Legislature(2017 - 2018)CAPITOL 106
03/12/2018 08:00 AM House EDUCATION
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| Presentation: Educator Workforce Pilot Study by the Coalition for Education Equity of Alaska | |
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ALASKA STATE LEGISLATURE
JOINT MEETING
SENATE EDUCATION STANDING COMMITTEE
HOUSE EDUCATION STANDING COMMITTEE
March 12, 2018
8:00 a.m.
MEMBERS PRESENT
SENATE EDUCATION STANDING COMMITTEE
Senator Gary Stevens, Chair
Senator Cathy Giessel
Senator John Coghill
Senator Tom Begich
Senator Shelley Hughes
HOUSE EDUCATION STANDING COMMITTEE
Representative Harriet Drummond, Chair
Representative Justin Parish, Vice Chair
Representative Tiffany Zulkosky
Representative Ivy Spohnholz
Representative Jennifer Johnston
Representative Chuck Kopp
Representative David Talerico
MEMBERS ABSENT
SENATE EDUCATION STANDING COMMITTEE
All members present
HOUSE EDUCATION STANDING COMMITTEE
Representative Lora Reinbold
Representative Geran Tarr
COMMITTEE CALENDAR
PRESENTATION: EDUCATOR WORKFORCE PILOT STUDY BY THE COALITION
FOR EDUCATION EQUITY OF Alaska
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
BARBARA ADAMS, Ph.D., Education Consultant
Adams Analytic Solutions
Nenana, Alaska
POSITION STATEMENT: Presented Educator Workforce Pilot Study.
JERRY COVEY, Education Consultant
JSC Consulting
Anchorage, Alaska
POSITION STATEMENT: Presented Educator Workforce Pilot Study.
SARAH SLEDGE, Executive Director
Coalition for Education Equity
Anchorage, Alaska
POSITION STATEMENT: Presented Educator Workforce Pilot Study.
SHAWN ARNOLD, Superintendent
Nome Public Schools
Nome, Alaska
POSITION STATEMENT: Testified on Research-based Educator Systems
Support (RESS).
ANNMARIE O'BRIEN, Ph.D., Superintendent
Northwest Arctic Borough School District
Kotzebue, Alaska
POSITION STATEMENT: Testified on Research-based Educator Systems
Support (RESS).
SCOTT MACMANUS, Superintendent
Alaska Gateway School District
Tok, Alaska
POSITION STATEMENT: Testified on Research-based Educator Systems
Support (RESS).
SANNA EFIRD, Deputy Commissioner
Department of Education and Early Development (DEED)
Juneau, Alaska
POSITION STATEMENT: Testified on Research-based Educator Systems
Support (RESS).
ACTION NARRATIVE
8:00:12 AM
CHAIR GARY STEVENS called the joint meeting of the Senate and
House Education Standing Committees to order at 8:00 a.m.
Present at the call to order were Senators Coghill, Begich, and
Chair Stevens and Representatives Talerico, Johnston, Zulkosky,
Parish, and Chair Drummond. Senator Giessel and Representatives
Kopp and Spohnholz arrived shortly thereafter.
^Presentation: Educator Workforce Pilot Study by the Coalition
for Education Equity of Alaska
PRESENTATION: EDUCATOR WORKFORCE PILOT STUDY BY THE COALITION
FOR EDUCATION EQUITY OF ALASKA
8:00:42 AM
CHAIR STEVENS announced the presentation called Educator
Workforce Pilot Study" by the Coalition for Education Equity of
Alaska.
8:01:56 AM
BARBARA ADAMS, Ph.D., Education Consultant, Adams Analytic
Solutions, presented Educator Workforce Pilot Study.
JERRY COVEY, Education Consultant, JSC Consulting, presented
Educator Workforce Pilot Study.
8:02:39 AM
SARAH SLEDGE, Executive Director, Coalition for Education
Equity, presented the Educator Workforce Pilot Study. She said
the Coalition for Education Equity is a statewide organization
representing Alaska's school districts, organizations, and
individuals to champion an equitable and adequate public
education for every Alaskan child. The coalition successfully
settled the Kasayulie lawsuit in 2011 and the Moore lawsuit in
2012. The coalition continues its advocacy work and uses
research, policy development, and partnership to advance
solutions in schools and school districts that will lead to
better outcomes for Alaska's children. Legislators have heard
testimony about the problems of recruitment and retention of
educators, especially for rural Alaska. A recent study put the
cost of turnover at just over $20,000 per teacher. Unfilled
positions put a strain on the system, and student outcomes are
better when teachers stay.
