Legislature(2019 - 2020)DAVIS 106
03/18/2020 08:00 AM House EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| Presentation: Educator Retention and Turnover in Alaska: Magnitudes and Related Factors | |
| Presentation: Teacher Retention and Recruitment in Alaska | |
| 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
March 18, 2020
8:12 a.m.
MEMBERS PRESENT
Representative Harriet Drummond, Co-Chair
Representative Andi Story, Co-Chair
Representative Chris Tuck
Representative Tiffany Zulkosky (via teleconference)
Representative Mike Prax
MEMBERS ABSENT
Representative Grier Hopkins
Representative DeLena Johnson
COMMITTEE CALENDAR
PRESENTATION: EDUCATOR RETENTION AND TURNOVER IN ALASKA:
MAGNITUDES AND RELATED FACTORS
- HEARD
PRESENTATION: TEACHER RETENTION AND RECRUITMENT IN ALASKA
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
ASHLEY PIERSON, PhD, Senior Researcher
Education Northwest
Portland, Oregon
POSITION STATEMENT: Co-provided a PowerPoint presentation,
entitled "Educator Retention and Turnover Under the Midnight
Sun."
HELLA BEL HADJ AMOR, PhD, Senior Researcher
Education Northwest
Portland, Oregon
POSITION STATEMENT: Co-provided a PowerPoint presentation,
entitled "Educator Retention and Turnover Under the Midnight
Sun."
DAYNA DEFEO, PhD, Research Assistant Professor of Education
Institute of Social & Economic Research
University of Alaska Anchorage
Anchorage, Alaska
POSITION STATEMENT: Co-provided a PowerPoint presentation,
entitled "Teacher Retention & Recruitment in Alaska."
DIANE HIRSHBERG, PhD, Professor of Education Policy
Institute of Social & Economic Research
University of Alaska Anchorage
Anchorage, Alaska
POSITION STATEMENT: Co-provided a PowerPoint presentation
entitled, "Teacher Retention & Recruitment in Alaska."
ACTION NARRATIVE
8:12:18 AM
CO-CHAIR STORY called the House Education Standing Committee
meeting to order at 8:12 a.m. Representatives Zulkosky (via
teleconference), Prax, Drummond, and Story were present at the
call to order. Representative Tuck arrived as the meeting was
in progress.
^PRESENTATION: Educator Retention and Turnover in Alaska:
Magnitudes and Related Factors
PRESENTATION: Educator Retention and Turnover in Alaska:
Magnitudes and Related Factors
8:15:12 AM
CO-CHAIR STORY announced that the first order of business would
be a presentation on educator retention and turnover in Alaska
by Dr. Ashley Pierson and Dr. Hella Bel Hadj Amor from Education
Northwest.
8:15:28 AM
ASHLEY PIERSON, PhD, Senior Researcher, Education Northwest,
stated that she and Dr. Hella Bel Hadj Amor would be providing a
PowerPoint presentation, entitled "Educator Retention and
Turnover Under the Midnight Sun." She indicated that they would
share an overview of their recently released report by the same
name, which examines trends and relationships in teacher,
principal, and superintendent movement in Alaska.
8:16:16 AM
The committee took a brief at-ease.
8:17:39 AM
DR. PIERSON reviewed the agenda for the presentation, which
included sharing an overview of Alaska State Policy Research
Alliance (ASPRA) and findings from the study on educator
retention and turnover (slide 2). She directed attention to
slide 3, and explained that in Alaska, the Regional Educational
Laboratory a federal program supports ASPRA's work. The
goal of ASPRA is to produce and share evidence on Alaska
education issues that matter most. She noted that the study on
educator retention and turnover came at the request of ASPRA
stakeholders. Slide 4 listed the ASPRA leadership team: The
Department of Education & Early Development (DEED), Alaska
Council of School Administrators, University of Alaska (UA), and
Regional Educational Laboratory (REL) Northwest. She explained
that REL Northwest is one of 10 Regional Educational
Laboratories in the U.S. that serves its respective geographic
region. The REL program's goal is to help states and districts
use data to address policy issues and improve educational
practices. She noted that the Institute of Education Sciences
(EIS) at the U.S. Department of Education selects organizations
to operate each REL through a competitive bidding process;
Education Northwest holds the contract for the Northwest region
(slide 5).
