Legislature(2013 - 2014)CAPITOL 106
02/27/2013 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| Overview: Report on Teacher Preparation, Retention, and Recruitment by the Board of Regents of the University of Alaska | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
ALASKA STATE LEGISLATURE
JOINT MEETING
HOUSE EDUCATION STANDING COMMITTEE
SENATE EDUCATION STANDING COMMITTEE
February 27, 2013
8:01 a.m.
MEMBERS PRESENT
HOUSE EDUCATION STANDING COMMITTEE
Representative Lynn Gattis, Chair
Representative Lora Reinbold, Vice Chair
Representative Gabrielle LeDoux
Representative Dan Saddler
Representative Paul Seaton
Representative Peggy Wilson
Representative Harriet Drummond
SENATE EDUCATION STANDING COMMITTEE
Senator Gary Stevens, Chair
Senator Mike Dunleavy, Vice Chair
Senator Bert Stedman
Senator Charlie Huggins
Senator Berta Gardner
MEMBERS ABSENT
All members present
COMMITTEE CALENDAR
OVERVIEW: REPORT ON TEACHER PREPARATION~ RETENTION~ AND
RECRUITMENT BY THE BOARD OF REGENTS OF THE UNIVERSITY OF ALASKA
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
MICHAEL POWERS, Chair
Academic and Student Affairs Committee
Board of Regents
University of Alaska
Fairbanks, Alaska
POSITION STATEMENT: Presented an overview report on teacher
preparation, retention, and recruitment by the University of
Alaska's Board of Regents.
DANA THOMAS, Ph.D.; Vice President for Academic Affairs
Member; Board of Regents
University of Alaska
Fairbanks, Alaska
POSITION STATEMENT: Testified during the overview on teacher
preparation, retention, and recruitment by the University of
Alaska's Board of Regents.
RICK CAUFIELD, Ph.D.; Provost
University of Alaska Southeast
Juneau, Alaska
POSITION STATEMENT: Testified during the overview report on
teacher preparation, retention, and recruitment by the
University of Alaska's Board of Regents.
ALEXANDRA "LEXI" HILL, Ph.D.
Senior Research Associate
Center for Alaska Education Policy Research (CAEPR)
Institute of Social and Economic Research (ISER)
University of Alaska
Anchorage, Alaska
POSITION STATEMENT: Testified during the overview report on
teacher preparation, retention, and recruitment by the
University of Alaska's Board of Regents.
ACTION NARRATIVE
8:01:11 AM
CHAIR GARY STEVENS called the joint meeting of the Senate and
Senate Education Standing Committees to order at 8:01 a.m.
Present at the call to order from the House Education Standing
Committee were Representatives LeDoux, Reinbold, P. Wilson and
Gattis. Present from the Senate Education Standing Committee
were Senators Stedman, Huggins, Gardner, Dunleavy, and Stevens.
Representatives Drummond, Saddler and Seaton arrived as the
meeting was in progress.
^OVERVIEW: Report on Teacher Preparation, Retention, and
Recruitment by the Board of Regents of the University of Alaska
OVERVIEW: Report on Teacher Preparation, Retention, and
Recruitment by the Board of Regents of the University of Alaska
8:01:48 AM
CHAIR STEVENS announced that the only order of business would be
an overview Report on Teacher Preparation, Retention, and
Recruitment by the Board of Regents of the University of Alaska.
8:02:11 AM
MICHAEL POWERS, Chair; Academic and Student Affairs Committee,
Board of Regents, University of Alaska (UA), stated he serves as
Chair of the UA Board of Regent's Academic and Student Affairs
Committee. He provided a brief background including that is a
27-year resident of Fairbanks and his three children have
extensively used the university's facilities and programs at the
UA Anchorage (UAA) and UA Fairbanks (UAF). He recognized staff
present at the hearing, including Patricia Jacobson, Kodiak;
Chair, Board of Regents; Pat Gamble, President, UA; Professor
Diane Hirshberg, Director, Center for Alaska Education Policy
Research (CAEPR), Institute of Social and Economic Research
(ISER); and Alexandra (Lexi) Hill, (via teleconference), Senior
Research Associate, CAEPR ISER; Dean Deborah Lo, School of
Education, University of Alaska, Southeast (UAS); and Allen
Morotti, Dean, eLearning and Distance Education, UAF. He
understood a number of former educators currently serve on the
joint Education committee. He thanked Senator Stevens, who was
the sponsor of Senate Bill 241, 25th Alaska State Legislature,
and those interested in an open dialogue regarding teacher
preparation. He offered his belief that this allows an
opportunity for the legislature to identify a strategic
direction as it "takes the pulse" on education matters. He
suggested that this briefing could provide insights into how to
deploy precious resources to education a citizenry. He offered
to discuss the biennial report on the university's efforts to
attract, train, and retain teachers. He described this as being
very important to the Board of Regents and one shared by the
current Chair of the Board of Regents, Pat Jacobson. He
provided his background, including that he comes from a teaching
family. First, both of his parents are teachers and his four
siblings began teaching and all have left the ranks except one.
