Minnesota State Personnel Standards
Audiologist
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| Discipline | Audiologist | |
|---|---|---|
| License/Certificate | Audiologist License | |
| License/Certificate Hyperlink | ||
| State Department | Minnesota Department of Health | |
| State Department Hyperlink | https://www.health.state.mn.us/facilities/providers/slpa/ | |
| Type of License/Certificate | Licensure/Certificate | |
| Age Range | Birth - Death | |
| Degree Level Requirement | Doctorate | |
| Licensure Dependent on an Exam? | Praxis Audiology Exam; Passing score: 170 | |
Deaf and Hard of Hearing Specialist
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| Discipline | Deaf and Hard of Hearing Specialist | |
|---|---|---|
| License/Certificate | License of Teaching Special Education: Deaf or Hard of Hearing | |
| State Department | Minnesota Department of Education | |
| State Department Hyperlink | https://mn.gov/pelsb/aspiring-educators/requirements/ | |
| Type of License/Certificate | Licensure/Certificate | |
| Age Range | Birth - 21 yrs | |
| Degree Level Requirement | Bachelor's | |
| Licensure Specific Curriculum/Coursework | A. Foundational knowledge. A teacher of special education: deaf or hard of hearing understands the foundations of special education services for infants, children, and youth who are deaf or hard of hearing, deaf-blind, and those with additional disabilities coexisting with hearing loss on which to base practice. B. Communication systems. A teacher of special education: deaf or hard of hearing demonstrates knowledge of communication systems used by infants, children, and youth who are deaf, hard of hearing, deaf-blind, and those with additional disabilities coexisting with hearing loss. C. Referral, evaluation, planning, and programming. A teacher of special education: deaf or hard of hearing understands and applies principles of early identification and intervention and procedures for referral, assessment, evaluation, individualized planning, programming, and placement specific to teaching infants, children, and youth with hearing loss. D. Instructional design, teaching, and ongoing evaluation. A teacher of special education: deaf or hard of hearing understands how to use individualized education program plans to design, implement, monitor, and adjust instruction for children and youth with hearing loss. E. Collaboration and communication. A teacher of special education: deaf or hard of hearing cultivates and maintains positive, collaborative relationships with students, families, other professionals, and the community to support student development and educational progress. | |
| Licensure Require Specific Field or Clinical Work? | Clinical experiences. A teacher of special education: deaf or hard of hearing shall apply the standards of effective practice in teaching infants, children, and youth who are deaf or hard of hearing through a variety of early and ongoing clinical experiences with birth through preschool, primary (kindergarten through grade 4), and secondary (grades 5 through 12, including transition programs) settings across a range of service delivery models. | |
| Licensure Dependent on an Exam? | Must demonstrate proficiency in American Sign Language communication fluency commensurate with an Intermediate-Plus level of American Sign Language proficiency on the Sign Language Proficiency Interview (SLPI) or a comparable American Sign Language evaluation jointly approved by the Board of Teaching and commissioner of education in consultation with the Minnesota Association of Deaf Citizens and the Commission of Deaf, Deaf-Blind, and Hard of Hearing Minnesotans, in accordance with Minnesota Statutes, section 122A.28, subdivision 1. | |
Early Childhood Educator
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| Discipline | Early Childhood Educator | |
|---|---|---|
| License/Certificate | Minnesota Educator License- Early Childhood Education | |
| State Department | Minnesota Department of Education | |
| State Department Hyperlink | https://mn.gov/pelsb/aspiring-educators/requirements/ | |
| Type of License/Certificate | Licensure/Certificate | |
| Age Range | Birth - 3rd grade | |
| Degree Level Requirement | Bachelor's | |
| Licensure Specific Curriculum/Coursework | A candidate for licensure as a teacher of early childhood education must complete a preparation program under subpart 2, item C, that must include the demonstration of the knowledge and skills in items A to M. A. A teacher of infant or toddler-aged, preprimary-aged, and primary-aged children must understand child development and learning. B. A teacher of infants and toddlers plans, designs, and implements developmentally appropriate learning experiences. C. A teacher of young children in preprimary classrooms plans, designs, and implements developmentally appropriate learning experiences. D. A teacher of young children in the primary grades plans, designs, and implements developmentally appropriate learning experiences. E. A teacher of young children in the primary grades must have knowledge of the foundations of reading processes, development, and instruction. F. A teacher of young children in the primary grades must have knowledge of and ability to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction. G. A teacher of young children in the primary grades must have knowledge of and ability to use a variety of assessment tools and practices to plan and evaluate effective reading instruction. H. A teacher of young children in the primary grades must have the ability to create a literate and motivating environment that fosters reading by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. I. A teacher of young children in the primary grades must demonstrate a view of professional development as a career-long effort and responsibility. J. A teacher of young children establishes and maintains positive, collaborative relationships with families. K. A teacher of young children uses informal and formal assessment and evaluation strategies to plan and individualize curriculum and teaching practices. M. The teacher of young children applies effective teaching practices for teaching young children through a variety of early and ongoing clinical experiences with infant and toddler, preprimary-aged, and primary-aged children within a range of educational programming models. | |
