Legislature(2023 - 2024)DAVIS 106
02/10/2023 08:00 AM House EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| Presentation(s): Strategic Reading Plan; Alaska Reading Playbook; Teacher Recruitment & Retention | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
February 10, 2023
8:01 a.m.
MEMBERS PRESENT
Representative Justin Ruffridge, Co-Chair
Representative Mike Prax
Representative CJ McCormick
Representative Tom McKay
Representative Rebecca Himschoot
Representative Andi Story
MEMBERS ABSENT
Representative Jamie Allard, Co-Chair
COMMITTEE CALENDAR
PRESENTATION(S): STRATEGIC READING PLAN; ALASKA READING
PLAYBOOK; TEACHER RECRUITMENT & RETENTION
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
KELLEY MANNING, Deputy Director
Division of Innovation and Education Excellence
Department of Education and Early Development
Juneau, Alaska
POSITION STATEMENT: Presented information during the
presentations on Strategic Reading Plan; Alaska Reading
Playbook; and Teacher Recruitment & Retention.
SONDRA MEREDITH, Teacher Certification Administrator
Division of Innovation and Education Excellence
Department of Education and Early Development
Juneau, Alaska
POSITION STATEMENT: Presented information during the
presentations on Strategic Reading Plan; Alaska Reading
Playbook; and Teacher Recruitment & Retention.
BARBARA ADAMS, Consultant
Adams Analytic Solutions
Coalition for Education Equity
Fairbanks, Alaska
POSITION STATEMENT: Presented information during the
presentations on Strategic Reading Plan; Alaska Reading
Playbook; and Teacher Recruitment & Retention.
SUSAN MCKENZIE, Director
Division of Innovation and Education Excellence
Department of Education and Early Development
Juneau, Alaska
POSITION STATEMENT: Presented information during the
presentations on Strategic Reading Plan; Alaska Reading
Playbook; and Teacher Recruitment & Retention.
ACTION NARRATIVE
8:01:22 AM
CO-CHAIR JUSTIN RUFFRIDGE called the House Education Standing
Committee meeting to order at 8:01 a.m. Representatives
McCormick, Himschoot, Story, and Ruffridge were present at the
call to order. Representatives McKay, and Prax arrived as the
meeting was in progress.
^PRESENTATION(S): Strategic Reading Plan; Alaska Reading
Playbook; Teacher Recruitment & Retention
PRESENTATION(S): Strategic Reading Plan; Alaska Reading
Playbook; Teacher Recruitment & Retention
8:02:10 AM
CO-CHAIR RUFFRIDGE announced that the only order of business
would be the presentations on Strategic Reading Plan; Alaska
Reading Playbook; and Alaska Teacher Recruitment and Retention.
8:03:34 AM
KELLEY MANNING, Deputy Director, Division of Innovation and
Education Excellence, Department of Education and Early
Development (DEED), began the PowerPoint presentation, titled
"Alaska Teacher Recruitment and Retention," [hard copy included
in the committee packet]. She brought attention to slide 2,
titled "Mission Vision Purpose," where she highlighted the
purpose of the Department of Education and Early Development
(DEED), which is "to provide information, resources, and
leadership to support an excellent education for every student
every day." She continued on slide 3, titled "Strategic
Priorities: Alaska's Education Challenge," which read as follows
[original punctuation provided]:
Five Shared Priorities:
1. Support all students to read at grade level by the
end of third grade.
2. Increase career, technical, and culturally relevant
education to meet student and workforce needs.
3. Close the achievement gap by ensuring equitable
educational rigor and resources.
4. Prepare, attract, and retain effective education
professionals.
5. Improve the safety and well-being of students
through school partnerships with families,
communities, and tribes.
MS. MANNING highlighted the agenda, on slide 4, which was:
background, history and structure, current efforts, planned
outcome, and timeline.
8:06:07 AM
SONDRA MEREDITH, Teacher Certification Administrator, Division
of Innovation and Education Excellence, Department of Education
and Early Development, joined the presentation on slides 5 and
6, both titled "Background," which read as follows [original
punctuation provided]:
[Slide 5]
Annually, Alaska has approximately:
• 14,000 certified teachers;
• 7,500 teachers; and,
• 900 new teachers.