This indicates to him that the areas his siblings taught -
Minnesota, Wisconsin, and Colorado - are also struggling with
similar issues. Second, he is a father, who has actively
engaged his own children in UAF programs. Third, as CEO of
Fairbanks Memorial Hospital, he noted the hospital's board has
worked closely with the UAF to contribute to the nursing effort.
This effort has reduced the hospital's vacancy rate from 17
percent to 6 percent. Additionally, he observed that the
engineering profession has been embracing the same type of
university-private partnership, which has been so successful.
Finally, he has been excited to be part of early discussions
with President Gamble, Chair Jacobson, Vice President Thomas,
and the chancellors at each campus to bring the same sense of
urgency and enthusiasm to the teaching world.
8:08:03 AM
DANA THOMAS, Ph.D., Vice President for Academic Affairs; Member,
Board of Regents, University of Alaska, said he was born and
raised in Fairbanks and has experienced a long history of
working with the schools since joining the university. He
briefly touched on the university's role in teacher education,
recruitment and retention. He referred to a handout in members'
packets entitled, "UA's Role in Teacher Education, Recruitment
and Retention." This graphic depicts the UA's role in teacher
education, retention, and recruitment, which covers a broad
range, including future education programs in middle school and
high school, teacher education programs at the university, and
for Alaska teacher placement, a unit to help identify teachers
in the state and the Lower 48. Additionally, the graphic covers
teacher mentorship programs, including urban and rural areas,
continuing education, including master's degrees or certificates
in specialized areas, such as reading specialist and cross-
cultural education. Across the spectrum, research is conducted
by education faculty, research organizations, as well as K-12
outreach groups. He discussed teacher recruitment. He
explained that Alaska school districts recruit within Alaska and
at job fairs across the nation both in collaboration with the UA
placement unit as well as on their own. Some research results
show that teachers prepared in Alaska are more likely to stay in
the state, especially in rural areas; however, rural areas
report recruiting only a small fraction of their teacher needs
from Alaska's teacher education programs.
8:11:40 AM
DR. THOMAS referred to a table on the left of the handout. He
reviewed the statistics of the past three years, noting school
districts have hired about 1,100 teachers, of which about half
have been experienced teachers already in Alaska. Approximately
140 teachers changed school districts from the previous year and
220 previously taught in Alaska public schools, but had taken
one or more years off from teaching. Additionally, 140 teachers
were experienced teachers already in Alaska who had not
previously taught in Alaska. He reported that school districts
hired about 210 new Alaskan teachers, both Alaska-prepared
teachers as well as Alaskans who obtained schooling in the Lower
48 and returned to Alaska. He further reported that 40 percent
of them were Alaska residents and 60 percent were new teachers
hired from the Lower 48. Of those, 370 teachers already had
experience in the classroom. In 2012, 23 percent of new hires
by urban school districts were teachers from the Lower 48, but
70 percent of new hires for rural school districts were hired
from the Lower 48. He recapped that teachers looking for jobs
in urban districts have difficulty finding them due to
competition and the number of teacher available, but rural
school districts must look out-of-state for teacher hires.
8:13:36 AM
CHAIR STEVENS recounted that he often hears from people who have
worked as volunteers or teacher aides in rural areas. He asked
whether UA is cultivating aides as teachers. He stated that the
legislature encourages cultivating people who would make good
teachers to volunteer or work as classroom aides and eventually
to obtain their teaching certificates. He asked whether that is
a program being pursued.
DR. THOMAS answered yes. Each of the UA's campuses has active
programs to grow these people into teachers. He offered that
the best known program is the Chevak teacher preparation
initiative or the [Alaska Native Teacher Initiative (ANTI)] that
UAA offers. The UAA partnered with a group of paraprofessionals
who have been teaching in the classroom in the [Kashunamiut
School District in Chevak] who have been asked participate in a
program to become teachers or to raise their education
credential levels.
CHAIR STEVENS commented he was glad to hear this.
