board. b. The survey instrument must include references to quality; timeliness; the availability, courtesy, knowledge, and responsiveness of staff; the ease of obtaining information or services; and the cost and value of the interaction. c. The education standards and practices board shall begin to utilize the survey no later than June 1, 2015. 2. The education standards and practices board shall compile the responses and provide reports regarding the results to an interim committee designated by the legislative management at the times and in the manner requested by the committee. 3. Any expenses incurred by the superintendent of public instruction in developing the survey instrument are the responsibility of the education standards and practices board.