Tenn. Code Ann. § 49-6-4503 — TN Code / Title 49 / Chapter 6 / Section 49-6-4503
Adoption of policy prohibiting harassment, intimidation, bullying or cyber-bullying by the school district
Status: in_force

(a) Each school district shall adopt a policy prohibiting harassment, intimidation, bullying or cyber-bullying. School districts are encouraged to develop the policy after consultation with parents and guardians, school employees, volunteers, students, administrators and community representatives. (b) School districts shall include in the policies: (1) A statement prohibiting harassment, intimidation, bullying or cyber-bullying; (2) A definition of harassment, intimidation, bullying or cyber-bullying; (3) A description of the type of behavior expected from each student; (4) A statement of the consequences and appropriate remedial action for a person who commits an act of harassment, intimidation, bullying or cyber-bullying; (5) A procedure for reporting an act of harassment, intimidation, bullying or cyber-bullying, including a provision that permits a person to report an act of harassment, intimidation, bullying or cyber-bullying anonymously. Nothing in this section may be construed to permit formal disciplinary action solely on the basis of an anonymous report; (6) A procedure for the prompt and immediate investigation when an act of harassment, intimidation, bullying, or cyber-bullying is reported to the principal, the principal's designee, teacher, or school counselor. The principal or the principal's designee shall initiate the investigation within forty-eight (48) hours of receipt of the report, unless the need for more time is appropriately documented, and the principal or the principal's designee shall initiate an appropriate intervention within twenty (20) calendar days of receipt of the report, unless the need for more time is appropriately documented; (7) A statement of the manner in which a school district shall respond after an act of harassment, intimidation, bullying or cyber-bullying is reported, investigated and confirmed; (8) A statement of the consequences and appropriate remedial action for a person found to have committed an act of harassment, intimidation, bullying or cyber-bullying; (9) A statement prohibiting reprisal or retaliation against any person who reports an act of harassment, intimidation, bullying or cyber-bullying and stating the consequences and appropriate remedial action for a person who engages in such reprisal or retaliation; (10) A statement of the consequences and appropriate remedial action for a person found to have falsely accused another of having committed an act of harassment, intimidation, bullying or cyber-bullying as a means of reprisal or retaliation or as a means of harassment, intimidation, bullying or cyber-bullying; (11) A statement of how the policy is to be publicized within the district, including a notice that the policy applies to behavior at school-sponsored activities; (12) The identification by job title of school officials responsible for ensuring that the policy is implemented; (13) A procedure for discouraging and reporting conduct aimed at defining a student in a sexual manner or conduct impugning the character of a student based on allegations of sexual promiscuity; and (14) A procedure for a referral for appropriate counseling and support services for students involved in an act of harassment, intimidation, bullying, or cyber-bullying, when deemed necessary by the principal. The counseling and support services may be conducted by school counseling personnel who are appropriately trained, such as psychologists, social workers, school counselors, or any other personnel or resources available. (c) (1) Each LEA shall, at the beginning of each school year, provide teachers and school counselors a copy of the policy along with information on the policy's implementation, bullying prevention and strategies to address bullying and harassment when it happens. In addition, each LEA shall provide training to teachers and counselors regarding the policy and appropriate procedures relative to implementation of the policy. The department of education shall provide guidelines for such training and provide recommendations of appropriate, available and free bullying and harassment prevention resources. (2) Each LEA shall also: (A) At the beginning of the school year, make available to students and parents information relative to bullying prevention programs to promote awareness of the harmful effects of bullying and to permit discussion with respect to prevention policies and strategies; (B) Beginning August 1, 2016, and annually thereafter, complete and submit a report to the department of education. The report shall be in a format provided by the department and shall include: (i) The number of harassment, intimidation, bullying, or cyber-bullying cases brought to the attention of school officials during the preceding year; (ii) The number of harassment, intimidation, bullying, or cyber-bullying cases where the investigation supported a finding that bullying had taken place; (iii) The number of harassment, intimidation, bullying, or cyber-bullying case investigations not initiated within forty-eight (48) hours of the receipt of the report and the reason the investigation was not initiated within forty-eight (48) hours; (iv) The number of harassment, intimidation, bullying, or cyber-bullying cases where an appropriate intervention was not initiated within twenty (20) calendar days of receipt of the report and the reason the intervention took longer than twenty (20) calendar days to initiate; and (v) The type of harassment, intimidation, bullying, or cyber-bullying identified and manner in which the harassment, intimidation, bullying, or cyber-bullying cases were resolved, including any disciplinary action against the student who was harassing, intimidating, bullying, or cyber-bullying. (3) The department shall annually submit a report to the education committees of the house of representatives and the education committee of the senate updating membership on the number of harassment, intimidation, bullying, or cyber-bullying cases reported statewide, the number of LEAs implementing this part, the status of any investigations, including disciplinary actions against students, and any other information relating to the subjects of harassment, intimidation, bullying, or cyber-bullying as will be helpful to the committees in establishing policy in this area. (d) (1) The principal of a middle school, junior high school, or high school, or the principal's designee, shall investigate harassment, intimidation, bullying or cyber-bullying when a student reports to any principal, teacher or guidance counselor that physical harm or a threat of physical harm to such student's person or property has occurred. (2) The principal, or the principal's designee, shall immediately inform the parent or legal guardian of a student involved in an act of harassment, intimidation, bullying, or cyber-bullying. The principal or the principal's designee shall inform the parents or legal guardians of the students of the availability of counseling and support services that may be necessary. (3) Following any investigation required by this part, the principal or such principal's designee shall report the findings, along with any disciplinary action taken, to the director of schools and the chair of the local board of education. Amended by 2021 Tenn. Acts, ch. 64, s 92, eff. 3/29/2021. Amended by 2019 Tenn. Acts, ch. 345, s 107, eff. 5/10/2019. Amended by 2016 Tenn. Acts, ch. 783, Secs.s 2, s 3, s 4, s 5 eff. 7/1/2016. Amended by 2016 Tenn. Acts, ch. 783, s 1, eff. 7/1/2016. Amended by 2015 Tenn. Acts, ch. 182, s 54, eff. 4/17/2015. Acts 2005, ch. 202, § 1; 2009 , ch. 153, § 1; 2011 , ch. 251, § 1; 2012 , ch. 992, § 2; T.C.A. § 45-6-1016.
(a) Each school district shall adopt a policy prohibiting harassment, intimidation, bullying or cyber-bullying. School districts are encouraged to develop the policy after consultation with parents and guardians, school employees, volunteers, students, administrators and community representatives.
(b) School districts shall include in the policies: (1) A statement prohibiting harassment, intimidation, bullying or cyber-bullying; (2) A definition of harassment, intimidation, bullying or cyber-bullying; (3) A description of the type of behavior expected from each student; (4) A statement of the consequences and appropriate remedial action for a person who commits an act of harassment, intimidation, bullying or cyber-bullying; (5) A procedure for reporting an act of harassment, intimidation, bullying or cyber-bullying, including a provision that permits a person to report an act of harassment, intimidation, bullying or cyber-bullying anonymously. Nothing in this section may be construed to permit formal disciplinary action solely on the basis of an anonymous report; (6) A procedure for the prompt and immediate investigation when an act of harassment, intimidation, bullying, or cyber-bullying is reported to the principal, the principal's designee, teacher, or school counselor. The principal or the principal's designee shall initiate the investigation within forty-eight (48) hours of receipt of the report, unless the need for more time is appropriately documented, and the principal or the principal's designee shall initiate an appropriate intervention within twenty (20) calendar days of receipt of the report, unless the need for more time is appropriately documented; (7) A statement of the manner in which a school district shall respond after an act of harassment, intimidation, bullying or cyber-bullying is reported, investigated and confirmed; (8) A statement of the consequences and appropriate remedial action for a person found to have committed an act of harassment, intimidation, bullying or cyber-bullying; (9) A statement prohibiting reprisal or retaliation against any person who reports an act of harassment, intimidation, bullying or cyber-bullying and stating the consequences and appropriate remedial action for a person who engages in such reprisal or retaliation; (10) A statement of the consequences and appropriate remedial action for a person found to have falsely accused another of having committed an act of harassment, intimidation, bullying or cyber-bullying as a means of reprisal or retaliation or as a means of harassment, intimidation, bullying or cyber-bullying; (11) A statement of how the policy is to be publicized within the district, including a notice that the policy applies to behavior at school-sponsored activities; (12) The identification by job title of school officials responsible for ensuring that the policy is implemented; (13) A procedure for discouraging and reporting conduct aimed at defining a student in a sexual manner or conduct impugning the character of a student based on allegations of sexual promiscuity; and (14) A procedure for a referral for appropriate counseling and support services for students involved in an act of harassment, intimidation, bullying, or cyber-bullying, when deemed necessary by the principal. The counseling and support services may be conducted by school counseling personnel who are appropriately trained, such as psychologists, social workers, school counselors, or any other personnel or resources available.
(1) A statement prohibiting harassment, intimidation, bullying or cyber-bullying;
(2) A definition of harassment, intimidation, bullying or cyber-bullying;
(3) A description of the type of behavior expected from each student;
(4) A statement of the consequences and appropriate remedial action for a person who commits an act of harassment, intimidation, bullying or cyber-bullying;
(5) A procedure for reporting an act of harassment, intimidation, bullying or cyber-bullying, including a provision that permits a person to report an act of harassment, intimidation, bullying or cyber-bullying anonymously. Nothing in this section may be construed to permit formal disciplinary action solely on the basis of an anonymous report;
(6) A procedure for the prompt and immediate investigation when an act of harassment, intimidation, bullying, or cyber-bullying is reported to the principal, the principal's designee, teacher, or school counselor. The principal or the principal's designee shall initiate the investigation within forty-eight (48) hours of receipt of the report, unless the need for more time is appropriately documented, and the principal or the principal's designee shall initiate an appropriate intervention within twenty (20) calendar days of receipt of the report, unless the need for more time is appropriately documented;
(7) A statement of the manner in which a school district shall respond after an act of harassment, intimidation, bullying or cyber-bullying is reported, investigated and confirmed;
(8) A statement of the consequences and appropriate remedial action for a person found to have committed an act of harassment, intimidation, bullying or cyber-bullying;
(9) A statement prohibiting reprisal or retaliation against any person who reports an act of harassment, intimidation, bullying or cyber-bullying and stating the consequences and appropriate remedial action for a person who engages in such reprisal or retaliation;
(10) A statement of the consequences and appropriate remedial action for a person found to have falsely accused another of having committed an act of harassment, intimidation, bullying or cyber-bullying as a means of reprisal or retaliation or as a means of harassment, intimidation, bullying or cyber-bullying;
(11) A statement of how the policy is to be publicized within the district, including a notice that the policy applies to behavior at school-sponsored activities;
(12) The identification by job title of school officials responsible for ensuring that the policy is implemented;
(13) A procedure for discouraging and reporting conduct aimed at defining a student in a sexual manner or conduct impugning the character of a student based on allegations of sexual promiscuity; and
(14) A procedure for a referral for appropriate counseling and support services for students involved in an act of harassment, intimidation, bullying, or cyber-bullying, when deemed necessary by the principal. The counseling and support services may be conducted by school counseling personnel who are appropriately trained, such as psychologists, social workers, school counselors, or any other personnel or resources available.
(c) (1) Each LEA shall, at the beginning of each school year, provide teachers and school counselors a copy of the policy along with information on the policy's implementation, bullying prevention and strategies to address bullying and harassment when it happens. In addition, each LEA shall provide training to teachers and counselors regarding the policy and appropriate procedures relative to implementation of the policy. The department of education shall provide guidelines for such training and provide recommendations of appropriate, available and free bullying and harassment prevention resources. (2) Each LEA shall also: (A) At the beginning of the school year, make available to students and parents information relative to bullying prevention programs to promote awareness of the harmful effects of bullying and to permit discussion with respect to prevention policies and strategies; (B) Beginning August 1, 2016, and annually thereafter, complete and submit a report to the department of education. The report shall be in a format provided by the department and shall include: (i) The number of harassment, intimidation, bullying, or cyber-bullying cases brought to the attention of school officials during the preceding year; (ii) The number of harassment, intimidation, bullying, or cyber-bullying cases where the investigation supported a finding that bullying had taken place; (iii) The number of harassment, intimidation, bullying, or cyber-bullying case investigations not initiated within forty-eight (48) hours of the receipt of the report and the reason the investigation was not initiated within forty-eight (48) hours; (iv) The number of harassment, intimidation, bullying, or cyber-bullying cases where an appropriate intervention was not initiated within twenty (20) calendar days of receipt of the report and the reason the intervention took longer than twenty (20) calendar days to initiate; and (v) The type of harassment, intimidation, bullying, or cyber-bullying identified and manner in which the harassment, intimidation, bullying, or cyber-bullying cases were resolved, including any disciplinary action against the student who was harassing, intimidating, bullying, or cyber-bullying. (3) The department shall annually submit a report to the education committees of the house of representatives and the education committee of the senate updating membership on the number of harassment, intimidation, bullying, or cyber-bullying cases reported statewide, the number of LEAs implementing this part, the status of any investigations, including disciplinary actions against students, and any other information relating to the subjects of harassment, intimidation, bullying, or cyber-bullying as will be helpful to the committees in establishing policy in this area.
(1) Each LEA shall, at the beginning of each school year, provide teachers and school counselors a copy of the policy along with information on the policy's implementation, bullying prevention and strategies to address bullying and harassment when it happens. In addition, each LEA shall provide training to teachers and counselors regarding the policy and appropriate procedures relative to implementation of the policy. The department of education shall provide guidelines for such training and provide recommendations of appropriate, available and free bullying and harassment prevention resources.
(2) Each LEA shall also: (A) At the beginning of the school year, make available to students and parents information relative to bullying prevention programs to promote awareness of the harmful effects of bullying and to permit discussion with respect to prevention policies and strategies; (B) Beginning August 1, 2016, and annually thereafter, complete and submit a report to the department of education. The report shall be in a format provided by the department and shall include: (i) The number of harassment, intimidation, bullying, or cyber-bullying cases brought to the attention of school officials during the preceding year; (ii) The number of harassment, intimidation, bullying, or cyber-bullying cases where the investigation supported a finding that bullying had taken place; (iii) The number of harassment, intimidation, bullying, or cyber-bullying case investigations not initiated within forty-eight (48) hours of the receipt of the report and the reason the investigation was not initiated within forty-eight (48) hours; (iv) The number of harassment, intimidation, bullying, or cyber-bullying cases where an appropriate intervention was not initiated within twenty (20) calendar days of receipt of the report and the reason the intervention took longer than twenty (20) calendar days to initiate; and (v) The type of harassment, intimidation, bullying, or cyber-bullying identified and manner in which the harassment, intimidation, bullying, or cyber-bullying cases were resolved, including any disciplinary action against the student who was harassing, intimidating, bullying, or cyber-bullying.
(A) At the beginning of the school year, make available to students and parents information relative to bullying prevention programs to promote awareness of the harmful effects of bullying and to permit discussion with respect to prevention policies and strategies;
(B) Beginning August 1, 2016, and annually thereafter, complete and submit a report to the department of education. The report shall be in a format provided by the department and shall include: (i) The number of harassment, intimidation, bullying, or cyber-bullying cases brought to the attention of school officials during the preceding year; (ii) The number of harassment, intimidation, bullying, or cyber-bullying cases where the investigation supported a finding that bullying had taken place; (iii) The number of harassment, intimidation, bullying, or cyber-bullying case investigations not initiated within forty-eight (48) hours of the receipt of the report and the reason the investigation was not initiated within forty-eight (48) hours; (iv) The number of harassment, intimidation, bullying, or cyber-bullying cases where an appropriate intervention was not initiated within twenty (20) calendar days of receipt of the report and the reason the intervention took longer than twenty (20) calendar days to initiate; and (v) The type of harassment, intimidation, bullying, or cyber-bullying identified and manner in which the harassment, intimidation, bullying, or cyber-bullying cases were resolved, including any disciplinary action against the student who was harassing, intimidating, bullying, or cyber-bullying.
(i) The number of harassment, intimidation, bullying, or cyber-bullying cases brought to the attention of school officials during the preceding year;
(ii) The number of harassment, intimidation, bullying, or cyber-bullying cases where the investigation supported a finding that bullying had taken place;
(iii) The number of harassment, intimidation, bullying, or cyber-bullying case investigations not initiated within forty-eight (48) hours of the receipt of the report and the reason the investigation was not initiated within forty-eight (48) hours;
(iv) The number of harassment, intimidation, bullying, or cyber-bullying cases where an appropriate intervention was not initiated within twenty (20) calendar days of receipt of the report and the reason the intervention took longer than twenty (20) calendar days to initiate; and
(v) The type of harassment, intimidation, bullying, or cyber-bullying identified and manner in which the harassment, intimidation, bullying, or cyber-bullying cases were resolved, including any disciplinary action against the student who was harassing, intimidating, bullying, or cyber-bullying.
(3) The department shall annually submit a report to the education committees of the house of representatives and the education committee of the senate updating membership on the number of harassment, intimidation, bullying, or cyber-bullying cases reported statewide, the number of LEAs implementing this part, the status of any investigations, including disciplinary actions against students, and any other information relating to the subjects of harassment, intimidation, bullying, or cyber-bullying as will be helpful to the committees in establishing policy in this area.
(d) (1) The principal of a middle school, junior high school, or high school, or the principal's designee, shall investigate harassment, intimidation, bullying or cyber-bullying when a student reports to any principal, teacher or guidance counselor that physical harm or a threat of physical harm to such student's person or property has occurred. (2) The principal, or the principal's designee, shall immediately inform the parent or legal guardian of a student involved in an act of harassment, intimidation, bullying, or cyber-bullying. The principal or the principal's designee shall inform the parents or legal guardians of the students of the availability of counseling and support services that may be necessary. (3) Following any investigation required by this part, the principal or such principal's designee shall report the findings, along with any disciplinary action taken, to the director of schools and the chair of the local board of education.
(1) The principal of a middle school, junior high school, or high school, or the principal's designee, shall investigate harassment, intimidation, bullying or cyber-bullying when a student reports to any principal, teacher or guidance counselor that physical harm or a threat of physical harm to such student's person or property has occurred.
(2) The principal, or the principal's designee, shall immediately inform the parent or legal guardian of a student involved in an act of harassment, intimidation, bullying, or cyber-bullying. The principal or the principal's designee shall inform the parents or legal guardians of the students of the availability of counseling and support services that may be necessary.
(3) Following any investigation required by this part, the principal or such principal's designee shall report the findings, along with any disciplinary action taken, to the director of schools and the chair of the local board of education.
Amended by 2021 Tenn. Acts, ch. 64, s 92, eff. 3/29/2021.
Amended by 2019 Tenn. Acts, ch. 345, s 107, eff. 5/10/2019.
Amended by 2016 Tenn. Acts, ch. 783, Secs.s 2, s 3, s 4, s 5 eff. 7/1/2016.
Amended by 2016 Tenn. Acts, ch. 783, s 1, eff. 7/1/2016.
Amended by 2015 Tenn. Acts, ch. 182, s 54, eff. 4/17/2015.
Acts 2005, ch. 202, § 1; 2009 , ch. 153, § 1; 2011 , ch. 251, § 1; 2012 , ch. 992, § 2; T.C.A. § 45-6-1016.
Tenn. Code Ann. § 49-1-225 — TN Code / Title 49 / Chapter 1 / Section 49-1-225
School safety alert grant pilot program - Appropriations and awarding of funds - Report to general assembly
Status: in_force