8:04:09 AM
MS. SLEDGE said students benefit when teachers establish a
stable bond with them, their families, and communities. Building
trust, establishing connections, connecting with community,
instilling cultural relevance in the curriculum, and engaging
family support are all hallmarks of successful teaching
practices. This is difficult to achieve when the turnover is
high. Many studies have provided insight about why teachers
leave.
8:04:43 AM
MS. SLDEDGE said many teachers who leave voluntarily indicate
some type of dissatisfaction as reason for leaving. Teachers who
are less prepared are two to three times more likely to leave.
Teachers in areas of high poverty or high minority schools leave
at higher rates. Teachers who report an unsupportive
administration are twice as likely to leave as those who feel
well supported. In Alaska, teacher turnover is greater in rural
areas, averaging around 20 percent but up to 52 percent in some
schools. Some reasons for leaving are unique to Alaska: not
being connected to the community, housing conditions, remoteness
and weather, cultural differences, and place of preparation (in
state or out).
8:05:37 AM
MS. SLEDGE said that in 2014, the coalition commissioned Dr.
Barbara Adams and Jerry Covey to conduct the Educator Quality
and Quantity (EQQ) study, focused on recruitment and retention
of Alaska's educator workforce. The study resulted in a model
and recommendations for change that addressed the many aspects
of the problem in a systemic way. They committee has copies of
that report. As a continuation of that work, the coalition is
working again with Dr. Adams and Mr. Covey to conduct a pilot
study to research educator workforce quality, satisfaction, and
retention while providing direct supports to the participating
districts. Research-based Educator Systems Support (RESS) is
working with five school districts throughout the current school
year.
8:06:43 AM
MR. COVEY noted that RESS is funded through coalition money left
over from the legal settlement of the Moore case. They are doing
third party, confidential, research-based exploration of teacher
turnover in Alaska. They developed a survey working with the
five school districts. They conduct the survey and the data
remains confidential. The school districts never have
information to identify responders. The survey consists of 35
multiple-choice and five narrative questions in five different
sections. They share the raw data with survey takers and then
they do a narrative report for superintendents that responds to
the themes and trends in answers--what's strong, what's weak--
and a narrative synopsis.
8:08:42 AM
MR. COVEY said the 2015 Educator Quality and Quantity (EQQ)
report set the stage for Research-based Educator Systems Support
(RESS). RESS fulfills the EQQ model of Systemic Approach,
Cultural Relevance, and Measurable Outcomes. They are doing
systemic work to understand what is happening across the public
education system. Cultural relevance is a foundational part of
this work, and, of course, they want measurable outcomes.
8:09:35 AM
MR. COVEY noted the expected outcomes of the RESS pilot study:
• improved communication
• actionable feedback
• workforce satisfaction
• community connection
• positive outcomes that improve teacher retention
• improved student achievement (long-term)
MR. COVEY said they asked for volunteers and selected five
districts--Alaska Gateway, Kashunamiut, Nome, Northwest Arctic,
and Yupiit--to represent different sizes and geographical areas.
8:11:27 AM
REPRESENTATIVE JOHNSTON said the survey response rate looks
healthy. She asked whether that was the district average and
whether individual schools could have had different rates.
8:11:47 AM
MR. COVEY said that is the district response rate. He added that
Barbara is the research expert and she says anything over 40
percent is good. Their response rate is far above that.
8:12:17 AM
REPRESENTATIVE JOHNSTON asked if the response rate for
individual schools tend to change much from survey to survey.
8:12:30 AM
MR. COVEY said the survey is always open to people who did not
previously complete a survey. In some districts, the response
rates have grown for later surveys.
8:12:52 AM
MR. COVEY said they do four surveys throughout the year.
Previous research has been done at different times. Their survey
tracks the same teachers throughout the same school year and
gets their responses continually. They provide a data analysis
of the surveys within one week.
