Establish Montana's BEST program to bolster educator support and training
HB 340 creates the Montana B.E.S.T. teacher training program, a statewide Office of Public Instruction program designed to support early-career teachers in their first three years, improve teacher retention, and strengthen student outcomes. The program is intended to pair new teachers with experienced mentor teachers in the same content area or grade level for a one-year structured training experience.
The bill sets out detailed program requirements, including mentor selection criteria, mentor training, ongoing support for mentor/mentee pairs, a communication and reporting platform, in-person professional development opportunities, and a focus on schools identified as impacted schools under state law. It also requires collaboration among the Office of Public Instruction, the Commissioner of Higher Education, school districts, educator preparation programs, and teacher/administrator organizations, and it directs data collection and surveys to measure program impact. The bill appropriates $1 million from the general fund each year of the 2025-2027 biennium, with intended uses including $2,500 mentor stipends, $600 stipends for participating early-career teachers, and administrative costs capped at 15% of state funding. The program is temporary, effective July 1, 2025, and scheduled to terminate June 30, 2031.
HB 340 adds a new statewide education program to Title 20, chapter 4, and assigns the Office of Public Instruction responsibility for administering it, subject to legislative funding. It creates a defined category of "early career teacher," establishes reporting obligations to the education interim committee, and authorizes state spending for mentor and teacher stipends and administration. The bill affects school districts that choose to participate, mentor teachers, new teachers, and education agencies involved in teacher preparation and support.
The bill appears to have had generally favorable support in the House and enough support to advance through the Senate, but with repeated close votes that suggest it was not universally embraced. It passed several stages by moderate margins, including committee and floor votes, indicating meaningful legislative support for teacher retention and professional development. However, the later veto by the governor shows that final executive sentiment was not aligned with enactment.
The main points of contention likely centered on the program’s cost, the use of general fund dollars, and whether the state should create a new ongoing support structure with mandated stipends and administrative requirements. The close Senate votes suggest some lawmakers questioned the need for the program, its fiscal impact, or the extent of state involvement in local staffing and professional development decisions. Supporters framed it as an investment in teacher retention and student success, while opponents likely focused on spending, program design, or whether the benefits justified the appropriation.