(a) As used in this section: (1) "Fund" means the school safety alert pilot grant fund for First Alert Systems, as created by this section; and (2) "Local education agency" or "LEA" means a county, city, or special school district, unified school district, or school district of a metropolitan government. (b) The department of education shall establish and administer a school safety alert grant pilot program. The purpose of the pilot program is to award school safety grants to LEAs, public charter schools, private schools, and church-related schools for the purchase of mobile panic alert systems described in § 49-6-804(a) . The alert systems funded through the pilot program must be approved by the department of education, in consultation with the department of safety. (c) There is created a separate fund within the general fund to be known as the school safety alert grant pilot fund. (d) (1) Subject to appropriations and the availability of funds, the department shall allocate and disperse grants each fiscal year to LEAs, public charter schools, private schools, and church-related schools. (2) The grants must be awarded as follows: (A) The first grant must be awarded on a first-come, first-served basis to the first LEA or school that applies; (B) The second grant must be awarded on a first-come, first-served basis to an LEA or school that is located in a different grand division of this state than the recipient of the grant awarded under subdivision (d)(2)(A); (C) The third grant must be awarded on a first-come, first-served basis to an LEA or school that is located in a different grand division of this state than the recipients of the grants awarded under subdivisions (d)(2)(A) and (d)(2)(B); and (D) The fourth and any subsequent grants must be awarded on a first-come, first-served basis to an LEA or school that is located in a grand division of this state, following the order of awards as established under subdivisions (d)(2)(A)-(C). (3) A grant awarded under this section is limited to eight thousand dollars ($8,000) per school in a fiscal year. Subject to appropriation, two (2) schools from each grand division of the state must receive the grant funding. (e) The commissioner of education may promulgate rules to effectuate the purposes of this section in accordance with the Uniform Administrative Procedures Act, compiled in title 4, chapter 5. (f) By July 1, 2025, and by each July 1 thereafter, the department shall prepare and submit to the general assembly a report detailing all funds received and payments made through the school safety alert grant pilot fund. Added by 2024 Tenn. Acts, ch. 994,s 1, eff. 7/1/2024.
(a) As used in this section: (1) "Fund" means the school safety alert pilot grant fund for First Alert Systems, as created by this section; and (2) "Local education agency" or "LEA" means a county, city, or special school district, unified school district, or school district of a metropolitan government.
(1) "Fund" means the school safety alert pilot grant fund for First Alert Systems, as created by this section; and
(2) "Local education agency" or "LEA" means a county, city, or special school district, unified school district, or school district of a metropolitan government.
(b) The department of education shall establish and administer a school safety alert grant pilot program. The purpose of the pilot program is to award school safety grants to LEAs, public charter schools, private schools, and church-related schools for the purchase of mobile panic alert systems described in § 49-6-804(a) . The alert systems funded through the pilot program must be approved by the department of education, in consultation with the department of safety.
(c) There is created a separate fund within the general fund to be known as the school safety alert grant pilot fund.
(d) (1) Subject to appropriations and the availability of funds, the department shall allocate and disperse grants each fiscal year to LEAs, public charter schools, private schools, and church-related schools. (2) The grants must be awarded as follows: (A) The first grant must be awarded on a first-come, first-served basis to the first LEA or school that applies; (B) The second grant must be awarded on a first-come, first-served basis to an LEA or school that is located in a different grand division of this state than the recipient of the grant awarded under subdivision (d)(2)(A); (C) The third grant must be awarded on a first-come, first-served basis to an LEA or school that is located in a different grand division of this state than the recipients of the grants awarded under subdivisions (d)(2)(A) and (d)(2)(B); and (D) The fourth and any subsequent grants must be awarded on a first-come, first-served basis to an LEA or school that is located in a grand division of this state, following the order of awards as established under subdivisions (d)(2)(A)-(C). (3) A grant awarded under this section is limited to eight thousand dollars ($8,000) per school in a fiscal year. Subject to appropriation, two (2) schools from each grand division of the state must receive the grant funding.
(1) Subject to appropriations and the availability of funds, the department shall allocate and disperse grants each fiscal year to LEAs, public charter schools, private schools, and church-related schools.
(2) The grants must be awarded as follows: (A) The first grant must be awarded on a first-come, first-served basis to the first LEA or school that applies; (B) The second grant must be awarded on a first-come, first-served basis to an LEA or school that is located in a different grand division of this state than the recipient of the grant awarded under subdivision (d)(2)(A); (C) The third grant must be awarded on a first-come, first-served basis to an LEA or school that is located in a different grand division of this state than the recipients of the grants awarded under subdivisions (d)(2)(A) and (d)(2)(B); and (D) The fourth and any subsequent grants must be awarded on a first-come, first-served basis to an LEA or school that is located in a grand division of this state, following the order of awards as established under subdivisions (d)(2)(A)-(C).
(A) The first grant must be awarded on a first-come, first-served basis to the first LEA or school that applies;
(B) The second grant must be awarded on a first-come, first-served basis to an LEA or school that is located in a different grand division of this state than the recipient of the grant awarded under subdivision (d)(2)(A);
(C) The third grant must be awarded on a first-come, first-served basis to an LEA or school that is located in a different grand division of this state than the recipients of the grants awarded under subdivisions (d)(2)(A) and (d)(2)(B); and
(D) The fourth and any subsequent grants must be awarded on a first-come, first-served basis to an LEA or school that is located in a grand division of this state, following the order of awards as established under subdivisions (d)(2)(A)-(C).
(3) A grant awarded under this section is limited to eight thousand dollars ($8,000) per school in a fiscal year. Subject to appropriation, two (2) schools from each grand division of the state must receive the grant funding.
(e) The commissioner of education may promulgate rules to effectuate the purposes of this section in accordance with the Uniform Administrative Procedures Act, compiled in title 4, chapter 5.
(f) By July 1, 2025, and by each July 1 thereafter, the department shall prepare and submit to the general assembly a report detailing all funds received and payments made through the school safety alert grant pilot fund.
Added by 2024 Tenn. Acts, ch. 994,s 1, eff. 7/1/2024.
Tenn. Code Ann. § 49-13-136 — TN Code / Title 49 / Chapter 13 / Section 49-13-136
Use of capital outlay funds - Contracting for goods and services - Underutilized and vacant properties
Status: in_force

(a) Charter schools may use capital outlay funds for the following purposes: (1) Purchase, lease-purchase, or lease of real property; (2) Purchase, lease-purchase, or lease of school facilities; (3) Construction or renovation of school facilities, including renovation, rehabilitation, or alteration of existing facilities to comply with applicable codes and health and safety standards necessary to use the property or facility, or to make the property or facility useful; (4) Purchase, lease-purchase, or lease of any tangible or intangible property, including furniture, computers for a computer lab, science lab equipment, or other equipment if such purchase is necessary to use the property or facility, or to make the property or facility useful; and (5) Pay debt service on any transaction authorized under this subsection (a). (b) A public charter school may contract with the LEA or any third party for the provision of goods and services necessary to use the property or facility or to make the property or facility useful. (c) (1) By May 1, 2025, and by each May 1 thereafter, an LEA in which one (1) or more public charter schools operate shall publish the following information on the LEA's website for each building operated by the LEA, including buildings owned by the LEA that are currently being used by a public charter school: (A) The address or location of each building and the total square footage of, and the number of classrooms in, each school building; (B) The portion of the total square footage of a building that is used by the LEA for direct instruction to students in pre-kindergarten through grade twelve (pre-K-12), or any combination thereof; (C) The enrollment capacity of each building and the number of students in pre-kindergarten through grade twelve (pre-K-12), or any combination thereof, receiving academic instruction in the building; and (D) If a building is not used by the LEA for direct academic instruction for students in pre-kindergarten through grade twelve (pre-K-12), or any combination thereof, the manner in which the school building is used, including whether the building is vacant or is being used for administration, storage, or professional development. (2) An LEA in which one (1) or more public charter schools operate shall submit a comprehensive listing of all underutilized property or vacant property to the department of education and the comptroller of the treasury. The department shall make an LEA's list available to a public charter school operating in the LEA or to a sponsor seeking to establish a public charter school in the LEA. (3) A public charter school may petition the comptroller of the treasury for an audit of the list of all underutilized property or vacant property submitted by the LEA in which the public charter school is, or will be, geographically located. The comptroller of the treasury is authorized to promulgate rules, in accordance with the Uniform Administrative Procedures Act, compiled in title 4, chapter 5, for the administration of this subdivision (c)(3). (4) (A) A public charter school operating within the geographic boundaries of an LEA, excluding public charter schools in the achievement school district, has a right of first refusal to: (i) Purchase vacant property listed by the LEA under this section at or below fair market value for educational purposes; or (ii) Lease underutilized property or vacant property listed by the LEA under this section at or below fair market value for educational purposes. A lease agreement executed between a public charter school and an LEA must not reflect any outstanding bonded debt on the underutilized property or vacant property, except as agreed upon to reflect any necessary costs associated with the occupation or remodeling of the facility. (B) For purposes of this subsection (c), "fair market value for educational purposes" is determined by taking the average of two (2) separate appraisals conducted by two (2) independent, qualified appraisers, one (1) selected by the LEA and one (1) selected by the public charter school. (5) (A) Upon the execution of a lease agreement pursuant to this section, a public charter school has unrestricted use of the property. The public charter school shall provide for routine maintenance and repair so that the leased property is maintained in as good of order as when the lease was executed. The public charter school is responsible for paying all utilities used by the public charter school at the leased property. Extensive repairs to buildings or facilities considered capital expenses are the responsibility of the LEA funding body and not the public charter school. If the public charter school makes extensive repairs to buildings or facilities considered capital expenses, then the capital expenses must be credited against the cost of the lease. Any fixtures, improvements, or tangible assets added to leased property by the public charter school pursuant to this section must remain at the leased property upon the public charter school's return of the leased property to the LEA. (B) If the LEA decides to sell the school building that the public charter school is leasing, then the public charter school must be provided the right of first refusal to purchase the school building at or below fair market value for educational purposes, less the value of all rental payments made to the LEA during the term of the lease. (C) If, during the term of the lease, the charter school closes or ceases using the building, then the building must be placed on the LEA's vacant or underutilized property list pursuant to this subsection (c). (6) If, after the purchase of vacant or underutilized property from an LEA pursuant to this subsection (c), the public charter school closes or ceases using the property, then the LEA has the right of first refusal to purchase the property from the public charter school at or below fair market value for educational purposes. This subdivision (c)(6) does not require a public charter school to sell property owned by the public charter school or charter management organization. (d) The state board of education is authorized to promulgate rules, in accordance with the Uniform Administrative Procedures Act, compiled in title 4, chapter 5, for the administration of this section. (e) Nothing in this section is intended to frustrate an LEA's ability to plan for the use of underutilized or vacant properties owned or operated by the LEA. In any LEA in which one (1) or more charter schools operates, the LEA shall submit each year its plans for the use of underutilized or vacant properties owned or operated by the LEA in its annual report to the department of education and the comptroller of the treasury. (f) At least sixty (60) days prior to the opening of the public charter school, the charter sponsor shall submit the physical address of the public charter school to the authorizer and the department of education. If a public charter school has not secured a physical location for its school at least sixty (60) days prior to opening, then the public charter school must seek a delay in opening pursuant to § 49-13-110(b) . (g) The property tax exemptions in §§ 67-5-203 and 67-5-212 apply to public charter school property, including any facility, or portion thereof, used to house a public charter school. Amended by 2024 Tenn. Acts, ch. 923,s 3, eff. 7/1/2024. Amended by 2024 Tenn. Acts, ch. 923,s 2, eff. 7/1/2024. Amended by 2019 Tenn. Acts, ch. 219, Secs.s 91, s 92eff. 4/26/2019. Amended by 2018 Tenn. Acts, ch. 537, s 2, eff. 3/7/2018. Acts 2011 , ch. 465, § 2.
(a) Charter schools may use capital outlay funds for the following purposes: (1) Purchase, lease-purchase, or lease of real property; (2) Purchase, lease-purchase, or lease of school facilities; (3) Construction or renovation of school facilities, including renovation, rehabilitation, or alteration of existing facilities to comply with applicable codes and health and safety standards necessary to use the property or facility, or to make the property or facility useful; (4) Purchase, lease-purchase, or lease of any tangible or intangible property, including furniture, computers for a computer lab, science lab equipment, or other equipment if such purchase is necessary to use the property or facility, or to make the property or facility useful; and (5) Pay debt service on any transaction authorized under this subsection (a).
(1) Purchase, lease-purchase, or lease of real property;
(2) Purchase, lease-purchase, or lease of school facilities;
(3) Construction or renovation of school facilities, including renovation, rehabilitation, or alteration of existing facilities to comply with applicable codes and health and safety standards necessary to use the property or facility, or to make the property or facility useful;
(4) Purchase, lease-purchase, or lease of any tangible or intangible property, including furniture, computers for a computer lab, science lab equipment, or other equipment if such purchase is necessary to use the property or facility, or to make the property or facility useful; and
(5) Pay debt service on any transaction authorized under this subsection (a).
(b) A public charter school may contract with the LEA or any third party for the provision of goods and services necessary to use the property or facility or to make the property or facility useful.
(c) (1) By May 1, 2025, and by each May 1 thereafter, an LEA in which one (1) or more public charter schools operate shall publish the following information on the LEA's website for each building operated by the LEA, including buildings owned by the LEA that are currently being used by a public charter school: (A) The address or location of each building and the total square footage of, and the number of classrooms in, each school building; (B) The portion of the total square footage of a building that is used by the LEA for direct instruction to students in pre-kindergarten through grade twelve (pre-K-12), or any combination thereof; (C) The enrollment capacity of each building and the number of students in pre-kindergarten through grade twelve (pre-K-12), or any combination thereof, receiving academic instruction in the building; and (D) If a building is not used by the LEA for direct academic instruction for students in pre-kindergarten through grade twelve (pre-K-12), or any combination thereof, the manner in which the school building is used, including whether the building is vacant or is being used for administration, storage, or professional development. (2) An LEA in which one (1) or more public charter schools operate shall submit a comprehensive listing of all underutilized property or vacant property to the department of education and the comptroller of the treasury. The department shall make an LEA's list available to a public charter school operating in the LEA or to a sponsor seeking to establish a public charter school in the LEA. (3) A public charter school may petition the comptroller of the treasury for an audit of the list of all underutilized property or vacant property submitted by the LEA in which the public charter school is, or will be, geographically located. The comptroller of the treasury is authorized to promulgate rules, in accordance with the Uniform Administrative Procedures Act, compiled in title 4, chapter 5, for the administration of this subdivision (c)(3). (4) (A) A public charter school operating within the geographic boundaries of an LEA, excluding public charter schools in the achievement school district, has a right of first refusal to: (i) Purchase vacant property listed by the LEA under this section at or below fair market value for educational purposes; or (ii) Lease underutilized property or vacant property listed by the LEA under this section at or below fair market value for educational purposes. A lease agreement executed between a public charter school and an LEA must not reflect any outstanding bonded debt on the underutilized property or vacant property, except as agreed upon to reflect any necessary costs associated with the occupation or remodeling of the facility. (B) For purposes of this subsection (c), "fair market value for educational purposes" is determined by taking the average of two (2) separate appraisals conducted by two (2) independent, qualified appraisers, one (1) selected by the LEA and one (1) selected by the public charter school. (5) (A) Upon the execution of a lease agreement pursuant to this section, a public charter school has unrestricted use of the property. The public charter school shall provide for routine maintenance and repair so that the leased property is maintained in as good of order as when the lease was executed. The public charter school is responsible for paying all utilities used by the public charter school at the leased property. Extensive repairs to buildings or facilities considered capital expenses are the responsibility of the LEA funding body and not the public charter school. If the public charter school makes extensive repairs to buildings or facilities considered capital expenses, then the capital expenses must be credited against the cost of the lease. Any fixtures, improvements, or tangible assets added to leased property by the public charter school pursuant to this section must remain at the leased property upon the public charter school's return of the leased property to the LEA. (B) If the LEA decides to sell the school building that the public charter school is leasing, then the public charter school must be provided the right of first refusal to purchase the school building at or below fair market value for educational purposes, less the value of all rental payments made to the LEA during the term of the lease. (C) If, during the term of the lease, the charter school closes or ceases using the building, then the building must be placed on the LEA's vacant or underutilized property list pursuant to this subsection (c). (6) If, after the purchase of vacant or underutilized property from an LEA pursuant to this subsection (c), the public charter school closes or ceases using the property, then the LEA has the right of first refusal to purchase the property from the public charter school at or below fair market value for educational purposes. This subdivision (c)(6) does not require a public charter school to sell property owned by the public charter school or charter management organization.
(1) By May 1, 2025, and by each May 1 thereafter, an LEA in which one (1) or more public charter schools operate shall publish the following information on the LEA's website for each building operated by the LEA, including buildings owned by the LEA that are currently being used by a public charter school: (A) The address or location of each building and the total square footage of, and the number of classrooms in, each school building; (B) The portion of the total square footage of a building that is used by the LEA for direct instruction to students in pre-kindergarten through grade twelve (pre-K-12), or any combination thereof; (C) The enrollment capacity of each building and the number of students in pre-kindergarten through grade twelve (pre-K-12), or any combination thereof, receiving academic instruction in the building; and (D) If a building is not used by the LEA for direct academic instruction for students in pre-kindergarten through grade twelve (pre-K-12), or any combination thereof, the manner in which the school building is used, including whether the building is vacant or is being used for administration, storage, or professional development.
(A) The address or location of each building and the total square footage of, and the number of classrooms in, each school building;
(B) The portion of the total square footage of a building that is used by the LEA for direct instruction to students in pre-kindergarten through grade twelve (pre-K-12), or any combination thereof;
(C) The enrollment capacity of each building and the number of students in pre-kindergarten through grade twelve (pre-K-12), or any combination thereof, receiving academic instruction in the building; and
(D) If a building is not used by the LEA for direct academic instruction for students in pre-kindergarten through grade twelve (pre-K-12), or any combination thereof, the manner in which the school building is used, including whether the building is vacant or is being used for administration, storage, or professional development.
(2) An LEA in which one (1) or more public charter schools operate shall submit a comprehensive listing of all underutilized property or vacant property to the department of education and the comptroller of the treasury. The department shall make an LEA's list available to a public charter school operating in the LEA or to a sponsor seeking to establish a public charter school in the LEA.
(3) A public charter school may petition the comptroller of the treasury for an audit of the list of all underutilized property or vacant property submitted by the LEA in which the public charter school is, or will be, geographically located. The comptroller of the treasury is authorized to promulgate rules, in accordance with the Uniform Administrative Procedures Act, compiled in title 4, chapter 5, for the administration of this subdivision (c)(3).
(4) (A) A public charter school operating within the geographic boundaries of an LEA, excluding public charter schools in the achievement school district, has a right of first refusal to: (i) Purchase vacant property listed by the LEA under this section at or below fair market value for educational purposes; or (ii) Lease underutilized property or vacant property listed by the LEA under this section at or below fair market value for educational purposes. A lease agreement executed between a public charter school and an LEA must not reflect any outstanding bonded debt on the underutilized property or vacant property, except as agreed upon to reflect any necessary costs associated with the occupation or remodeling of the facility. (B) For purposes of this subsection (c), "fair market value for educational purposes" is determined by taking the average of two (2) separate appraisals conducted by two (2) independent, qualified appraisers, one (1) selected by the LEA and one (1) selected by the public charter school.
(A) A public charter school operating within the geographic boundaries of an LEA, excluding public charter schools in the achievement school district, has a right of first refusal to: (i) Purchase vacant property listed by the LEA under this section at or below fair market value for educational purposes; or (ii) Lease underutilized property or vacant property listed by the LEA under this section at or below fair market value for educational purposes. A lease agreement executed between a public charter school and an LEA must not reflect any outstanding bonded debt on the underutilized property or vacant property, except as agreed upon to reflect any necessary costs associated with the occupation or remodeling of the facility.
(i) Purchase vacant property listed by the LEA under this section at or below fair market value for educational purposes; or
(ii) Lease underutilized property or vacant property listed by the LEA under this section at or below fair market value for educational purposes. A lease agreement executed between a public charter school and an LEA must not reflect any outstanding bonded debt on the underutilized property or vacant property, except as agreed upon to reflect any necessary costs associated with the occupation or remodeling of the facility.
(B) For purposes of this subsection (c), "fair market value for educational purposes" is determined by taking the average of two (2) separate appraisals conducted by two (2) independent, qualified appraisers, one (1) selected by the LEA and one (1) selected by the public charter school.
(5) (A) Upon the execution of a lease agreement pursuant to this section, a public charter school has unrestricted use of the property. The public charter school shall provide for routine maintenance and repair so that the leased property is maintained in as good of order as when the lease was executed. The public charter school is responsible for paying all utilities used by the public charter school at the leased property. Extensive repairs to buildings or facilities considered capital expenses are the responsibility of the LEA funding body and not the public charter school. If the public charter school makes extensive repairs to buildings or facilities considered capital expenses, then the capital expenses must be credited against the cost of the lease. Any fixtures, improvements, or tangible assets added to leased property by the public charter school pursuant to this section must remain at the leased property upon the public charter school's return of the leased property to the LEA. (B) If the LEA decides to sell the school building that the public charter school is leasing, then the public charter school must be provided the right of first refusal to purchase the school building at or below fair market value for educational purposes, less the value of all rental payments made to the LEA during the term of the lease. (C) If, during the term of the lease, the charter school closes or ceases using the building, then the building must be placed on the LEA's vacant or underutilized property list pursuant to this subsection (c).
(A) Upon the execution of a lease agreement pursuant to this section, a public charter school has unrestricted use of the property. The public charter school shall provide for routine maintenance and repair so that the leased property is maintained in as good of order as when the lease was executed. The public charter school is responsible for paying all utilities used by the public charter school at the leased property. Extensive repairs to buildings or facilities considered capital expenses are the responsibility of the LEA funding body and not the public charter school. If the public charter school makes extensive repairs to buildings or facilities considered capital expenses, then the capital expenses must be credited against the cost of the lease. Any fixtures, improvements, or tangible assets added to leased property by the public charter school pursuant to this section must remain at the leased property upon the public charter school's return of the leased property to the LEA.
(B) If the LEA decides to sell the school building that the public charter school is leasing, then the public charter school must be provided the right of first refusal to purchase the school building at or below fair market value for educational purposes, less the value of all rental payments made to the LEA during the term of the lease.
(C) If, during the term of the lease, the charter school closes or ceases using the building, then the building must be placed on the LEA's vacant or underutilized property list pursuant to this subsection (c).
(6) If, after the purchase of vacant or underutilized property from an LEA pursuant to this subsection (c), the public charter school closes or ceases using the property, then the LEA has the right of first refusal to purchase the property from the public charter school at or below fair market value for educational purposes. This subdivision (c)(6) does not require a public charter school to sell property owned by the public charter school or charter management organization.
(d) The state board of education is authorized to promulgate rules, in accordance with the Uniform Administrative Procedures Act, compiled in title 4, chapter 5, for the administration of this section.
(e) Nothing in this section is intended to frustrate an LEA's ability to plan for the use of underutilized or vacant properties owned or operated by the LEA. In any LEA in which one (1) or more charter schools operates, the LEA shall submit each year its plans for the use of underutilized or vacant properties owned or operated by the LEA in its annual report to the department of education and the comptroller of the treasury.
(f) At least sixty (60) days prior to the opening of the public charter school, the charter sponsor shall submit the physical address of the public charter school to the authorizer and the department of education. If a public charter school has not secured a physical location for its school at least sixty (60) days prior to opening, then the public charter school must seek a delay in opening pursuant to § 49-13-110(b) .
(g) The property tax exemptions in §§ 67-5-203 and 67-5-212 apply to public charter school property, including any facility, or portion thereof, used to house a public charter school.
Amended by 2024 Tenn. Acts, ch. 923,s 3, eff. 7/1/2024.
Amended by 2024 Tenn. Acts, ch. 923,s 2, eff. 7/1/2024.
Amended by 2019 Tenn. Acts, ch. 219, Secs.s 91, s 92eff. 4/26/2019.
Amended by 2018 Tenn. Acts, ch. 537, s 2, eff. 3/7/2018.
Acts 2011 , ch. 465, § 2.
Tenn. Code Ann. § 49-6-1503 — TN Code / Title 49 / Chapter 6 / Section 49-6-1503
Learning loss remediation and student acceleration program
Status: in_force

