An Act To Provide for a Professional Wage and Support for New Educators
Maine Legislature, Session 129, LD 0898
Committee: Education and Cultural Affairs
Sponsors: MILLETT, McCREA, BREEN, CARPENTER, CLAXTON, VITELLI, DODGE, PIERCE
Amends: 20-A MRSA §13012-A, 20-A MRSA §13013, 20-A MRSA §13015-A, 20-A MRSA §13406, 20-A MRSA §15689, 20-A MRSA §15689-A

Legislative Document
No. 898
S.P. 264
In Senate, February 19, 2019
An Act To Provide for a Professional Wage and Support for New 
Educators
Reference to the Committee on Education and Cultural Affairs suggested and ordered 
printed.
DAREK M. GRANT
Secretary of the Senate
Presented by Senator MILLETT of Cumberland.
Cosponsored by Representative McCREA of Fort Fairfield and
Senators: BREEN of Cumberland, CARPENTER of Aroostook, CLAXTON of Androscoggin, 
SANBORN, L. of Cumberland, VITELLI of Sagadahoc, Representatives: DODGE of Belfast, 
PIERCE of Falmouth.
Be it enacted by the People of the State of Maine as follows:
Sec. 1.  20-A MRSA §13012-A, sub-§4, as amended by PL 2017, c. 381, §14, is 
further amended to read:
4.  Requirements.  If a A school administrative unit employs may not employ a 
conditionally certified teacher or educational specialist unless it has an approved, locally 
designed support and mentoring system as described in section 13015-A or has received 
specific authorization from the commissioner in accordance with state board rules. For a 
conditional certificate issued under subsection 1, paragraph A or B, the school 
administrative unit shall for at least the first year 2 years of employment, or longer if 
determined to be necessary, and, for a conditional certificate issued under subsection 1, 
paragraph C, the school administrative unit shall for at least the first year of employment, 
or longer if determined to be necessary:
A.  Ensure that the conditionally certified teacher or educational specialist receives 
high-quality professional development that is sustained, intensive and classroom-
focused in order to have a positive and lasting impact on classroom instruction while 
teaching; and
B.  Provide a program of intensive supervision for the conditionally certified teacher 
that consists of structured guidance and regular ongoing support or a mentoring 
program, which is separate from any student-teacher requirement that may be 
required under another authority.
Sec. 2.  20-A MRSA §13013, sub-§2-B, ¶B, as enacted by PL 2017, c. 235, §12 
and affected by §41, is amended to read:
B.  Can demonstrate subject matter competency obtained through work experience 
that is directly related to any endorsements being sought and has held a conditional 
certificate under section 13012-A for 3 years, unless the applicant is seeking only an 
endorsement for middle school and secondary school, in which case the applicant is 
not required to have held a conditional certificate;
Sec. 3.  20-A MRSA §13013, sub-§6 is enacted to read:
6.  Teacher preparation programs. Except as provided in this subsection, by July 1, 
2020:
A.  An educational institution offering an approved teacher preparation program must 
maintain a 3.0 average grade point average based on a 4.0 grade point system or at 
least an average proficiency rating for teacher preparation programs using 
proficiency-based grading systems for all students completing the program and 
receiving a recommendation from the educational institution for certification in the 
preceding academic year;
B.  An educational institution offering an approved teacher preparation program shall 
develop a disposition assessment instrument that clearly describes the operational 
definition of each disposition component for candidates;
C.  An educational institution offering an approved teacher preparation program shall 
ensure its candidates who receive recommendations for certification have 
successfully completed either 90 hours of practicum or a student teaching experience 
of at least 15 weeks, which must commence no later than the candidate's junior year 
and may continue only after the candidate's satisfactory disposition assessment during 
the candidate's senior year, or successfully completed 90 hours of practicum or 
internship hours that are in addition to the 15 weeks required for student teaching in a 
postbaccalaureate teacher certification program or graduate program; and
D.  An educational institution offering an approved teacher preparation program shall 
report to the department average grade point averages and shall report them 
separately for undergraduate and postbaccalaureate students completing the program 
who receive recommendations for certification.
Prior to July 1, 2020, the dean or director of an approved teacher preparation program in 
compliance with the requirements of paragraphs A to D may request that the 
commissioner waive the grade point average requirements established under paragraphs 
A and D due to extenuating circumstances.
If an educational institution through its teacher preparation program is unable to meet the 
grade point average requirements by July 1, 2020, the educational institution may request 
up to 2 one-year extensions from the commissioner. The commissioner may not provide 
an extension that commences on or after July 1, 2022.
For the purposes of this subsection, "practicum" means direct student engagement, 
including but not limited to tutoring, planning and implementing lesson plans and 
otherwise directly interacting with students on an individual basis or in a group setting.  
"Practicum" does not include activities that are composed solely of observing classrooms 
or students.
