Legislature(2019 - 2020)BARNES 124
04/24/2019 03:15 PM House LABOR & COMMERCE
Note: the audio ![]()
and video ![]()
recordings are distinct records and are obtained from different sources. As such there may be key differences between the two. The audio recordings are captured by our records offices as the official record of the meeting and will have more accurate timestamps. Use the icons to switch between them.
| Audio | Topic |
|---|---|
| Start | |
| SB29 | |
| SB36 | |
| HB24 | |
| HB29 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | HB 24 | TELECONFERENCED | |
| + | HB 97 | TELECONFERENCED | |
| + | HB 29 | TELECONFERENCED | |
| += | HB 78 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
| += | SB 29 | TELECONFERENCED | |
| += | SB 36 | TELECONFERENCED | |
HB 24-LIMITED TEACHER CERTIFICATES; LANGUAGES
3:26:07 PM
CO-CHAIR WOOL announced that the next order of business would be
HOUSE BILL NO. 24, "An Act relating to instruction in a language
other than English; and relating to limited teacher
certificates."
3:26:20 PM
REPRESENTATIVE JONATHAN KRIESS-TOMKINS, Alaska State
Legislature, as prime sponsor of HB 24, introduced the bill and
related its history. He said this is the second legislature in
which this legislation has been introduced. Last legislature,
the House passed the legislation and then it "died" in its last
committee of referral in the Senate. He stated that this
legislation has been broadly requested by school districts that
have immersion language programs. Under HB 24, the state Board
of Education and Early Development would expand the scope of the
existing "Type M" limited certificates to include immersion
language education.
3:27:43 PM
JON SCANLAN, Staff, Representative Jonathan Kreiss-Tomkins,
Alaska State Legislature, on behalf of representative Kreiss-
Tompkins, prime sponsor, paraphrased parts of the sponsor
statement [included in the committee packet], which read in its
entirety as follows [original punctuation provided]:
Language immersion education is an increasingly
popular educational model that also produces
impressive academic outcomes. In an immersion program,
some of the academic subject matter is delivered in a
language other than English.
HB 24 provides needed flexibility to school districts
operating language immersion programs. HB 24 gives the
state board of education the tools necessary to tackle
one of the biggest challenges facing Alaska's
immersion programs: finding fully certified teachers
also fluent in an Alaska Native or foreign language.
Under HB 24, the state board could provide school
districts case-by-case flexibility to hire language
immersion teachers they know are qualified to lead a
classroom but who for reasons such as limited
English proficiency, advanced age, or familial
responsibilities are unable at the time to get a
full teacher certification. To do so, the state board
would have to create a new certificate along the lines
of the existing "Type M" or "Type I" limited
certificates.
Alaska already has a variety of successful and popular
immersion programs, including Wasilla's Fronteras,
Anchorage's Rilke Schule, and Anchorage School
District's highly regarded world languages program.
Immersion is also central to Alaska Native language
revitalization efforts. In Israel, New Zealand, and
Hawaii, immersion education was at the core of
indigenous language revival. At Ayaprun Elitnaurvik in
Bethel, instruction is done in Yup'ik, and interest in
Alaska Native language immersion education is growing
elsewhere in the state.
HB 24 will help Alaska's language immersion programs
continue to provide high-quality dual-language
education.
MR. SCANLAN added that limited certificates are issued on a
"case-by-case" basis, only by request of the school district,
for teachers with a specific subject area expertise for which
there are few fully certified teachers. HB 24 would authorize
the Board of Education to create a new type of limited
certificate specifically geared towards language immersion
programs. Furthermore, the bill would permit the board to write
regulations to ensure "the certificate holder demonstrates
instructional skills in subject matter expertise sufficient to
assure the public that the person is competent as a teacher."
Additionally, the certificate would only be valid for the
language of instruction to be taught in specific subject areas,
and only to the school district that requested it. Lastly, the
certificate is initially issued for one year as a probationary
period.
