February 2018

Dayton Appointees Insert Mandatory ‘Social Justice’ into Teacher Licensing

Should ‘Social Justice’ ideology be mandated for all public & non-public teachers?

Newly appointed members of a new MN teacher licensing agency are overriding legislators to force an extremist ‘social justice’ agenda on teachers and classrooms. Newly formed Professional Educators Licensure & Standards Board (PELSB).


Last year, lawmakers unwisely added “cultural competency training” to Minnesota teacher licensure requirements. The new law defines “cultural competency” as being able to:

“interact effectively with people of different cultures, native languages, and socioeconomic backgrounds.”

This is benign-sounding language that has thrown the door wide to every radical social justice cause imaginable. For decades, broad and vague legislative terminology has served as a conduit for agencies to embed policies that were never intended or approved by lawmakers. It’s a pattern and strategy to use Minnesota-nice impulses for fairness and justice against us.

To be licensed in Minnesota, teachers will now be subjected to intense indoctrination on white privilege, male privilege, how-all-whites-are-inherently-racist, how-all-men-are-inherently-sexist, how-gender-is-a-choice, that all must embrace Islam, embrace LGBT, and embrace gender pronouns.

The new licensing board is now adopting rules for administering the new law. Their proposed rules completely reframe the law by specifically requiring all the ideological buzz words of radical activists.

How does the Teacher Licensing Board redefine “Cultural Competency”?

“Cultural competency training” means a training program that promotes self-reflection and discussion on all of the following topics: racial, cultural, and socioeconomic groups; American Indian students; implicit bias; systemic racism; gender identity, including transgender students; sexual orientation; language diversity; and individuals with disabilities. Training programs must be designed to increase teachers’ understanding of these topics and their ability to implement this knowledge with students, families, and the school community, consistent with Minnesota Statutes, section 120B.30, subdivision 1, paragraph (q).”

From: Proposed Permanent Rules Relating to Issuance, Renewal, and Validity of Teaching Licenses; Licensure of Teachers with Out-of-State Credentials; and Technical Changes to Teaching Licenses (PDF)

What does ‘Cultural Competency’ look like?

To understand the new definition of “cultural competency,” look no further than the outrageous controversy engulfing Edina High School. Radical “cultural competency” is being aggressively imposed there. If you haven’t been following that story, you must. Unless the new Dayton-appointed agency rules are rejected by the administrative law judge, Edina’s experience will be your own school’s experience.

Be sure to look over these articles about Edina schools:

Do You Want This in Your Child’s Classroom?

Private Schools are NOT immune! Private schools hire Minnesota-licensed teachers. With the adoption of this rule, the entire radical agenda of the Left would be imported, through training teachers, into non-public schools.

The cultural competency rule violates every tenet of freedom of thought, freedom of speech, and freedom of conscience. It uses intimidation and fear against students and teachers alike to push an ideology that clashes with mainstream Minnesota beliefs and values.

Parents and Concerned Citizens: TAKE ACTION!

You can do any or all of the following:

  1. Submit your own written comment online in opposition to the rule by Friday, March 28th at 4:30 p.m. Go to Minnesota Professional Educator Licensing and Standards Board Request for Comments
    Identify the part of the rule you are addressing, state that you oppose the proposed rule language, and give your reasons. 8710.0310, Definition and General Rules for Teaching Licenses, Subpart 1. Definitions, D (PDF)
  2. Encourage teachers, administrators, office holders, school board members, or other professionals, especially in the field of education to submit opposition to this rule. Forward them this information.
  3. Attend the public hearing in person to express your opposition to this rule.
  4. Encourage teachers, administrators, office holders, school board members, or other professionals you know, especially in the field of education, to submit attend the hearing.