[Slide 6]
•Decreased number of applicants for vacant positions
• Increased number of first day vacancies
• Increased use of emergency certificates to fill
vacancies
MS. MEREDITH pointed out that the information on slide 6 is
received from school districts.
8:09:54 AM
MS. MEREDITH turned attention to a [7-page] handout in the
committee packet, to the first page, which shows a graph
reflecting the certified teacher count in the first bullet point
of slide
8:10:15 AM
The committee took a brief at-ease at 8:10 a.m.
8:10:42 AM
MS. MEREDITH continued to explain the graph on page 1 [of the 7-
page handout]. She said the graph shows three types of teaching
certificates. The large portion, [in blue], depicts the numbers
of professional certificates. She explained that [the orange]
section of the graph shows those people who are still working on
satisfying all the requirements for licensure, as well as those
with an emergency license. The [green portion] at the top of
the bar graph depicts those limited licenses, which are given to
those with expertise in certain areas, such as Alaska Native
languages or military science. She summed up the page as
providing a snapshot of what Alaska's educators look like and
what is required for licensure.
MS. MEREDITH moved to page 2 [of the 7-page handout], which she
said shows increases in certain certificates, such as two- to
three-year [from 2018 to 2023]. It also shows a significant
increase in out-of-state certification. As shown on this graph,
Ms. Meredith pointed out that the increase in 2023 in the two-
to three-year category is nearly 50 percent; the increase in the
out-of-state category is about doubled in the same year. The
remaining categories are: program enrollment, reemployment, and
emergency.
8:15:04 AM
REPRESENTATIVE HIMSCHOOT said she had seen people in classrooms
that have not "student taught" yet teach as if they are fully
certified. She asked, "Is that an emergency certification?"
MS. MEREDITH responded that that is possible but drew attention
to the program enrollment numbers on the graph, which have
increased from 10 in 2018 to approximately 70 in 2023. She said
this is a license allowed by statute. She explained this
program allows people with a bachelor's degree to enroll in a
teacher preparation program and be "a teacher of record" while
completing the program, using the time they are employed as part
of their clinical experience.
REPRESENTATIVE HIMSCHOOT asked if that could indicate a "career
crossover."
MS. MEREDITH replied often, yes.
REPRESENTATIVE HIMSCHOOT asked if there are exact numbers of how
many J1s [exchange visitor (J) non-immigrant visa category]
there are.
MS. MEREDITH replied that most in the emergency column are often
coming with full degrees and education, as this is a requirement
of the J1s in their country of origin, but end up in emergency
certification because they do not have the exams completed in
the area of basic competency and content. She said she does not
have the exact number, but could find it. She added that not
all emergency status certificated teachers are J1s.
8:18:32 AM
REPRESENTATIVE STORY asked for a regional breakdown under the
emergency category.
8:19:02 AM
MS. MEREDITH responded that it had been a year since the
requested data had been pulled and offered to provide it to the
committee on a future date.
8:19:23 AM
REPRESENTATIVE PRAX mentioned personal experiences of teachers
who do not have certificates but a "broad wealth of knowledge
and life experience."
8:20:44 AM
MS. MEREDITH explained the requirements for licensure are
proscribed by statute.
8:22:30 AM
MS. MANNING further commented on workgroups and exploring other
pathways to certification, and although requirements are in
statute, DEED is looking at ways to help members of the
community in accessing the certification requirements.
8:23:07 AM
MS. MEREDITH continued on page 3 of the 7-page handout, which
shows a decline in the number of educators in classrooms over
the past six years.
8:24:12 AM
CO-CHAIR RUFFRIDGE commented on the numbers on page 1 versus
page 3 and asked for the difference.
MS. MEREDITH explained that not everyone who is certified is
necessarily working in Alaska's schools.
CO-CHAIR RUFFRIDGE assessed that of the 14,000 certified
teachers in the state, half are not in a school.
MS. MEREDITH confirmed that is correct. She proceeded to
explain the remainder of the handout [pages 4 through 7], which
show first day vacancy data: how many positions are not
currently filled by licensed teachers, administrators, or
special service providers. She summarized that there is about a
5 percent vacancy rate across the state.
8:27:41 AM
REPRESENTATIVE STORY questioned what a typical vacancy rate
number would be, and also requested a breakdown by children who
have the classroom teacher on the first day of school versus the
special education teacher; she stressed the need for special
education teachers.
