Minnesota Business Partnership Supports HF 3421 to Strengthen Teacher Preparation in Early Literacy
The Bill would require supervised literacy field experience for teacher candidates, accelerating READ Act implementation
MINNEAPOLIS, MN – March 26, 2026 — The Minnesota Business Partnership (MBP), announced its support for HF 3421, the Early Literacy Field Experience bill, currently before the Minnesota House Education Policy Committee.
HF 3421 would require teacher candidates preparing to teach early literacy to complete a supervised, foundational literacy field experience aligned with Minnesota’s reading standards. The bill creates a consistent, high-quality link between educator preparation programs and K-12 implementation of the READ Act, which was signed into law in 2023.
“The Minnesota Business Partnership, and all of Minnesota’s business community, strongly supported the READ Act because reading proficiency is the foundation for future learning, career readiness, and economic opportunity,” said Kurt Zellers, CEO of the Minnesota Business Partnership. “That investment only pays off if the teachers entering our classrooms have had genuine, structured practice delivering evidence-based reading instruction. HF 3421 is essential in closing that gap.”
Provisions in the Bill
Under current law, teacher candidates may move through preparation programs without consistent, hands-on experience applying literacy instruction in a primary-grade classroom. HF 3421 would require candidates to:
- Complete a supervised field experience in an early literacy setting
- Practice literacy assessment and use diagnostic data to guide instruction
- Implement evidence-based reading curricula aligned to the Science of Reading
- Receive coaching and feedback to ensure fidelity and growth
Voices from the Field
Dr. Erin Gillett, Professor of Early Childhood Education at Minnesota State University Moorhead, is already piloting this model with her teacher candidates. Her students complete a structured tutoring program during their practicum, working directly with K-2 students on phonics skills using a Plan-Teach-Assess cycle aligned to the Science of Reading.
Isaac Martin, a third-year Early Childhood Education student at MSUM, testified in support of the bill before the House Education Policy Committee. “In my 10 weeks tutoring these students, I have given assessments, collected and recorded data, and tracked real progress in my students’ phonics skills,” Martin said. “This authentic experience built my confidence greatly.”
Both Isaac Martin, and Dr. Erin Gillett are available for interviews. If interested, please contact Sarah Barten at sarah.barten@mnbp.com.