Legislature(2019 - 2020)CAPITOL 106
03/29/2019 08:00 AM House EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| HB24 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| *+ | HB 24 | TELECONFERENCED | |
HB 24-LIMITED TEACHER CERTIFICATES; LANGUAGES
8:02:25 AM
CO-CHAIR DRUMMOND announced that the only 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."
8:02:47 AM
REPRESENTATIVE JONATHAN KREISS-TOMKINS, Alaska State
Legislature, introduced HB 24 as prime sponsor. He said
identical legislation passed the House by unanimous vote during
the Thirtieth Alaska State Legislature and, due to great
interest in the subject, it is being reintroduced as HB 24. He
remarked that rural and urban districts are unified in their
interest in the subject of HB 24. He said there are immersion
language programs in the Anchorage School District and immersion
language charter schools in the [Matanuska-Susitna] area. He
stated that there is concern about getting fluent language
speakers into classrooms to support these programs.
Representative Kreiss-Tomkins explained that HB 24 would create
a new avenue for acquiring a Type M limited teacher certificate
for individuals who are fluent in a language but who are not yet
fully certificated. Under the proposed plan, a school district
could opt to apply for a Type M limited teacher certificate for
a specific person; the state Board of Education would consider
that request; the Type M limited certificate, if granted, would
last one year. He indicated that a number of school districts
have expressed that HB 24 would allow them an important tool to
"further their goals of immersion education."
8:05:43 AM
JOHN SCANLON, Staff, Representative Kreiss-Tomkins, Alaska State
Legislature, said high-level language immersion programs are an
educational model used widely across the country and
increasingly across Alaska. He explained that in these programs
at least fifty percent of learning is conducted in a target
language, such as Spanish, German, or Yupik. Mr. Scanlon said
there is a limited pool of fully certificated teachers who also
have the necessary language abilities. He further explained
that there are many fluent speakers who are well suited for
language immersion programs but do not have full certification
for reasons such as limited English proficiency, advanced age,
or familial responsibility. He said HB 24 would address that
issue by amending the state's limited teacher certificate
program, allowing certificates to be issued at the request of
the school district for teachers with a specific subject area
expertise for which there are "very few fully certified,
bachelor-degree trained teachers." He said the limited teacher
certificates would allow schools to identify known local talents
not generally available in local teacher applicant pools and
bring them in to the classrooms.
MR. SCANLON stated that currently there are limited teacher
certificates for technical or vocational education, Alaska
Native culture and language, and military sciences, such as
[Junior Reserve Officer Training Corps] (JROTC) programs. He
stated that HB 24 would authorize the State Board of Education &
Early Development to create a new type of limited certificate
specific to teaching in language immersion programs. He said
the board would be authorized to author regulations to ensure
the certificate holder demonstrates "instructional skills and
subject matter expertise sufficient to assure the public that
the person is competent as a teacher." He noted that under HB
24, the board would be empowered to write the regulations and
create the certificate, but it would not be required to do so.
He added that school districts would retain complete discretion
as to the people for whom they request - or do not request the
limited certificates. He stated that a limited certificate would
be valid only within the school district for which it is issued.
He said the limited certificate would be good for a one-year
probationary period with an option for renewal pending the
school district's affirmation of the holder's instructional
skills and subject matter expertise, as borne out from a year of
experience. He stated that HB 24 was drafted to address
specific needs faced by language immersion programs.
8:09:04 AM
REPRESENTATIVE TUCK commented that HB 24 is a "repeal and
replace" bill that appears to open up certifications for
immersion programs. He asked Mr. Scanlon to discuss the
obligations HB 24 would place upon the State Board of Education
& Early Development regarding the creation of regulations.
MR. SCANLON said HB 24 would authorize - but not require - the
State Board of Education & Early Development to create a limited
certificate for teaching in a language that is not English. He
added that the board would have a great deal of latitude in
drafting the regulations. Mr. Scanlon went on to say that
certificate holders for language immersion programs would not be
required to achieve a minimum score on an examination unless
that examination is given in the instructional language for
which the limited certificate is valid. He expounded by saying
that a Yupik-speaking certificate holder would not be required
by state law to pass an examination in English.
8:12:10 AM
CO-CHAIR STORY disclosed for the record that her daughter is a
Tlingit speaker who currently teaches in a preschool immersion
program. She commented that there are people of all ages with an
interest in this issue. She asked for additional information
concerning the one-year probationary status of the limited
certificate and how the renewal process would look.
MR. SCANLON responded that the initial limited certificate would
be valid for the one-year probationary period. He explained
that the renewal periods would be regulated by State Board of
Education & Early Development. He said the local school
district would retain full discretion regarding the decision to
renew a holder's certificate.
CO-CHAIR STORY asked how the renewal process would differ from
the initial application process.