| Licensure Require Specific Field or Clinical Work? | The teacher of young children applies effective teaching practices for teaching young children through a variety of early and ongoing clinical experiences with infant and toddler, preprimary-aged, and primary-aged children within a range of educational programming models. | |
| Licensure Dependent on an Exam? | Minnesota Teacher Licensure Examination (MTLE): 1. Core Academic Skills Test (Passing score= reading (5713) 156, Writing (5723) 162, & Math (5733) 150; 2. Pedagogy Test (Passing score= 240); 3. Early Childhood Education Test (Passing score= 240) | |
Early Childhood Special Educator
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| Discipline | Early Childhood Special Educator | |
|---|---|---|
| License/Certificate | Teacher of Special Education: Early Childhood | |
| State Department | Minnesota Department of Education | |
| State Department Hyperlink | https://mn.gov/pelsb/aspiring-educators/requirements/ | |
| Type of License/Certificate | Licensure/Certificate | |
| Age Range | Birth - 6 yrs | |
| Degree Level Requirement | Bachelor's | |
| Licensure Specific Curriculum/Coursework | A candidate for licensure as a teacher of special education: early childhood must complete a preparation program that include the candidate's demonstration of the knowledge and skills in: A. Foundational knowledge: (1) historical and philosophical foundations, legal bases, and contemporary issues pertaining to the education of young children with a broad range of developmental delays or disabilities and their families; (2) etiology and characteristics of specific disabilities, disorders, and developmental delays, and the developmental and educational implications on infants, toddlers, and young children; (3) educational definitions, issues related to identification, and eligibility criteria pertaining to young children with a broad range of developmental delays or disabilities; (4) definitions and distinctions between and among screening, evaluation, assessment, and progress monitoring related to the legal standards and practice; (5) rationale and application of due process and procedural safeguards for young children with a broad range of developmental delays or disabilities and their families; (6) ethical, policy, and practice issues related to educational, social, economic, cultural, linguistic, and medical factors unique to young children with a broad range of developmental delays or disabilities and their families; (7) early childhood developmental theory and the impact of coexisting developmental delays or multiple disabilities across domains, including cognitive, physical, vision, hearing, adaptive, behavioral, social or emotional, and communication; and (8) responsibilities of the Interagency Early Intervention Committee (IEIC). B. Referral, evaluation, planning, and programming. C. Instructional design, teaching, and ongoing evaluation. D. Collaboration and communication. | |
| Licensure Require Specific Field or Clinical Work? | Clinical experiences. A teacher of special education: early childhood must apply the standards of effective practice through a variety of early and ongoing clinical experiences in teaching children who exhibit a broad range of developmental delays or disabilities in infant or toddler, preschool, and primary (kindergarten and grade 1) settings across a range of service delivery models. | |
| Licensure Dependent on an Exam? | Minnesota Teacher Licensure Examination (MTLE): 1. Basic Skills Test (Passing score= 240 for each subtest); 2. Pedagogy Test (Passing score= 240); 3. Special Education Core Test (Passing score= 240 ) | |
Family Therapist
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| Discipline | Family Therapist | |
|---|---|---|
| License/Certificate | Marriage and Family Therapy License | |
| State Department | Minnesota Board of Marriage and Family Therapy | |
| State Department Hyperlink | https://mn.gov/boards/marriage-and-family/ | |
| Type of License/Certificate | Licensure/Certificate | |
| Age Range | Birth - Death | |
| Degree Level Requirement | Master's | |
| Licensure Dependent on an Exam? | The Association of Marital and Family Therapy Regulatory Board's (AMFTRB) Examination in Marital and Family Therapy | |
Nurse
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| Discipline | Nurse | |
|---|---|---|
| License/Certificate | Licensed Registered Nurse | |
| State Department | Minnesota Board of Nursing | |
| State Department Hyperlink | https://mn.gov/boards/nursing/ | |
| Type of License/Certificate | Licensure/Certificate | |
| Age Range | Birth - Death | |
| Degree Level Requirement | Associate's | |
| Licensure Dependent on an Exam? | National Council Licensure Examination for Registered Nurses (NCLEX-RN); Pass/Fail | |
| Additional requirements specific for schools? | Requirements for licensure as a school nurse: A. Hold a baccalaureate degree in nursing from a regionally accredited college or university; B. Be currently registered in Minnesota to practice as a licensed registered nurse under the Board of Nursing, and C. Be currently registered in Minnesota as a public health nurse under the Board of Nursing. | |