MS. MEREDITH replied she could "dig deeper" into the data to
distinguish between what the positions are in the collection
[shown on slides 4 to 7] and provide that information to the
committee on a future date. In response to a follow-up
question, Ms. Meredith said she was not sure she had comparative
data on typical vacancy rate numbers.
8:29:32 AM
CO-CHAIR RUFFRIDGE asked if there is another data point
throughout the year regarding vacancy rates.
MS. MEREDITH responded there are no other data points.
CO-CHAIR RUFFRIDGE asked whether first day vacancies remain the
same throughout a school year or if some spots get filled by
mid-year.
MS. MEREDITH confirmed that districts continue to hire
throughout the year.
CO-CHAIR RUFFRIDGE brought up the need to check with districts
on what their vacancy rates are currently, as that is not a data
point held by the department.
MS. MEREDITH replied that is correct. She added that another
good indication is to go to the Alaska Teachers and Personnel
web page which includes postings of various vacancies.
8:31:21 AM
REPRESENTATIVE HIMSCHOOT questioned the limit of J1s that can be
hired.
MS. MEREDITH replied J1s can be here only 3 years, and
limitations are not placed on individual districts and do not
come from DEED.
8:33:13 AM
REPRESENTATIVE MCCORMICK expressed interest in how the vacancies
translate to classroom sizes.
MS. MEREDITH confirmed that the data can be gathered for the
committee and provided on a future date. She concluded on pages
6 and 7 of the handout, which list first day vacancy by district
for school year (SY) 2019-2023. She pointed out the variations
in vacancy rates across the last few years.
8:34:43 AM
CO-CHAIR RUFFRIDGE asked how much of the vacancy rate is a
result of teachers leaving due to the hardships of COVID-19.
MS. MEREDITH agreed that had some impact, but related that
during the pandemic people tended to stay where they were at.
8:37:24 AM
MS. MEREDITH returned to the PowerPoint, to slide 7, titled
"Governor's Working Group on Teacher Recruitment and Retention
(TRR)," and she explained that recruitment and retention is a
national issue, not isolated to Alaska, and the first working
group in Alaska began in April 2020 that included broad recruits
with the common goal of developing an action plan. She pointed
out that information gathered by the committee and survey
results are available to the public, as shown on slide 8, titled
"Access to all Teacher Recruitment and Retention Information
(TRR)."
8:41:05 AM
MS. MEREDITH continued to slide 9, titled "Teacher Retention and
Recruitment (TRR) Action Plan Recommendations," which led to the
next presenter's introduction.
8:41:49 AM
BARBARA ADAMS, Consultant, Adams Analytic Solutions, Coalition
for Education Equity, joined the PowerPoint presentation via
teleconference and continued on slides 9 and 10, which show six
color coded areas regarding alignment across the system and the
ability to support local control. She continued onto slide 11,
titled "Efforts to Forward these Solutions." She reviewed the
first and second phases were developing an action plan and
getting the word out, respectively. As shown on slide 11, the
third phase is the implementation of the teacher recruitment and
retention (REPRESENTATIVE TARR) action plan. There are two
major activities: holding working groups and conducting
contract studies to compile, align, analyze, and make
recommendations. The outcome, she explained, would be the
"Playbook."
CO-CHAIR RUFFRIDGE asked when the playbook is expected to become
available.
MS. ADAMS responded that the final piece will be pulled together
by August 2023. She continued on slide 12, titled
"Implementation - Virtual Committee Work," which featured
different types of committee work, and whole group induction
meetings. Slide 13, titled "Investigate Resources," shows that
all information is available. She also stressed that feedback
is welcomed and encouraged.
CO-CHAIR RUFFRIDGE asked for a "high level" overview of the "TRR
Action Plan."
8:48:37 AM
MS. ADAMS explained the TRR Action Plan was featured on slides 9
and 10 and featured 18 recommendations. She reiterated the
color-coded categories and corresponding goals. She returned to
a previous comment on the recommendation "Grow Your Own
Programs," under "Enhancing Recruitment Efforts" and she
stressed the focus on paraprofessional pathways.
8:53:54 AM
CO-CHAIR RUFFRIDGE asked if the 18 recommendations on the action
plan are "clickable."
MS. ADAMS confirmed that is exactly what the playbook is going
to be.