8:13:59 AM
MR. COVEY said each survey has 36 questions 31 multiple-choice
questions divided into five groups:
Work Environment/Leadership
Community
Efficacy
Quality of Life
Strengthening the Workforce
MR. COVEY said the response options are the same for each
survey.
6 Absolutely
5 Mostly
4 More than not
3 Maybe
2 A little bit
1 Not at all
0 Not Applicable
MR. COVEY said a narrative question is at the end of each
section, and they do get a high number of narrative
responses.
8:14:45 AM
DR. Adams shared the overall distributions between survey one
and survey two. She pointed out that the mean is the average.
The mean is 4.38 for the first survey and 4.23 for the second.
The standard deviation is a measure of spread. If the standard
deviation is less than 1, it is a tight-knit group, people are
more aligned in their thinking. If the standard deviation is
greater than 1, the thinking is more diverse. [The standard
deviation is 0.88 for the first survey and 0.86 for the second.]
8:15:39 AM
DR. ADAMS presented a summary of scales for all five districts
averaged together. Leadership had one of the highest values for
the first survey, close to 5.0, which is the "mostly" response.
One of lowest value of the beginning of the year was Quality of
Life at 4.2, which is still positive. Strengthening the
Workforce mean was close to 4.0.
8:17:11 AM
DR. ADAMS showed how questions grew throughout the year. For
example, question 23 the beginning of the year is, "Someone has
recognized and valued me for what I can contribute to the
school." In November, it is, "I am routinely recognized and
praised for doing good work." In March, it is, "Recognition and
support by colleagues has contributed to my professional
growth." The questions have consistency, but development,
throughout the year.
8:17:54 AM
DR. ADAMS shared a candlestick graph on slide 12. It shows the
mean (the average) and the median (the middle). All the boxes
are green, which means the median is higher than the mean. She
noted the three scales on this slide are called internal scales,
because they are things the districts and teachers have more
control over.
8:18:45 AM
DR. ADAMS said the scales on slide 13 are external scales--
Community, Quality of Life, Strengthening the Work Force. They
will add to these graphs as surveys three and four are
completed.
8:19:09 AM
MR. COVEY showed data for Nome schools for three surveys. He
said the graphs show where the surveys are trending and give a
lot of information about the mean.
8:19:50 AM
SHAWN ARNOLD, Superintendent, Nome Public Schools, testified on
Research-based Educator Systems Support (RESS). He said in rural
Alaska, Nome comparatively has more things to offer, but
struggles with attracting effective educators. Over the last few
years, Nome has seen more educators leaving and fewer
applicants. They wanted to see if it had something to do with
salary and benefits, limitations with housing, etc. RESS is a
tool to pinpoint areas to help validate the supports they have
put a lot of effort into. It also helped them recognize areas of
improvement--the support teachers feel in classrooms, time for
collaboration, professional development resources, and
connection with community.
8:22:32 AM
MR. ARNOLD said their teachers felt that salary and benefits
were adequate and not an area of concern. The teachers wanted an
increase in collaboration time. They didn't know this before the
survey and were surprised by the outcome. They are tailoring
initiatives for the future, hoping that if they support teachers
they will stay longer. The survey has been valuable. It will
help them support teachers more effectively and attract others
because of the levels of support they can provide.
8:23:44 AM
CHAIR DRUMMOND asked how the school district can increase
collaboration time.
8:24:16 AM
MR. ARNOLD said the first thing they did was look at the quality
of leadership. Nome has had a lot of turnover in school and
district leadership. He was the fifth superintendent in six
years. Nome was also going through a different principal every
year. They made an effort to stabilize leadership, so teachers
had consistent expectations from year to year. Having a clear
picture of how a school is run from year to year makes a
difference. A new principal may not know how to use 20 or 30
minutes at the end of the day for meetings. They have provided
peer mentor support and used the Alaska state mentorship
project. It is coming up with innovative and creative solutions
to prioritize collaboration, including providing subs to allow
teachers to work one-on-one with peers and stipends for
weekends, if necessary.
8:26:57 AM
REPRESENTATIVE JOHNSTON asked how the seasonal aspect of the
surveys might affect responses.