(a) The department shall establish and administer a learning loss remediation and student acceleration program by: (1) Determining program requirements and a procedure for allocating funding to each LEA and participating public charter school for conducting after-school learning mini-camps and summer learning camps. LEAs and participating public charter schools are required to conduct summer learning camps and after-school learning mini-camps annually beginning in the summer of 2021; (2) Determining program requirements and a procedure for allocating funding to each LEA and participating public charter school for conducting learning loss bridge camps, which must be conducted annually beginning in the summer of 2021; (3) Providing training, technical assistance, and guidance to LEAs and participating public charter schools conducting after-school learning mini-camps, learning loss bridge camps, and summer learning camps; (4) Implementing a learning loss remediation and student acceleration program preparation course to train and certify individuals who do not possess a teaching license to provide educational instruction as part of after-school learning mini-camps, learning loss bridge camps, and summer learning camps; (5) Implementing a two-week summer professional development program on reading instruction for educators teaching English language arts or reading at no cost to LEAs or public charter schools; and (6) Establishing a process for LEAs or participating public charter schools to apply to the commissioner of education for a waiver of the one (1) or more of the minimum requirements outlined in § 49-6-1502(1)(A), (4)(A)-(C), and (9)(A)-(C) related to the hours, weeks, and days of in-person instruction, intervention, supplemental supports, and physical activity mandated for after-school learning mini-camps, learning loss bridge camps, and summer learning camps. (b) (1) Each LEA shall participate in the learning loss remediation and student acceleration program by: (A) Implementing and conducting after-school learning mini-camps and summer learning camps for students, including students enrolled in a public charter school located within the geographic boundaries of the LEA. LEAs are required to conduct after-school learning mini-camps and summer learning camps annually beginning in the summer of 2021; (B) Implementing and conducting learning loss bridge camps for students, including students enrolled in a public charter school, including a state-authorized public charter school, located within the geographic boundaries of the LEA, annually beginning in the summer of 2021; and (C) Subject to available funding, providing all priority students, including priority students enrolled in a public charter school located within the geographic boundaries of the LEA, the opportunity to enroll in an after-school learning mini-camp, learning loss bridge camp, or summer learning camp, and, subject to the availability of additional seats after an LEA conducts the initial enrollment period for priority students pursuant to § 49-6-1504(b) , providing students, including students enrolled in a public charter school located within the geographic boundaries of the LEA, who are not priority students with the opportunity to enroll in an after-school learning mini-camp, learning loss bridge camp, or summer learning camp. (2) Notwithstanding subdivisions (b)(1)(A) and (B), two (2) or more LEAs, public charter schools, or a combination of both may jointly establish an after-school learning mini-camp, learning loss bridge camp, or summer learning camp that may be attended by students enrolled in the respective LEA or public charter school, subject to the requirements of subdivision (b)(1)(C). (3) An LEA or public charter school may send students to an after-school learning mini-camp, learning loss bridge camp, or summer learning camp located in the LEA or conducted by the participating public charter school, or that is located in another LEA or conducted by another participating public charter school, subject to the requirements of subdivision (b)(1)(C). (4) Public charter schools may conduct after-school learning mini-camps, learning loss bridge camps, and summer learning camps for the public charter school's students, rather than enrolling the public charter school's students in the camps conducted by the LEA within the boundaries of which the public charter school is located. If a public charter school conducts after-school learning mini-camps, learning loss bridge camps, or summer learning camps, then the public charter school must do so in compliance with this part. (c) (1) Funding for after-school learning mini-camps, learning loss bridge camps, and summer learning camps may be used to: (A) Develop and implement detailed instructional programming plans for after-school learning mini-camps, learning loss bridge camps, and summer learning camps using instructional materials adopted by the state board of education; (B) Provide instructional and supervisory staff for after-school learning mini-camps, learning loss bridge camps, and summer learning camps; (C) Establish and implement staffing plans that enable educators teaching English language arts or reading in after-school learning mini-camps, learning loss bridge camps, or summer learning camps to participate in the summer professional development program on reading instruction pursuant to subdivision (a)(5); (D) Provide transportation for students attending after-school learning mini-camps, learning loss bridge camps, or summer learning camps; (E) Provide meals, snacks, or breakfast for students attending after-school learning mini-camps, learning loss bridge camps, and summer learning camps; (F) Provide facilities for conducting after-school learning mini-camps, learning loss bridge camps, and summer learning camps; (G) Provide staff to administer the state-adopted benchmark assessments to satisfy the post-test requirements of after-school learning mini-camps, learning loss bridge camps, and summer learning camps; and (H) Provide stipends to teachers, tutors, and staff providing educational services to students in the after-school learning mini-camps, learning loss bridge camps, and summer learning camps. (2) Funding for after-school learning mini-camps, learning loss bridge camps, and summer learning camps must supplement, but shall not supplant, existing funding for other educational programs conducted by the LEA or public charter school outside of the regular school day. (d) Each LEA's local board of education and each governing body of a participating public charter school shall ensure that the after-school learning mini-camps, learning loss bridge camps, and summer learning camps funded pursuant to this part operate in compliance with the same safety policies and procedures required of the LEA's and public charter school's regular school programs, as applicable, and ensure that each of the after-school learning mini-camps, learning loss bridge camps, and summer learning camps established under this part are subject to, and comply with: (1) The criminal history records checks required pursuant to § 49-5-413 ; (2) The maximum class size requirements under § 49-1-104 ; and (3) Inspections and investigations by department representatives and representatives from other local and state authorities, including, but not limited to the state fire marshal, state and local health departments, law enforcement, and the department of children's services, during operating hours. Amended by 2024 Tenn. Acts, ch. 639,s 4, eff. 4/4/2024. Amended by 2023 Tenn. Acts, ch. 144, Secs.s 2, s 3 eff. 4/13/2023. Amended by 2022 Tenn. Acts, ch. 1085, s 10, eff. 5/27/2022. Added by 2021EX1 Tenn. Acts, ch. 1, s 1, eff. 2/3/2021.
(a) The department shall establish and administer a learning loss remediation and student acceleration program by: (1) Determining program requirements and a procedure for allocating funding to each LEA and participating public charter school for conducting after-school learning mini-camps and summer learning camps. LEAs and participating public charter schools are required to conduct summer learning camps and after-school learning mini-camps annually beginning in the summer of 2021; (2) Determining program requirements and a procedure for allocating funding to each LEA and participating public charter school for conducting learning loss bridge camps, which must be conducted annually beginning in the summer of 2021; (3) Providing training, technical assistance, and guidance to LEAs and participating public charter schools conducting after-school learning mini-camps, learning loss bridge camps, and summer learning camps; (4) Implementing a learning loss remediation and student acceleration program preparation course to train and certify individuals who do not possess a teaching license to provide educational instruction as part of after-school learning mini-camps, learning loss bridge camps, and summer learning camps; (5) Implementing a two-week summer professional development program on reading instruction for educators teaching English language arts or reading at no cost to LEAs or public charter schools; and (6) Establishing a process for LEAs or participating public charter schools to apply to the commissioner of education for a waiver of the one (1) or more of the minimum requirements outlined in § 49-6-1502(1)(A), (4)(A)-(C), and (9)(A)-(C) related to the hours, weeks, and days of in-person instruction, intervention, supplemental supports, and physical activity mandated for after-school learning mini-camps, learning loss bridge camps, and summer learning camps.
(1) Determining program requirements and a procedure for allocating funding to each LEA and participating public charter school for conducting after-school learning mini-camps and summer learning camps. LEAs and participating public charter schools are required to conduct summer learning camps and after-school learning mini-camps annually beginning in the summer of 2021;
(2) Determining program requirements and a procedure for allocating funding to each LEA and participating public charter school for conducting learning loss bridge camps, which must be conducted annually beginning in the summer of 2021;
(3) Providing training, technical assistance, and guidance to LEAs and participating public charter schools conducting after-school learning mini-camps, learning loss bridge camps, and summer learning camps;
(4) Implementing a learning loss remediation and student acceleration program preparation course to train and certify individuals who do not possess a teaching license to provide educational instruction as part of after-school learning mini-camps, learning loss bridge camps, and summer learning camps;
(5) Implementing a two-week summer professional development program on reading instruction for educators teaching English language arts or reading at no cost to LEAs or public charter schools; and
(6) Establishing a process for LEAs or participating public charter schools to apply to the commissioner of education for a waiver of the one (1) or more of the minimum requirements outlined in § 49-6-1502(1)(A), (4)(A)-(C), and (9)(A)-(C) related to the hours, weeks, and days of in-person instruction, intervention, supplemental supports, and physical activity mandated for after-school learning mini-camps, learning loss bridge camps, and summer learning camps.
(b) (1) Each LEA shall participate in the learning loss remediation and student acceleration program by: (A) Implementing and conducting after-school learning mini-camps and summer learning camps for students, including students enrolled in a public charter school located within the geographic boundaries of the LEA. LEAs are required to conduct after-school learning mini-camps and summer learning camps annually beginning in the summer of 2021; (B) Implementing and conducting learning loss bridge camps for students, including students enrolled in a public charter school, including a state-authorized public charter school, located within the geographic boundaries of the LEA, annually beginning in the summer of 2021; and (C) Subject to available funding, providing all priority students, including priority students enrolled in a public charter school located within the geographic boundaries of the LEA, the opportunity to enroll in an after-school learning mini-camp, learning loss bridge camp, or summer learning camp, and, subject to the availability of additional seats after an LEA conducts the initial enrollment period for priority students pursuant to § 49-6-1504(b) , providing students, including students enrolled in a public charter school located within the geographic boundaries of the LEA, who are not priority students with the opportunity to enroll in an after-school learning mini-camp, learning loss bridge camp, or summer learning camp. (2) Notwithstanding subdivisions (b)(1)(A) and (B), two (2) or more LEAs, public charter schools, or a combination of both may jointly establish an after-school learning mini-camp, learning loss bridge camp, or summer learning camp that may be attended by students enrolled in the respective LEA or public charter school, subject to the requirements of subdivision (b)(1)(C). (3) An LEA or public charter school may send students to an after-school learning mini-camp, learning loss bridge camp, or summer learning camp located in the LEA or conducted by the participating public charter school, or that is located in another LEA or conducted by another participating public charter school, subject to the requirements of subdivision (b)(1)(C). (4) Public charter schools may conduct after-school learning mini-camps, learning loss bridge camps, and summer learning camps for the public charter school's students, rather than enrolling the public charter school's students in the camps conducted by the LEA within the boundaries of which the public charter school is located. If a public charter school conducts after-school learning mini-camps, learning loss bridge camps, or summer learning camps, then the public charter school must do so in compliance with this part.
(1) Each LEA shall participate in the learning loss remediation and student acceleration program by: (A) Implementing and conducting after-school learning mini-camps and summer learning camps for students, including students enrolled in a public charter school located within the geographic boundaries of the LEA. LEAs are required to conduct after-school learning mini-camps and summer learning camps annually beginning in the summer of 2021; (B) Implementing and conducting learning loss bridge camps for students, including students enrolled in a public charter school, including a state-authorized public charter school, located within the geographic boundaries of the LEA, annually beginning in the summer of 2021; and (C) Subject to available funding, providing all priority students, including priority students enrolled in a public charter school located within the geographic boundaries of the LEA, the opportunity to enroll in an after-school learning mini-camp, learning loss bridge camp, or summer learning camp, and, subject to the availability of additional seats after an LEA conducts the initial enrollment period for priority students pursuant to § 49-6-1504(b) , providing students, including students enrolled in a public charter school located within the geographic boundaries of the LEA, who are not priority students with the opportunity to enroll in an after-school learning mini-camp, learning loss bridge camp, or summer learning camp.
(A) Implementing and conducting after-school learning mini-camps and summer learning camps for students, including students enrolled in a public charter school located within the geographic boundaries of the LEA. LEAs are required to conduct after-school learning mini-camps and summer learning camps annually beginning in the summer of 2021;
(B) Implementing and conducting learning loss bridge camps for students, including students enrolled in a public charter school, including a state-authorized public charter school, located within the geographic boundaries of the LEA, annually beginning in the summer of 2021; and
(C) Subject to available funding, providing all priority students, including priority students enrolled in a public charter school located within the geographic boundaries of the LEA, the opportunity to enroll in an after-school learning mini-camp, learning loss bridge camp, or summer learning camp, and, subject to the availability of additional seats after an LEA conducts the initial enrollment period for priority students pursuant to § 49-6-1504(b) , providing students, including students enrolled in a public charter school located within the geographic boundaries of the LEA, who are not priority students with the opportunity to enroll in an after-school learning mini-camp, learning loss bridge camp, or summer learning camp.
(2) Notwithstanding subdivisions (b)(1)(A) and (B), two (2) or more LEAs, public charter schools, or a combination of both may jointly establish an after-school learning mini-camp, learning loss bridge camp, or summer learning camp that may be attended by students enrolled in the respective LEA or public charter school, subject to the requirements of subdivision (b)(1)(C).
(3) An LEA or public charter school may send students to an after-school learning mini-camp, learning loss bridge camp, or summer learning camp located in the LEA or conducted by the participating public charter school, or that is located in another LEA or conducted by another participating public charter school, subject to the requirements of subdivision (b)(1)(C).
(4) Public charter schools may conduct after-school learning mini-camps, learning loss bridge camps, and summer learning camps for the public charter school's students, rather than enrolling the public charter school's students in the camps conducted by the LEA within the boundaries of which the public charter school is located. If a public charter school conducts after-school learning mini-camps, learning loss bridge camps, or summer learning camps, then the public charter school must do so in compliance with this part.
(c) (1) Funding for after-school learning mini-camps, learning loss bridge camps, and summer learning camps may be used to: (A) Develop and implement detailed instructional programming plans for after-school learning mini-camps, learning loss bridge camps, and summer learning camps using instructional materials adopted by the state board of education; (B) Provide instructional and supervisory staff for after-school learning mini-camps, learning loss bridge camps, and summer learning camps; (C) Establish and implement staffing plans that enable educators teaching English language arts or reading in after-school learning mini-camps, learning loss bridge camps, or summer learning camps to participate in the summer professional development program on reading instruction pursuant to subdivision (a)(5); (D) Provide transportation for students attending after-school learning mini-camps, learning loss bridge camps, or summer learning camps; (E) Provide meals, snacks, or breakfast for students attending after-school learning mini-camps, learning loss bridge camps, and summer learning camps; (F) Provide facilities for conducting after-school learning mini-camps, learning loss bridge camps, and summer learning camps; (G) Provide staff to administer the state-adopted benchmark assessments to satisfy the post-test requirements of after-school learning mini-camps, learning loss bridge camps, and summer learning camps; and (H) Provide stipends to teachers, tutors, and staff providing educational services to students in the after-school learning mini-camps, learning loss bridge camps, and summer learning camps. (2) Funding for after-school learning mini-camps, learning loss bridge camps, and summer learning camps must supplement, but shall not supplant, existing funding for other educational programs conducted by the LEA or public charter school outside of the regular school day.
(1) Funding for after-school learning mini-camps, learning loss bridge camps, and summer learning camps may be used to: (A) Develop and implement detailed instructional programming plans for after-school learning mini-camps, learning loss bridge camps, and summer learning camps using instructional materials adopted by the state board of education; (B) Provide instructional and supervisory staff for after-school learning mini-camps, learning loss bridge camps, and summer learning camps; (C) Establish and implement staffing plans that enable educators teaching English language arts or reading in after-school learning mini-camps, learning loss bridge camps, or summer learning camps to participate in the summer professional development program on reading instruction pursuant to subdivision (a)(5); (D) Provide transportation for students attending after-school learning mini-camps, learning loss bridge camps, or summer learning camps; (E) Provide meals, snacks, or breakfast for students attending after-school learning mini-camps, learning loss bridge camps, and summer learning camps; (F) Provide facilities for conducting after-school learning mini-camps, learning loss bridge camps, and summer learning camps; (G) Provide staff to administer the state-adopted benchmark assessments to satisfy the post-test requirements of after-school learning mini-camps, learning loss bridge camps, and summer learning camps; and (H) Provide stipends to teachers, tutors, and staff providing educational services to students in the after-school learning mini-camps, learning loss bridge camps, and summer learning camps.
(A) Develop and implement detailed instructional programming plans for after-school learning mini-camps, learning loss bridge camps, and summer learning camps using instructional materials adopted by the state board of education;
(B) Provide instructional and supervisory staff for after-school learning mini-camps, learning loss bridge camps, and summer learning camps;
(C) Establish and implement staffing plans that enable educators teaching English language arts or reading in after-school learning mini-camps, learning loss bridge camps, or summer learning camps to participate in the summer professional development program on reading instruction pursuant to subdivision (a)(5);
(D) Provide transportation for students attending after-school learning mini-camps, learning loss bridge camps, or summer learning camps;
(E) Provide meals, snacks, or breakfast for students attending after-school learning mini-camps, learning loss bridge camps, and summer learning camps;
(F) Provide facilities for conducting after-school learning mini-camps, learning loss bridge camps, and summer learning camps;
(G) Provide staff to administer the state-adopted benchmark assessments to satisfy the post-test requirements of after-school learning mini-camps, learning loss bridge camps, and summer learning camps; and
(H) Provide stipends to teachers, tutors, and staff providing educational services to students in the after-school learning mini-camps, learning loss bridge camps, and summer learning camps.
(2) Funding for after-school learning mini-camps, learning loss bridge camps, and summer learning camps must supplement, but shall not supplant, existing funding for other educational programs conducted by the LEA or public charter school outside of the regular school day.
(d) Each LEA's local board of education and each governing body of a participating public charter school shall ensure that the after-school learning mini-camps, learning loss bridge camps, and summer learning camps funded pursuant to this part operate in compliance with the same safety policies and procedures required of the LEA's and public charter school's regular school programs, as applicable, and ensure that each of the after-school learning mini-camps, learning loss bridge camps, and summer learning camps established under this part are subject to, and comply with: (1) The criminal history records checks required pursuant to § 49-5-413 ; (2) The maximum class size requirements under § 49-1-104 ; and (3) Inspections and investigations by department representatives and representatives from other local and state authorities, including, but not limited to the state fire marshal, state and local health departments, law enforcement, and the department of children's services, during operating hours.
(1) The criminal history records checks required pursuant to § 49-5-413 ;
(2) The maximum class size requirements under § 49-1-104 ; and
(3) Inspections and investigations by department representatives and representatives from other local and state authorities, including, but not limited to the state fire marshal, state and local health departments, law enforcement, and the department of children's services, during operating hours.
Amended by 2024 Tenn. Acts, ch. 639,s 4, eff. 4/4/2024.
Amended by 2023 Tenn. Acts, ch. 144, Secs.s 2, s 3 eff. 4/13/2023.
Amended by 2022 Tenn. Acts, ch. 1085, s 10, eff. 5/27/2022.
Added by 2021EX1 Tenn. Acts, ch. 1, s 1, eff. 2/3/2021.
Tenn. Code Ann. § 49-10-104 — TN Code / Title 49 / Chapter 10 / Section 49-10-104
Division of special education
Status: in_force

