HB 595 establishes a Montana correctional education program within the Department of Corrections, directly affecting inmates in state prisons by providing opportunities for high school equivalency and adult basic education. The bill outlines specific qualifications for instructors in these programs, requiring them to be at least 18 years old, of good moral character, and possess an associate degree, bachelor's degree, a teaching certificate from another state, or prior teaching experience. It explicitly states that the Department of Corrections cannot require these instructors to hold a Montana teacher certificate. The Department of Corrections is authorized to adopt policies determining which inmates are eligible to participate.
SB 138 requires Montana school districts with at least a half-time principal to formally include in policies or teacher agreements the authority for educators to maintain a positive classroom environment and temporarily exclude disruptive students for up to 24 hours. Teachers must direct excluded students to a principal or designee, and students cannot return until a return plan - developed by the principal and potentially involving behavioral contracts, parent communication, or meetings - is provided to the teacher. The bill explicitly requires all provisions to comply with federal disability laws (IDEA, ADA, Section 504) and the Family Educational Rights Act. This bill, which died in the Senate on May 23, 2025, would have applied to school years starting July 1, 2025.
HB 340 would have created Montana's BEST (Bolstering Educators' Support and Training) program to support teachers in their first three years of teaching. It required pairing new teachers with experienced mentors, providing $2,500 stipends for mentors and $600 stipends for new teachers (with $300 contributed by their school district), and allocating $1 million annually from state funds. The program aimed to improve teacher retention and student outcomes through structured training, regional gatherings, and data collection, with special focus on "impacted schools" as defined in existing law. The bill was vetoed by the Governor on June 19, 2025, so it did not become law.
HB 260 revises the professional stipends paid to Montana teachers who hold a current National Board for Professional Teaching Standards certification. The bill changes the stipend amounts from fixed dollar values to percentages of the state's quality educator payment, effectively providing an annual adjustment. Eligible full-time teachers in public schools, education cooperatives, and certain state facilities will receive a stipend of 50% of the quality educator payment, with those in high-poverty or impacted schools receiving 85%. The bill also adjusts the state's contribution percentages towards these stipends.
HB 745 revises school laws to enhance student safety by requiring new policies and background checks. It mandates that school districts adopt a student protection policy, which includes conducting fingerprint-based national criminal history background checks. These checks are required for any individual, regardless of employment status, who may have unsupervised contact with students. The bill also requires background checks for educator licensure, and non-compliant districts must submit a correction plan to the Superintendent of Public Instruction.
This bill aimed to revise existing incentives under the TEACH Act to raise starting salaries for new teachers in public schools. It proposed modifying current funding mechanisms to provide increased financial support for school districts hiring entry-level educators. The bill did not advance beyond the drafting stage and was formally marked "Draft Died in Process" on May 24, 2025. As a result, no policy changes were implemented.
This bill (LC 1410) was a proposed measure titled "Create a teachers bill of rights," intended to establish specific protections or guidelines for educators. However, it died in the legislative process on May 26, 2025, and never advanced to a vote or became law. As a draft that did not progress, it did not establish any concrete rights, mechanisms, or provisions for teachers or school districts. The bill's status remains inactive with no enacted policy changes.
LC 1378 aimed to revise the Teach Act to increase pay for beginning teachers. It would have directly affected new educators entering the profession by establishing higher salary standards. The bill never advanced beyond the drafting stage, as its draft was marked "Died in Process" on May 26, 2025. No specific mechanisms or implementation details were finalized, as the proposal did not progress to committee or floor consideration. This bill did not become law.
This bill (LC 3468) proposed establishing a formal mentorship program pairing new teachers with experienced educators. It would have directly affected new teachers in public schools by providing structured support during their initial teaching years. The bill died in the legislative process in May 2025 and never became law, so no policy changes were implemented. It did not advance beyond the drafting stage.
This bill (LC 3467) proposed creating a framework to guide the development and use of AI-powered learning tools in educational settings, primarily affecting schools and educational technology providers. It aimed to establish guidelines for ethical AI use, student data privacy, and teacher training but did not specify concrete implementation steps. The bill was drafted in December 2024 but died in committee on May 27, 2025, meaning it never advanced to a vote or became law. As a procedural proposal, it remains inactive with no enacted policies.