8:56:06 AM
MS. ADAMS continued on slide 14, titled "Implementation-Research
Studies," where she highlighted the contract studies in column
1, followed by the description, and progress.
9:00:52 AM
REPRESENTATIVE HIMSCHOOT referred to [slide] 10, to the subject
of streamlining certification, and she asked whether these
[potential solutions] are listed as things that should be done
or are actually happening.
9:01:20 AM
MS. MEREDITH confirmed that some have been done already, but
DEED is still moving forward.
9:02:58 AM
MS. MANNING added that the work groups [on slide 12] are digging
in on the recommendations and identifying additional strategies.
9:06:40 AM
MS. MEREDITH, in response to Co-Chair Ruffridge, explained there
is a provision in statute that limits the placement of an
individual on the salary schedule that is coming in from out of
state. Someone with a bachelor's degree can bring in only six
years of experience; someone with a master's degree can bring in
only eight years of experience. The consideration has been
whether it is in the best interest of the state to put a cap on
what a district can offer an individual based on the number of
years of experience in the classroom when that person may be
highly desirable.
9:09:58 AM
CO-CHAIR RUFFRIDGE referred to slide 14, titled "Implementation
- Research Studies," and asked what sort of dollar amounts are
available for the contracts.
MS. MEREDITH explained a portion of the money received from the
Alaska CARES Act was used to pay for this work.
CO-CHAIR RUFFRIDGE commented on the "Progress" column on slide
14, showing the contracts that are "available," and he asked
where one would go to look at those.
MS. MEREDITH replied on the website. She further offered that
she could print out those contracts for the committee.
CO-CHAIR RUFFRIDGE asked where to find financial opportunities
options for districts.
MS. MEREDITH pointed to the "Organizational Health Cadre"
category [shown on slide 13] of the PowerPoint.
9:12:30 AM
MS. MANNING joined on slide 15, titled "Outcomes - Playbook,"
and reiterated the goal of the current working groups is to take
those recommendations from the teacher recruitment and retention
plan and identify specific strategies. The playbook will lay
out all these strategies and support local control. She
continued to slides 16 and 17, titled "Timeline." She noted
again that the playbook will be finalized by August 2023.
9:15:04 AM
REPRESENTATIVE STORY requested to go to page 11 [included in
committee packets], focusing on the specific contracts with the
University of Alaska, and asked for an update on the possible
pilot study. She alluded to paraprofessionals in rural areas.
MS. MEREDITH replied that DEED does not have a pilot study
directly related to the action plan; however, the University of
Alaska has been working with districts for a long time to
support paraprofessionals.
9:18:36 AM
CO-CHAIR RUFFRIDGE questioned the new approach on the statewide
teacher shortage. He remarked that in the past, of 52 proposed
solutions, only 5 had been implemented. He asked what could
prevent falling into "the same trap" with the new approach.
MS. MANNING replied it is difficult to speak to the challenges
of the past - but acknowledged the need is acute. She stated
the partnerships are there and DEED is currently pursuing some
of the recommendations aligned to immediate results.
CO-CHAIR RUFFRIDGE commented on developing action plans and
strategies but stressed the significant hurdle in the
implementation. He asked to elaborate on the current hurdles
DEED is facing.
MS. MANNING replied that staffing and resources are a priority.
She explained that a lot of the strategies are at the district
level, and following up with the districts on their needs is
key.
9:22:52 AM
MS. MEREDITH followed up on the question from Co-Chair Ruffridge
and stated capacity is always an issue, and some recommendations
in the past had prioritized fiscal support. Some of the "great
ideas" cannot happen since the dollar only goes so far and
individual district resources are a factor.
CO-CHAIR RUFFRIDGE queried whether the limited number of people
in the department influences the action plan.
MS. MEREDITH responded there had not been fiscal determination
on what it would cost do to all the "parts and pieces" at the
department level, and she confirmed DEED does not have a plan at
this point.
9:25:51 AM
REPRESENTATIVE HIMSCHOOT said she found the teacher shortage and
lack of progress troubling. She asked how the Alaska teacher
placement program is funded.
MS. MEREDITH replied that Alaska teacher placement is fee-based
and funded from the districts.
REPRESENTATIVE HIMSCHOOT commented on the small pool of
applicants at job fairs and asked if numbers can be provided.
MS. MEREDITH replied she does not have the [exact] numbers but
confirmed that there are more jobs than applicants.