(a) There is established in the department of education a division of special education. (b) The division shall be headed by an assistant commissioner, who shall be qualified by education, training and experience to take responsibility for, and give direction to, the programs of the department relating to children with disabilities. (c) (1) The assistant commissioner who heads the division shall be appointed by the commissioner. (2) Recommendations of individuals deemed qualified for this position may be made by the advisory council for the education of students with disabilities described in § 49-10-105 . (d) The department shall enforce the IDEA and the state's special education laws. Amended by 2019 Tenn. Acts, ch. 107, Secs.s 4, s 5, s 6, s 7 eff. 4/11/2019. Acts 1972, ch. 839, § 4; T.C.A., § 49-2915; Acts 1994, ch. 768, § 1.
(a) There is established in the department of education a division of special education.
(b) The division shall be headed by an assistant commissioner, who shall be qualified by education, training and experience to take responsibility for, and give direction to, the programs of the department relating to children with disabilities.
(c) (1) The assistant commissioner who heads the division shall be appointed by the commissioner. (2) Recommendations of individuals deemed qualified for this position may be made by the advisory council for the education of students with disabilities described in § 49-10-105 .
(1) The assistant commissioner who heads the division shall be appointed by the commissioner.
(2) Recommendations of individuals deemed qualified for this position may be made by the advisory council for the education of students with disabilities described in § 49-10-105 .
(d) The department shall enforce the IDEA and the state's special education laws.
Amended by 2019 Tenn. Acts, ch. 107, Secs.s 4, s 5, s 6, s 7 eff. 4/11/2019.
Acts 1972, ch. 839, § 4; T.C.A., § 49-2915; Acts 1994, ch. 768, § 1.
Tenn. Code Ann. § 49-2-1251 — TN Code / Title 49 / Chapter 2 / Section 49-2-1251
Multi-county consolidated school systems - Creation authorized
Status: in_force

County boards of education, whenever they deem it advisable for the purpose of a more economical administration and the improvement of the efficiency of the schools, may combine with another county or counties to operate the schools of the counties as a single multi-county consolidated school system. Acts 1992, ch. 535, § 64.
County boards of education, whenever they deem it advisable for the purpose of a more economical administration and the improvement of the efficiency of the schools, may combine with another county or counties to operate the schools of the counties as a single multi-county consolidated school system.
Acts 1992, ch. 535, § 64.
Tenn. Code Ann. § 49-5-114 — TN Code / Title 49 / Chapter 5 / Section 49-5-114
Temporary teaching permits - Eligibility for temporary permits - Examination for issuance of permit - Clinical requirements
Status: in_force

(a) The commissioner of education may grant, on behalf of the state board of education, under the conditions prescribed by the state board's rules, an individual pursuing clinical experience in an educator preparation program (EPP) who meets the requirements of subsection (b) a temporary permit to teach in a teaching position in which an LEA or public charter school is unable to secure a qualified teacher with a valid license for the type and kind of school in which a vacancy exists. (b) To be eligible to receive a temporary permit pursuant to subsection (a): (1) An individual must: (A) Be enrolled in an EPP and have completed all of the coursework in the program except for the clinical experience required pursuant to § 49-5-5604 ; and (B) Submit with the individual's application for a temporary permit a letter of recommendation from the EPP in which the individual is enrolled; and (2) A director of schools or a director of a public charter school must submit a conditional offer of employment made by the respective director of schools or the director of the public charter school for the individual to fill a position for which the LEA or public charter school is unable to secure a qualified teacher with a valid license for the type and kind of school in which a vacancy exists. The conditional offer of employment must include a certification by the director of schools or the director of the public charter school that the director has notified the commissioner of the LEA's or public charter school's inability to fill the vacancy and its intent to employ the individual pursuant to a temporary permit issued pursuant to this section. (c) The commissioner may grant an individual a temporary permit pursuant to this section authorizing the individual to teach a course requiring an end-of-course examination to satisfy the graduation requirements established by the state board if the individual demonstrates sufficient content knowledge in the course material by taking and passing, at the teacher's own expense, a standardized or criterion-referenced test for the content area in accordance with § 49-6-6006 . (d) Notwithstanding subsection (a), the commissioner shall not grant an individual a temporary permit to teach a physical education class required under § 49-6-1021(e) or a special education course. (e) A temporary permit issued pursuant to this section is valid only until June 30 following the date of the permit's issuance and shall not be renewed. (f) A director of schools or a director of a public charter school who learns of the conviction of a teacher holding a temporary permit who is employed by the LEA or public charter school, respectively, for any offense listed in § 49-5-417(a) shall report the conviction to the state board. The state board shall set the time frame within which a director of schools or a director of a public charter school must report a conviction of a teacher holding a temporary permit. The state board may specify other offenses for which a director of schools or a director of a public charter school is required to report to the state board upon learning of a conviction of a teacher holding a temporary permit for any such offense. (g) A director of schools or a director of a public charter school shall report to the state board teachers holding a temporary permit who are employed by the LEA or public charter school, respectively, who have been suspended or dismissed, or who have resigned, following allegations of conduct, including sexual misconduct, which, if substantiated, would warrant consideration for disciplinary action under state board rules. As used in this subsection (g), "sexual misconduct" has the same meaning as defined in § 49-5-417(c)(5) . (h) An individual who teaches under a temporary permit issued pursuant to this section satisfies the clinical experience required pursuant to § 49-5-5604 if: (1) The individual is assigned to, and receives guidance, evaluations, and instructions from, an educator for an amount of time that is at least equal to the amount of time required for candidates of the EPP in which the individual is enrolled to meet the EPP's clinical experience requirements; (2) The educator assigned to the individual evaluates the individual as having adequately met the same requirements that candidates of the EPP in which the individual is enrolled must meet in order to satisfy the clinical experience requirements of § 49-5-5604 ; and (3) The individual teaches under a temporary permit for an amount of time that is at least equal to the amount of time required for candidates of the EPP in which the individual is enrolled to complete the clinical experience requirements of § 49-5-5604 . (i) The state board of education shall promulgate rules to effectuate the purposes of this section. The rules must be promulgated in accordance with the Uniform Administrative Procedures Act, compiled in title 4, chapter 5. Added by 2023 Tenn. Acts, ch. 284, s 1, eff. 7/1/2023.
(a) The commissioner of education may grant, on behalf of the state board of education, under the conditions prescribed by the state board's rules, an individual pursuing clinical experience in an educator preparation program (EPP) who meets the requirements of subsection (b) a temporary permit to teach in a teaching position in which an LEA or public charter school is unable to secure a qualified teacher with a valid license for the type and kind of school in which a vacancy exists.
(b) To be eligible to receive a temporary permit pursuant to subsection (a): (1) An individual must: (A) Be enrolled in an EPP and have completed all of the coursework in the program except for the clinical experience required pursuant to § 49-5-5604 ; and (B) Submit with the individual's application for a temporary permit a letter of recommendation from the EPP in which the individual is enrolled; and (2) A director of schools or a director of a public charter school must submit a conditional offer of employment made by the respective director of schools or the director of the public charter school for the individual to fill a position for which the LEA or public charter school is unable to secure a qualified teacher with a valid license for the type and kind of school in which a vacancy exists. The conditional offer of employment must include a certification by the director of schools or the director of the public charter school that the director has notified the commissioner of the LEA's or public charter school's inability to fill the vacancy and its intent to employ the individual pursuant to a temporary permit issued pursuant to this section.
(1) An individual must: (A) Be enrolled in an EPP and have completed all of the coursework in the program except for the clinical experience required pursuant to § 49-5-5604 ; and (B) Submit with the individual's application for a temporary permit a letter of recommendation from the EPP in which the individual is enrolled; and
(A) Be enrolled in an EPP and have completed all of the coursework in the program except for the clinical experience required pursuant to § 49-5-5604 ; and
(B) Submit with the individual's application for a temporary permit a letter of recommendation from the EPP in which the individual is enrolled; and
(2) A director of schools or a director of a public charter school must submit a conditional offer of employment made by the respective director of schools or the director of the public charter school for the individual to fill a position for which the LEA or public charter school is unable to secure a qualified teacher with a valid license for the type and kind of school in which a vacancy exists. The conditional offer of employment must include a certification by the director of schools or the director of the public charter school that the director has notified the commissioner of the LEA's or public charter school's inability to fill the vacancy and its intent to employ the individual pursuant to a temporary permit issued pursuant to this section.
(c) The commissioner may grant an individual a temporary permit pursuant to this section authorizing the individual to teach a course requiring an end-of-course examination to satisfy the graduation requirements established by the state board if the individual demonstrates sufficient content knowledge in the course material by taking and passing, at the teacher's own expense, a standardized or criterion-referenced test for the content area in accordance with § 49-6-6006 .
(d) Notwithstanding subsection (a), the commissioner shall not grant an individual a temporary permit to teach a physical education class required under § 49-6-1021(e) or a special education course.
(e) A temporary permit issued pursuant to this section is valid only until June 30 following the date of the permit's issuance and shall not be renewed.
(f) A director of schools or a director of a public charter school who learns of the conviction of a teacher holding a temporary permit who is employed by the LEA or public charter school, respectively, for any offense listed in § 49-5-417(a) shall report the conviction to the state board. The state board shall set the time frame within which a director of schools or a director of a public charter school must report a conviction of a teacher holding a temporary permit. The state board may specify other offenses for which a director of schools or a director of a public charter school is required to report to the state board upon learning of a conviction of a teacher holding a temporary permit for any such offense.
(g) A director of schools or a director of a public charter school shall report to the state board teachers holding a temporary permit who are employed by the LEA or public charter school, respectively, who have been suspended or dismissed, or who have resigned, following allegations of conduct, including sexual misconduct, which, if substantiated, would warrant consideration for disciplinary action under state board rules. As used in this subsection (g), "sexual misconduct" has the same meaning as defined in § 49-5-417(c)(5) .
(h) An individual who teaches under a temporary permit issued pursuant to this section satisfies the clinical experience required pursuant to § 49-5-5604 if: (1) The individual is assigned to, and receives guidance, evaluations, and instructions from, an educator for an amount of time that is at least equal to the amount of time required for candidates of the EPP in which the individual is enrolled to meet the EPP's clinical experience requirements; (2) The educator assigned to the individual evaluates the individual as having adequately met the same requirements that candidates of the EPP in which the individual is enrolled must meet in order to satisfy the clinical experience requirements of § 49-5-5604 ; and (3) The individual teaches under a temporary permit for an amount of time that is at least equal to the amount of time required for candidates of the EPP in which the individual is enrolled to complete the clinical experience requirements of § 49-5-5604 .
(1) The individual is assigned to, and receives guidance, evaluations, and instructions from, an educator for an amount of time that is at least equal to the amount of time required for candidates of the EPP in which the individual is enrolled to meet the EPP's clinical experience requirements;
(2) The educator assigned to the individual evaluates the individual as having adequately met the same requirements that candidates of the EPP in which the individual is enrolled must meet in order to satisfy the clinical experience requirements of § 49-5-5604 ; and
(3) The individual teaches under a temporary permit for an amount of time that is at least equal to the amount of time required for candidates of the EPP in which the individual is enrolled to complete the clinical experience requirements of § 49-5-5604 .
(i) The state board of education shall promulgate rules to effectuate the purposes of this section. The rules must be promulgated in accordance with the Uniform Administrative Procedures Act, compiled in title 4, chapter 5.
Added by 2023 Tenn. Acts, ch. 284, s 1, eff. 7/1/2023.
Tenn. Code Ann. § 49-7-2012 — TN Code / Title 49 / Chapter 7 / Section 49-7-2012
Administrative review - Judicial review
Status: in_force

