Legislature(2017 - 2018)CAPITOL 106
03/20/2017 08:00 AM House EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| HB135 | |
| HB102 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| += | HB 135 | TELECONFERENCED | |
| += | HB 102 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
HB 102-LIMITED TEACHER CERTIFICATES; LANGUAGES
8:19:08 AM
CHAIR DRUMMOND announced that the next order of business would
be HOUSE BILL NO. 102, "An Act relating to instruction in a
language other than English; and relating to limited teacher
certificates."
8:19:42 AM
REID MAGDANZ, Staff, Representative Jonathan Kreiss-Tomkins,
prime sponsor of HB 102, informed the committee the bill is a
repeal and reenactment of statute; he directed attention to a
document provided in the committee packet entitled, "HB 102 -
Comparison to Current Law" [undated], that clarified HB 102 is
not all new law. In response to previous committee discussion
and to comments received from the Department of Education and
Early Development (DEED), the sponsor will offer an amendment
that would remove language in the bill related to the academic
policy committees of charter schools, as the department seeks to
work directly with districts and to avoid tension between
charter schools and districts. Mr. Magdanz directed attention
to a document provided in the committee packet entitled, "HB 102
- Response to concerns of Department of Education and Early
Development," [undated]. He stressed two key points within HB
102 are: 1.) the Alaska State Board of Education & Early
Development (state board) holds regulatory authority; 2.)
discretion is held by school districts related to limited
certificates. On the first point, HB 102 requires a teacher to
have the identical skills that are currently required by
existing limited certificate law; further, the state board is
empowered to write regulations to interpret the language related
to the standards of the limited teaching certificate. On the
second point, HB 102 provides flexibility so local school
districts can staff their language programs as needed,
recognizing that the needs of districts differ for a variety of
reasons. The bill is designed to provide school districts
complete and total discretion over whether to hire a teacher
holding a limited teaching certificate, and a school board can
impose additional prerequisites.
8:24:56 AM
CHAIR DRUMMOND opened public testimony.
8:25:20 AM
HEATHER POWELL, Teacher, Hoonah City Schools, began her
testimony speaking her first language. She informed the
committee she is a Tlingit language teacher in the Hoonah City
Schools district currently teaching students in preschool
through 12th grade. She said she began her language training as
a child taught by her grandmother, who was one of the first
Tlingit language teachers in the Sitka School District. At that
time - 1992 - her grandmother overcame the trauma of her
experience in school, and was one of few elders willing to teach
in schools, and in 1995, Ms. Powell began student teaching with
her. Ms. Powell noted the importance of her language
instruction and further instruction from other elders who, along
with language instruction, taught the value of land and
important public policy such as the Alaska National Interest
Lands Conservation Act, the Alaska Native Claims Settlement Act,
the Alaska Native Brotherhood, and the Alaska Native Sisterhood.
Along with math and cultural traditions, place-based learning
also teaches kinship with family and the land, using Native
language to teach skills for life and reality. Ms. Powell has
continued this path and has raised three bilingual children.
She noted the difficulty for emergent programs that do not have
the capacity of sufficient certificated teachers to share their
knowledge with children. She pointed out Alaska Native
languages are recognized official Alaska languages, and this is
the time to value languages. Recently, seven of her eleven
students expressed their interest in becoming Tlingit language
teachers. She said the number of Native language speakers is
declining and expressed the urgency of this loss. Building
capacity by allowing teachers to be valued by ancestral and
educational systems is important for children. She said [the
bill] provides an opportunity to value teachers and language,
and to bring language into everything one does. Ms. Powell
closed her testimony speaking her first language.
REPRESENTATIVE SPOHNHOLZ asked for clarification on [the number
of Native language speakers.]
MS. POWELL said last year there were 120 documented fluent
language speakers on a list; this year there are less than 60 on
the list. In further response to Representative Spohnholz, she
confirmed the speakers were elders who are now deceased.
8:30:49 AM
TOM HAMILL said he is the Education and Training Director for
the Knik Tribal Council, however, he is testifying on his own
behalf as a concerned citizen. He provided a short background
of his education, and said he is a certified teacher. Mr.
