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HF 4181

Special education teacher pathway program modified to include related services providers.

2025-2026 Regular Session Introduced by Mary Clardy and 2 co-sponsors

Expands the special education pathway to include related services providers, creating a unified route for training, licensure, and career advancement.

Authors added Hansen, R.; and Rehrauer
#education-k-12 #teachers
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Bill Summary · HF 4181

Bill Summary — HF 4181 (2025-2026) — Minnesota

Overview

HF 4181 proposes modifications to Minnesota’s special education teacher pathway program to explicitly include related services providers within the pathway. The bill aims to improve recruitment, preparation, and retention of professionals who support students with disabilities by broadening the credentialing and career-development track to encompass both special education teachers and related services personnel.

Purpose and Intent

  • Expand the existing special education teacher pathway to incorporate related services providers.
  • Facilitate clearer career pathways for professionals who support students with disabilities, including services such as speech-language pathology, occupational therapy, physical therapy, psychology, counseling, and other related disciplines.
  • Address shortages and turnover by providing a unified framework for training, credentialing, and career advancement.

Key Provisions (provisional, based on bill title and typical structure)

Note: Specific line-item language is not provided in the summary materials. The following describes the likely substantive components given the title and standard Minnesota practice for pathway programs:
- Pathway Expansion: The special education teacher pathway program would be modified to include related services providers as eligible participants or stakeholders, enabling a coordinated route from education preparation through licensure and career advancement.
- Licensure/Credentialing Alignment: Provisions to align or streamline licensure requirements across related services disciplines with the broader special education pathway, potentially including multistep approvals, test requirements, downstream endorsements, or conditional licensure for new graduates.
- Program Supports: Funding, mentorship, clinical practice opportunities, and professional development supports designed to facilitate entry into both instructional and related services roles within schools.
- Collaboration and Implementation: Requirements for collaboration among state education agencies, higher education institutions, school districts, and related services providers to implement the expanded pathway effectively.
- Evaluation and Reporting: Measures to monitor effectiveness, with data collection on participant outcomes, retention in Minnesota schools, and impact on student services.

Who Is Affected

  • Prospective and current special education teachers and related services providers seeking licensure or career advancement through the pathway.
  • School districts and charter schools implementing special education and related services programs.
  • Higher education institutions preparing teachers and related services professionals.
  • State agencies overseeing teacher licensure, educator preparation, and special education services.

Procedural and Timeline Aspects

  • Introduction and First Reading: HF 4181 introduced and referred to the Education Finance committee (March 12, 2026).
  • Further Action: As with typical Minnesota House procedures, the bill would proceed through committee hearings, potential amendments, and, if advanced, floor votes in the House, followed by Senate consideration and a final conference process if needed.
  • Current Status: Authors added on March 16, 2026 (Hansen, R. and Rehrauer); co-sponsors include Mary Clardy, Rick Hansen, and Kari Rehrauer.

Potential Impacts

  • Workforce Diversity and Capacity: By including related services providers, schools may experience improved staffing flexibility and a more holistic approach to student support.
  • Student Outcomes: More integrated service delivery could enhance consistency of services for students with disabilities.
  • Fiscal Implications: Possible state investment in professional development, stipends, or incentives tied to pathway participation; potential changes in licensure costs or timelines.
  • Implementation Considerations: Successful rollout will require alignment among preparation programs, licensure boards, and district-level human resources.

If you have access to the bill’s exact text or fiscal notes, I can refine this summary with precise provisions, funding amounts, timelines, and effective dates.

Compiled from official sources — confirm details with the bill’s official record.

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