(a) (1) A person, agent, group, or entity aggrieved or adversely affected by a decision of the executive director that results in adverse action, as described in §§ 49-7-2010 , 49-7-2011 , and 49-7-2017 , being taken has the right to a hearing and review of the decision by the commission as provided in this subsection (a). (2) If, upon written notification of an adverse action being taken by the executive director, the aggrieved party desires a hearing and review by the commission, then the party must notify the commission, in writing, within ten (10) days of the date of the adverse action, otherwise the action is deemed the final action and no further review is available. (3) Upon receiving notice from the aggrieved party, the commission shall fix the time and place for a hearing and notify the aggrieved party of the time and place of the hearing. (4) At the hearing, the party may employ counsel, has the right to hear the evidence upon which the adverse action is based, and present evidence in opposition or in extenuation. The commission may request that a hearing officer from the secretary of state be appointed to issue an initial order or a member of the commission may preside, except where a clear conflict of interest may be demonstrated. (5) A decision of the commission or of a hearing officer following a hearing is not a final decision until it is final under the Uniform Administrative Procedures Act, compiled in title 4, chapter 5. The commission shall promptly act on all matters presented at the hearing, as provided in this subsection (a). The commission shall notify all parties in writing of the decision, which must include a statement of findings and conclusions upon all material issues of fact, law, or discretion presented at the hearing and the appropriate rule, order, sanction, relief, or denial thereof. (b) A person, agent, group, or entity aggrieved or adversely affected by a final commission action may obtain judicial review of the action as provided in this section. (c) (1) An action for judicial review may be commenced in any court of competent jurisdiction in accordance with the Tennessee rules of civil procedure within thirty (30) days after the commission action becomes effective. (2) Upon a finding that irreparable injury would otherwise result, the commission, upon application therefor, shall postpone the effective date of its action pending judicial review; or the reviewing court, upon such security, if any, as the court shall find necessary, shall issue appropriate process to postpone the effective date of the commission's action or to preserve the rights of the parties pending conclusion of the review proceedings. (3) The record on review, unless otherwise stipulated by the parties, shall include the original or certified copies of all pleadings, applications, evidence, exhibits and other papers presented to or considered by the commission, and the decision, findings and action of the commission. As to alleged procedural irregularities, evidence may be taken independently by the court. (4) If the court finds no error, it shall affirm the commission's action. The court shall hold unlawful and set aside the commission action, and afford such relief as may be appropriate if it finds that the action was: (A) Arbitrary or capricious; (B) A denial of statutory right; (C) Contrary to constitutional right, power, privilege or immunity; (D) In excess of statutory jurisdiction, authority, purposes or limitation; (E) Not in accordance with the procedures or procedural limitations of this part or otherwise required by law; (F) An abuse or clearly unwarranted exercise of discretion; (G) Unsupported by substantial evidence when the record is considered as a whole; or (H) Otherwise contrary to law. (5) The decision of the trial court shall be subject to appellate review in the same manner and with the same effect as in appeals from a final judgment or decree in any other civil action. Amended by 2022 Tenn. Acts, ch. 1044, s 21, eff. 7/1/2022. Amended by 2022 Tenn. Acts, ch. 1044, s 20, eff. 7/1/2022. Acts 1961, ch. 112, § 15; 1974, ch. 781, § 15; T.C.A., § 49-3915.
(a) (1) A person, agent, group, or entity aggrieved or adversely affected by a decision of the executive director that results in adverse action, as described in §§ 49-7-2010 , 49-7-2011 , and 49-7-2017 , being taken has the right to a hearing and review of the decision by the commission as provided in this subsection (a). (2) If, upon written notification of an adverse action being taken by the executive director, the aggrieved party desires a hearing and review by the commission, then the party must notify the commission, in writing, within ten (10) days of the date of the adverse action, otherwise the action is deemed the final action and no further review is available. (3) Upon receiving notice from the aggrieved party, the commission shall fix the time and place for a hearing and notify the aggrieved party of the time and place of the hearing. (4) At the hearing, the party may employ counsel, has the right to hear the evidence upon which the adverse action is based, and present evidence in opposition or in extenuation. The commission may request that a hearing officer from the secretary of state be appointed to issue an initial order or a member of the commission may preside, except where a clear conflict of interest may be demonstrated. (5) A decision of the commission or of a hearing officer following a hearing is not a final decision until it is final under the Uniform Administrative Procedures Act, compiled in title 4, chapter 5. The commission shall promptly act on all matters presented at the hearing, as provided in this subsection (a). The commission shall notify all parties in writing of the decision, which must include a statement of findings and conclusions upon all material issues of fact, law, or discretion presented at the hearing and the appropriate rule, order, sanction, relief, or denial thereof.
(1) A person, agent, group, or entity aggrieved or adversely affected by a decision of the executive director that results in adverse action, as described in §§ 49-7-2010 , 49-7-2011 , and 49-7-2017 , being taken has the right to a hearing and review of the decision by the commission as provided in this subsection (a).
(2) If, upon written notification of an adverse action being taken by the executive director, the aggrieved party desires a hearing and review by the commission, then the party must notify the commission, in writing, within ten (10) days of the date of the adverse action, otherwise the action is deemed the final action and no further review is available.
(3) Upon receiving notice from the aggrieved party, the commission shall fix the time and place for a hearing and notify the aggrieved party of the time and place of the hearing.
(4) At the hearing, the party may employ counsel, has the right to hear the evidence upon which the adverse action is based, and present evidence in opposition or in extenuation. The commission may request that a hearing officer from the secretary of state be appointed to issue an initial order or a member of the commission may preside, except where a clear conflict of interest may be demonstrated.
(5) A decision of the commission or of a hearing officer following a hearing is not a final decision until it is final under the Uniform Administrative Procedures Act, compiled in title 4, chapter 5. The commission shall promptly act on all matters presented at the hearing, as provided in this subsection (a). The commission shall notify all parties in writing of the decision, which must include a statement of findings and conclusions upon all material issues of fact, law, or discretion presented at the hearing and the appropriate rule, order, sanction, relief, or denial thereof.
(b) A person, agent, group, or entity aggrieved or adversely affected by a final commission action may obtain judicial review of the action as provided in this section.
(c) (1) An action for judicial review may be commenced in any court of competent jurisdiction in accordance with the Tennessee rules of civil procedure within thirty (30) days after the commission action becomes effective. (2) Upon a finding that irreparable injury would otherwise result, the commission, upon application therefor, shall postpone the effective date of its action pending judicial review; or the reviewing court, upon such security, if any, as the court shall find necessary, shall issue appropriate process to postpone the effective date of the commission's action or to preserve the rights of the parties pending conclusion of the review proceedings. (3) The record on review, unless otherwise stipulated by the parties, shall include the original or certified copies of all pleadings, applications, evidence, exhibits and other papers presented to or considered by the commission, and the decision, findings and action of the commission. As to alleged procedural irregularities, evidence may be taken independently by the court. (4) If the court finds no error, it shall affirm the commission's action. The court shall hold unlawful and set aside the commission action, and afford such relief as may be appropriate if it finds that the action was: (A) Arbitrary or capricious; (B) A denial of statutory right; (C) Contrary to constitutional right, power, privilege or immunity; (D) In excess of statutory jurisdiction, authority, purposes or limitation; (E) Not in accordance with the procedures or procedural limitations of this part or otherwise required by law; (F) An abuse or clearly unwarranted exercise of discretion; (G) Unsupported by substantial evidence when the record is considered as a whole; or (H) Otherwise contrary to law. (5) The decision of the trial court shall be subject to appellate review in the same manner and with the same effect as in appeals from a final judgment or decree in any other civil action.
(1) An action for judicial review may be commenced in any court of competent jurisdiction in accordance with the Tennessee rules of civil procedure within thirty (30) days after the commission action becomes effective.
(2) Upon a finding that irreparable injury would otherwise result, the commission, upon application therefor, shall postpone the effective date of its action pending judicial review; or the reviewing court, upon such security, if any, as the court shall find necessary, shall issue appropriate process to postpone the effective date of the commission's action or to preserve the rights of the parties pending conclusion of the review proceedings.
(3) The record on review, unless otherwise stipulated by the parties, shall include the original or certified copies of all pleadings, applications, evidence, exhibits and other papers presented to or considered by the commission, and the decision, findings and action of the commission. As to alleged procedural irregularities, evidence may be taken independently by the court.
(4) If the court finds no error, it shall affirm the commission's action. The court shall hold unlawful and set aside the commission action, and afford such relief as may be appropriate if it finds that the action was: (A) Arbitrary or capricious; (B) A denial of statutory right; (C) Contrary to constitutional right, power, privilege or immunity; (D) In excess of statutory jurisdiction, authority, purposes or limitation; (E) Not in accordance with the procedures or procedural limitations of this part or otherwise required by law; (F) An abuse or clearly unwarranted exercise of discretion; (G) Unsupported by substantial evidence when the record is considered as a whole; or (H) Otherwise contrary to law.
(A) Arbitrary or capricious;
(B) A denial of statutory right;
(C) Contrary to constitutional right, power, privilege or immunity;
(D) In excess of statutory jurisdiction, authority, purposes or limitation;
(E) Not in accordance with the procedures or procedural limitations of this part or otherwise required by law;
(F) An abuse or clearly unwarranted exercise of discretion;
(G) Unsupported by substantial evidence when the record is considered as a whole; or
(H) Otherwise contrary to law.
(5) The decision of the trial court shall be subject to appellate review in the same manner and with the same effect as in appeals from a final judgment or decree in any other civil action.
Amended by 2022 Tenn. Acts, ch. 1044, s 21, eff. 7/1/2022.
Amended by 2022 Tenn. Acts, ch. 1044, s 20, eff. 7/1/2022.
Acts 1961, ch. 112, § 15; 1974, ch. 781, § 15; T.C.A., § 49-3915.
Tenn. Code Ann. § 49-4-301 — TN Code / Title 49 / Chapter 4 / Section 49-4-301
Program established - Eligibility
Status: in_force

(a) There is established the Tennessee student assistance program, which shall be administered by the Tennessee student assistance corporation, referred to in this part as TSAC, under the following terms and conditions: (1) TSAC shall make awards of nonrepayable financial assistance, from funds appropriated for that purpose, directly to needy undergraduate students who: (A) Are residents of this state, as defined by regulations promulgated by the board of regents for the state university and community college system, under the authority of § 49-8-104 where applicable; (B) Are enrolled or intend to enroll in an eligible program of study as defined in § 49-4-902 as full-time or part-time students in an institution of postsecondary education in this state that is either: (i) A public college or university; (ii) A public vocational or technical institute; (iii) A nonprofit institution of higher education in this state as defined under regulations promulgated by TSAC; or (iv) Are enrolled in a private business, trade, or technical school that is located in this state, accredited by a regional accrediting association, the Council on Occupational Education, or the Accrediting Commission of Career Schools and Colleges, and authorized to operate by the Tennessee higher education commission pursuant to the Tennessee Higher Education Authorization Act of 2016, compiled in chapter 7, part 20 of this title. A school that, on July 1, 2016, was accredited by the Accrediting Council for Independent Colleges and Schools and whose students received an award under this part shall remain eligible for the Tennessee student assistance award; provided, that the school receives accreditation by an accrediting agency recognized by the United States department of education, remains accredited by such an accrediting agency, and is authorized to operate by the Tennessee higher education commission. No award under this part shall be made retroactively for any period in which a postsecondary institution has not attained accreditation from an accrediting agency recognized by the United States department of education. If a school is organized as a profit-making entity, it shall comply with the terms and conditions that the TSAC board of directors determines to be necessary to ensure that the availability of assistance under this program to students has not and will not cause an increase in tuition, fees, or other charges assessed by the school; (C) Have complied with the applicable provisions of parts 2-7 of this chapter and the rules and regulations adopted by TSAC; and (D) Are not incarcerated; (2) Awards of student assistance shall be available for residents of the state generally, without regard to county or other area of residence, race, color, creed, sex or national origin or ancestry; and (3) Students who are citizens of the United States shall receive priority in the making of awards of student assistance. (b) If subdivision (a)(1)(D) is in conflict with federal law to the extent that subdivision (a)(1)(D) would jeopardize the receipt of federal funds, subdivision (a)(1)(D) is void. Amended by 2020 Tenn. Acts, ch. 794, s 13, eff. 7/1/2021. Amended by 2018 Tenn. Acts, ch. 695, s 1, eff. 8/1/2018. Acts 1976, ch. 415, § 2; 1977, ch. 105, § 1; 1977, ch. 351, §§ 2, 5; 1980, ch. 704, § 1; T.C.A., § 49-5013; Acts 1981, ch. 223, § 1; T.C.A., § 49-50-113; Acts 1989, ch. 200, §§ 1-3; 1992, ch. 775, § 1; 1998, ch. 633, § 1.
(a) There is established the Tennessee student assistance program, which shall be administered by the Tennessee student assistance corporation, referred to in this part as TSAC, under the following terms and conditions: (1) TSAC shall make awards of nonrepayable financial assistance, from funds appropriated for that purpose, directly to needy undergraduate students who: (A) Are residents of this state, as defined by regulations promulgated by the board of regents for the state university and community college system, under the authority of § 49-8-104 where applicable; (B) Are enrolled or intend to enroll in an eligible program of study as defined in § 49-4-902 as full-time or part-time students in an institution of postsecondary education in this state that is either: (i) A public college or university; (ii) A public vocational or technical institute; (iii) A nonprofit institution of higher education in this state as defined under regulations promulgated by TSAC; or (iv) Are enrolled in a private business, trade, or technical school that is located in this state, accredited by a regional accrediting association, the Council on Occupational Education, or the Accrediting Commission of Career Schools and Colleges, and authorized to operate by the Tennessee higher education commission pursuant to the Tennessee Higher Education Authorization Act of 2016, compiled in chapter 7, part 20 of this title. A school that, on July 1, 2016, was accredited by the Accrediting Council for Independent Colleges and Schools and whose students received an award under this part shall remain eligible for the Tennessee student assistance award; provided, that the school receives accreditation by an accrediting agency recognized by the United States department of education, remains accredited by such an accrediting agency, and is authorized to operate by the Tennessee higher education commission. No award under this part shall be made retroactively for any period in which a postsecondary institution has not attained accreditation from an accrediting agency recognized by the United States department of education. If a school is organized as a profit-making entity, it shall comply with the terms and conditions that the TSAC board of directors determines to be necessary to ensure that the availability of assistance under this program to students has not and will not cause an increase in tuition, fees, or other charges assessed by the school; (C) Have complied with the applicable provisions of parts 2-7 of this chapter and the rules and regulations adopted by TSAC; and (D) Are not incarcerated; (2) Awards of student assistance shall be available for residents of the state generally, without regard to county or other area of residence, race, color, creed, sex or national origin or ancestry; and (3) Students who are citizens of the United States shall receive priority in the making of awards of student assistance.
(1) TSAC shall make awards of nonrepayable financial assistance, from funds appropriated for that purpose, directly to needy undergraduate students who: (A) Are residents of this state, as defined by regulations promulgated by the board of regents for the state university and community college system, under the authority of § 49-8-104 where applicable; (B) Are enrolled or intend to enroll in an eligible program of study as defined in § 49-4-902 as full-time or part-time students in an institution of postsecondary education in this state that is either: (i) A public college or university; (ii) A public vocational or technical institute; (iii) A nonprofit institution of higher education in this state as defined under regulations promulgated by TSAC; or (iv) Are enrolled in a private business, trade, or technical school that is located in this state, accredited by a regional accrediting association, the Council on Occupational Education, or the Accrediting Commission of Career Schools and Colleges, and authorized to operate by the Tennessee higher education commission pursuant to the Tennessee Higher Education Authorization Act of 2016, compiled in chapter 7, part 20 of this title. A school that, on July 1, 2016, was accredited by the Accrediting Council for Independent Colleges and Schools and whose students received an award under this part shall remain eligible for the Tennessee student assistance award; provided, that the school receives accreditation by an accrediting agency recognized by the United States department of education, remains accredited by such an accrediting agency, and is authorized to operate by the Tennessee higher education commission. No award under this part shall be made retroactively for any period in which a postsecondary institution has not attained accreditation from an accrediting agency recognized by the United States department of education. If a school is organized as a profit-making entity, it shall comply with the terms and conditions that the TSAC board of directors determines to be necessary to ensure that the availability of assistance under this program to students has not and will not cause an increase in tuition, fees, or other charges assessed by the school; (C) Have complied with the applicable provisions of parts 2-7 of this chapter and the rules and regulations adopted by TSAC; and (D) Are not incarcerated;
(A) Are residents of this state, as defined by regulations promulgated by the board of regents for the state university and community college system, under the authority of § 49-8-104 where applicable;
(B) Are enrolled or intend to enroll in an eligible program of study as defined in § 49-4-902 as full-time or part-time students in an institution of postsecondary education in this state that is either: (i) A public college or university; (ii) A public vocational or technical institute; (iii) A nonprofit institution of higher education in this state as defined under regulations promulgated by TSAC; or (iv) Are enrolled in a private business, trade, or technical school that is located in this state, accredited by a regional accrediting association, the Council on Occupational Education, or the Accrediting Commission of Career Schools and Colleges, and authorized to operate by the Tennessee higher education commission pursuant to the Tennessee Higher Education Authorization Act of 2016, compiled in chapter 7, part 20 of this title. A school that, on July 1, 2016, was accredited by the Accrediting Council for Independent Colleges and Schools and whose students received an award under this part shall remain eligible for the Tennessee student assistance award; provided, that the school receives accreditation by an accrediting agency recognized by the United States department of education, remains accredited by such an accrediting agency, and is authorized to operate by the Tennessee higher education commission. No award under this part shall be made retroactively for any period in which a postsecondary institution has not attained accreditation from an accrediting agency recognized by the United States department of education. If a school is organized as a profit-making entity, it shall comply with the terms and conditions that the TSAC board of directors determines to be necessary to ensure that the availability of assistance under this program to students has not and will not cause an increase in tuition, fees, or other charges assessed by the school;
(i) A public college or university;
(ii) A public vocational or technical institute;
(iii) A nonprofit institution of higher education in this state as defined under regulations promulgated by TSAC; or
(iv) Are enrolled in a private business, trade, or technical school that is located in this state, accredited by a regional accrediting association, the Council on Occupational Education, or the Accrediting Commission of Career Schools and Colleges, and authorized to operate by the Tennessee higher education commission pursuant to the Tennessee Higher Education Authorization Act of 2016, compiled in chapter 7, part 20 of this title. A school that, on July 1, 2016, was accredited by the Accrediting Council for Independent Colleges and Schools and whose students received an award under this part shall remain eligible for the Tennessee student assistance award; provided, that the school receives accreditation by an accrediting agency recognized by the United States department of education, remains accredited by such an accrediting agency, and is authorized to operate by the Tennessee higher education commission. No award under this part shall be made retroactively for any period in which a postsecondary institution has not attained accreditation from an accrediting agency recognized by the United States department of education. If a school is organized as a profit-making entity, it shall comply with the terms and conditions that the TSAC board of directors determines to be necessary to ensure that the availability of assistance under this program to students has not and will not cause an increase in tuition, fees, or other charges assessed by the school;
(C) Have complied with the applicable provisions of parts 2-7 of this chapter and the rules and regulations adopted by TSAC; and
(D) Are not incarcerated;
(2) Awards of student assistance shall be available for residents of the state generally, without regard to county or other area of residence, race, color, creed, sex or national origin or ancestry; and
(3) Students who are citizens of the United States shall receive priority in the making of awards of student assistance.
(b) If subdivision (a)(1)(D) is in conflict with federal law to the extent that subdivision (a)(1)(D) would jeopardize the receipt of federal funds, subdivision (a)(1)(D) is void.
Amended by 2020 Tenn. Acts, ch. 794, s 13, eff. 7/1/2021.
Amended by 2018 Tenn. Acts, ch. 695, s 1, eff. 8/1/2018.
Acts 1976, ch. 415, § 2; 1977, ch. 105, § 1; 1977, ch. 351, §§ 2, 5; 1980, ch. 704, § 1; T.C.A., § 49-5013; Acts 1981, ch. 223, § 1; T.C.A., § 49-50-113; Acts 1989, ch. 200, §§ 1-3; 1992, ch. 775, § 1; 1998, ch. 633, § 1.
Tenn. Code Ann. § 49-6-2207 — TN Code / Title 49 / Chapter 6 / Section 49-6-2207
Adoption of textbooks and instructional materials by local board
Status: in_force