Hamill said he has worked with certified and noncertified
instructors as the director of the School to Work program at the
nationally recognized Chugach School District, and as the
education director of the Cook Inlet Tribal Council, directing
fifty staff in eight schools serving approximately eight hundred
Native students in the Anchorage School District. More
recently, he served as principal of the Alaska Military Youth
Academy, Department of Military & Veterans' Affairs, overseeing
a nationally recognized academic team of noncertified
instructors. Mr. Hamill opined a credential is not the only or
best measurement of teaching skills when correlated with
[student] learning success, and gave an example of an exemplary
noncertified instructor who is now a successful principal. Mr.
Hamill stressed the importance of providing the best instructors
available who can teach content and also ensure each student
learns, progresses, and can demonstrate proficient performance
and application of their new knowledge. Alaska is facing the
loss of many of its Native languages and thus must locate Native
speakers, many of whom are elders who would be challenged to
obtain a teaching certificate; however, in its present crisis,
the state must use all the talent available. [HB 102] would
allow schools and districts to use the best available teachers
of Alaska Native languages. In most cases, the Native language
teachers hired are well known by the school community; in
addition, their presence in the classroom would allow Alaska
Native students to identify with, respect, and observe
indigenous language speakers as they teach language and culture,
which is an opportunity that was not possible for others.
Through his research into the Upper Inlet Dena'ina dialect, Mr.
Hamill said he is finding very few speakers today, although
there is a rising interest in the language, and cautioned that
if speakers are found, they will not hold a teaching
certificate. He stated passage of the bill is "the right thing
to do for the people whom we serve."
8:36:24 AM
LISA WADE, Health, Education, and Social Services Director,
Chickaloon Traditional Village Council and Education Director,
Ya Ne Da Ah School, began her testimony speaking her first
language. Ms. Wade informed the committee Ya Ne Da Ah School
was founded in 1992 by her grandmother who was the last elder
fluent speaker of the Ahtna language in her region. She
estimated less than 40 fluent speakers remain at this time, many
of which are elders. Ya Ne Da Ah School currently is an
immersion-style program - working towards a full immersion
program - using certified and noncertified staff to teach. The
noncertified teacher is a natural Dena'ina speaker, and the
school is using all methods to retain and teach the Ahtna
language. The noncertified teacher is responsible for managing
a classroom and teaching language, and brings a wealth of life
experience into the school. Due to her caring style of teaching
and her experience with students affected by [fetal alcohol
related neurodevelopmental disorder], the Ahtna language program
is blooming, and some students are advancing to college. The
teaching method at the school is a recognized teaching method
using total physical response (TPR), and the school is
developing its curriculum for the Ahtna language. Ms. Wade said
students at her school are aged three years through twelve years
and use a jigsaw method of teaching. A language apprentice is
also present in the classroom and many elders visit to help
ensure that every spoken and learned word is a healing word, in
order to address intergenerational trauma. Students at Ya Ne Da
School are Native and nonnative, some are Tribal citizens and
some travel from other regions to attend. She stressed when
students from other regions speak the Ahtna language it is
powerful and healing for the community, as a generation ago many
residents attended boarding schools and were preventing from
speaking or studying their language. She spoke of the
difficulty of operating a small Tribal school in Alaska, but the
school is the heart and center of the Tribe. Ms. Wade stated
her strong support for the bill because every method should be
used to retain the state's languages, and she invited the
members to visit the school's Facebook page or web site.