8:19:59 AM
HELLA BEL HADJ AMOR, PhD, Senior Researcher, Education
Northwest, turned attention to the study on educator retention
and turnover in Alaska, conducted by REL Northwest (slide 6).
Slide 7 highlighted the research focus: educator turnover rates;
community, school, educator, and student characteristics
associated with turnover; and relationships between
superintendent, principal, and teacher turnover. Slide 8
provided the timeframe and key definitions as follows:
Educators refers to teachers, principals, and
superintendents
? Turnover refers to educators leaving their positions
at schools and districts
? Retention refers to educators staying in their
positions at schools and districts
? Timeframe was 2012/13 to 2017/18
DR. BEL HADJ AMOR noted that turnover includes three categories:
same district movers, other district movers, and leavers. She
directed attention to slide 9, which highlighted that half of
Alaska's teachers and one-third of its principals are employed
in urban areas; furthermore, half of the students in Alaska
attend schools in urban areas. She explained that states and
school districts are finding it increasingly difficult to retain
educators, and efforts to recruit and retain teachers in Alaska
are complicated by the state's unique characteristics, including
geographic remoteness and a challenging natural environment.
8:24:03 AM
DR. BEL HADJ AMOR continued to slide 10. She said national
research suggests that educator turnover is associated with
lower student outcomes, including lower test scores and lower
proficiency on state math and reading assessments, as well as
higher turnover in high-poverty schools, as educators tend to
leave higher-poverty schools for lower-poverty ones. She
indicated that turnover is costly for schools and districts.
8:25:03 AM
DR. PIERSON shared findings from the study on retention and
turnover trends in Alaska (slide 11). She explained that most
of Alaska's turnover involves "leavers" educators who retired,
left Alaska, or remained in the state but are no longer
educators. Turnover rates in Alaska for 2017/2018 indicate that
13 percent of teachers were leavers, while 9 percent of teachers
were "movers" individuals who went to a new district or school
but remained in the Alaska public school system (slide 12). She
reported that the percentage of teachers who did not return to
their school or role has been steady over time. From 2012/2013
to 2017/2018, the statewide teacher turnover rate varied between
21 and 24 percent each year; the leaver rate varied between 12
and 15 percent; the mover rate between 8 and 10 percent (slide
13). Overall, she said, Alaska has higher teacher turnover than
the national average, which in 2017, was 16 percent. Alaska's
teacher mover rate is comparable to other states, but the leaver
rate is higher (slide 14). In contrast to teachers, the
percentage of principals who did not return to their school or
role varied over time and is generally higher than the rate for
teachers. From 2012/2013 to 2017/2018, the statewide principal
turnover rate varied between 23 and 33 percent each year; the
leaver rate varied between 17 and 25 percent; the mover rate
between 6 and 9 percent (slide 15). Overall, Alaska has higher
principal turnover than the national average, which was 18
percent in 2017; however, Alaska's principal mover rate is
comparable to other states (slide 16). Similar to principals,
the percentage of superintendents who did not return to their
district or role has varied over time and is generally higher
than the rate for teachers. From 2012/2013 to 2017/2018, the
statewide superintendent turnover rate varied between 19 and 40
percent each year; the leaver rate varied between 13 and 36
percent; the mover rate between 4 and 8 percent (slide 17). She
noted that Alaska's superintendent mover rate is comparable to
other states (slide 18). Overall, she said, statewide turnover
rates from 2012/2013 to 2017/2018 remained steady for teachers
but varied for principals and superintendents.