3:33:05 PM
REPRESENTATIVE FIELDS questioned whether HB 24 would allow the
"TEACH program" and the "Type I" certification to continue
unimpeded for the certified associate teachers who are not in an
immersion school.
MR. SCANLAN confirmed that. He noted that the bill would not
affect the "Type I" certificate aside from changing the initial
certification period to one year.
REPRESENTATIVE FIELDS expressed hope for future conversations
with the Department of Education and Early Development (EED)
about making technical assistance available to school districts
so that the Lower Kuskokwim School District (LKSD) model could
be implemented elsewhere if desired. He noted that the LKSD
model has been successful at attaining local teachers, which
improves tenure, reduces turnover, and thereby improves quality
of instruction by having culturally fluent teachers in the
classroom.
3:34:39 PM
CO-CHAIR LEDOUX asked why there needs to be a separate
"credential" for language immersion education.
MR. SCANLAN acknowledged that under current statute, an educator
could receive an Alaska Native language certificate to teach
Yup'ik; however, HB 24 would allow them to teach different
subjects in Yup'ik. Currently, it is difficult to find fully
certified teachers also fluent in an Alaska Native language for
reasons such as limited English proficiency, advanced age, or
familial responsibilities. This bill would address this problem
by providing a certificate that allows these educators to get
into classrooms and teach in programs and subject areas beyond a
strictly culture or language course.
CO-CHAIR LEDOUX surmised that there are enough certified
teachers who are fluent in the "European languages" or "major
Asian languages" and fewer that are fluent in languages like
Farsi or Afghan.
MR. SCANLAN said that is what language immersion operators in
Alaska have confirmed. He offered his understanding that it's
also challenging to find fully certificated Spanish teachers who
have the requisite level of fluency to be effective in language
immersion programs.
CO-CHAIR LEDOUX expressed her enthusiasm for the bill and asked
if there is any pushback.
3:38:44 PM
REPRESENTATIVE KREISS-TOMKINS clarified that this bill sets up a
process - it doesn't guarantee that people get [teaching]
certificates. He acknowledged that there have been some
concerns.
MR. SCANLAN directed attention to section D of the current bill.
He said one change would be that the Board of Education wouldn't
be able to require English competency exams in their
regulations, as that has been relayed as a major limiting factor
in the ability for fluent speakers to teach and help these
programs thrive.
3:43:46 PM
REPRESENTATIVE FIELDS noted that Anchorage's immersion programs
have helped set its school district apart in a positive way. He
opined that these programs would help attract and retain high-
earning, professional families, and ultimately play a role in
the economic competitiveness of Alaska's respective communities.
3:44:39 PM
REPRESENTATIVE STUTES sought clarification on how the [new]
certificates would be issued.
3:44:59 PM
REPRESENTATIVE KREISS-TOMKINS explained that the certificates
are issued by the EED. Under the process established by HB 24,
local districts would identify qualified educators who wouldn't
otherwise qualify for a traditional certificate and they would
apply for their limited teachers' certificate. The board would
then vote to forward the applications on to the state Board of
Education who would then review them based on a set of criteria
and approve or deny them.
REPRESENTATIVE STUTES asked if the approved certificate would be
limited to one language as well as to a specific school.
MR. SCANLAN acknowledged that the certificate would be limited
to the language that it was applied for, as well as the specific
subjects that the candidate demonstrated subject area expertise
in. He added that it would also be limited to a district.
REPRESENTATIVE STUTES asked if it applies for any school within
the district.
MR. SCANLAN affirmed that.
3:47:17 PM
REPRESENTATIVE HANNAN pointed out that the state already grants
"Type M" certificates to speak and teach indigenous Alaskan
languages and certain vocational skills, like military science.