8:42:19 AM
ALICE TAFF, PhD, informed the committee she is a certificated
teacher with 14 years of experience in Alaska and is now working
as a linguist. Dr. Taff said she is representing herself and is
retired from teaching, and from the University of Alaska. She
said many schools in rural areas are struggling and there is
evidence worldwide that indigenous language immersion schools
can help. In fact, research indicates the strongest immersion
programs - in which 80-100 percent of content is delivered in
the indigenous language - have the highest levels of overall
academic achievement. Immersion education is the most reliable
approach, and more education correlates with higher socio-
economic status, better health, and increased safety. A new
field of study links indigenous language use to health, and she
described research that revealed lower suicide rates among First
Nation communities in Canada in which at least one-half of the
members had a conversational knowledge of their Native language,
and lower diabetes rates in communities with strong [indigenous]
language use. Therefore, immersion schooling in Alaska will
become cost effective when the state pays less for healthcare
after immersion schools are in place. Dr. Taff advised Alaska
schools have been modeled after a Lower 48 system of education;
Alaska Natives must adapt to this system, and this has not been
successful in many parts of the state, as shown by academic and
healthcare data. She suggested the Alaska education system
should adapt and change to support education in the language and
culture of its Native peoples. Because children only have one
chance for their education, immersion programs recommend
programs start now and persist while overcoming hurdles. The
first hurdle to Alaska is to find teachers certified to teach
all content in Alaska languages, and HB 102 can help schools do
so. Dr. Taff closed, noting that the United Nations has
designated 2018 as the Year of Indigenous languages and the bill
would allow Alaskans to proclaim progress to positive results
REPRESENTATIVE PARISH asked how the programs in Canada approach
indigenous language instruction.
DR. TAFF offered to provide further research.
8:48:55 AM
X'UNEI LANCE TWITCHELL began his testimony in an Alaska Native
language. Mr. Twitchell informed the committee he is a
professor of Alaska Native Languages at the University of Alaska
Southeast (UAS), and a doctoral student of Hawaiian and
Indigenous Language & Culture Revitalization at the University
of Hawai'i at Hilo, and is testifying on his own behalf. Mr.
Twitchell said HB 102 brought to his mind the dire need to
support Alaska Native language movements to prevent languages
from dying. He recalled historical attempts to "kill" languages
and the need to ensure better lives for all Alaskans by
recognizing that Alaska Native languages are necessary and are
linked to the health and wellbeing of Alaskans. He made the
following recommendations:
• elevate the status of teachers of indigenous languages,
which are official languages of the state
• include an Alaska Native language class in high school
graduation requirements
• form a board of Alaska Native language education focused on
language nests, K-12 education, higher education, and
teacher development
MR. TWITCHELL cautioned the problem with an overreliance on
existing educational systems is that THE existing systems were
active in the genocide of Alaska Native languages, and he
described methods used against students in schools to prevent
the use of indigenous languages. However, in Hawai'i, language
revitalization has allowed thousands of children to speak in
language schools that have a 20-year history of 100 percent
graduation rates. Mr. Twitchell said language fluency equals
life for indigenous people. Alaska is at the bottom of
educational success rates; to rise to the top, HB 102 would take
the state in the right direction by elevating teachers of
indigenous languages. Currently, knowledge bearers are seen as
paraprofessionals and optional elements of curriculum, and
therefore are due unequal pay. It is time to recognize that
indigenous language teachers have worked hard to become
qualified in indigenous knowledge systems: Alaska is on the
cusp of successful language movements and needs state support to
further advance. Although every successful language movement
begins at the local level, widespread support and equity in
education are needed to progress. Mr. Twitchell urged the
committee to show that the state values and supports teachers of
Alaska Native languages by legislating equal opportunity and
systematic equity.
8:53:12 AM
REPRESENTATIVE PARISH asked whether the bill would ensure that
more culture bearers would be teaching in schools across the
state.
MR. TWITCHELL said yes. He opined the Type M [limited]
certificate has served a purpose, but the system often results
in a stratification of qualification and value. He gave an
example of an Alaska Native language teacher who receives very
low pay when compared to that of other teachers, which implies
the superiority of one over the other. Further, the design of
core curriculum that excludes indigenous languages, and the
structure of teacher certification, denies equal status to
teachers of indigenous languages.
8:55:17 AM
REPRESENTATIVE JOHNSTON remarked:
... you seem to have embraced academics, to get to
where you're going, and a number of the elders, to me,
have, have a degree in, in not only the language, but
have a degree in living, but it's, it's not as
definable as what you're doing. How do you ... mesh
those two as far as certification and as far as
education?