MR. SCANLON explained that the criteria for renewal would be
determined by the State Board of Education & Early Development.
CO-CHAIR STORY commented that the application process for things
like a teaching certificate can be and ought to be quite
rigorous. She opined that the renewal process should be less
time-consuming, assuming the person is qualified. She noted
that the goal of an immersion program is for instruction to be
conducted in the target language for the full day. She mused
that the holder would have to receive permission to teach many
subjects, such as mathematics and science. She expressed her
expectation that the State Board of Education & Early
Development would list the subjects the holder would be
authorized to teach.
8:15:58 AM
CO-CHAIR DRUMMOND commented that an immersion language teacher
not only has to be fluent in the language of instruction but
must demonstrate subject matter expertise in the academic
subjects they teach. She expressed concern that a person
teaching mathematics in Yupik could not be sufficiently
evaluated by a non-Yupik speaker, meaning it would be impossible
to determine if the mathematics he/she teaches are being taught
properly. She posited that English-speaking teachers would
supplement the immersion language teacher, so that mathematics
would be taught in both Yupik and English. She asked Mr.
Scanlon if that assumption is correct.
MR. SCANLON referred to language on page 2 of the bill beginning
at line 6. He said that language would require the certificate
to specify not only the language for which it is valid, but also
the specific subject areas. He stated that HB 24 contains two
checks for the situation offered by Co-Chair Drummond. First,
he said, the local school board would have the discretion to
nominate an individual based on its own evaluation of the
individual's qualifications to teach a specific subject, such as
mathematics. Secondly, he said, the Department of Education and
Early Development (DEED) could be authorized by the State Board
of Education & Early Development to assess the subject matter
expertise of a potential limited certificate holder. He opined
that this two-fold process would address the situation outlined
by Co-chair Drummond.
CO-CHAIR DRUMMOND asked if the State Board of Education & Early
Development would develop an examination process to assess an
applicant's qualifications.
MR. SCANLON said that is one option, as long as the test it
administers is not in a language other than the one in which the
potential certificate holder would be instructing. He noted
that, regarding other existing certificates, the board has a
variety of ways to assess a certificate holder's subject matter
expertise, such as an evaluation of the person's resume and
letters of recommendation.
REPRESENTATIVE KREISS-TOMKINS added that to institute an
examination would be the State Board of Education & Early
Development's prerogative under the provision of HB 24 that
empowers it to craft regulations it deems appropriate. He said
the board would have the additional power to ultimately grant or
deny a limited certificate in specific instances regardless of
what regulations it might promulgate.
8:20:10 AM
REPRESENTATIVE JOHNSON said she supports language immersion
schools, but stated that HB 24 is not about full immersion
programs. Rather, she said, it deals with "bits and pieces" of
the curriculum being taught in another language. She asked how
Representative Kreiss-Tomkins envisions HB 24 playing out once
passed. She also asked if there are currently any full Native
Alaskan language immersion programs.
REPRESENTATIVE KREISS-TOMKINS replied that he knows of a
successful elementary school program in Bethel with a target
language of Central Yupik. He added that the Anchorage School
District recently began a Yupik immersion program. He said
there may be others but those are the two he can recall. He
spoke to interest in Southeast Alaska for a Tlingit immersion
program but noted that "nothing has gotten off the ground."
Addressing Representative Johnson's first query, he said HB 24
would relate to immersion programs "as we know them." He stated
that immersion programs involve a blend between the target
language and English, with the ratio potentially as high as 95
percent target language and 5 percent English. He envisioned a
scenario in which 70 percent of the academic day is in the
target language and 30 percent is in English. He relayed his
understanding of how the language blend "stair-steps" as
students move through the program and develop increased target
language proficiency.
REPRESENTATIVE JOHNSON asked how Representative Kreiss-Tomkins
envisions the provisions of HB 24 working in schools if a full
immersion program is not possible.
REPRESENTATIVE KREISS-TOMKINS responded that the goal and intent
is for HB 24, upon passage, to apply only to immersion programs.
He established a scenario in which a school district wants to
bring in a community member who speaks fluent Russian for a one-
time lesson in Russian. He said there is no need for that
individual to be certificated under HB 24 because the scenario
would be a "piecemeal, non-immersion" situation. He remarked
that HB 24 is designed for school districts that have
established a bona fide, long-term immersion program.
8:25:49 AM
REPRESENTATIVE HOPKINS noted that the bill does not specify
languages to which it would apply. He asked a clarifying
question about how HB 24 would treat Native Alaskan language
immersion programs compared to how it would treat a Spanish
immersion program.
REPRESENTATIVE KREISS-TOMKINS said HB 24 is inclusive to Native
languages and world languages. He noted that the HB 24 is being
championed as much by the world language community in Anchorage
as it is by those interested in Native language immersion.