8:15:11 AM
REPRESENTATIVE REINBOLD asked how many educators graduate per
year from the UA. She said she is alarmed by the number of out-
of-state teachers being recruited.
DR. THOMAS responded about 200 teachers graduate annually. One
of the challenges has been the high numbers of graduates - about
150 of the 200 graduates - who are elementary teacher graduates.
Thus, the UA is overproducing elementary teachers and und under
producing secondary teachers, especially in math and science.
He acknowledged one challenge has been to recruit teachers into
these specific fields.
CHAIR STEVENS asked whether by "over producing" that he meant
the UA graduates more teachers specialized in lower grades, in
terms of the number of elementary education teacher jobs
available.
DR. THOMAS answered the UA graduates significant numbers of
elementary education teachers. These graduates usually want to
work where they currently live, termed "place bound", so they
tend not to take the jobs in rural Alaska. Of the ninety
percent of graduates apply for teaching jobs in the state, only
20 percent of them apply to work in rural Alaska.
8:17:10 AM
CHAIR GATTIS asked whether technology is being used in rural
areas to assist the place-bound residents who want to become
teachers, such as using on-line courses.
DR. THOMAS answered that nearly all of the UA programs are
offered via distance learning.
8:18:12 AM
REPRESENTATIVE LEDOUX wondered whether one issue that affects
teacher retention in rural areas is that housing in many rural
communities is only available during the school year. Thus
teachers need to pack up and leave every summer since housing is
very limited.
DR. THOMAS responded that lack of housing is one of the factors.
8:19:15 AM
DR. THOMAS said each of the UA institutions has made special
efforts to recruit and grow Alaska Native and rural teachers to
specifically meet the needs of rural areas. He reported on each
campus's efforts, including the UAS program, "Preparing
Indigenous Teachers and Administrators for Alaskan Schools
(PITAAS)," which had 11 graduates in 2012. The UAF partners
with the Rural Alaska Honors Institute (RAHI) program to recruit
rural students into teaching. Additionally, the UAF held a
grant-funded Alaska Native teacher preparation program, which
resulted in 18 teachers' certifications, with 17 of its 18
graduates now teaching in Alaska. He related that the Chevak
Alaska Native Teacher Initiative (ANTI) mentioned earlier offers
courses on-line to assist the Bush paraprofessionals, with 12
paraprofessionals currently involved. He reiterated that most
of the programs are available via distance or a hybrid distance
component to help facilitate access. Another statewide effort,
the Future Educators of Alaska (FEA) program, works to inspire
and support Alaska Native K-12 students who go into education,
which currently encompasses approximately 500 high school and
middle school students.
8:20:47 AM
REPRESENTATIVE P. WILSON understood the UA has had difficulty in
preparing teachers for a profession in rural Alaska. She
further understood the UA has instituted programs to assist in
addressing this issue. She offered her belief that some of the
classes the prospective teachers are taking may need to be
changed because the students going through these programs won't
need to take a specialized class. Additionally, she asked
whether new teachers are prepared to meet the issues today's
students face, such as students with an alcoholic parent in the
home. In response to Chair Stevens, she restated her question.
She asked whether the professors are changing how they teach and
if any of the professors have recent teaching experience in
rural classrooms.
8:24:17 AM
RICK CAUFIELD, Ph.D.; Provost, University of Alaska Southeast,
said he is a product of the system, having earned his master's
degree and teaching certificate at the UA system about 25 years
ago. He recalled during his student teaching days he considered
it a victory when middle school students simply showed up for
class. He further recalled his wife's experiences as a school
counselor, in which students spoke numerous languages and many
children came from single parent or troubled homes. He assured
the committee that that many UA professors are skilled teachers
who have gravitated to the university system after having a
career in the classroom. Many professors have rural Alaska
teaching experience and continue to travel to Bush Alaska to
supervise student teachers. The greatest demand for new
teachers is in rural areas, he said. The UA's faculty travels
around the state, sleep on gym floors, and provide support to
Bush staff. He related the National Council on the
Accreditation of Teachers Education (NCATE) has accredited all
three UA institutions and subscribes to continuous improvement.
The UA has been attuned to the importance of faculty continuing
to provide the best possible education. The UAS's faculty has
just begun offering an online course, the Massively Open Online
Course (MOOCS), which relates to differential learning styles.
In summary, young people learn in different ways and new
technology changes the style of learning, so the university must
continuously adapt the instruction methods in the classroom to
address the changing environments in which teachers work.
8:27:58 AM
REPRESENTATIVE P. WILSON asked the length of time the university
has been conducting site visits.