MR. TWITCHELL said the knowledge bearers are fluent speakers who
grew up speaking the language. Those who learn a second
language are qualified to document, and can learn methods to
teach, but "our language is contained within our first
speakers." From his research, especially of Hawai'i, New
Zealand, and Norway, indigenous peoples have equity in education
and thus [indigenous language and culture] content is fully
integrated in the educational systems, and is not excluded or
omitted in a covert way, as it is in Alaska, where "Alaska
Native people and their content, their ways of knowing their
languages, are outside of the door." However, when highly-
educated teachers are working from within the structure of
higher education, the systems can be changed, so that language
can be reintegrated into households, day care centers, and
schools - and through a holistic approach - prevent the death of
20 Alaska languages.
REPRESENTATIVE JOHNSTON observed a redefinition of education is
approaching, including the modernization of education and
providing access to information for all Alaskan students. She
asked how language instruction - mostly through a distance
learning model - could include participation by cultural
standard bearers so they can provide culture and mentorship.
MR. TWITCHELL questioned the belief that English is modern and
indigenous languages are ancient because both languages come
from ancient beginnings. About 50-60 years ago, indigenous
languages stopped being the languages of daily use of
communication in Alaska. He pointed out all languages evolve,
but with disuse the ability to communicate in modern terms, even
in English, would be lost. In Hawai'i there is a lexicon
committee working to ensure indigenous languages have words for
concepts such as gravity, for example. However, for one to
believe science and math can't be taught in indigenous languages
is nothing but ignorant and prejudiced. He related examples of
how science is congruent with Native life in past and present
times. Mr. Twitchell urged for an institutional change to value
and support indigenous languages.
9:03:12 AM
REPRESENTATIVE PARISH asked for an opinion on the forthcoming
amendment that would remove academic policy committees of
charter schools from the bill.
MR. TWITCHELL was unsure whether the intent of the amendment is
that charter schools are not specifically tied to HB 102. He
related the method of teaching through language - as is done in
New Zealand and Hawai'i - instead of teaching about language,
results in a rise in fluency. As an aside, he noted indigenous
languages in Australia are dying. He questioned the effect of
the charter school model on teaching indigenous languages, or on
schools governed by Tribes. In a time of self-governance,
partnerships may make funding available through Tribal
sovereignty, and with some control from the indigenous
population, methods better than the current models may emerge.
Mr. Twitchell expressed the need for a network of Alaska Native
language advocates who would work to ensure that language
teachers are trained to achieve fluency, that language nests are
successful, and that there is state support for related
initiatives.
CHAIR DRUMMOND asked for the definition of a language nest.
MR. TWITCHELL explained a language nest is a preschool or
daycare that is a home where children are raised in a language.
Adults and children learn language differently, related to the
grammar aspect of each language, and language nests enable
children to learn multiple languages simultaneously. He advised
in a language nest kids, ranging in age from six months to three
or four years, learn fluent language skills in three months.
CHAIR DRUMMOND thanked the speaker in her native Greek language
and stated her strong support for teaching language at an early
age in an immersion program.
9:09:05 AM
JOSHUA GILL, Director of Personnel and Student Services, Lower
Kuskokwim School District (LKSD), stated LKSD opposes HB 102
because the district has addressed language and Native languages
across Alaska by showing its students can learn in English and
in Yupik; in fact, LKSD is working to keep the Yupik language in
its communities through a partnership with schools, the
communities, and parents. One of the reasons for opposition is
just because a person speaks a language, or is a genius in math,
that doesn't make them an excellent teacher of a language or
math. The ability to teach is a specific skill and minimum
proficiencies in language should be tested to ensure a teacher
can provide the best education possible. Mr. Gill referred to
Alaska standards in education that require the integration of
standards in academics and [Alaska Standards for Culturally
Responsive Schools] to ensure students are provided a well-
rounded education. He said HB 102 would remove the minimum
proficiency of a sixth-grade test to ensure students are taught
by the strongest language instructors. [LKSD] seeks to maintain
the standard of the Type [I] teaching certificate that was
designed to ensure teachers complete teaching methods courses,
so teachers can teach not only their language, but can teach
other subjects in their language, such as math and social
studies, as is happening at LKSD. Mr. Gill stated the current
law ensures the best education possible for students.
9:11:56 AM
REPRESENTATIVE PARISH asked for the percentage of the population
that is now fluent.