She expressed concern that HB 24 conjoins world language
skillsets into that same "Type M" certification, which is
designed around subjects you couldn't traditionally learn in
academic training. She noted that there are 11 types of teacher
certificates in Alaska. One of which, the subject-matter expert
[limited] teacher certificate, allows individuals who are
knowledgeable in a specific subject area to temporarily teach in
a classroom while completing their teacher certificate education
requirements. She shared her belief that the current bill would
place teachers in schools "with no caveat of how long before you
need to reach competency that other people had to meet to come
through the door." Indigenous language teachers in Alaska, she
said, have already been successfully credentialled in teaching
across the state for over 20 years.
MR. SCANLAN noted that the aforementioned subject-matter expert
certificate [AS 14.20.022] statutorily requires a baccalaureate
degree, which would be a limiting factor for many of the fluent
Alaska Native language speakers. He continued by saying that HB
24 would operate under AS 14.20.25, the limited teacher
certificates, which does not require a bachelor's degree.
Nonetheless, the "Type I" limited certificate does require
enrollment in a bachelor's degree program, a mentored teacher,
and a number of other competency checks.
3:56:55 PM
REPRESENTATIVE KREISS-TOMKINS added that under current law, the
"Type M" limited certificate doesn't allow for adequate language
immersion education because the Alaska Native language provision
only refers to instruction of the language itself, rather than
teaching different subjects in that specific language. He
opined that the "Type M" Alaska Native language provision is
narrow and restrictive in a manner that preempts the possibility
of an immersion language program.
3:58:40 PM
REPRESENTATIVE FIELDS addressed the "Type I" certificate and the
LKSD, which to his understanding is the only district with that
kind of certification. He stated that their "Type I"
certification exists within the TEACH program, which is designed
to get local teachers in the classroom. He explained that most
"Type I" associate teachers are working towards completing their
4-year degree while working in the school district and gaining
experience. He said it's a marriage of both the university
degree program and a registered apprenticeship program that
regulates under the U.S. Department of Labor. He expressed his
support of retaining the flexibility to have teachers who don't
have their bachelor's degree who are nonetheless working towards
becoming fully certified teachers, adding that it's a great way
to have local teachers who are culturally fluent and committed
to their communities.
CO-CHAIR WOOL requested a chart of the 11 different teacher
certificates with their respective requirements.
CO-CHAIR LEDOUX asked if under the current bill, the teachers
would be eligible for tenure.
4:02:09 PM
MR. SCANLAN noted that the certificate would be initially
eligible for one year with specific requirements of renewal
written by the department.
4:02:36 PM
REPRESENTATIVE KREISS-TOMKINS added that the application process
would be a "rigmarole." He stated that the intent is to create
a stepping-stone for teachers on their way to full and
traditional certification. He further noted that tenure, under
Alaska law, is attained after four years, adding that it would
be difficult to get tenured under a "Type M" certificate.
4:05:06 PM
REPRESENTATIVE STUTES questioned the broad scope of the current
bill, expressing concern that it covers "any language that is
not English."
REPRESENTATIVE KREISS-TOMKINS noted that when talking about
subjects taught in language immersion programs, they are almost
exclusively subjects taught at the earliest age levels. He
further stated that the only way to create a generation of
fluent speakers in a world language is through immersion
language education.
4:09:13 PM
REPRESENTATIVE TALERICO expressed his support for the bill and
thanked the sponsor for the effort he put into this legislation
and for bringing it forward.
4:10:34 PM
REPRESENTATIVE HANNAN stated that she is not opposed to the goal
of the bill; however, across the state there are currently
people with Type M certificates in the classroom who don't have
traditional academic degrees available to them. She opined that
"Type M" certificates already allow teachers to teach language
immersion in an indigenous language. She offered her
understanding that the existing obstacle is with the Native
language speakers at immersion schools being able to pass the
competency exam. She expressed concern about the true intent of
the bill and whether it concerned world languages or Native
languages. She opined that there should be caveats that address
the downstream effects of the current bill.
4:13:42 PM
REPRESENTATIVE KREISS-TOMKINS clarified that HB 24 is for both
world languages and Native languages. Regarding downstream
effects, he said, it's important to emphasize that the bill sets
up a process and not a guarantee of certification. He added
that the state board and the department will promulgate
regulations that include protections and vetting to avoid
aforementioned concerns.