DR. CAULFIELD recalled that faculty visits have been in place
for some time, but the university renewed its efforts at all
three campuses in an effort to prepare teachers for teaching in
rural communities with diverse cultures.
8:28:47 AM
CHAIR STEVENS recalled earlier testimony that 70 percent of
rural teachers and 30 percent of urban teachers are hired from
out-of-state. He suspected that some of the urban teachers are
ones who have relocated from rural Alaska. He asked whether the
university tracks the percentage of teachers who relocate.
DR. THOMAS responded about 140 teachers change school districts
in any given year.
CHAIR STEVENS commented that even though rural Alaska has
significant turnover some of the teachers remain in the state.
8:30:16 AM
DR. THOMAS, in response to a committee question on reasons why
some teachers are not teaching, said that the Center for Alaska
Education Policy Research (AEPR) conducted a survey of recent
graduates and he highlighted the key reasons. First, the
biggest single reason was job availability. Some teachers found
a lack of jobs were available in the place they wanted to teach.
Second, other teachers were not able to relocate due to family
reasons, lifestyle, weather, or living conditions. Finally,
some teachers decided to further their education.
DR. THOMAS identified one of the university's Strategic
Direction Initiative key items is partnerships with schools,
which is all about focusing on continuous improvement. First,
the challenge is whether school districts will hire. The
Fairbanks North Star Borough canceled its job fair since they
expect to layoff teachers. Next, another challenge is whether
the teachers' evaluation system based on students' scores will
negatively impact a school district's willingness to engage
student teachers and if it will affect the education programs.
Finally, the challenge is whether more consistent incentives can
be developed to address elements such as teaching in rural
areas.
8:33:11 AM
DR. CAULFIELD commented on his and his wife's experiences while
student teaching in a small Athabascan village, Arctic Village,
in the Brooks Range. He said their house was the old generator
shack for the school, which was used daily by the preschool.
When the dentist came to town their home also became the
dentist's office. This illustrates some challenges teachers
face. However, he looks back fondly on these early experiences.
DR. CAULFIELD addressed the level of collaboration under
President Gamble's leadership as being greatly improved. He
reported that the university is actively working to streamline
the university's programs to ensure that students obtain quality
education no matter where in Alaska they live and to ensure that
the university's resources are used effectively throughout the
state. He recognized Commissioner Hanley's presence today. He
spoke to the essential relationship between the university and
the Department of Education and Early Development (EED), which
he described as being a terrific relationship.
8:35:50 AM
SENATOR GARDNER asked whether credits between the institutions
are transferable credits. She wondered if the issues have been
resolved. She asked whether students can take courses at UAS
and when they transfer to another UA campus, such as UAA or UAF,
whether the credits will transfer.
DR. CAULFIELD answered that this topic has received significant
attention and President Gamble has highlighted transferability
of credits as being important. He offered his belief that
credits now transfer across the system, especially in the
teacher training programs. Issues sometimes arise when a
student transfers into the UA system from out of state; however,
the university [works with students to the greatest extent
possible.]
8:37:09 AM
DR. CAULFIELD stated that all three of the major administrative
units at UAA, UAF, and UAS offer teacher preparation programs in
a face-to-face format and on-line in an e-learning format, which
is basically distance education offered throughout the state.
These programs are accredited by the National Council for
Accreditation of Teacher Education (NCATE), which is one of two
federally recognized accreditation bodies for teacher education
programs across the country. The NCATE accreditation requires
substantial engagement with a variety of community members,
school districts, and the EED. Every student must pass a
national test to ensure that the quality of subject material
being learned falls within expectations. All programs offer
initial certification, initial certification in early childhood
education, and early childhood special education, which are
programs that have been in great demand. Additionally, all
three programs offer endorsements and certificates targeted to
specific subject areas or disciplines needed by districts,
including a reading specialist, cross-cultural education, and
special education. He reviewed possible degrees, including a
Bachelor of Arts in Elementary Education and Special Education.
Students at the graduate level can earn an online Master of Arts
degree in Teaching (M.A.T.), a Master of Education degree
(M.Ed.), a Special Education Master degree (M.A.T.), as well as
receive an Educational Leadership and Principal Certification.
Thus over the last 20-30 years the university has experienced a
significant increase in on-line offerings.
DR. CAULFIELD remarked that the technology today for on-line
learning is very impressive and no longer dependent on a single
phone line, as it once was. He acknowledged that service isn't
perfect; however, the expansion of the Internet offers high band
width in many parts of the state, which allows high-quality on-
line learning with two-way interaction, chat rooms, and use of
video technology. The university continues to enhance the tools
to offer a high-quality education.