8:27:25 AM
MR. ARNOLD said a surprise was that responses were still very
positive, even though the survey occurred during the winter
doldrums of January and February, a cold, dark period in the
middle of the school year.
8:28:43 AM
REPRESENTATIVE PARISH said he noticed that the scores for the
third round of surveys were lower than for previous surveys. He
asked if he had any predictions for the April survey.
8:30:00 AM
MR. ARNOLD said Dr. Adams can better answer the question about
adjusting the question depending on when it is asked. He
anticipates many departures from the district this coming year.
That might affect the response rate. In February they may have
been uncertain about the future. They now know if they have
contracts. Eighteen of 54 teachers are leaving. About ten
teachers who are not retiring are leaving the state. They
anticipate a lower response rate. He expects response rates will
probably be higher at the beginning of year.
CHAIR STEVENS asked Dr. Adams if she cared to respond.
8:31:38 AM
DR. ADAMS said this is about trying to see strengths and
opportunities for growth. Anything going down is not necessarily
bad. This is not an assessment. This is about measuring people's
satisfaction. This gives superintendents insight they may not
have had before. They wanted to gather information during the
February doldrums stage to see what is most important to
teachers, what are they struggling with most, and what are they
most happy with.
8:33:05 AM
CHAIR STEVENS asked Mr. Arnold how he encourages community
interaction with his faculty.
8:33:31 AM
MR. ARNOLD said they put a lot of focus on that. Cultures vary a
lot in rural Alaska. Nome is a bit of a crossroads for Inupiaq
and Yupiit cultures and also has a mining past. They try to
integrate staff into local culture. For the past six years they
have partnered with Bering Strait School District for a cultural
camp for new staff. The state does a good job of requiring
multicultural studies and Alaska history, but those courses do
not prepare them for the local identity. They tailor and create
hands-on involvement. Their teachers learn to seine on rivers,
clean fish, and put up racks. This helps them to interact with
their students better. They encourage teachers to participate in
local activities and festivals. The newer staff report that they
feel connected to and supported by the community.
8:36:06 AM
DR. ADAMS showed how data is reported for each question.
8:37:20 AM
ANNMARIE O'BRIEN, Ph.D., Superintendent, Northwest Arctic
Borough School District, testified on Research-based Educator
Systems Support (RESS). She said the Northwest Arctic Borough
School District has 2,136 students in 12 schools in their 11
villages. None of their sites are accessible by road. She has
worked for the Northwest Arctic School District 18 years. She
was assistant superintendent for eight years, and this is her
fourth year as superintendent. Her message is an affirmation of
RESS. Recruitment and retention of qualified teachers in rural
Alaska is a challenge and against the backdrop of a national
shortage, increasingly problematic. for the health and well-
being of rural schools. With a certified staff of 187, they are
already seeking to fill 40 positions for the 2018-2019 school
year. Last year, for the first time in her tenure, they started
the school year with five unfilled positions. They were very
interested in being part of the RESS pilot. The opportunity to
challenge or confirm assumptions regarding why people stay or
leave provided the opportunity to collect relevant data in
support of goals in the district's strategic plan.
8:39:24 AM
DR. O'BRIEN said these goals include being the employer of
choice, with customer service as a focus, accessing real time
information to assist with recruitment and retention of
teachers, increasing communication with all stakeholders and
supporting attention to data-driven decision making. Dr. Adams
and Mr. Covey met with the district leadership team to
cooperatively develop questions they believed would provide them
with useful information. That is, facts on how teachers are
experiencing their work and living environments in remote
communities. The end goal was to address areas where they can
offer support. The results were presented to school board and
schools. At first, they were concerned these discussions would
be intimidating, but the opposite occurred. The staff
appreciated the feedback and the opportunity to discuss their
experiences. The district team is using the information to
inform recruitment and retention, professional development,
school climate and safety, workplace satisfaction, and community
connection.
8:41:25 AM
DR. O'BRIEN said 32 Northwest Artic students are enrolled in an
online Introduction to Education class and 12 students in four
of their schools are enrolled in internships. These dual-credit
classes for juniors and seniors support their efforts to grow
their own teachers. They continue to support these homegrown
educators and they firmly believe that the RESS information from
current staff will better serve to increase retention and reach
the goal of being the employer of choice. They want to reduce
their teacher turnover rate of 20 to 40 percent and are
confident that RESS will assist with these efforts by providing
accurate and timely information.