Sec. 4.  20-A MRSA §13015-A is enacted to read:
§13015-A.  Support and mentoring system
1.  Purpose.  The purpose of an approved support and mentoring system is to:
A.  Provide strong support services and mentoring programs that are sustained, 
intensive and classroom-focused in order to have a positive and lasting effect on 
classroom instruction and develop good teaching and classroom management skills 
for teachers certified for less than 5 years and teachers with conditional certificates;
B.  Provide assistance to and review for all individuals who are candidates for a 
higher level certificate or who are teaching under a waiver of the requirement to be 
certified under this chapter; and
C.  Assist all teachers in becoming better teachers.
A support and mentoring system is separate from local practices and procedures 
regarding the supervision and evaluation of a teacher for retention by a school 
administrative unit.
2.  Approval.  A school administrative unit's locally designed support and mentoring 
system is subject to approval by the commissioner in accordance with state board rules, 
which must require, at a minimum, that an approved support and mentoring system 
contain the following:
A.  A majority of classroom teachers and other personnel, such as personnel from the 
Department of Education or institutions of higher education, and other outside 
consultants as the commissioner may approve. The approved support and mentoring 
system may consist of as few as 2 classroom teachers.  For the purposes of this 
paragraph, the state board shall establish by rule the definition of "classroom 
teacher";
B.  A description of the duties and responsibilities of the support and mentoring 
system in the preparation of a teacher support plan for both conditionally certified 
teachers and probationary teachers certified for less than 5 years;
C.  A description of the duties of the assigned educator responsible for the design and 
coordination of a teacher support plan;
D.  A description of any current or planned linkages the support and mentoring 
system has or will have with institutions of higher education, department personnel 
and members of the public in its operation; and
E.  For teachers certified for less than 5 years, during each year of their probationary 
period:
(1)  Observations of classroom instruction for a minimum of 4 classes; and
(2)  Formative feedback and improvement conversations throughout the school 
year.
Sec. 5.  20-A MRSA §13406, as enacted by PL 2005, c. 635, §6, is amended to 
read:
§13406.  Minimum salaries for certified teachers
Each school administrative unit shall establish a minimum salary of $30,000 for 
certified teachers for the school year starting after June 30, 2007 and in each subsequent 
to the school year starting after June 30, 2019.  A school administrative unit shall 
establish a minimum salary of $40,000 for certified teachers for the school year starting 
after June 30, 2020 and in each subsequent school year.  A certified teacher's salary may 
not remain at the minimum level for longer than 2 years.  A school administrative unit 
shall provide to the department annually on or before October 1st the number of teachers 
eligible for incremental salary increases as defined in section 15689, subsection 7-A, 
paragraph A.
Sec. 6.  20-A MRSA §15689, sub-§7-A is enacted to read:
7-A.  Adjustment for minimum teacher salary.  In fiscal year 2020-21, the 
commissioner shall, in accordance with this subsection, increase the state share of the 
total allocation to a qualifying school administrative unit by an amount necessary to 
achieve the minimum salary for certified teachers established in section 13406.  In fiscal 
year 2021-22, the commissioner shall increase the state share of the total allocation to a 
qualifying school administrative unit by 66% of the amount necessary to achieve the 
minimum salary for certified teachers established in section 13406.  In fiscal year 2022-
23, the commissioner shall increase the state share of the total allocation to a qualifying 
school administrative unit by 33% of the amount necessary to achieve the minimum 
salary for certified teachers established in section 13406.
A.  As used in this subsection, unless the context otherwise indicates, "qualifying 
school administrative unit" means a school administrative unit that the commissioner 
determines to have a locally established salary schedule with a minimum teacher 
salary of less than $40,000 in school year 2019-2020.  As used in this subsection, 
unless the context otherwise indicates, "incremental salary increases" means the 
incremental increases in the salaries of teachers employed by a qualifying school 
administrative unit in school year 2019-2020 necessary to meet the minimum salary 
requirements of section 13406 from fiscal year 2020-21 to fiscal year 2022-23.
B.  The commissioner shall allocate the funds appropriated by the Legislature from 
fiscal year 2020-21 to fiscal year 2022-23 in accordance with the following.
(1)  The amount of increased funds provided to qualifying school administrative 
units under this subsection must be the amount necessary to fund the percentage 
of the incremental salary increases specified in this subsection.
(2)  The number of teachers eligible for incremental salary increases in a 
qualifying school administrative unit for a fiscal year must be based on the local 
staff information supplied to the department pursuant to section 13406 in that 
fiscal year.
(3)  The increased funds provided under this subsection must be issued to 
qualifying school administrative units as an adjustment to the state school 
subsidy for distribution to the teachers. Qualifying school administrative units 
must use the payments provided under this subsection to provide salary 
adjustments to those teachers eligible for incremental salary increases. The 
department shall collect the necessary data to allow the funds to be included in a 
qualifying school administrative unit's monthly subsidy payments beginning no 
later than February 1st of each fiscal year.
Sec. 7.  20-A MRSA §15689-A, sub-§28 is enacted to read:
28.  Salary supplements for approved support and mentoring systems for 
teacher certification.  The commissioner shall pay the costs attributable to the 
involvement of teachers in the operation of a school administrative unit's support and 
mentoring system approved in accordance with the provisions of section 13015-A.  The 
amount of the payments must be equal to the teacher's per diem salary rate multiplied by 
the number of days the teacher is involved in the operation of an approved support and 
mentoring system.