DR. CAULFIELD said that in addition to teacher certification,
the university also offers continued professional development
opportunities for educators in face-to-face and on-line formats,
often offered in partnership with the EED. Thus, the university
works to continually update its skills. For example, last
weekend the Alaska State Technology and Education Conference
(ASTEC) was held. He said it's important to the university that
teachers are informed and knowledgeable about the tools and ways
these technological tools can be used to affect learning.
DR. CAULFIELD turned to programs that exist across the state
which are focused on Alaska Native teachers. To the greatest
extent possible, it is advantageous to assist local residents to
remain in their villages and become teaching professionals since
they have the cultural and language background. Some success
has been realized over the years in assisting paraprofessionals
in obtaining teaching certificates, but the programs have been
expensive. However, with the proliferation of the on-line
opportunities and Internet access, the university is better able
to provide opportunities. He said, "Would we love to see more
Alaska Native teachers; absolutely. And we'd love to continue
working with districts to bring those paraprofessionals or
others into the teaching profession."
DR. CAULFIELD offered to wrap up. A reference was made earlier
to the Alaska Teacher Education Consortium (ATEC), which is a
new entity initiated in the fall of 2012 by President Pat
Gamble. He said the next conference is scheduled in Juneau for
March 26, 2013. Similar to the university's collaboration with
the state administration and industry leaders in construction
technology and health care, these consortia provide an
opportunity to bring together stakeholders, key leaders, and
interest groups to create a sounding board and focus on areas
for improvement. He reported that the March 26th meeting will
bring in superintendents to help the university do a better job
in educating, placing, and retaining teachers. Since these
superintendents hire the UA graduates they can help identify any
areas that need attention or focus, whether it is in math,
special education, or reading. In short, the ATEC is a means
for the university to "keep our ear to the ground on what we
need to be doing to improve our programs."
DR. CAULFIELD then directed attention to the committee members'
packets to several graphs, entitled, "FIGURE 1: UA TEACHER
EDUCATION GRADUATES, 2006-2012." He stated this document is
also found on pages 11 and 12 in the report in the report
entitled, "Alaska's University for Alaska's Schools 2013." He
reported that Figure 1 provides graphs that indicate the
production of teacher education graduates between 2006 and 2012,
while Figure 2 shows the graduation numbers for special
education graduates. He emphasized the five-fold increase in
the number of special education graduates from 2006-2012.
First, this demonstrates that the demand is great for special
education. Second, these graphs reflect the type of partnership
necessary by identifying where the needs are so the university
can expand program opportunities for students in those areas.
For example, at UAS, the university just created a Bachelor's
Degree in Special Education. This shows how the university has
been able to respond and put people to work to serve communities
and children.
8:47:12 AM
REPRESENTATIVE SADDLER asked how many special education teachers
are recruited from the Lower 48.
DR. CAULFIELD deferred to Ms. Lexi Hill to answer.
8:47:56 AM
ALEXANDRA "LEXI" HILL, Ph.D., Senior Research Associate, Center
for Alaska Education Policy Research (CAEPR), University of
Alaska Institute of Social and Economic Research (ISER), said
that the percentage is a little higher but not significantly
higher than the overall percentage of teachers recruited from
the Lower 48.
REPRESENTATIVE SADDLER asked for further information and also
what opportunities the UA system provides for special education
teachers with a Board Certified Behavior Analyst (BCBA)
credential.
MS. HILL offered to check.
8:48:42 AM
REPRESENTATIVE REINBOLD read a portion of AS 14.40.190 (b),
which read: " ... to close the gap between known teacher
employment vacancies in the state and the number of state
residents who complete teacher training." She said it appears
the university is on a trend of improvement; however, she found
it alarming that school districts still continue to hire nearly
400 teachers from outside of Alaska. She asked for confirmation
that the trend to hire within Alaska is improving.
DR. THOMAS responded that hiring Alaskans is absolutely part of
the university's agenda and the special efforts being made in
rural Alaska speak to that goal. He stated that the university
is actively changing the Future Educators of Alaska's (FEAs)
process to be more like the Alaska Native Science and
Engineering Program (ANSEP) which has been very successful in
moving students into science and engineering, especially in
engineering. Thus, the university has been modeling its
education program on processes it finds works best. Some
elements are not under the control of the university, such as
salary and benefits packages, living conditions, and the cost of
energy in rural Alaska. The university does its best to inform
people about careers but those challenges remain.