REPRESENTATIVE HOPKINS commented that it is hard to believe
there is a shortage of people certified to teach Spanish,
French, or Russian. He noted that there are a bevy of language
immersion programs in Anchorage for a variety of world
languages. He asked why it is necessary for HB 24 to include
world languages and not solely indigenous languages.
REPRESENTATIVE KREISS-TOMKINS deferred to written and public
testifiers regarding the need for certified instructors. He
named several people involved in language immersion programs.
He commented that he was surprised to learn how difficult it is
to run those programs. He stated that the initial impetus for
HB 24 was Native language immersion programs but noted that the
challenges faced by Native language and world language immersion
programs are the same. He spoke to the process through which he
became aware of the world language community in Alaska and the
influence it has had on students and alumni of immersion
programs. He expressed interest in providing that community an
extra "tool in the toolbox."
8:29:37 AM
REPRESENTATIVE TUCK said "Alaska Native Languages and Culture"
is already in statute. He commented that HB 24 would "expand
it" to other immersion programs. He invoked the Japanese
Immersion Program at Sand Lake Elementary School and the Rilke
Schule German Charter School of Arts & Sciences, both in
Anchorage, and discussed the successes achieved and challenges
faced by each program. He noted that Rilke Schule receives
funding from the Consulate of Germany. He said he envisions HB
24 expanding regulations for immersion programs and expressed
his approval.
8:30:58 AM
REPRESENTATIVE JOHNSON asked if a limited certificate holder who
is not a certified teacher in a traditional subject, such as
mathematics, would be able to teach that subject.
MR. SCANLON referred to lines 9 through 11 on page 2 of the bill
and, which stipulates that a request for a limited teacher
certificate must specify the subject and instructional language
for which the certificate is valid.
REPRESENTATIVE JOHNSON asked if the certificate would be grade-
specific or if it would allow instruction in any level from
kindergarten to twelfth grade.
MR. SCANLON responded that most immersion programs in Alaska are
targeted at the earlier years of education. He stated that the
State Board of Education & Early Development could address that
issue in its regulations.
8:32:50 AM
CO-CHAIR STORY opined that the goal would be for students to
proceed in the program year after year. She discussed the topic
of funding for preschool involvement in a language immersion
program. She also expressed interest in the committee hearing
about different language immersion models.
8:34:04 AM
CO-CHAIR DRUMMOND asked if there are currently programs that are
not being delivered due to the lack of available teachers with a
certificate like the one proposed in HB 24.
MR. SCANLON deferred to invited testifiers to speak to the
particulars of that question. He shared that Representative
Kreiss-Tomkins' office has heard from several language immersion
programs that have spoken to that topic.
REPRESENTATIVE KREISS-TOMKINS relayed that he has spoken with
Anchorage School District representatives who say that the
inability to be flexible in recruiting suitable teachers is
often the limiting factor that prevents the starting of
immersion programs. He noted that there is considerable demand
for language immersion programs from Anchorage School District
parents. He said the lack of certified instructors often
prevents other school districts without existing language
immersion programs from starting them.
CO-CHAIR DRUMMOND said she assumes that invited testifiers would
be available for the next time HB 24 is heard in the House
Education Standing Committee.
REPRESENTATIVE KREISS-TOMKINS said that is correct.
CO-CHAIR DRUMMOND noted that Representative Kreiss-Tomkins had
previously commented on the limited pool of teachers fluent in
target languages, particularly in Alaska Native languages. She
remarked that Alaska is losing fluent speakers in many Alaska
Native languages. She spoke to the importance of preserving
those language skills and empowering elders who are fluent in a
target language but not necessarily fluent in English. She
opined on the importance of preserving the "precious skills of
the elders." She shared her "amazing experience" learning
French in school from a teacher who only spoke to the class in
that language. Co-chair Drummond noted as well that she did not
speak English until she attended kindergarten. She reiterated
the importance of utilizing the language skills of elders before
they are lost.
8:38:11 AM
REPRESENTATIVE TUCK invoked the topic of Alaska Native code
talkers, as several family members of code talkers had been
introduced as guests during that day's House floor session. He
noted that there is existing statutory language referring to
limited teacher certificates for military science. He asked for
clarification of "military science."
MR. SCANLON confirmed that "military science" relates to JROTC
programs.
REPRESENTATIVE KREISS-TOMKINS added that the provision
referenced by Representative Tuck may refer as well to the
Alaska Military Youth Academy (AMYA).
8:39:23 AM
CO-CHAIR DRUMMOND discussed cuts to educational programs
proposed by Governor Michael J. Dunleavy. She asked if there is
any consideration or contingency for if those cuts actually
happen. She remarked that such cuts would make it more
difficult to implement HB 24.
8:40:08 AM
REPRESENTATIVE KREISS-TOMKINS said every district will weigh
their priorities in the event of cuts. He noted that auxiliary
programs are usually the first to be cut. He deferred to the
school districts on what their priorities would be.