MR. GILL said LKSD is about 20 percent Alaska Native certified
teachers, which is the highest percentage in the state, but more
are needed. The district has developed a proficiency test and
has determined LKSD students are at about a 45 percent
proficiency at a sixth-grade Yupik level.
REPRESENTATIVE PARISH restated his question as to the percentage
of the overall population that is fluent in Yupik.
MR. GILL said he did not know.
REPRESENTATIVE PARISH inquired as to how the bill would
interfere with the district's efforts.
MR. GILL responded that the bill removes the testing to
determine teachers' proficiency in the language they are
teaching. Currently, the state uses the ParaPro Praxis
assessment which is equivalent to a sixth-grade exit test in
math, reading, and writing. [LKSD] requires a teacher or
associate teacher who is entering its language program to pass a
minimum proficiency level in reading and writing in Yupik, which
is administered at the time of their [job] application.
REPRESENTATIVE PARISH pointed out the bill stipulates that
school districts are not subject to the limitation on testing.
MR. GILL acknowledged the exception; however, minimum standards
ensure students across the state are getting the best language
instruction and the best education possible.
9:14:59 AM
CHAIR DRUMMOND asked for the name of the test referred to by Mr.
Gill.
MR. GILL was unsure.
REPRESENTATIVE PARISH asked whether the bill directly addresses
the concern that culture bearers receive a lower rate of
compensation than other teachers.
9:16:31 AM
REPRESENTATIVE JONATHAN KREISS-TOMKINS, Alaska State
Legislature, prime sponsor of HB 102, said [the compensation]
issue is not directly changed by the proposed legislation, but
would be indirectly addressed. As noted by previous testimony
by the Fronteras Spanish Immersion charter school, Matanuska-
Susitna Borough School District, there are no pathways for
teachers who are fluent in their subject matter - and have
teaching ability - to be placed in classrooms. As a result,
Fronteras school hires language teachers as long-term
substitutes, although they are providing the same experience for
students as do teachers who are fully certificated. He advised
the ability to do so would be an indirect consequence of the
bill. Although the bill does not mandate levels of teacher
compensation, it allows more flexibility and options to local
districts which choose to place a teacher holding a Type M
certificate.
MR. MAGDANZ added his research has shown that language teacher
placement in Alaska varies by district; for example, in the
Anchorage School District (ASD), teachers holding a limited
certificate are paid on the same pay scale as certified
teachers. Other districts do not, and he offered to provide
additional information on this issue from DEED at a future
hearing.
REPRESENTATIVE PARISH asked for comment on the aforementioned
amendment that would delete "or the academic policy committee of
the charter school."
REPRESENTATIVE KREISS-TOMKINS assured the committee the
amendment is supported by the sponsors and does not affect the
intent of the bill.
9:20:43 AM
REPRESENTATIVE FANSLER referred to testimony in support of
minimum testing and asked how competency [to teach a certain
subject] should be demonstrated.
REPRESENTATIVE KREISS-TOMKINS explained the underlying premise
of the bill is that one size does not fit all; in fact, nothing
about HB 102 forces a school district, such as LKSD, to change
its procedures. The bill creates more options for Alaska school
districts to use the resources to which each school district has
access. For example, the Yukon-Kuskokwim [Delta] area is the
heartland of knowledge for Alaska Native languages, and thereby
has a larger pool of expertise on which to draw. On the other
hand, in the Annette Island School District, there are fewer
than 20 fluent speakers of Sm'algyax, so more flexibility is
needed. Representative Kreiss-Tompkins restated the intent of
the bill is to allow school districts and school boards, that do
not have the immense expertise available to LKSD, to be
responsive to local expertise.
MR. MAGDANZ added that the renewal period, and any other
provisions in the bill, will be addressed to ensure there would
be no effect on LKSD's programs.
REPRESENTATIVE FANSLER surmised the concern raised by LKSD is
that the bill removes the "floor" as to the qualifications of a
classroom teacher; the school board - or without the
aforementioned amendment, the academic policy committee - can
decide that a teacher is qualified to teach any subject because
he/she can speak a certain language. He asked if the sponsor is
opposed to having minimum proficiency [requirements] placed in
the bill.