8:50:47 AM
SENATOR GARDNER pointed to the national shortage of special
education teachers. She asked whether it is more difficult to
recruit special education teachers to Alaska. She recalled
100,000 teachers suffered layoffs in California alone.
DR. CAULFIELD offered to research this issue and to provide
further information on special education teacher recruitment.
However, he noted it is not uncommon for teachers to arrive in
the state to fill a rural position and as their career continues
to relocate to an urban setting. Interestingly, with Alaska's
increase in diversity in urban schools, this brings significant
value to the urban schools in terms of language and culture.
Additionally, a number of certified teachers who have been in
the classroom may choose to continue education and become
specialists, such as counselors or special education teachers.
In fact, the university works to ensure a clear pathway exists
for those teachers who are experienced in the classroom, but who
want to specialize as reading specialists or special education.
8:53:06 AM
REPRESENTATIVE SADDLER asked how popular the Masters of Arts and
Teaching (M.A.T.) degree is and whether it is necessary to
obtain an advanced degree in order to become a highly-qualified
teacher.
DR. THOMAS said many teachers pursue a master's degree since it
leads to an increase in salary. In the past decade or two the
trends have moved away from the M.A.T. and moved towards
obtaining a Master's of Education (M.Ed.).
DR. CAULFIELD elaborated that the M.A.T. students have typically
earned a degree elsewhere, and there may be a break between them
obtaining a baccalaureate degree [a Bachelor's degree] and
teaching. Thus the M.A.T. offers a direct route for those with
a college degree to complete their education. This represents
an advantage since the candidates typically have some
experiences and are not straight out of college, such as
military veterans, who bring maturity to the classroom.
8:55:28 AM
REPRESENTATIVE P. WILSON asked whether the university has
classes that can help traditional teachers learn to teach
today's students, since these students are technology adept.
She further asked whether teachers are being incentivized to
meet this challenge.
DR. THOMAS answered that teachers learn to use technology more
through interaction with each other than in formal classes. He
said that creating opportunities to learn technology is
typically provided by EED. He recalled the commissioner's 1:1
initiative would create some training centers in cooperation
with vendors such as Apple, Inc. and Dell, Inc. However, the
vast majority of learning comes from teacher interaction and
creating regular opportunities for teachers to share, which is
an important aspect.
REPRESENTATIVE P. WILSON asked whether the university offers any
courses.
DR. THOMAS said a graduate certificate is available in
innovative technology. Additionally, most programs require
teachers to bring their laptops to class. Thus technology is
incorporated to the education programs.
8:58:42 AM
REPRESENTATIVE SEATON pointed out the new standards being
adopted in Alaska and the changing assessments from specific
knowledge to integrated analysis. He wondered whether the
university is changing teacher preparation so teachers are
prepared teach, with respect to the adoption of the national
common core standards. He also wondered if the cross subject
integrated analysis is being taught or whether teachers will be
unprepared to assess students.
DR. THOMAS responded that the Alaska standards form the basis of
the teacher education programs and the programs are revised as
needed as core curriculum changes. He said that the university
wants teacher graduates to be experts on the Alaska standards,
which is fundamental to the educational approach being taken.
He said he took part in developing the Alaska standards, in
particular, with respect to mathematics. Thus the university is
more broadly engaged in that conversation, even outside the
schools of education. Again, the fundamental basis of the
teacher preparation programs is a focus on the Alaska standards.
REPRESENTATIVE SEATON expressed concern that it focus not just
on the standard, but also on what will be measured, which is
complex integrated analysis. He suggested that teacher
preparation for assessments on integrated analysis for new
teachers will arrive at a time when school districts are trying
to obtain outcomes from students. He asked whether the
university has specifically addressed educating teachers so they
understand how to elicit those outcomes from the students to
meet the national standards.
MR. POWERS interjected that he has taken notes and will cover
teacher training and preparedness with the UA's Academic Affairs
Committee.
9:02:27 AM
REPRESENTATIVE LEDOUX, in response to Representative Wilson's
earlier concern on older teachers needing to understand the
differences in teaching due to technology, remarked that she was
unsure of the extent of the issue. However, if it is a
significant issue, one solution might be to pair younger
teachers with older teachers to foster mentoring and help
seasoned teachers better understand the modern culture.