8:42:36 AM
DR O'BRIEN said the University of Alaska School of Education can
use RESS information with teacher preparation. RESS information
can ultimately help to improve academic success for all
students.
8:43:29 AM
CHAIR STEVENS asked whether the retiree rehire bill the
committee is considering [SB 185] would be of any help to her
district.
8:43:56 AM
DR. OBRIEN said she has testified in support of the retiree
rehire bill. It is a stopgap measure, and she does hope that it
passes. Alaska retirees understand the culture and students and
their ways of managing such things as curriculum and student
discipline. It would be very helpful to them.
8:45:17 AM
SCOTT MACMANUS, Superintendent, Alaska Gateway School District,
testified on Research-based Educator Systems Support (RESS). He
said Alaska Gateway is a small Interior school district with 40
certified staff in seven communities in a district the size of
West Virginia. They have a relatively low turnover rate; some
attribute it to being on the road system.
MR. MACMANUS said the year he became superintendent they had a
turnover of 20 staff, which is 50 percent. Last year they only
needed to replace six teachers. It is about the same this year.
They offered contracts January 8, the earliest date legally
possible. He grew up in Ambler, which is part of the Northwest
Arctic School District. The solution to getting quality schools
is both difficult and extremely simple: hire and keep quality
teachers and administrators. Alaska Teacher Placement is the
primary clearing house for finding certified staff, but they are
fighting an uphill battle with a diminished capacity. ATP has
less than one full-time equivalent position. He went to two jobs
fairs last year. He offered two contracts at one, but those
teachers got snapped up by more urban school districts. He
offered none at a Portland job fair. Good teachers are difficult
to attract when they have no personal ties to Alaska. They can
make the same money down south where the money goes 30 percent
further and have a better retirement plan. Alaska is not an easy
sell, and so they work very hard on recruitment and retention.
8:48:38 AM
MR. MACMANUS said RESS has been important to determine the
approach to take with teachers. All new teachers have two days
of orientation. Part of that is about Athabascan cultural
orientation. They have written a three-credit course that all
teachers take their first semester. Information from tools like
RESS are critical in designing those programs.
8:50:21 AM
MR. MACMANUS said teachers want to make a difference. They do
not stay for money, but a competitive package doesn't hurt when
you are trying to attract them. Once you have them, it is all
about how districts support them. Two communities that are
difficult to staff hosted welcome back dinners last year. That
made a difference. Both of those communities have a 100 percent
retention so far this year. RESS is important as both a
marketing tool and a retention tool.
8:51:56 AM
MR. COVEY said they do see different trends and patterns in
different districts. Some things are trending across the system.
Teachers generally feel welcome and connected to their
communities. Clarity is starting to emerge in terms of their
response rates. Although the deviations are still relatively
large in some districts, people are more like-minded in their
answers. Incorporating culture into the classroom is a high
priority for every school district, yet it is the thing school
districts struggle with the most. Issues such as access to
materials and opportunities to develop lessons that reflect the
culture factor into that significantly.
8:53:50 AM
SENATOR HUGHES joined the meeting.
8:53:56 AM
DR. ADAMS said one trend is resiliency across quality of life.
Even if people think this is not exactly how they want to life
to be, they are feeling comfortable in it and know how to live
in the lifestyle of wherever they live.
8:54:22 AM
MS. SLEDGE said it was important that the question could provide
timely feedback to districts in way that was usable to them and
offer quality support with the results.
8:56:18 AM
MS. SLEDGE said in addition to helping districts, the coalition
wants the study to be a rich resource for statewide policy.
8:56:51 AM
SANNA EFIRD, Deputy Commissioner, Department of Education and
Early Development (DEED), testified on Research-based Educator
Systems Support (RESS). She said this is important to the
achievement of students. They need well-prepared teachers to be
there over extended periods of time. The department looks
forward to getting the outcomes, so they can look at policy
decisions that may make a difference for districts. This fits in
with the Alaska Education Challenge and the recommendations,
especially from the Ensure Excellent Educators committee, for
creating possible cohorts of teachers, professional learning
academies, and ways to help new-to-Alaska teachers. The largest
number of teachers are coming from out of state. This
information may help with retaining teachers.