(a) (1) The local boards of education are authorized and required to adopt textbooks and instructional materials to be used in the public schools of their school districts, from the list of textbooks and instructional materials listed for adoption by the commission, the adoption to be for a period of no less than three (3) years, but not exceeding the period agreed to in the state contract approved by the commission. The commission is authorized to develop guidelines under which this restriction may be waived. (2) Boards are encouraged to adopt and make available for use by every student at least one (1) textbook or instructional materials in each subject at grade reading level in every grade. (b) Cities or special school districts may adopt the same textbooks and instructional materials that are used in the county in which the city or district is located. (c) (1) Local boards of education shall appoint review committees to review the textbooks and instructional materials proposed for adoption and shall make their adoption upon recommendations of such committees. These committees shall be set up by grade and subject matter fields and composed of teachers, or supervisors and teachers, and parents with children enrolled in the LEA at the time of appointment to a committee. The local board may also appoint experts in the grade level or subject matter field for which textbooks and instructional materials are to be reviewed. Experts may be college professors or credentialed subject matter specialists. The board shall determine the number of members of the committee based upon the relative size of the LEA. (2) Teachers and supervisors who serve on a committee shall be teaching or supervising the respective grade or subject at the time of appointment. Committees shall be composed by grade or groups of grades arranged so that a committee may consider an entire series of books if it should so desire; provided, that in all cases, the teachers and supervisors appointed to the committees shall be licensed to teach in the state with endorsements in the subject matter or grade level for which textbooks or instructional materials are being reviewed. Teachers and supervisors shall have three (3) or more years of experience as teachers or supervisors in the public schools. (3) The members of the committee authorized in this section shall serve for the length of time that the adoption process for which they are appointed lasts. (d) (1) All members appointed on the committees shall subscribe to the oath as set out in § 49-6-2201(i) . (2) The oath shall be administered by the county mayor or by some authorized official empowered to administer an oath. (e) The director of schools in the LEA adopting textbooks or instructional materials under this part shall serve as an ex officio member of all committees appointed under subsection (c). The director of schools shall record a list of all textbooks or instructional materials adopted by the local board of education. Immediately, at the completion of the adoption process, the director shall forward a copy of the recorded adoption to the commissioner of education and shall post on the LEA's website the list of all books adopted. (f) (1) A local board may provide electronic textbooks and instructional materials to students enrolled in the board's public schools; provided, that the board provides students the electronic textbooks and instructional materials free of charge. (2) A board that provides electronic textbooks and instructional materials to students enrolled in the board's public schools shall provide: (A) Students and teachers reasonable access to the electronic textbooks and instructional materials, including, but not limited to, providing students and teachers reasonable access to computer equipment necessary for teachers to provide, and for students to complete, homework assignments using an electronic textbook or instructional materials; and (B) A student reasonable access to a printed version of the electronic textbook or instructional material if the student or the student's parent or legal guardian submits a written request to the principal of the school in which the student is enrolled for a printed version of the textbook or instructional material. Amended by 2024 Tenn. Acts, ch. 752,s 1, eff. 7/1/2024. Amended by 2014 Tenn. Acts, ch. 981,s 16, eff. 1/1/2015. Amended by 2014 Tenn. Acts, ch. 981,s 19, eff. 1/1/2015. Amended by 2014 Tenn. Acts, ch. 981,s 18, eff. 1/1/2015. Amended by 2014 Tenn. Acts, ch. 981,s 17, eff. 1/1/2015. Amended by 2014 Tenn. Acts, ch. 981,s 8, eff. 1/1/2015. Amended by 2014 Tenn. Acts, ch. 981,s 7, eff. 1/1/2015. Amended by 2014 Tenn. Acts, ch. 981,s 6, eff. 1/1/2015. Acts 1951, ch. 180, § 7 (Williams, § 2453.33); modified; Acts 1968, ch. 419, § 1; 1974, ch. 654, §§ 120, 121; T.C.A. (orig. ed.), § 49-2021; Acts 1984, ch. 595, § 7; 1984, ch. 748, § 2; 1999, ch. 228, § 5; 2001, ch. 271, § 2; 2003 ch. 90, § 2; 2004, ch. 722, § 1.
(a) (1) The local boards of education are authorized and required to adopt textbooks and instructional materials to be used in the public schools of their school districts, from the list of textbooks and instructional materials listed for adoption by the commission, the adoption to be for a period of no less than three (3) years, but not exceeding the period agreed to in the state contract approved by the commission. The commission is authorized to develop guidelines under which this restriction may be waived. (2) Boards are encouraged to adopt and make available for use by every student at least one (1) textbook or instructional materials in each subject at grade reading level in every grade.
(1) The local boards of education are authorized and required to adopt textbooks and instructional materials to be used in the public schools of their school districts, from the list of textbooks and instructional materials listed for adoption by the commission, the adoption to be for a period of no less than three (3) years, but not exceeding the period agreed to in the state contract approved by the commission. The commission is authorized to develop guidelines under which this restriction may be waived.
(2) Boards are encouraged to adopt and make available for use by every student at least one (1) textbook or instructional materials in each subject at grade reading level in every grade.
(b) Cities or special school districts may adopt the same textbooks and instructional materials that are used in the county in which the city or district is located.
(c) (1) Local boards of education shall appoint review committees to review the textbooks and instructional materials proposed for adoption and shall make their adoption upon recommendations of such committees. These committees shall be set up by grade and subject matter fields and composed of teachers, or supervisors and teachers, and parents with children enrolled in the LEA at the time of appointment to a committee. The local board may also appoint experts in the grade level or subject matter field for which textbooks and instructional materials are to be reviewed. Experts may be college professors or credentialed subject matter specialists. The board shall determine the number of members of the committee based upon the relative size of the LEA. (2) Teachers and supervisors who serve on a committee shall be teaching or supervising the respective grade or subject at the time of appointment. Committees shall be composed by grade or groups of grades arranged so that a committee may consider an entire series of books if it should so desire; provided, that in all cases, the teachers and supervisors appointed to the committees shall be licensed to teach in the state with endorsements in the subject matter or grade level for which textbooks or instructional materials are being reviewed. Teachers and supervisors shall have three (3) or more years of experience as teachers or supervisors in the public schools. (3) The members of the committee authorized in this section shall serve for the length of time that the adoption process for which they are appointed lasts.
(1) Local boards of education shall appoint review committees to review the textbooks and instructional materials proposed for adoption and shall make their adoption upon recommendations of such committees. These committees shall be set up by grade and subject matter fields and composed of teachers, or supervisors and teachers, and parents with children enrolled in the LEA at the time of appointment to a committee. The local board may also appoint experts in the grade level or subject matter field for which textbooks and instructional materials are to be reviewed. Experts may be college professors or credentialed subject matter specialists. The board shall determine the number of members of the committee based upon the relative size of the LEA.
(2) Teachers and supervisors who serve on a committee shall be teaching or supervising the respective grade or subject at the time of appointment. Committees shall be composed by grade or groups of grades arranged so that a committee may consider an entire series of books if it should so desire; provided, that in all cases, the teachers and supervisors appointed to the committees shall be licensed to teach in the state with endorsements in the subject matter or grade level for which textbooks or instructional materials are being reviewed. Teachers and supervisors shall have three (3) or more years of experience as teachers or supervisors in the public schools.
(3) The members of the committee authorized in this section shall serve for the length of time that the adoption process for which they are appointed lasts.
(d) (1) All members appointed on the committees shall subscribe to the oath as set out in § 49-6-2201(i) . (2) The oath shall be administered by the county mayor or by some authorized official empowered to administer an oath.
(1) All members appointed on the committees shall subscribe to the oath as set out in § 49-6-2201(i) .
(2) The oath shall be administered by the county mayor or by some authorized official empowered to administer an oath.
(e) The director of schools in the LEA adopting textbooks or instructional materials under this part shall serve as an ex officio member of all committees appointed under subsection (c). The director of schools shall record a list of all textbooks or instructional materials adopted by the local board of education. Immediately, at the completion of the adoption process, the director shall forward a copy of the recorded adoption to the commissioner of education and shall post on the LEA's website the list of all books adopted.
(f) (1) A local board may provide electronic textbooks and instructional materials to students enrolled in the board's public schools; provided, that the board provides students the electronic textbooks and instructional materials free of charge. (2) A board that provides electronic textbooks and instructional materials to students enrolled in the board's public schools shall provide: (A) Students and teachers reasonable access to the electronic textbooks and instructional materials, including, but not limited to, providing students and teachers reasonable access to computer equipment necessary for teachers to provide, and for students to complete, homework assignments using an electronic textbook or instructional materials; and (B) A student reasonable access to a printed version of the electronic textbook or instructional material if the student or the student's parent or legal guardian submits a written request to the principal of the school in which the student is enrolled for a printed version of the textbook or instructional material.
(1) A local board may provide electronic textbooks and instructional materials to students enrolled in the board's public schools; provided, that the board provides students the electronic textbooks and instructional materials free of charge.
(2) A board that provides electronic textbooks and instructional materials to students enrolled in the board's public schools shall provide: (A) Students and teachers reasonable access to the electronic textbooks and instructional materials, including, but not limited to, providing students and teachers reasonable access to computer equipment necessary for teachers to provide, and for students to complete, homework assignments using an electronic textbook or instructional materials; and (B) A student reasonable access to a printed version of the electronic textbook or instructional material if the student or the student's parent or legal guardian submits a written request to the principal of the school in which the student is enrolled for a printed version of the textbook or instructional material.
(A) Students and teachers reasonable access to the electronic textbooks and instructional materials, including, but not limited to, providing students and teachers reasonable access to computer equipment necessary for teachers to provide, and for students to complete, homework assignments using an electronic textbook or instructional materials; and
(B) A student reasonable access to a printed version of the electronic textbook or instructional material if the student or the student's parent or legal guardian submits a written request to the principal of the school in which the student is enrolled for a printed version of the textbook or instructional material.
Amended by 2024 Tenn. Acts, ch. 752,s 1, eff. 7/1/2024.
Amended by 2014 Tenn. Acts, ch. 981,s 16, eff. 1/1/2015.
Amended by 2014 Tenn. Acts, ch. 981,s 19, eff. 1/1/2015.
Amended by 2014 Tenn. Acts, ch. 981,s 18, eff. 1/1/2015.
Amended by 2014 Tenn. Acts, ch. 981,s 17, eff. 1/1/2015.
Amended by 2014 Tenn. Acts, ch. 981,s 8, eff. 1/1/2015.
Amended by 2014 Tenn. Acts, ch. 981,s 7, eff. 1/1/2015.
Amended by 2014 Tenn. Acts, ch. 981,s 6, eff. 1/1/2015.
Acts 1951, ch. 180, § 7 (Williams, § 2453.33); modified; Acts 1968, ch. 419, § 1; 1974, ch. 654, §§ 120, 121; T.C.A. (orig. ed.), § 49-2021; Acts 1984, ch. 595, § 7; 1984, ch. 748, § 2; 1999, ch. 228, § 5; 2001, ch. 271, § 2; 2003 ch. 90, § 2; 2004, ch. 722, § 1.
Tenn. Code Ann. § 49-5-715 — TN Code / Title 49 / Chapter 5 / Section 49-5-715
Leave to hold statewide office of a professional employees' association
Status: in_force

(a) Leave to hold statewide office as an officer, director, trustee or agent of a professional employees' association may be granted if the local board approves the leave after the person requesting the leave provides the director of schools with proof of election and proof of the term of office. Acceptable proof of election shall include, but not be limited to, certification by the professional employees' association of the date of the election and the results of the election. Leave shall be granted from a date certain to a date certain pursuant to § 49-5-704 . (b) For purposes of this section only, "professional employees' association" or "association" means any organization or association granting membership to professional employees of LEAs and professionals employed by the state department of education; provided, however, that membership in the organization or association statewide exceeds one thousand (1,000) dues-paying members. (c) Any person on leave under this section shall retain all rights enumerated in § 49-5-708 . (d) Association service leave shall be leave without pay. The person on leave is entitled to maintain benefits only if the full cost of the benefits is paid by either the person on leave or the association for which the person is serving as an officer, director, trustee or agent. During the leave period, the person's position with the LEA shall be maintained without advancement on the salary scale and with no accrual of sick leave or personal and professional leave. At the end of leave taken pursuant to this section, the person taking the leave shall be returned to the person's former position or a comparable position. Leave shall only be granted with the understanding that the recipient, immediately following the leave of absence, will return to the LEA for a period at least equal to the period of the leave. Prior to the person being allowed to return to a position in the LEA, the person or the association shall reimburse the LEA for any additional expenses incurred in staffing the position while the person was on leave. (e) Any president of a professional employees' association who was granted leave from an LEA to hold the office prior to April 25, 2013, may continue to hold the office of president with leave from the LEA until the end of the leave and termination of the agreement that covers the leave; provided, however, that the agreement shall not be modified or extended after April 25, 2013. If a person who was president of an association before April 25, 2013, is reelected after April 25, 2013, then any new agreement between an LEA and a person who is reelected shall be entered in accordance with subsections (a)-(d). Amended by 2013 Tenn. Acts, ch. 275, s 1, eff. 4/25/2013. Acts 2004, ch. 650, § 1.
(a) Leave to hold statewide office as an officer, director, trustee or agent of a professional employees' association may be granted if the local board approves the leave after the person requesting the leave provides the director of schools with proof of election and proof of the term of office. Acceptable proof of election shall include, but not be limited to, certification by the professional employees' association of the date of the election and the results of the election. Leave shall be granted from a date certain to a date certain pursuant to § 49-5-704 .
(b) For purposes of this section only, "professional employees' association" or "association" means any organization or association granting membership to professional employees of LEAs and professionals employed by the state department of education; provided, however, that membership in the organization or association statewide exceeds one thousand (1,000) dues-paying members.
(c) Any person on leave under this section shall retain all rights enumerated in § 49-5-708 .
(d) Association service leave shall be leave without pay. The person on leave is entitled to maintain benefits only if the full cost of the benefits is paid by either the person on leave or the association for which the person is serving as an officer, director, trustee or agent. During the leave period, the person's position with the LEA shall be maintained without advancement on the salary scale and with no accrual of sick leave or personal and professional leave. At the end of leave taken pursuant to this section, the person taking the leave shall be returned to the person's former position or a comparable position. Leave shall only be granted with the understanding that the recipient, immediately following the leave of absence, will return to the LEA for a period at least equal to the period of the leave. Prior to the person being allowed to return to a position in the LEA, the person or the association shall reimburse the LEA for any additional expenses incurred in staffing the position while the person was on leave.
(e) Any president of a professional employees' association who was granted leave from an LEA to hold the office prior to April 25, 2013, may continue to hold the office of president with leave from the LEA until the end of the leave and termination of the agreement that covers the leave; provided, however, that the agreement shall not be modified or extended after April 25, 2013. If a person who was president of an association before April 25, 2013, is reelected after April 25, 2013, then any new agreement between an LEA and a person who is reelected shall be entered in accordance with subsections (a)-(d).
Amended by 2013 Tenn. Acts, ch. 275, s 1, eff. 4/25/2013.
Acts 2004, ch. 650, § 1.
Tenn. Code Ann. § 49-5-101 — TN Code / Title 49 / Chapter 5 / Section 49-5-101
Basic requirements
Status: in_force