REPRESENTATIVE KREISS-TOMKINS said testimony from ASD, the
Matanuska-Susitna Borough School District, and others revealed
that having to pass a nonexistent calculus exam in Tlingit is an
unreasonable expectation. He opined [the bill ensures there is
a floor] because the floor is a qualitative evaluation, and a
procedural floor, in that to be certificated one must receive
approval from the school board and DEED on a case-by-case
evaluation. Therefore, the qualifications of a highly
specialized teacher are reviewed by the community, the school
district, and the school administration, and he concluded [the
foregoing] comprise a reasonable standard.
MR. MAGDANZ restated the State Board of Education retains
regulatory authority related to teacher qualifications under the
proposed legislation. In regard to the Praxis testing, he
pointed out teachers hired to teach a non-English language and
who may have learned English as a second language, are currently
required to pass a test conducted in English.
9:29:03 AM
REPRESENTATIVE KOPP turned to a larger issue: the danger of
attempting to separate fact from meaning. Human understanding
includes facts in context and in meaning; the bill offers
spiritual healing to those who learn an indigenous language, and
offers a capacity to heal and a powerful feeling of wholeness
for peoples and culture. He opined the accountability piece -
the [teacher qualification] floor - can best be judged by the
local school boards and the parents of the children who are
learning a language. In fact, the program will not be supported
if it does not promote success in the lives of the children when
they go out in the world. Representative Kopp stated the bill
recognizes that people seek meaning in education and that the
most important aspect of a child's education is not found in a
textbook, but in a teacher.
CHAIR DRUMMOND read from a document included in the committee
packet entitled, "HB 102 - Response to concerns of Department of
Education and Early Development" as follows:
HB 102 requires teachers who are issued limited
certificates to demonstrate content area expertise,
and provides multiple checks to ensure that teachers
do not enter the classroom without such expertise.
CHAIR DRUMMOND asked how teachers would demonstrate content area
expertise.
MR. MAGDANZ referred to the current language in limited
certificate regulations related to the expertise that is
required for certificates issued for Alaska Native languages,
Alaska Native culture, and vocational education. He said the
regulations state documents that demonstrate subject area
knowledge can be industry certifications, or evidence of work
experience. In the case of Native language and culture, the
certification can be based on letters of recommendation from
knowledgeable sources, and resumes that reflect past related
experiences. Mr. Magdanz said there are "creative and different
ways to determine on a case-by-case basis whether someone has
the skills to be in the classroom ...." He provided examples
such as a demonstration of language fluency, the use of a sixth-
grade level written test, classroom observation, and a review of
student outcomes.
9:36:02 AM
REPRESENTATIVE SPOHNHOLZ directed attention to HB 102 on page 1,
beginning on line 13, which read:
(b) A person may apply for a limited teacher
certificate under this section if the person is the
subject of a request made under (c) of this section
and demonstrates, as required by regulations adopted
by the board, instructional skills and subject matter
expertise sufficient to assure the public that the
person is competent as a teacher.
REPRESENTATIVE SPOHNHOLZ opined [demonstration of expertise] can
be achieved at the local level by local priorities that are not
defined by the state, and pointed out the priorities of Hydaburg
[City School District] would be different from those of ASD.
She related how two of her children expanded their view of the
world by their experience in a Spanish language immersion
program, and expressed her confidence the bill would not [lower]
the skill level of classroom teachers.
REPRESENTATIVE KREISS-TOMKINS, speaking from personal
experience, said he is inspired by language immersion programs,
which bring a meaningful cultural education, as well as
language, in a transformative way. He opined the opportunity
for students to reconnect with their language and culture is the
deepest form of education, and can change students' lives for
the better.
9:41:35 AM
REPRESENTATIVE PARISH moved Amendment 1, labeled 30-LS0237\D.1,
Glover, 3/7/17, which read:
Page 2, lines 7 - 8:
Delete "or the academic policy committee of the
charter school"
Page 2, line 20:
Delete "or academic policy committee"
There being no objection, Amendment 1 was adopted.
9:42:04 AM
CHAIR DRUMMOND closed public testimony.
HB 102 was held over.
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