4:14:46 PM
CO-CHAIR WOOL questioned whether this bill would create a new
type of certification or fall under the "Type I" certificate.
MR. SCANLAN clarified that if the bill passes, the department
would create a new type of certificate.
CO-CHAIR WOOL asked if the renewal process would be less
rigorous than the initial application.
MR. SCANLAN explained that under HB 24, the certificate would be
valid for one year and the department would have to certify that
the candidate has demonstrated skills in classroom instruction
and student assessment.
CO-CHAIR WOOL asked how many immersion schools exist in Alaska.
MR. SCANLAN answered 8 immersion schools in Anchorage and
various others across the state - some that are tribally
operated, and others operated by charter schools or public
schools.
REPRESENTATIVE KREISS-TOMKINS, in response to Co-Chair Wool,
replied that there are at least 10 immersion schools in Alaska.
CO-CHAIR WOOL asked how many of those 10 teach Native languages.
REPRESENTATIVE KREISS-TOMKINS answered four.
4:18:10 PM
CO-CHAIR WOOL questioned weather this certificate would also
allow individuals to teach certain subjects in English in
addition the foreign language.
MR. SCANLAN stated that the certificate would only be valid for
the non-English language it was issued in. He noted that
immersion schools aim to teach 50-100 percent of their program
in that non-English language.
CO-CHAIR WOOL sought clarification on whether the certificate
would be subject-specific.
MR. SCANLAN reiterated that the certificate would specify a
specific subject area and language.
4:20:45 PM
CO-CHAIR LEDOUX asked for clarification on what grades the
certificate would cover. She noted that in the higher grades,
like high school, the issue of the candidate's competency in
certain subjects would be relevant.
4:21:30 PM
REPRESENTATIVE KREISS-TOMKINS answered, "Almost exclusively
lower grades." He noted that most immersion programs discharge
their students into "normal" middle school and high school
tracks by 5th or 6th grade.
MR. SCANLAN, in response to Co-Chair LeDoux, added that under
this bill, the department would be permitted to create separate
certificates to target both the upper and lower grades if
necessary.
4:23:07 PM
REPRESENTATIVE FIELDS asked future invited testifiers to address
how multi-lingual learning helps kids reach their full cognitive
capacity in the same way that different languages teach people
to see the world in different ways by structure of the language
itself.
CO-CHAIR WOOL asked how to resolve the shortage of foreign
language teachers in traditional school districts.
MR. SCANLAN said he was unsure of the answer.
CO-CHAIR WOOL reflected on his own experience helping his
daughter with advanced math in elementary school. He observed
that word problems are more prevalent now, indicating that a
math teacher would need to be skilled in both linguistics and
mathematics.
4:26:50 PM
CO-CHAIR WOOL questioned whether English is also taught in non-
English immersion programs.
4:28:20 PM
SONDRA MERIDITH, Teacher Certification Administration, Student
Learning Division, Department of Education and Early
Development, replied that she was familiar with a 50/50
proposition, where half the day is taught in English and the
other half in the non-English language.
4:30:07 PM
REPRESENTATIVE HANNAN asked how many "Type M" certificated
language teachers currently work in Alaska.
MS. MERIDITH answered less than 50.
REPRESENTATIVE HANNAN questioned whether that number has
decreased over the last 10 years as more academic programs that
lead to traditional certification have become available.
MS. MERIDITH said she would follow up with that answer.
REPRESENTATIVE HANNAN asked if there are any restrictions on
what [subject areas] "Type M" language teachers in a k-1
classroom can instruct.
MS. MERIDITH stated that the statute limits that type of
certification to teach language and cultural aspects; therefore,
there would need to be a [fully] certified teacher to oversee
math lessons, for example.
REPRESENTATIVE HANNAN asked if "Type I" and "Type M" teachers
could work together to complete a curriculum load.