9:29:50 AM
REPRESENTATIVE STORY expressed concern over progress on deferred
maintenance.
MS. MEREDITH responded that deferred maintenance would be the
purview of the School Finance and Facilities Section, and she
stated she can gather and provide the data to the committee at a
later date.
9:32:15 AM
The committee took an at-ease from 9:32 a.m. to 9:34 a.m.
9:34:50 AM
SUSAN MCKENZIE, Director, Division of Innovation and Education
Excellence, Department of Education and Early Development, began
the discussion by focusing first on the Alaska Reading Playbook,
which was put together last year and had been developed over the
past couple of years. The playbook has the Alaska context and
provides evidence-based reading strategies as a resource for
teachers. She noted the playbook is not modeled after another
state.
9:38:04 AM
REPRESENTATIVE STORY questioned the process of how districts are
using the playbook now and inquired whether any training is
involved. She further requested a description as to how the
playbook is unique.
9:38:37 AM
MS. MCKENZIE replied the playbook is place-based, and based on
the science of reading research that has been collected over the
last 50 years. Its purpose is to be a resource for teachers,
with evidence-based strategies to use in their classrooms; it is
not a curriculum but more of a resource.
9:40:00 AM
CO-CHAIR RUFFRIDGE asked for a context regarding current status
and future goals.
9:41:18 AM
MS. MCKENZIE focused her response on the subject of balanced
literacy and there being a shift across the nation for
structured literacy approaches. She referenced a subject of
discussion during a previous presentation on The Alaska Reads
Act requiring training for educators, and she noted the
symposiums were capped out, confirming the "huge interest."
Positive change stories were also noted in response to the
question of where DEED is headed.
9:46:48 AM
CO-CHAIR RUFFRIDGE asked if there is a plan to offer more
symposiums, what the training looks like, and how DEED can be
better supported.
MS. MCKENZIE responded there is funding for symposiums for the
next two years. As for training that is required by the Act,
DEED is using COVID-19 relief funds and has a request for
proposals (RFP) out so administrators and teachers can receive
the required training. There is a push for a larger scale
effort for those courses.
9:50:00 AM
REPRESENTATIVE HIMSCHOOT asked if Alaska is being modeled - to
some degree - under Mississippi's success, and what steps were
taken to get Mississippi's teachers up to speed.
MS. MCKENZIE explained teachers in Mississippi were required to
take courses with more credits followed by a proficiency
assessment. Another strategy - like Alaska's - is to offer
symposiums. She noted concern as to how professional
development can continue to be offered after COVID-19 relief
funds are gone.
9:52:34 AM
REPRESENTATIVE STORY asked how districts are being helped to
offer ongoing professional development.
MS. MCKENZIE replied that the answer lies within the strategic
reading plan, which is a "living document" that DEED adds to as
needs arise and data is received. She also noted that feedback
from stakeholders offers direction on what more can be done to
support the teachers.
REPRESENTATIVE STORY mentioned the expenses of evidence-based
reading curriculum and asked if DEED has money from COVID-19
relief funds to help purchase them.
MS. MCKENZIE replied the current usage of COVID-19 relief funds
is roughly $8 million dollars, and over 40 percent of elementary
students in Alaska will benefit from that initiative.
9:56:28 AM
CO-CHAIR RUFFRIDGE noted the big difference between 13 and 3
credits and questioned why 3 credits would be chosen if the
model of success from Mississippi was based on "a much greater
course."
MS. MCKENZIE responded that many states are choosing a model for
professional development that offers a menu of options, and this
is the goal of DEED.
9:58:50 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 9:59 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| 2023 Teacher Data Handouts 2.10.23.pdf |
HEDC 2/10/2023 8:00:00 AM |
|
| DEED (H)EDC TRR Presentation 2.10.23.pdf |
HEDC 2/10/2023 8:00:00 AM |
|
| 02.10.2023 Enclosure 2- Enrollment by School by Grade 2022-23.pdf |
HEDC 2/10/2023 8:00:00 AM |
|
| 02.10.2023 House Education Committee Teacher Retention and Recruitment Follow-up Responses.pdf |
HEDC 2/10/2023 8:00:00 AM |
|
| 02.10.2023 Enclosure 1 - US Teacher Shortage.pdf |
HEDC 2/10/2023 8:00:00 AM |