DR. CAULFIELD responded that the university's mentoring program
is active, and it produces impressive results. It fosters
sharing of knowledge between older, more experienced teachers
with new teachers, with the hope of the new teachers being more
successful. He shared, anecdotally, that successful teachers
are continuous learners. He acknowledged some teachers are
ready to retire and should retire. However, in his experience,
most teachers are life-long learners and are passionate about
teaching. These teachers use their passion to embrace
technology, not necessarily in the same way young teachers do,
but even so, he did not find this to be a major issue. A
teacher in a classroom provides a learning experience for the
teachers, but it's a "two-way street" and the teachers are also
challenged by their students.
9:05:06 AM
***
SENATOR HUGGINS suggested the U.S. is sinking in terms of the
global educational community; however, he underscored the terms
"what students learn" and "strategic influence" used today. He
offered his belief teachers are responsible for 50 percent of
the burden to move the state forward. He recalled that in the
mid-1990s, the university lost its accreditation for the teacher
training program, which indicated the university fell short of
quality standards. He wondered how long that happened before
the accreditation was lost. He further recalled the five-year
program was instituted, requiring a master's degree, which was
when student teaching practice was required. He asked for the
pass rate on the practice.
DR. THOMAS was unsure.
SENATOR HUGGINS referred to the university's report and quoted,
"Too many of our students don't graduate from high school." The
report also indicates that the state's high school graduation
rate is in the bottom quarter of the nation. Further, of those
who graduate only 33 percent go on to higher education, whereas
the nation's average is 50 percent. He recalled some committee
members and President Gambell toured the state. He
characterized the system as a closed system, in which the
university produces the teachers, the teachers produce students
that need remedial training. Thus the university bears some of
the burden since it produces the teachers. He asked whether the
university agreed with his analysis.
DR. THOMAS agreed the university does accept the responsibility,
which is why the university is "shining a light on this" and
seeks to find improvements.
SENATOR HUGGINS said the single most alarming concern was the
number of student in the performance scholarship program that
needed remedial training since they represent the top ten
percent of students in the state. He wondered how the bottom
ten percent was performing, although he said he didn't need an
answer. He found it frightening. He encouraged the university
to be candid and not skirt the statistics. He pointed out his
children went through the school system and did fine. While he
did not wish to blame the university, he concluded that everyone
bears the burden and responsibility. He looked forward to
information on the practice component. He recalled during his
service on the Matanuska-Susitna Borough School District (MSBSD)
that new teachers were given a pre-test prior to hiring, which
was prior to the practice requirement.
9:11:32 AM
REPRESENTATIVE P. WILSON referred to page 19 of the university's
report [in members' packets] that identified research projects
underway. As part of this effort, the Center for Alaska
Education Policy Research (CAEPR), ISER, will conduct a survey
this spring. She asked whether the results could be furnished
to the committee since it will be beneficial to have this
information.
CHAIR STEVENS indicated that CAEPR staff in the audience is
nodding in agreement.
9:12:05 AM
CHAIR STEVENS remarked that this is a valuable discussion. He
referred to the purpose of Senate Bill 241, which was
established to develop a relationship with the UA Board of
Regents. He asked to return the focus to the relationship with
the Board of Regents. As valuable as this discussion has been,
he suggested that the committee needs to hear from the Board of
Regents on issues. He asked whether there is more cooperation
in the university system's School of Education. After hearing
about the changes in course credit transferability between the
Fairbanks, Anchorage, and Juneau institutions, it appears that
the UA system seems to be combining the three School of
Education campuses into a statewide School of Education. He
asked whether there is more cooperation between UA campuses and
if this is the trend.
MR. POWERS answered the levels of cooperation is remarkable
among the institutions and the ease of credit transferability
and on-line education provides a seamless and exciting approach.
CHAIR STEVENS remarked that seamless sounds great.
9:15:06 AM
REPRESENTATIVE SEATON asked how the advisory advocate program
has worked. He pointed out that the legislature mandated
individual advisor advocacy was tied to the Alaska Performance
Scholarship funds.
MR. POWERS responded that the program has been one of the major
keys to success for students at the university. In fact,
considerable effort is spent on advising students. He has heard
anecdotally in Fairbanks from friends whose children attend UAF
and it seems to be working well.
9:16:22 AM
DR. THOMAS explained that the advisor funding arrived on July 1,
2012. The initial feedback shows that students are completing
more credits, which puts them on a more traditional completion
path. Additionally, the retention rate of degree-seeking
students has increased this spring semester over last fall. The
university will continue to track the retention rate and later
the attainment rate, which is currently 4-6 years for a
baccalaureate degree. He pointed out the attainment rate of 4-6
years is common given the relatively high proportion of part-
time students. He urged members to have patience and noted that
the advisory role in education, in particular, is making a
difference since specific education and rural education advisors
help students pursuing an education degree. He characterized
the program as being a good investment and the initial evidence
shows that it is paying off.