MS. MERIDITH replied that the "Type I" teacher could provide
some instruction, but they would also be working in conjunction
with a [fully] certified teacher and would not be provided the
autonomy to teach without his or her oversight and supervision.
REPRESENTATIVE HANNAN asked how many fully certified world
language teachers are licensed in Alaska and under which type of
certification.
MS. MERIDITH stated that there are approximately 12 teachers
certified under the "Type W" limited certificate for individuals
with language expertise. Across the state, she said, there are
at least 100 people that are certified in a foreign language.
CO-CHAIR WOOL sought clarification on how "Type M" certified
teachers become tenured.
4:35:09 PM
MS. MERIDITH explained that it varies from district to district
and how they choose to renew the certification.
CO-CHAIR WOOL restated his question, asking if a "Type M"
teacher automatically gets tenured after teaching for three or
four years, and whether they must continue to renew their
certification.
MS. MERIDITH said she did not know how districts are extending
tenure to "Type M" certificates.
4:37:28 PM
CO-CHAIR WOOL announced that HB 24 was held over.
| Document Name | Date/Time | Subjects |
|---|---|---|
| SB 29 Sponsor Statement.pdf |
HL&C 4/22/2019 3:15:00 PM HL&C 4/24/2019 3:15:00 PM |
SB 29 |
| SB 29 Version A.pdf |
HL&C 4/22/2019 3:15:00 PM HL&C 4/24/2019 3:15:00 PM |
SB 29 |
| SB 29 Fiscal Note.pdf |
HL&C 4/22/2019 3:15:00 PM HL&C 4/24/2019 3:15:00 PM |
SB 29 |
| SB 29 Board of Marine Pilots Audit.pdf |
HL&C 4/22/2019 3:15:00 PM HL&C 4/24/2019 3:15:00 PM |
SB 29 |
| SB 29 - Letter of Support SEAPA.pdf |
HL&C 4/24/2019 3:15:00 PM SL&C 2/7/2019 1:30:00 PM |
SB 29 |
| SB36 Sponsor Statement 1-28-19.pdf |
HL&C 4/24/2019 3:15:00 PM SFIN 3/1/2019 9:00:00 AM SL&C 2/7/2019 1:30:00 PM |
SB 36 |
| SB36 Ver. A.PDF |
HL&C 4/24/2019 3:15:00 PM SL&C 2/7/2019 1:30:00 PM |
SB 36 |
| SB36 Fiscal Note - SB036-DCCED-CBPL-02-01-19.pdf |
HL&C 4/24/2019 3:15:00 PM SL&C 2/7/2019 1:30:00 PM |
SB 36 |
| SB36 Supporting Document Division of Legislative Audit Sunset Review April 2017.pdf |
HL&C 4/24/2019 3:15:00 PM SFIN 3/1/2019 9:00:00 AM SL&C 2/7/2019 1:30:00 PM |
SB 36 |
| SB36 Letter of Support BON 2-14-19.pdf |
HL&C 4/24/2019 3:15:00 PM SFIN 3/1/2019 9:00:00 AM |
SB 36 |
| SB36 Letter of Support Farnstrom 2-26-19.pdf |
HL&C 4/24/2019 3:15:00 PM SFIN 3/1/2019 9:00:00 AM |
SB 36 |
| SB36 Letter of Support AK Nurses Assn 2-27-19.pdf |