(a) No person shall be employed as principal, teacher or supervisor of any public elementary or high school by any local school district, or receive any pay for such services out of the public school funds of the local school district until the person presents to the director of schools a valid license as prescribed in this part. It is unlawful for any board of education to issue any warrant or check to such persons for services as principal, teacher or supervisor until the person has presented for record a license valid for the term of employment. (b) As used in this part, "employ," and all derivatives of "employ," mean to put to work in a position compensated from public funds and are not to be construed to preclude election by the local board of education of a teacher prior to the teacher's having received a license, in accordance with the rules and regulations of the state board of education. (c) No person under eighteen (18) years of age shall receive a license to teach in the public schools; and no one who has less than eight (8) months of experience as a teacher or who is under eighteen (18) years of age shall receive pay out of the public school funds as the principal of any school having more than one (1) teacher. (d) No person shall receive a license to teach unless the person has a good moral character and under no circumstances shall licenses be granted to persons addicted to the use of intoxicants or narcotics. All applicants for licenses shall satisfy the state board of education that they meet the requirements of this part. (e) The state board of education shall not issue professional licenses upon the work done in any college or university, except from a list of standard teacher-training institutions, colleges and universities that shall be approved by the state board of education after inspection as may be provided by the board. (f) (1) Licenses to teach shall be uniform for all the local school systems and shall be issued by the state board of education in accordance with the requirements set out in this part. (2) Credits earned through correspondence work or class extension work from the University of Tennessee and other colleges, with approval by the state board of education to offer correspondence and extension credits, shall be accepted as credit for licensing of directors of schools, supervisors, high school principals and teachers and elementary school principals and teachers in the same manner and to the same extent as such credits are accepted towards degrees in the University of Tennessee and other approved Tennessee colleges. In computing credits for a license, one (1) quarter hour of credit earned through correspondence work or class extension work shall connote a credit of one (1) week of residence. (g) The state board of education, in consultation with the department of education, is directed to review current policies, rules and regulations pertaining to transitional licensure options and make recommendations relative to the following: (1) The clarification of provisions applicable to transitional license education providers affiliated with Tennessee institutions of higher education and providers that are not affiliated with a Tennessee institution of higher education, such as out-of-state or online education-related organizations; (2) The process by which providers or transitional licensure programs receive approval by the state, and specifically such process for those providers that have been approved for an existing partnership with an LEA; and (3) Informing LEAs of the availability of transitional licensure options, including the feasibility of higher education institutions providing information relative to the requirements, cost and performance of transitional licensure programs. Amended by 2019 Tenn. Acts, ch. 248,s 34, eff. 5/2/2019. Amended by 2018 Tenn. Acts, ch. 725,s 30, eff. 4/18/2018. Acts 1925, ch. 115, § 11; Shan. Supp., §§ 1487a60-1487a63, 1487a65; Code 1932, §§ 2351-2354, 2356; Acts 1937, ch. 180, § 2; 1945, ch. 99, §§ 1-3; C. Supp. 1950, §§ 2354, 2355 (Williams, § 2355a); impl. am. Acts 1951, ch. 58, § 7; Acts 1957, ch. 137, §§ 1-3; 1959, ch. 121, § 1; 1973, ch. 76, § 1; 1974, ch. 654, §§ 51-54; 1976, ch. 400, § 1; T.C.A. (orig. ed.), §§ 49-1201, 49-1203, 49-1204, 49-1212, 49-1213, 49-1232; Acts 1987, ch. 308, § 11; 2011, ch. 380, §§ 1, 2.
(a) No person shall be employed as principal, teacher or supervisor of any public elementary or high school by any local school district, or receive any pay for such services out of the public school funds of the local school district until the person presents to the director of schools a valid license as prescribed in this part. It is unlawful for any board of education to issue any warrant or check to such persons for services as principal, teacher or supervisor until the person has presented for record a license valid for the term of employment.
(b) As used in this part, "employ," and all derivatives of "employ," mean to put to work in a position compensated from public funds and are not to be construed to preclude election by the local board of education of a teacher prior to the teacher's having received a license, in accordance with the rules and regulations of the state board of education.
(c) No person under eighteen (18) years of age shall receive a license to teach in the public schools; and no one who has less than eight (8) months of experience as a teacher or who is under eighteen (18) years of age shall receive pay out of the public school funds as the principal of any school having more than one (1) teacher.
(d) No person shall receive a license to teach unless the person has a good moral character and under no circumstances shall licenses be granted to persons addicted to the use of intoxicants or narcotics. All applicants for licenses shall satisfy the state board of education that they meet the requirements of this part.
(e) The state board of education shall not issue professional licenses upon the work done in any college or university, except from a list of standard teacher-training institutions, colleges and universities that shall be approved by the state board of education after inspection as may be provided by the board.
(f) (1) Licenses to teach shall be uniform for all the local school systems and shall be issued by the state board of education in accordance with the requirements set out in this part. (2) Credits earned through correspondence work or class extension work from the University of Tennessee and other colleges, with approval by the state board of education to offer correspondence and extension credits, shall be accepted as credit for licensing of directors of schools, supervisors, high school principals and teachers and elementary school principals and teachers in the same manner and to the same extent as such credits are accepted towards degrees in the University of Tennessee and other approved Tennessee colleges. In computing credits for a license, one (1) quarter hour of credit earned through correspondence work or class extension work shall connote a credit of one (1) week of residence.
(1) Licenses to teach shall be uniform for all the local school systems and shall be issued by the state board of education in accordance with the requirements set out in this part.
(2) Credits earned through correspondence work or class extension work from the University of Tennessee and other colleges, with approval by the state board of education to offer correspondence and extension credits, shall be accepted as credit for licensing of directors of schools, supervisors, high school principals and teachers and elementary school principals and teachers in the same manner and to the same extent as such credits are accepted towards degrees in the University of Tennessee and other approved Tennessee colleges. In computing credits for a license, one (1) quarter hour of credit earned through correspondence work or class extension work shall connote a credit of one (1) week of residence.
(g) The state board of education, in consultation with the department of education, is directed to review current policies, rules and regulations pertaining to transitional licensure options and make recommendations relative to the following: (1) The clarification of provisions applicable to transitional license education providers affiliated with Tennessee institutions of higher education and providers that are not affiliated with a Tennessee institution of higher education, such as out-of-state or online education-related organizations; (2) The process by which providers or transitional licensure programs receive approval by the state, and specifically such process for those providers that have been approved for an existing partnership with an LEA; and (3) Informing LEAs of the availability of transitional licensure options, including the feasibility of higher education institutions providing information relative to the requirements, cost and performance of transitional licensure programs.
(1) The clarification of provisions applicable to transitional license education providers affiliated with Tennessee institutions of higher education and providers that are not affiliated with a Tennessee institution of higher education, such as out-of-state or online education-related organizations;
(2) The process by which providers or transitional licensure programs receive approval by the state, and specifically such process for those providers that have been approved for an existing partnership with an LEA; and
(3) Informing LEAs of the availability of transitional licensure options, including the feasibility of higher education institutions providing information relative to the requirements, cost and performance of transitional licensure programs.
Amended by 2019 Tenn. Acts, ch. 248,s 34, eff. 5/2/2019.
Amended by 2018 Tenn. Acts, ch. 725,s 30, eff. 4/18/2018.
Acts 1925, ch. 115, § 11; Shan. Supp., §§ 1487a60-1487a63, 1487a65; Code 1932, §§ 2351-2354, 2356; Acts 1937, ch. 180, § 2; 1945, ch. 99, §§ 1-3; C. Supp. 1950, §§ 2354, 2355 (Williams, § 2355a); impl. am. Acts 1951, ch. 58, § 7; Acts 1957, ch. 137, §§ 1-3; 1959, ch. 121, § 1; 1973, ch. 76, § 1; 1974, ch. 654, §§ 51-54; 1976, ch. 400, § 1; T.C.A. (orig. ed.), §§ 49-1201, 49-1203, 49-1204, 49-1212, 49-1213, 49-1232; Acts 1987, ch. 308, § 11; 2011, ch. 380, §§ 1, 2.
Tenn. Code Ann. § 49-11-701 — TN Code / Title 49 / Chapter 11 / Section 49-11-701
Construction with other statutes
Status: in_force

(a) This part is intended to be supplemental to chapter 10, parts 1-7 of this title and parts 6 and 8 of this chapter and, insofar as those parts are not inconsistent with the purposes of this part, they shall govern the administration of the program of community-based vocational rehabilitation services established in this part; but where inconsistent, this part shall govern the administration of the program. (b) This part applies only to community-based vocational rehabilitation services established pursuant to this part and does not apply in any manner to the statewide comprehensive rehabilitation and training center at Smyrna established pursuant to part 8 of this chapter. Acts 1965, ch. 332, § 11; T.C.A., § 49-2826; Acts 2001, ch. 174, § 4.
(a) This part is intended to be supplemental to chapter 10, parts 1-7 of this title and parts 6 and 8 of this chapter and, insofar as those parts are not inconsistent with the purposes of this part, they shall govern the administration of the program of community-based vocational rehabilitation services established in this part; but where inconsistent, this part shall govern the administration of the program.
(b) This part applies only to community-based vocational rehabilitation services established pursuant to this part and does not apply in any manner to the statewide comprehensive rehabilitation and training center at Smyrna established pursuant to part 8 of this chapter.
Acts 1965, ch. 332, § 11; T.C.A., § 49-2826; Acts 2001, ch. 174, § 4.
Tenn. Code Ann. § 49-2-606 — TN Code / Title 49 / Chapter 2 / Section 49-2-606
Collection of money
Status: in_force

(a) Any individual who collects or receives any student activity or other internal school funds shall turn over to the properly designated school official or employee all student activity or other internal school funds. The funds shall be considered student activity or other internal school funds for the purpose of § 49-2-110 . That a member of a school support organization or a person claiming to be a member of a school support organization collected the money is immaterial to the determination as to its status as student activity or other internal school funds. (b) A local board of education may grant the principal of a school the authority to enter into an agreement with a school support organization to operate and collect money for a concession stand or parking at a related school academic, arts, athletic, or social event on school property where any money it collects or any portion designated by the agreement shall be considered as school support group funds and not as student activity funds; provided, that: (1) The board has adopted a policy concerning school support organizations pursuant to § 49-2-604(b) ; and (2) The school support organization provides the school with the relevant collection documentation that would have been required pursuant to the manual produced under § 49-2-110 for student activity funds. (c) Nothing in this section diminishes the authority of a local board of education to enter into an agreement with a civic organization for the operation of concessions or parking at school sponsored events. The civic organization shall not be subject to this part. (d) A local board of education may grant the principal of a school the authority to enter into an agreement with a school support organization to operate a bookstore located on school grounds that makes direct sales of items to students where any money the school support organization collects or any portion designated by the agreement shall be considered as school support group funds and not as student activity funds; provided, that: (1) The board has adopted a policy concerning school support organizations pursuant to § 49-2-604(b) ; (2) One hundred percent (100%) of the profits of the operation of the bookstore are used for support of the school; and (3) The school support organization provides the school with the relevant collection documentation that would have been required pursuant to the manual produced under § 49-2-110 for student activity funds. (e) A principal may allow funds raised by fundraisers conducted by a school support organization outside the school day and involving students to be collected during the school day by the school support organization. The funds shall be school support organization funds; provided, that school employees are not involved in the accounting of the funds and the funds are turned in using sealed envelopes. Acts 2007 , ch. 326, § 7; 2008 , ch. 1156, § 6.
(a) Any individual who collects or receives any student activity or other internal school funds shall turn over to the properly designated school official or employee all student activity or other internal school funds. The funds shall be considered student activity or other internal school funds for the purpose of § 49-2-110 . That a member of a school support organization or a person claiming to be a member of a school support organization collected the money is immaterial to the determination as to its status as student activity or other internal school funds.
(b) A local board of education may grant the principal of a school the authority to enter into an agreement with a school support organization to operate and collect money for a concession stand or parking at a related school academic, arts, athletic, or social event on school property where any money it collects or any portion designated by the agreement shall be considered as school support group funds and not as student activity funds; provided, that: (1) The board has adopted a policy concerning school support organizations pursuant to § 49-2-604(b) ; and (2) The school support organization provides the school with the relevant collection documentation that would have been required pursuant to the manual produced under § 49-2-110 for student activity funds.
(1) The board has adopted a policy concerning school support organizations pursuant to § 49-2-604(b) ; and
(2) The school support organization provides the school with the relevant collection documentation that would have been required pursuant to the manual produced under § 49-2-110 for student activity funds.
(c) Nothing in this section diminishes the authority of a local board of education to enter into an agreement with a civic organization for the operation of concessions or parking at school sponsored events. The civic organization shall not be subject to this part.
(d) A local board of education may grant the principal of a school the authority to enter into an agreement with a school support organization to operate a bookstore located on school grounds that makes direct sales of items to students where any money the school support organization collects or any portion designated by the agreement shall be considered as school support group funds and not as student activity funds; provided, that: (1) The board has adopted a policy concerning school support organizations pursuant to § 49-2-604(b) ; (2) One hundred percent (100%) of the profits of the operation of the bookstore are used for support of the school; and (3) The school support organization provides the school with the relevant collection documentation that would have been required pursuant to the manual produced under § 49-2-110 for student activity funds.
(1) The board has adopted a policy concerning school support organizations pursuant to § 49-2-604(b) ;
(2) One hundred percent (100%) of the profits of the operation of the bookstore are used for support of the school; and
(3) The school support organization provides the school with the relevant collection documentation that would have been required pursuant to the manual produced under § 49-2-110 for student activity funds.
(e) A principal may allow funds raised by fundraisers conducted by a school support organization outside the school day and involving students to be collected during the school day by the school support organization. The funds shall be school support organization funds; provided, that school employees are not involved in the accounting of the funds and the funds are turned in using sealed envelopes.
Acts 2007 , ch. 326, § 7; 2008 , ch. 1156, § 6.
Tenn. Code Ann. § 49-4-212 — TN Code / Title 49 / Chapter 4 / Section 49-4-212
Tennessee Teaching Scholars Act
Status: in_force

(a) This section shall be known and may be cited as the "Tennessee Teaching Scholars Act." (b) The Tennessee student assistance corporation shall administer the Tennessee teaching scholars program for exemplary students who desire to enter the teaching force in this state. Participation in this program is limited to college juniors, seniors and post baccalaureate candidates admitted to teacher education programs in this state and who pledge to teach in Tennessee public schools for up to four (4) years. (c) (1) The Tennessee student assistance corporation, in conjunction with the state board of education and the Tennessee higher education commission, is authorized to promulgate rules and regulations for the management of the program and the selection of recipients, taking into consideration such factors as the academic record of the applicant, teacher shortage in subject areas and the balance of majority/minority representation in the teaching force. The Tennessee student assistance corporation shall provide the department of education with rosters of program participants completing teacher education programs and their areas of teaching endorsements. The department shall use these rosters for assisting in job placement and in considering waiver requests from LEAs. (2) All scholarship loans shall be evidenced by notes made payable to the corporation that shall bear interest at the rate of nine percent (9%) per year beginning September 1 after completion of the program, or immediately after termination of the scholarship loan, whichever is earlier. The scholarship loan may be terminated by the recipient's withdrawing from school or by the recipient's not meeting the standards set by the corporation. (d) (1) Each program award shall be renewable up to three (3) times, contingent upon satisfactory academic performance. Persons receiving program awards who become public school teachers in this state shall receive forgiveness of the program award balance based on one (1) year's teaching service for each year an award was made. Any program award balance not forgiven in the manner prescribed in this subdivision (d)(1) shall be paid with interest by the recipient. (2) The corporation shall also forgive the loan if, within seven (7) years after graduation, the recipient teaches for three (3) consecutive years, unless the recipient takes an approved leave of absence, at a Tennessee public school in a local school administrative unit that, at the time the recipient accepts employment with the unit, is a high priority school system or is on warning status as defined by the commissioner or board of education. The corporation shall also forgive the loan if it finds that it is impossible for the recipient to teach for four (4) years, within seven (7) years after graduation, at a Tennessee public school because of the death or permanent disability of the recipient. (e) This program shall be available for participants who meet the eligibility criteria and complete an initial application no later than August 1, 2020, or a renewal application by the deadline published on the corporation's website each year thereafter. The availability of scholarship loans is subject to appropriation of funds in each year's general appropriations act. Amended by 2020 Tenn. Acts, ch. 794, s 12, eff. 8/1/2020. Acts 1995, ch. 392, § 1; 1999, ch. 391, §§ 1, 2; 2004, ch. 832, § 2.
(a) This section shall be known and may be cited as the "Tennessee Teaching Scholars Act."
(b) The Tennessee student assistance corporation shall administer the Tennessee teaching scholars program for exemplary students who desire to enter the teaching force in this state. Participation in this program is limited to college juniors, seniors and post baccalaureate candidates admitted to teacher education programs in this state and who pledge to teach in Tennessee public schools for up to four (4) years.
(c) (1) The Tennessee student assistance corporation, in conjunction with the state board of education and the Tennessee higher education commission, is authorized to promulgate rules and regulations for the management of the program and the selection of recipients, taking into consideration such factors as the academic record of the applicant, teacher shortage in subject areas and the balance of majority/minority representation in the teaching force. The Tennessee student assistance corporation shall provide the department of education with rosters of program participants completing teacher education programs and their areas of teaching endorsements. The department shall use these rosters for assisting in job placement and in considering waiver requests from LEAs. (2) All scholarship loans shall be evidenced by notes made payable to the corporation that shall bear interest at the rate of nine percent (9%) per year beginning September 1 after completion of the program, or immediately after termination of the scholarship loan, whichever is earlier. The scholarship loan may be terminated by the recipient's withdrawing from school or by the recipient's not meeting the standards set by the corporation.
(1) The Tennessee student assistance corporation, in conjunction with the state board of education and the Tennessee higher education commission, is authorized to promulgate rules and regulations for the management of the program and the selection of recipients, taking into consideration such factors as the academic record of the applicant, teacher shortage in subject areas and the balance of majority/minority representation in the teaching force. The Tennessee student assistance corporation shall provide the department of education with rosters of program participants completing teacher education programs and their areas of teaching endorsements. The department shall use these rosters for assisting in job placement and in considering waiver requests from LEAs.
(2) All scholarship loans shall be evidenced by notes made payable to the corporation that shall bear interest at the rate of nine percent (9%) per year beginning September 1 after completion of the program, or immediately after termination of the scholarship loan, whichever is earlier. The scholarship loan may be terminated by the recipient's withdrawing from school or by the recipient's not meeting the standards set by the corporation.
(d) (1) Each program award shall be renewable up to three (3) times, contingent upon satisfactory academic performance. Persons receiving program awards who become public school teachers in this state shall receive forgiveness of the program award balance based on one (1) year's teaching service for each year an award was made. Any program award balance not forgiven in the manner prescribed in this subdivision (d)(1) shall be paid with interest by the recipient. (2) The corporation shall also forgive the loan if, within seven (7) years after graduation, the recipient teaches for three (3) consecutive years, unless the recipient takes an approved leave of absence, at a Tennessee public school in a local school administrative unit that, at the time the recipient accepts employment with the unit, is a high priority school system or is on warning status as defined by the commissioner or board of education. The corporation shall also forgive the loan if it finds that it is impossible for the recipient to teach for four (4) years, within seven (7) years after graduation, at a Tennessee public school because of the death or permanent disability of the recipient.
(1) Each program award shall be renewable up to three (3) times, contingent upon satisfactory academic performance. Persons receiving program awards who become public school teachers in this state shall receive forgiveness of the program award balance based on one (1) year's teaching service for each year an award was made. Any program award balance not forgiven in the manner prescribed in this subdivision (d)(1) shall be paid with interest by the recipient.
(2) The corporation shall also forgive the loan if, within seven (7) years after graduation, the recipient teaches for three (3) consecutive years, unless the recipient takes an approved leave of absence, at a Tennessee public school in a local school administrative unit that, at the time the recipient accepts employment with the unit, is a high priority school system or is on warning status as defined by the commissioner or board of education. The corporation shall also forgive the loan if it finds that it is impossible for the recipient to teach for four (4) years, within seven (7) years after graduation, at a Tennessee public school because of the death or permanent disability of the recipient.
(e) This program shall be available for participants who meet the eligibility criteria and complete an initial application no later than August 1, 2020, or a renewal application by the deadline published on the corporation's website each year thereafter. The availability of scholarship loans is subject to appropriation of funds in each year's general appropriations act.
Amended by 2020 Tenn. Acts, ch. 794, s 12, eff. 8/1/2020.
Acts 1995, ch. 392, § 1; 1999, ch. 391, §§ 1, 2; 2004, ch. 832, § 2.
Tenn. Code Ann. § 49-16-105 — TN Code / Title 49 / Chapter 16 / Section 49-16-105
Construction of chapter
Status: in_force