9:17:56 AM
REPRESENTATIVE P. WILSON commended the university's report. She
requested the presenter's summary notes.
9:18:32 AM
CHAIR GATTIS asked whether any high school programs exist in
Bush high schools to assist those interested in becoming rural
teachers and if online or distance courses are available. She
further asked whether a student could become a teacher without
leaving a village.
DR. THOMAS offered to address one piece. He responded the
university's Future Educators of Alaska (FEA) is a collaborative
program that actively works primarily with high students on
career and education, with nearly 500 students are currently
engaged. In part, the program offers dual enrollment course,
which allows high school students to receive high school and
university credits, including education course work.
Additionally, the university is considering adding a second
course to the program with the courses available through
distance delivery.
9:20:17 AM
DR. CAULFIELD stated that all three of the UA campuses offer on-
line activity for students in their home communities. He said
raising the attractiveness in becoming a teacher important to
begin cultivating in the middle school and high school years.
The university has also focused on student's math and writing
skills. He said the FEA is club-oriented approach and students
interact with quality teachers, with the Rural Alaska Honors
Institute (RAHI), and the Alaska Native Science and Engineering
Program (ANSEP) - for those interested in science and
engineering. He pointed out the university program involves
peers working together, encouraging each other, honing their
knowledge and skills. The university has been working to build
on what seems to be working in some areas and have that linked
into career pathways as teachers. The program encourages
students, emphasizing a positive mind set toward becoming a
teacher and providing students with appropriate skills to become
successful in the teacher education program.
9:22:13 AM
DR. THOMAS responded that the path is very clear for those
students interested in elementary education; however, for
secondary education where a degree is earned in a specific field
the availability varies, depending on the field. The university
endeavors to make these fields available, he said.
9:22:56 AM
CHAIR GATTIS referred to the 70 percent of teachers being hired
to teach in rural Alaska. She asked would it be helpful to
cultivate opportunities in the village by mentoring with
teachers, obtaining credits before leaving high school. She
asked whether students can obtain teaching credentials via
distance or on-line courses.
DR. CAULFIELD answered yes.
9:24:23 AM
REPRESENTATIVE REINBOLD expressed concern about the cost of
education without the best outcomes. She asked whether any
specific legislative support is needed to assist the university
to help improve outcomes in the state.
DR. THOMAS answered he could not think of specific legislation;
however, the ongoing report and interface with the Board of
Regents is helpful. For example, bringing to the university's
attention the need to assure interdisciplinary cross-functional
thinking and analytical skills will be brought to the Academic
Affairs Committee.
DR. THOMAS added that solving the broad band represents a basic
infrastructure issue that requires attention. It has the
potential to improve life in rural Alaska through a variety of
means, such as telemedicine and e-commerce. He suggested that
the legislature could support that effort, which is not limited
to education, but to the quality of life.
9:26:57 AM
REPRESENTATIVE SEATON commented that there is a long lead time
for broad band access for everyone. He hoped the university
informs teachers. For example, the Homer school district went
to an iPod touch program with applications (apps) that are all
synched internally without using a lot of broad band access.
The teaching is hands-on. Thus ways to obtain integrated
technology can occur without awaiting broad band access. He
suggested as the university considers the technology, the iPod
touch is easily transported, which extends the school day by
allowing students to do what they enjoy, such as taking
photographs for reports. Certainly, he said he isn't opposed to
white boards and other technology provided by broad band access,
but in the meantime the university can strengthen its efforts in
teacher education to use iPods or iPads since teachers can have
access for less than the cost of a textbook for all of its
students and still impose sufficient limits.
9:29:17 AM
CHAIR STEVENS thanked the participants.
9:29:29 AM
ADJOURNMENT
There being no further business before the committee, the joint
meeting of the House and Senate Education Standing Committees
was adjourned at 9:29 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| 02272013_SB 241 Report 2012-2013_UnivAK_TeacherPrep.pdf |
HEDC 2/27/2013 8:00:00 AM |
SB 241 |
| FINAL--UA SB241 report presentation--Teacher preparation handout 2.27.13.pdf |
HEDC 2/27/2013 8:00:00 AM |
SB 241 |
| SB 241 Presentation to the Legislature.pdf |
HEDC 2/27/2013 8:00:00 AM |
SB 241 |