HL&C 4/24/2019 3:15:00 PM SFIN 3/1/2019 9:00:00 AM |
SB 36 |
| SB 36 senate finance questions.pdf |
HL&C 4/24/2019 3:15:00 PM SFIN 3/1/2019 9:00:00 AM |
SB 36 |
| SB 36 Letter of Support APRN 3-4-19.pdf |
HL&C 4/24/2019 3:15:00 PM SFIN 3/13/2019 9:00:00 AM |
SB 36 |
| SB36 Supporting Document BON Roster 3-29-19.pdf |
HL&C 4/22/2019 3:15:00 PM HL&C 4/24/2019 3:15:00 PM |
SB 36 |
| SB36 Bundled Letters of Support.pdf |
HL&C 4/22/2019 3:15:00 PM HL&C 4/24/2019 3:15:00 PM |
SB 36 |
| HB 24.Sponsor.pdf |
HL&C 4/24/2019 3:15:00 PM |
HB 24 |
| HB 24.Bill version A.pdf |
HL&C 4/24/2019 3:15:00 PM |
HB 24 |
| HB 24.Sectional.pdf |
HL&C 4/24/2019 3:15:00 PM |
HB 24 |
| HB 24.Fiscal Note DEED.pdf |
HL&C 4/24/2019 3:15:00 PM |
HB 24 |
| HB 24.Backup Immersion Student Acheivement.pdf |
HL&C 4/24/2019 3:15:00 PM |
HB 24 |
| HB 24.Backup Support Letter Leslie Harper.pdf |
HL&C 4/24/2019 3:15:00 PM HL&C 2/17/2020 3:15:00 PM |
HB 24 |
| HB 24.Backup Additional Support Letter Margi Dashevsky.pdf |
HL&C 4/24/2019 3:15:00 PM HL&C 2/17/2020 3:15:00 PM |
HB 24 |
| HB 24.Backup Updated Support Letters 4.24.19.pdf |
HL&C 4/24/2019 3:15:00 PM |
HB 24 |
| HB 97.Sponsor.pdf |
HL&C 4/24/2019 3:15:00 PM |
HB 97 |
| HB 97.Bill Version U.PDF |
HL&C 4/24/2019 3:15:00 PM |
HB 97 |
| HB 97.Fiscal DCCED.pdf |
HL&C 4/24/2019 3:15:00 PM |
HB 97 |
| HB 97.Sectional.pdf |
HL&C 4/24/2019 3:15:00 PM |
HB 97 |
| HB 97.Summary of Changes Version A to Version U.pdf |
HL&C 4/24/2019 3:15:00 PM |
HB 97 |
| HB 97.Bill Version S CS for Adoption.pdf |
HL&C 4/24/2019 3:15:00 PM |
HB 97 |
| HB 97. Summary of Changes Version U to Verison S.pdf |
HL&C 4/24/2019 3:15:00 PM |
HB 97 |
| HB 97.Backup Support Letter ASHNHA.pdf |
HL&C 4/24/2019 3:15:00 PM |
HB 97 |
| HB 29.Sponsor.pdf |
HL&C 4/24/2019 3:15:00 PM SHSS 2/19/2020 1:30:00 PM |
HB 29 |
| HB 29.Bill Version A.PDF |
HL&C 4/24/2019 3:15:00 PM SHSS 2/14/2020 1:30:00 PM SHSS 2/19/2020 1:30:00 PM |
HB 29 |
| HB 29.Fiscal Note.pdf |
HL&C 4/24/2019 3:15:00 PM SHSS 2/14/2020 1:30:00 PM SHSS 2/19/2020 1:30:00 PM |
HB 29 |
| HB 29.Presentation.pdf |
HL&C 4/24/2019 3:15:00 PM SHSS 2/14/2020 1:30:00 PM SHSS 2/19/2020 1:30:00 PM |
HB 29 |
| HB 29.Sectional.pdf |
HL&C 4/24/2019 3:15:00 PM SHSS 2/14/2020 1:30:00 PM SHSS 2/19/2020 1:30:00 PM |
HB 29 |
| HB 29.Backup Letters of Support.pdf |
HL&C 4/24/2019 3:15:00 PM SHSS 2/14/2020 1:30:00 PM SHSS 2/19/2020 1:30:00 PM |
HB 29 |
| HB 29.Backup ADN Article.pdf |
HL&C 4/24/2019 3:15:00 PM SHSS 2/14/2020 1:30:00 PM SHSS 2/19/2020 1:30:00 PM |
HB 29 |