Nothing in this chapter shall be construed to require local education agencies to offer or participate in a virtual education program. Participation in a virtual education program by a student shall be at the discretion of the LEA in which the student is enrolled or zoned to attend. Students who are receiving hospital or homebound instruction shall also be eligible to participate. Acts 2008, ch. 1096, § 6; 2011, ch. 288, § 1.
Nothing in this chapter shall be construed to require local education agencies to offer or participate in a virtual education program. Participation in a virtual education program by a student shall be at the discretion of the LEA in which the student is enrolled or zoned to attend. Students who are receiving hospital or homebound instruction shall also be eligible to participate.
Acts 2008, ch. 1096, § 6; 2011, ch. 288, § 1.
Tenn. Code Ann. § 49-9-1402 — TN Code / Title 49 / Chapter 9 / Section 49-9-1402
Authority and powers of university
Status: in_force

(a) Without intending any limitation of the express and implied powers vested in the University of Tennessee, the general assembly expressly recognizes the university's authority to take whatever steps it deems necessary to form and participate in legal entities organized under the laws of this state for the purpose of promoting, supporting and carrying out the university's research mission, including, but not limited to, the commercialization of research outcomes and the transfer of research-generated products, ideas, processes and other technology from the university to commercial and industrial enterprises. The general assembly further expressly recognizes the university's authority to enter into joint ventures and other cooperative arrangements with those entities in furtherance of the purposes of this part. (b) Entities described in subsection (a) may be vested with any power and charged with any responsibility necessary or desirable to facilitate research and development at the university, commercialization of university research outcomes and transfer of research generated technology from the university to commercial and industrial enterprises. Acts 2000, ch. 784, § 1.
(a) Without intending any limitation of the express and implied powers vested in the University of Tennessee, the general assembly expressly recognizes the university's authority to take whatever steps it deems necessary to form and participate in legal entities organized under the laws of this state for the purpose of promoting, supporting and carrying out the university's research mission, including, but not limited to, the commercialization of research outcomes and the transfer of research-generated products, ideas, processes and other technology from the university to commercial and industrial enterprises. The general assembly further expressly recognizes the university's authority to enter into joint ventures and other cooperative arrangements with those entities in furtherance of the purposes of this part.
(b) Entities described in subsection (a) may be vested with any power and charged with any responsibility necessary or desirable to facilitate research and development at the university, commercialization of university research outcomes and transfer of research generated technology from the university to commercial and industrial enterprises.
Acts 2000, ch. 784, § 1.
Tenn. Code Ann. § 49-6-3205 — TN Code / Title 49 / Chapter 6 / Section 49-6-3205
Judicial review
Status: in_force

(a) Both parents, if living, or the parent, guardian or legal custodian of a child so assigned by final order of the board, may, at any time within thirty (30) days from the date of the final order, obtain a judicial review of the order by filing a petition for review in the chancery court of the county where the board of education is located. (b) (1) The petition shall state briefly the issues involved in the cause, the substance of the order of the board and the respects in which the petitioner claims the order of the board is erroneous, and pray for an accordant review. (2) The petition shall be addressed to the presiding chancellor and shall name the board of education as defendant. (c) (1) The petitioner shall file with the petition a copy of the decision of the board of education and a transcript of the proceedings and evidence before the board, authenticated by the person presiding over the hearing. (2) In the event a copy of the transcript is not available within the period provided in this section for the filing of such petitions, the court may, upon application of the petitioner within the time prescribed in this section, grant an extension of the time within which the petition may be filed. (d) The petitioner shall give bond for costs as in other chancery suits or oath of paupers in lieu of the bond. (e) (1) Upon the filing of the petition, the clerk and master shall immediately send by registered or certified mail to the chair of the board a notice of the filing of the petition and a certified copy of the petition. (2) In lieu of notice by registered or certified mail, subpoena to answer may be personally served on each defendant as in other chancery cases. (f) The filing of a petition for review shall not suspend or supersede an order of the board. Nor shall the court have any power or jurisdiction to suspend or supersede an order of the board issued under part 31 of this chapter and this part prior to the entry of a final decree in the proceeding, except that the court may suspend such an order upon application by the petitioner made at the time of the filing of the petition for review, after a preliminary hearing, and upon a prima facie showing by the petitioner that the board has acted arbitrarily, fraudulently or unlawfully to the manifest detriment of the child who is the subject of the proceeding. (g) (1) The defendants named in the petition shall make defense as in other chancery cases within thirty (30) days from the date of the filing of the petition, unless the time be extended by the court. (2) Amendments may be granted as in other chancery proceedings. (h) The cause shall stand for trial and shall be heard and determined at the earliest practicable date and shall be heard exclusively upon the proof introduced before the board contained in the transcript. (i) (1) No person shall be authorized to offer or introduce new or additional evidence before the court, except that in cases of alleged irregularities in procedure before the board, not shown in the record, testimony on the irregularities may be taken before the court; provided, that if, before the date set for the hearing, application is made to the court for leave to present additional evidence going to the merits of the cause, and it is shown to the satisfaction of the court that the additional evidence is material and that there were good reasons for failure to present it in the proceeding before the board, the court may order that the additional evidence be taken before the board upon such conditions as the court deems proper. (2) Upon hearing the additional evidence, the board may modify its findings and decisions by reason of the additional evidence and shall file with the court, to become a part of the record, the additional evidence, together with any modifications or new findings or decisions. (j) Upon the hearing, the court may dismiss the petition or vacate the order complained of in whole or in part; but, in case the order of the board is wholly or partly vacated, the court may, at its discretion, remand the case to the board of education for further proceedings not inconsistent with the decree of the court. (k) The findings of fact of the board of education shall be considered final if supported by substantial evidence on the entire record. (l) The review of the chancery court as provided for in this section shall not extend further than to determine whether the board of education has acted illegally, fraudulently or in excess of its jurisdiction, including a determination of whether the order of the board under review violated any right of the aggrieved party under the constitution of the United States or the constitution of Tennessee. (m) The chancellor shall reduce findings of fact and conclusions of law to writing and make them a part of the record. (n) From the final decree of the chancery court, an appeal may be taken by both parents, if living, or by the parent, guardian or legal custodian of the child in question, or by the board of education to the court of appeals or supreme court as provided in the Tennessee rules of appellate procedure. (o) The rules of pleading, practice and procedure ordinarily followed in chancery cases will be followed in the review of orders of boards of education under this section, except as otherwise provided in part 31 of this chapter and this part. (p) (1) Actions for the review of the decisions of the board of education in assigning a child to a school shall be filed and maintained only by both parents, if living, or by the parent, guardian or legal custodian of the child so assigned. (2) The court shall consider and decide each individual case separately on its merits. (3) The assignment of each child shall be considered to be an individual case, and no class actions shall be maintained. Acts 1957, ch. 13, §§ 15-21; 1981, ch. 449, § 2; T.C.A., §§ 49-1755 -- 49-1761.
(a) Both parents, if living, or the parent, guardian or legal custodian of a child so assigned by final order of the board, may, at any time within thirty (30) days from the date of the final order, obtain a judicial review of the order by filing a petition for review in the chancery court of the county where the board of education is located.
(b) (1) The petition shall state briefly the issues involved in the cause, the substance of the order of the board and the respects in which the petitioner claims the order of the board is erroneous, and pray for an accordant review. (2) The petition shall be addressed to the presiding chancellor and shall name the board of education as defendant.
(1) The petition shall state briefly the issues involved in the cause, the substance of the order of the board and the respects in which the petitioner claims the order of the board is erroneous, and pray for an accordant review.
(2) The petition shall be addressed to the presiding chancellor and shall name the board of education as defendant.
(c) (1) The petitioner shall file with the petition a copy of the decision of the board of education and a transcript of the proceedings and evidence before the board, authenticated by the person presiding over the hearing. (2) In the event a copy of the transcript is not available within the period provided in this section for the filing of such petitions, the court may, upon application of the petitioner within the time prescribed in this section, grant an extension of the time within which the petition may be filed.
(1) The petitioner shall file with the petition a copy of the decision of the board of education and a transcript of the proceedings and evidence before the board, authenticated by the person presiding over the hearing.
(2) In the event a copy of the transcript is not available within the period provided in this section for the filing of such petitions, the court may, upon application of the petitioner within the time prescribed in this section, grant an extension of the time within which the petition may be filed.
(d) The petitioner shall give bond for costs as in other chancery suits or oath of paupers in lieu of the bond.
(e) (1) Upon the filing of the petition, the clerk and master shall immediately send by registered or certified mail to the chair of the board a notice of the filing of the petition and a certified copy of the petition. (2) In lieu of notice by registered or certified mail, subpoena to answer may be personally served on each defendant as in other chancery cases.
(1) Upon the filing of the petition, the clerk and master shall immediately send by registered or certified mail to the chair of the board a notice of the filing of the petition and a certified copy of the petition.
(2) In lieu of notice by registered or certified mail, subpoena to answer may be personally served on each defendant as in other chancery cases.
(f) The filing of a petition for review shall not suspend or supersede an order of the board. Nor shall the court have any power or jurisdiction to suspend or supersede an order of the board issued under part 31 of this chapter and this part prior to the entry of a final decree in the proceeding, except that the court may suspend such an order upon application by the petitioner made at the time of the filing of the petition for review, after a preliminary hearing, and upon a prima facie showing by the petitioner that the board has acted arbitrarily, fraudulently or unlawfully to the manifest detriment of the child who is the subject of the proceeding.
(g) (1) The defendants named in the petition shall make defense as in other chancery cases within thirty (30) days from the date of the filing of the petition, unless the time be extended by the court. (2) Amendments may be granted as in other chancery proceedings.
(1) The defendants named in the petition shall make defense as in other chancery cases within thirty (30) days from the date of the filing of the petition, unless the time be extended by the court.
(2) Amendments may be granted as in other chancery proceedings.
(h) The cause shall stand for trial and shall be heard and determined at the earliest practicable date and shall be heard exclusively upon the proof introduced before the board contained in the transcript.
(i) (1) No person shall be authorized to offer or introduce new or additional evidence before the court, except that in cases of alleged irregularities in procedure before the board, not shown in the record, testimony on the irregularities may be taken before the court; provided, that if, before the date set for the hearing, application is made to the court for leave to present additional evidence going to the merits of the cause, and it is shown to the satisfaction of the court that the additional evidence is material and that there were good reasons for failure to present it in the proceeding before the board, the court may order that the additional evidence be taken before the board upon such conditions as the court deems proper. (2) Upon hearing the additional evidence, the board may modify its findings and decisions by reason of the additional evidence and shall file with the court, to become a part of the record, the additional evidence, together with any modifications or new findings or decisions.
(1) No person shall be authorized to offer or introduce new or additional evidence before the court, except that in cases of alleged irregularities in procedure before the board, not shown in the record, testimony on the irregularities may be taken before the court; provided, that if, before the date set for the hearing, application is made to the court for leave to present additional evidence going to the merits of the cause, and it is shown to the satisfaction of the court that the additional evidence is material and that there were good reasons for failure to present it in the proceeding before the board, the court may order that the additional evidence be taken before the board upon such conditions as the court deems proper.
(2) Upon hearing the additional evidence, the board may modify its findings and decisions by reason of the additional evidence and shall file with the court, to become a part of the record, the additional evidence, together with any modifications or new findings or decisions.
(j) Upon the hearing, the court may dismiss the petition or vacate the order complained of in whole or in part; but, in case the order of the board is wholly or partly vacated, the court may, at its discretion, remand the case to the board of education for further proceedings not inconsistent with the decree of the court.
(k) The findings of fact of the board of education shall be considered final if supported by substantial evidence on the entire record.
(l) The review of the chancery court as provided for in this section shall not extend further than to determine whether the board of education has acted illegally, fraudulently or in excess of its jurisdiction, including a determination of whether the order of the board under review violated any right of the aggrieved party under the constitution of the United States or the constitution of Tennessee.
(m) The chancellor shall reduce findings of fact and conclusions of law to writing and make them a part of the record.
(n) From the final decree of the chancery court, an appeal may be taken by both parents, if living, or by the parent, guardian or legal custodian of the child in question, or by the board of education to the court of appeals or supreme court as provided in the Tennessee rules of appellate procedure.
(o) The rules of pleading, practice and procedure ordinarily followed in chancery cases will be followed in the review of orders of boards of education under this section, except as otherwise provided in part 31 of this chapter and this part.
(p) (1) Actions for the review of the decisions of the board of education in assigning a child to a school shall be filed and maintained only by both parents, if living, or by the parent, guardian or legal custodian of the child so assigned. (2) The court shall consider and decide each individual case separately on its merits. (3) The assignment of each child shall be considered to be an individual case, and no class actions shall be maintained.
(1) Actions for the review of the decisions of the board of education in assigning a child to a school shall be filed and maintained only by both parents, if living, or by the parent, guardian or legal custodian of the child so assigned.
(2) The court shall consider and decide each individual case separately on its merits.
(3) The assignment of each child shall be considered to be an individual case, and no class actions shall be maintained.
Acts 1957, ch. 13, §§ 15-21; 1981, ch. 449, § 2; T.C.A., §§ 49-1755 -- 49-1761.
Tenn. Code Ann. § 49-3-110 — TN Code / Title 49 / Chapter 3 / Section 49-3-110
Professional development requirements
Status: in_force

(a) The department shall create or procure, and make available at no cost to participants, a professional development series on the TISA. The series must include, at a minimum, an in-depth explanation of the TISA and the TISA guide, instruction on how to budget to increase student achievement, instruction on how to connect student achievement with investments in education, and instruction on how to hold decision-makers accountable for funding decisions. The department shall make the professional development series on the TISA available to the following individuals, upon their request: (1) Directors of schools; (2) School board members; (3) Members of a public charter school governing body; (4) Members and the executive director of the state board; (5) Members and the executive director of the Tennessee public charter school commission; and (6) Employees of an LEA, public charter school, the department, the state board, or the Tennessee public charter school commission who are responsible for developing, reviewing, or otherwise assisting the LEA, school, or state agency with its annual education budget. (b) The department shall create or procure, and make available at no cost to participants, a professional development series for LEA and public charter school employees that is tailored to the professional duties of various types of employees and includes an overview of the TISA and best practices for how an employee can maximize budget investments to increase student achievement through the employee's work. The professional development series must be available no later than January 1, 2023. (c) A professional development series created or procured pursuant to this section may be provided to participants virtually or in person at the discretion of the department. The department shall make all instructional materials used as part of the series publicly available on the department's website. (d) The department shall procure any good or service selected or approved by the department to effectuate this section competitively and in compliance with all state laws and administrative rules regarding the procurement of goods and services by state agencies, including §§ 12-3-101 - 12-3-104. The department shall submit all contracts for the procurement of any good or service selected or approved by the department to effectuate this section to the fiscal review committee of the general assembly for review according to the timelines and requirements established in § 4-56-107(b)(5)(A) . Added by 2022 Tenn. Acts, ch. 966, s 1, eff. 7/1/2023.
(a) The department shall create or procure, and make available at no cost to participants, a professional development series on the TISA. The series must include, at a minimum, an in-depth explanation of the TISA and the TISA guide, instruction on how to budget to increase student achievement, instruction on how to connect student achievement with investments in education, and instruction on how to hold decision-makers accountable for funding decisions. The department shall make the professional development series on the TISA available to the following individuals, upon their request: (1) Directors of schools; (2) School board members; (3) Members of a public charter school governing body; (4) Members and the executive director of the state board; (5) Members and the executive director of the Tennessee public charter school commission; and (6) Employees of an LEA, public charter school, the department, the state board, or the Tennessee public charter school commission who are responsible for developing, reviewing, or otherwise assisting the LEA, school, or state agency with its annual education budget.
(1) Directors of schools;
(2) School board members;
(3) Members of a public charter school governing body;
(4) Members and the executive director of the state board;
(5) Members and the executive director of the Tennessee public charter school commission; and
(6) Employees of an LEA, public charter school, the department, the state board, or the Tennessee public charter school commission who are responsible for developing, reviewing, or otherwise assisting the LEA, school, or state agency with its annual education budget.
(b) The department shall create or procure, and make available at no cost to participants, a professional development series for LEA and public charter school employees that is tailored to the professional duties of various types of employees and includes an overview of the TISA and best practices for how an employee can maximize budget investments to increase student achievement through the employee's work. The professional development series must be available no later than January 1, 2023.
(c) A professional development series created or procured pursuant to this section may be provided to participants virtually or in person at the discretion of the department. The department shall make all instructional materials used as part of the series publicly available on the department's website.
(d) The department shall procure any good or service selected or approved by the department to effectuate this section competitively and in compliance with all state laws and administrative rules regarding the procurement of goods and services by state agencies, including §§ 12-3-101 - 12-3-104. The department shall submit all contracts for the procurement of any good or service selected or approved by the department to effectuate this section to the fiscal review committee of the general assembly for review according to the timelines and requirements established in § 4-56-107(b)(5)(A) .
Added by 2022 Tenn. Acts, ch. 966, s 1, eff. 7/1/2023.
Tenn. Code Ann. § 49-1-1205 — TN Code / Title 49 / Chapter 1 / Section 49-1-1205
No liability for punitive or exemplary damages for acts or omissions that occur within course and scope of employment
Status: in_force

An employee is not liable for punitive or exemplary damages for acts or omissions that occur within the course and scope of the employee's employment. For purposes of this section, an employee who acts with the specific intent to cause harm is not acting within the course and scope of the employee's employment. Added by 2017 Tenn. Acts, ch. 407,s 1, eff. 7/1/2017.
An employee is not liable for punitive or exemplary damages for acts or omissions that occur within the course and scope of the employee's employment. For purposes of this section, an employee who acts with the specific intent to cause harm is not acting within the course and scope of the employee's employment.
Added by 2017 Tenn. Acts, ch. 407,s 1, eff. 7/1/2017.