8:41:04 AM
REPRESENTATIVE HOPKINS asked if it is correct that many of the
language immersion schools in Alaska are charter schools.
CO-CHAIR DRUMMOND said not all of them.
REPRESENTATIVE KREISS-TOMKINS said it is a mix. He listed
various examples of programs housed in charter school and others
housed in traditional schools.
REPRESENTATIVE HOPKINS shared that he has concerns about the
financial ramifications for school districts related to the
opening of "numerous charter schools for additional languages
with uncertified teachers to teach in them." He said school
districts have a very limited ability to say "no" to opening up
new charter schools, and that charter schools have a hefty
financial impact on school districts. He said he understands
and is supportive of the need to create opportunities to learn
Alaska Native languages. He spoke to the diversity of the
Anchorage School District and the diverse needs of its students.
He reiterated his financial concerns related to charter schools
and his concerns related to the potential broad application of
HB 24. [Due to technical difficulties, the last portion of
Representative Hopkins' statement was not recorded.]
8:43:15 AM
CO-CHAIR DRUMMOND discussed her experience on the Anchorage
School Board and spoke to the "long, involved process" around
chartering new schools. She said that there are generally
startup costs in addition to the basic operation of the school.
She said the base student allocation (BSA) "follows the child"
from the "regular" school program to the charter school program,
so funding is not increased when the total amount of students
remains the same. Shifting back to the topic of immersion
programs, Co-Chair Drummond expressed interest in seeing a
comprehensive list of language immersion programs throughout
Alaska. She mentioned various programs focused on Japanese,
Spanish, and Yupik.
REPRESENTATIVE KREISS-TOMKINS said his office would follow up
with that request.
8:45:32 AM
CO-CHAIR STORY commented that the [Association of Alaska School
Boards] (AASB) has been trying to help school districts meet the
desire to revitalize Alaska Native languages. She discussed
successful efforts in New Zealand to preserve and grow the Maori
language. She spoke to the lessons and guidance that success
can offer. She expressed interest in learning about different
models of language immersion and language preservation.
REPRESENTATIVE KREISS-TOMKINS noted that AASB supports HB 24.
He commented that AASB has done great work on language education
and has developed partnerships with rural school districts. On
the topic of the Maori language in New Zealand, he noted that
the success rate for language revitalization efforts is
"infinitesimally low." He opined that a sober understanding of
that fact is important. He said successful efforts to
revitalize Maori, Hawaiian, Gaelic, Manx, and Hebrew are
exceptional. He expressed interest in efforts to revitalize
Tlingit in Southeast Alaska. He said he is motivated by the
urgent state of Alaska's Native languages.
CO-CHAIR STORY added that it took New Zealand 30 years to go
from 30 fluent Maori speakers to 4,000 fluent Maori speakers.
She spoke to the necessity of "deep desire" and persistence to
achieve success. She opined that HB 24 is the sort of
legislation aligned with such desire and persistence to protect
Native languages.
8:50:12 AM
REPRESENTATIVE JOHNSON commented that she would like to hear
input from [DEED] regarding the issuance of limited
certificates.
8:50:56 AM
REPRESENTATIVE KREISS-TOMKINS said he would pass along that
request.
8:51:04 AM
CO-CHAIR DRUMMOND announced that HB 24 would be held for further
review.
| Document Name | Date/Time | Subjects |
|---|---|---|
| HB024 Committee Packet 3.28.19.pdf |
HEDC 3/29/2019 8:00:00 AM |
HB 24 |
| HB024 Fiscal Note EED-SSA 3.27.19.pdf |
HEDC 3/29/2019 8:00:00 AM |
HB 24 |
| HB024 Sectional Analysis 3.5.19.pdf |
HEDC 3/29/2019 8:00:00 AM HL&C 2/17/2020 3:15:00 PM |
HB 24 |
| HB024 Sponsor Statement 3.5.19.pdf |
HEDC 3/29/2019 8:00:00 AM HL&C 2/17/2020 3:15:00 PM |
HB 24 |
| HB024 Supporting Document-Language Immersion and Student Achievement article 3.27.19.pdf |
HEDC 3/29/2019 8:00:00 AM HL&C 2/17/2020 3:15:00 PM |
HB 24 |
| HB024 Supporting Document-Letter of Support 3.27.19.pdf |
HEDC 3/29/2019 8:00:00 AM HL&C 2/17/2020 3:15:00 PM |
HB 24 |
| HB024 Supporting Document-Letters of Support 3.28.19.pdf |
HEDC 3/29/2019 8:00:00 AM HL&C 2/17/2020 3:15:00 PM |
HB 24 |
| HB024 ver A 3.5.19.pdf |
HEDC 3/29/2019 8:00:00 AM |
HB 24 |