Sec. 8.  State Board of Education; rulemaking.  The State Board of Education 
shall amend the standards and procedures for the review and approval of preparation 
programs for education personnel established in its rule Chapter 114: Purpose, Standards 
and Procedures for the Review and Approval of Preparation Programs for Education 
Personnel to articulate and outline clear standards for a memorandum of understanding 
between student teachers, teacher preparation programs and participating school 
administrative units.  The State Board of Education shall solicit comments from teacher 
preparation programs, teachers and school administrative unit leaders as to the 
appropriate standards that should be part of the memorandum of understanding.  The 
proposed amendments to the rules must include:
1. A memorandum of understanding template, which must be developed with teacher 
preparation programs and cooperating teachers, that clearly outlines the requirements for 
both participants.  Student teachers, teacher preparation programs and school 
administrative units hosting cooperating teachers must be required to sign a memorandum 
of understanding outlining the expectations of all parties involved in the student teaching 
experience and practicum as defined in the Maine Revised Statutes, Title 20-A, section 
13013, subsection 6;
2. Ways to increase the number of cooperating teachers, including but not limited to 
financial compensation, a positive effect on the performance evaluation of a cooperating 
teacher, recertification credit and college credit; and
3. Rules to implement the grade point average requirement provisions for teacher 
preparation programs established under the Maine Revised Statutes, Title 20-A, section 
13013, subsection 6, paragraph A.
Rules adopted or amended pursuant to this section are major substantive rules as 
defined in the Maine Revised Statutes, Title 5, chapter 375, subchapter 2-A.  The State 
Board of Education shall submit the provisionally adopted amendments to its rule 
Chapter 114: Purpose, Standards and Procedures for the Review and Approval of 
Preparation Programs for Education Personnel to the Executive Director of the 
Legislative Council by January 12, 2020.
Sec. 9.  Professional Standards Board.  The Governor shall appoint members 
for all vacant positions on the Professional Standards Board established under the Maine 
Revised Statutes, Title 20-A, chapter 502-B no later than November 1, 2019, and the 
Professional Standards Board shall convene a meeting no later than December 1, 2019.
Sec. 10.  Costs.  The Department of Education shall determine the amount of state 
funds necessary to meet the requirements of the Maine Revised Statutes, Title 20-A, 
section 15689, subsection 7-A and shall report that amount to the Joint Standing 
Committee on Education and Cultural Affairs no later than December 15, 2019.  The 
committee shall report out a bill to the Second Regular Session of the 129th Legislature 
to provide the necessary funding.
Sec. 11.  Appropriations and allocations.  The following appropriations and 
allocations are made.
FINANCE AUTHORITY OF MAINE
Student Financial Assistance Programs 0653
Initiative: Provides funding to pay the costs of doubling the funds available for loans 
awarded to eligible students from the Educators for Maine Program established in the 
Maine Revised Statutes, Title 20-A, section 12502.
SUMMARY
This bill proposes to improve teacher quality in the State by amending the current 
statutes related to programs involving teacher preparation, support systems for 
conditionally certified teachers and educational specialists, teacher certification and 
teacher salaries and funding college loans for students enrolled in a program of study 
leading to certification as a teacher.
The bill expands the student teaching experience and academic achievement 
requirements for candidates for a professional teacher certificate. It specifies the number 
of hours of practicum an applicant must complete and clarifies the time frame during 
which the student teaching experience must occur.  The bill enacts a grade point average 
requirement with respect to applicants recommended by educational institutions offering 
teacher preparation programs.
The bill strengthens the support and mentoring systems required to provide assistance 
for teachers, including teachers certified for less than 5 years, and requires the 
Commissioner of Education to pay salary supplements to teachers who are involved in 
the operation of such systems.  The bill provides that a school administrative unit may not 
employ a conditionally certified teacher or educational specialist unless it has an 
approved, locally designed support and mentoring system or has received specific 
authorization from the commissioner.
The bill increases the minimum salary for certified teachers to $40,000 beginning 
with the 2020-2021 school year and provides that a certified teacher's salary may not 
remain at the minimum level for longer than 2 years.  The bill includes in the school 
funding formula state funding for the incremental costs of meeting this minimum in fiscal 
year 2020-21, state funding for 66% of these incremental costs in fiscal year 2021-22 and 
state funding for 33% of these incremental costs in fiscal year 2022-23.
The bill requires the State Board of Education to amend its rule Chapter 114: 
Purpose, Standards and Procedures for the Review and Approval of Preparation Programs 
for Education Personnel to articulate and outline clear standards for a memorandum of 
understanding between student teachers, teacher preparation programs and participating 
school administrative units.
The bill directs the Governor to appoint members to vacant positions on the 
Professional Standards Board by November 1, 2019 and directs the board to convene a 
meeting by December 1, 2019.
GENERAL FUND
2019-20
2020-21
All Other
$250,000
$250,000
GENERAL FUND TOTAL
$250,000
$250,000
The bill provides additional appropriations for the Educators for Maine Program 
within the Finance Authority of Maine in order to double the annual investment of state 
loan funds awarded to eligible students.