Occupational Therapist
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| Discipline | Occupational Therapist | |
|---|---|---|
| License/Certificate | Occupational Therapist License | |
| State Department | Minnesota Department of Health | |
| State Department Hyperlink | https://mn.gov/boards/occupational-therapy/ | |
| Type of License/Certificate | Licensure/Certificate | |
| Age Range | Birth - Death | |
| Degree Level Requirement | Master's | |
| Licensure Require Specific Field or Clinical Work? | Must successfully complete all academic and fieldwork requirements of an educational program for occupational therapists approved or accredited by the Accreditation Council for Occupational Therapy Education. | |
| Licensure Dependent on an Exam? | National Exam: National Board for Certification in Occupational Therapy, Inc. (NBCOT-OTR); Minimum passing scaled score is 450 | |
Physical Therapist
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| Discipline | Physical Therapist | |
|---|---|---|
| License/Certificate | Physical Therapist License | |
| State Department | Minnesota Board of Physical Therapy | |
| State Department Hyperlink | https://mn.gov/boards/physical-therapy/ | |
| Type of License/Certificate | Licensure/Certificate | |
| Age Range | Birth - Death | |
| Degree Level Requirement | Doctorate | |
| Licensure Dependent on an Exam? | National Physical Therapy Examination; Passing score: 600 | |
Psychologist
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| Discipline | Psychologist | |
|---|---|---|
| License/Certificate | Licensed Psychologist (LP) | |
| State Department | Minnesota Board of Psychology | |
| State Department Hyperlink | https://mn.gov/boards/psychology/ | |
| Type of License/Certificate | Licensure/Certificate | |
| Age Range | Birth - Death | |
| Degree Level Requirement | Doctorate | |
| Licensure Specific Curriculum/Coursework | The doctoral degree must be from a program that is an organized sequence of study in psychology and must meet the requirements in items A and B. A. The degree must include the completion of graduate credits as specified in subitems (1) to (3). (1) A minimum of the specified number of graduate semester or quarter credits of coursework earned in each of the foundational areas of psychology listed in units (a) to (g). Coursework relating to the application of psychological principles to the identification or solution of problems, as described in subitems (2) and (3), cannot be used to meet the requirements of units (a) to (g): (a) research design, statistics, and psychological measurement theory, six semester credits or nine quarter credits required, of which at least one semester or 1-1/2 quarter credits must be in each of the following areas: research design, statistics, and psychological measurement theory; (b) biological bases of behavior, three semester credits or five quarter credits required; (c) cognitive-affective bases of behavior, three semester credits or five quarter credits required; (d) social bases of behavior, three semester credits or five quarter credits required; (e) personality theory and human development, three semester credits or five quarter credits required; (f) human diversity, three semester credits or five quarter credits required; and (g) professional ethics and standards of conduct, three semester credits or five quarter credits required. (2) A minimum of six additional semester credits or nine quarter credits earned in the application of psychological principles to problem identification. The coursework must be in the areas of assessment, evaluation, or data collection, or a combination of these areas. Graduate credits in the foundational areas of psychology, as described in subitem (1), cannot be used to meet this requirement. (3) A minimum of six additional semester credits or nine quarter credits in the application of psychological principles to problem-solving. The coursework must be in the areas of psychological intervention or data analysis or a combination of these areas. Graduate credits in the foundational areas of psychology, as described in subitem (1), cannot be used to meet this requirement. B. A minimum of 24 semester credit hours or 384 clock hours must be earned in residence from the educational institution through in-person psychological instruction with multiple program faculty and students. Acceptable academic residency experience shall be accumulated over a period of 12 consecutive months. | |
| Licensure Require Specific Field or Clinical Work? | A minimum of 24 semester credit hours or 384 clock hours must be earned in residence from the educational institution through in-person psychological instruction with multiple program faculty and students. Acceptable academic residency experience shall be accumulated over a period of 12 consecutive months. | |
| Licensure Dependent on an Exam? | To qualify for licensure, an applicant is required to pass two examinations: A. national Examination for Professional Practice in Psychology (EPPP) and B. Professional Responsibility Exam (PRE), administered through Board's online services as an at-home exam as of January 2020. The passing score for a national standardized examination is the recommended score defined by the Association of State and Provincial Psychology Boards for that examination. The passing score for the professional responsibility examination is specified by the board. | |
School Psychologist
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| Discipline | School Psychologist | |
|---|---|---|