8:58:35 AM
SENATOR BEGICH said that he was involved in the Moore lawsuit
and one difficulty was quantifying these things. He said he
wanted to note for the record that he is married to the head of
the Coalition for Education Equity. In the final decision by the
court, it was unclear what is meant by teacher retention. He
asked if this has helped the department's approach to the
question of teacher retention and being able to quantify it.
8:59:54 AM
MS. EFIRD said she cannot speak to the definition of teacher
retention. This study will help the department to quantify
information around retention of teachers. The piece DEED is most
excited about it is having trends and themes to look at. The
role of the department is to try to be the connector with
districts to share information that can be used across all
districts. The committee heard from long-time superintendents
and what they are doing with this survey. Sharing and applying
that information and experience to other districts will be a
huge help to other districts.
9:01:32 AM
SENATOR BEGICH said, "Collaborative work post-lawsuit. What a
novel idea."
9:01:58 AM
CHAIR DRUMMOND asked Superintendent MacManus about the welcome
back dinner and the three-credit course.
9:02:50 AM
MR MACMANUS said they tried to create a cohesive introduction to
the school district and authentically integrate new teachers
into activities so that can get to know people. Building
relationships is critical in a new community. New teachers have
a number of opportunities to participate in cultural orientation
in Fairbanks or Tok. New teachers have two days of orientation
as part of their contracts. The orientation is continued into
the course, which is work related to classrooms. A mentor
teacher from a different site is assigned to new teachers, and
they meet on a regular basis. The class is offered through the
university. An example of the way the course works is they give
teachers opportunities to learn how to interact with parents
during conferences. A rural village can be very foreign to some
teachers. By providing a model, they have been effective with
teachers knowing what is expected of them and knowing how to
interact with others from different cultures.
9:06:40 AM
MR. MACMANUS said there is an increasing amount of interest in
culture in schools and compacts. Communities are taking an
increased interest in schools and they see that playing out in
teacher retention.
9:07:03 AM
CHAIR DRUMMOND asked how is he sharing this information with
other districts.
MR. MACMANUS said to be honest, they are too busy doing it. They
are very busy with a small administrative staff. He does not
know that they are special in their onboarding, although they
may be more intensive than some districts. He cited the Lower
Kuskokwim School District's extensive cultural orientation for
teachers. The superintendent group is very cooperative. They
share quite a bit by phone and have meetings, but they are very
busy.
9:09:27 AM
MR. COVEY said four of the five districts want to continue with
the survey next year. One is on the fence. They have learned
that the application all happens at the building level. In the
future they will put more effort into connecting with principals
at the beginning of the year. They are turning the study into a
project. It is about team optimizing. The way to go forward is
together. It is not the hierarchy. It is collaboration using
honest, accurate feedback and translating that into ways to
improve education for students.
9:11:23 AM
REPRESENTATIVE ZULKOSKY asked what support is provided with this
process to give superintendents resources for policy.
9:12:02 AM
MR. COVEY said in the pilot project goals did not include that,
but they began to realize the opportunity and necessity to
provide specifics. Initially they pointed out strengths and
weaknesses in five categories. Now they are talking about how
they might engage with people in a way that produces specific
outcomes. They will transition into that to a much larger degree
in the next cycle.
9:13:08 AM
CHAIR DRUMMOND asked if the intention is to continue the work
with other districts.
MR. COVEY said they are making it available to all districts
through the coalition. They have developed a fee structure
according to district size and hope it will be attractive and
viable for all districts that wish to participate.
9:13:50 AM
There being no further business to come before the committee,
Chair Drummond adjourned the joint meeting of the Senate
Education Standing Committee and House Education Standing
Committee at 9:13.
| Document Name | Date/Time | Subjects |
|---|---|---|
| Coalition for Education Equity- Educator Workforce Pilot Study.pdf |
HEDC 3/12/2018 8:00:00 AM |
|
| RESS Survey2 General Report Winter2017.pdf |
HEDC 3/12/2018 8:00:00 AM |
|
| EQQ_Report_Feb27FINAL.pdf |
HEDC 3/12/2018 8:00:00 AM |