| License/Certificate | Licensed School Psychologist | |
| State Department | Minnesota Department of Education | |
| State Department Hyperlink | https://mn.gov/pelsb/aspiring-educators/requirements/ | |
| Type of License/Certificate | Licensure/Certificate | |
| Age Range | 3 yrs - 12th grade | |
| Degree Level Requirement | Master's | |
| Licensure Dependent on an Exam? | Applicants must achieve a passing score (165) on the National School Psychology Examination administered by the Educational Testing Service. | |
Social Worker
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| Discipline | Social Worker | |
|---|---|---|
| License/Certificate | Licensed Social Worker (LSW) | |
| State Department | Minnesota Board of Social Work | |
| State Department Hyperlink | https://mn.gov/boards/social-work/ | |
| Type of License/Certificate | Licensure/Certificate | |
| Age Range | Birth - Death | |
| Degree Level Requirement | Bachelor's | |
| Licensure Dependent on an Exam? | Association of Social Work Boards; Passing Score- Pass/Fail | |
| Additional requirements specific for schools? | To practice school social work in Minnesota, the following are required: 1. Graduation with a baccalaureate degree from an accredited social work program; 2. Licensure by the Board of Social Work; 3. Licensure as a Teacher/Related Service through Minnesota Department of Education; 4. Social workers must pass the national, multiple-choice examination provided by the Association of Social Work Boards (ASWB) comparable examination as determined by the Board in order to work in schools. (City, county and state-employed social workers are exempt from this examination requirement) | |
Speech Language Pathologist
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| Discipline | Speech-Language Pathologist |
| License/Certificate | Speech and Language Pathology |
| State Department | Minnesota Department of Health |
| State Department Hyperlink | https://www.health.state.mn.us/facilities/providers/slpa/index.html |
| Type of License/Certificate | Licensure/Certificate |
| Age Range | Birth - Death |
| Degree Level Requirement | Master's |
| Licensure Dependent on an Exam? | An applicant must complete the graduate or doctoral clinical experience required by the American Speech-Language-Hearing Association, the American Board of Audiology, or an equivalent, as determined by the commissioner, and must achieve a qualifying examination score on the National Examination in Speech-Language Pathology or Audiology. |
| School Speech and Language Pathology License | Licensure required evidence of a Master's degree in Speech-Language Pathology from a program accredited by the Council for Academic Affairs of the American Speech-Language-Hearing Association (ASHA) or evidence of holding a valid certificate of clinical competence from ASHA. Speech-Language Pathologists are required to hold a Tier 2 license under the Minnesota Department of Education. |
Vision Specialist
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| Discipline | Vision Specialist | |
|---|---|---|
| License/Certificate | License of Teaching Special Education: Blind or Visually Impaired | |
| State Department | Minnesota Department of Education | |
| State Department Hyperlink | https://mn.gov/pelsb/aspiring-educators/requirements/ | |
| Type of License/Certificate | Licensure/Certificate | |
| Age Range | Birth - 21 yrs | |
| Degree Level Requirement | Bachelor's | |
| Licensure Specific Curriculum/Coursework | A. Foundational knowledge. A teacher of special education: blind or visually impaired understands the foundations of special education services for students with vision loss on which to base practice. B. Referral, evaluation, planning, and programming. A teacher of special education: blind or visually impaired understands and applies principles of prevention and intervening early and procedures for referral, assessment, evaluation, individualized planning, programming, and placement specific to teaching students with vision loss. C. Instructional design, teaching, and ongoing evaluation. A teacher of special education: blind or visually impaired understands how to use individualized education program plans to design, implement, monitor, and adjust instruction for infants, children, and youth with hearing loss. D. Collaboration and communication. A teacher of special education: blind or visually impaired cultivates and maintains positive, collaborative relationships with infants, children, and youth, families, other professionals, and the community to support student development and educational progress. | |
| Licensure Require Specific Field or Clinical Work? | Clinical experiences. A teacher of special education: blind or visually impaired applies the standards of effective practice through a variety of early and ongoing clinical experiences in teaching infants, children, and youth with vision loss in birth through preschool, primary (kindergarten through grade 4), and secondary (grades 5 through 12, including transition programs) settings across a range of service delivery models. | |
| Licensure Dependent on an Exam? | 1. An applicant for a first professional teaching license shall provide official evidence of having successfully completed examinations of skills in reading (156), writing (162), and mathematics (150) before being issued an initial Minnesota professional teaching license. 2. An applicant for a first professional teaching license in any field shall provide evidence of having successfully completed an examination of general teaching knowledge and the examination required for the teaching field for which licensure is applied under this chapter. 3. Passing scores = 240 | |