8:31:47 AM
DR. BEL HADJ AMOR continued to address study findings and break
them down by locale. She turned attention to slide 19, which
showed a map of schools in Alaska. She explained that rural
schools have higher teacher and principal turnover than urban or
urban-fringe schools. Average annual turnover rates for
teachers during the study timeframe were 36 percent in rural-
remote schools, 25 percent in rural-hub/fringe schools, and 19
percent in both urban-fringe and urban school types (slide 20).
Furthermore, a higher percentage of educators in rural schools -
compared to those in urban schools - did not return to their
school or role; the teacher leaver rate varied from 11 to 23
percent, while the teacher mover rate varied from 8 to 13
percent (slide 21). She noted that 64 percent of rural-remote
teachers and 68 percent of rural-remote principals who turn over
leave the state or the profession. She continued to slide 22
and stated that the majority of teachers from rural schools who
moved across districts moved to another rural district. She
added that the study did not find a large migration of teachers
from rural schools to urban schools in the data.
8:36:19 AM
DR. PIERSON directed attention to slide 23 and addressed
turnover and educator characteristics. She reported that first-
year turnover rates among teachers were higher than later years;
the turnover rate for teachers in their first year was 35
percent compared to a turnover rate of 19 percent for teachers
beyond their first year. Data showed little difference for
principles (slide 24). Additionally, teachers and principles
who prepared outside Alaska had higher turnover rates compared
to those prepared in Alaska. Average annual turnover rate from
2012/2013 to 2017/2018 was 18 percent for teachers prepared in
Alaska compared to 24 percent for teachers prepared outside
Alaska. The average annual turnover rate for principals was 24
percent for those prepared in Alaska compared to 34 percent for
those prepared outside Alaska (slide 25). She noted that
teachers prepared outside Alaska had higher turnover rates,
especially in rural-remote schools, possibly because more
teachers in rural-remote areas are prepared outside the state
compared to other locales (slide 26). She explained that
sometimes, teachers from outside Alaska have a difficult time
adjusting and require additional support to acclimate to a new
community and unfamiliar living conditions. The variation for
principles in rural-remote schools was even more pronounced.
Rural-remote principles prepared outside Alaska had a 20 percent
higher turnover rate than their Alaska-educated counterparts.
Overall, she said, the data suggests that teachers and
principals who prepared outside Alaska and teachers in their
first year were more likely to turn over the following year.
DR. PIERSON turned attention to slide 27 and addressed turnover
and school characteristics. She reported that teachers who
earned lower salaries had higher turnover rates, with a 29
percent turnover rate for the lowest group of teacher earners
compared to 19 percent turnover among the highest earners. She
noted that at all salary levels, turnover was higher in rural-
remote areas than in other locales (slide 28). The study also
found a correlation between principal and teacher turnover: the
average annual teacher turnover rate was 25 percent in schools
where the principal left compared to 21 percent when the
principal stayed (slide 29).
8:41:55 AM
DR. BEL HADJ AMOR continued to slide 30 and shared potential
recruitment and retention strategies based on feedback from
district leaders. The first strategy is to recruit continuously
for retention. She conveyed that hiring is a priority; further,
that good hires are favorable to fast hires. The second
strategy is to build trust between administrators and teachers.
She explained that in a trusting relationship, teachers discuss
challenges they face before deciding to leave. They are also
more open to support and suggestions from leadership. The third
strategy is to recreate familiar living conditions. Living in
rural remote Alaska can offer a rare opportunity to make deep
meaningful connections, she said. She recommended careful
planning and realistic expectations to help minimize
frustration. The fourth strategy is to support teacher growth.
Despite limited budgets, districts try to offer professional
learning opportunities, such as paying for credit hours,
scheduling collaborative time, and partnering teachers with
local entities to design and deliver courses. Additionally,
three districts mentioned having benefited from a statewide
mentorship program. The fifth strategy is to treat teachers
like the leaders they are. Districts offered a range of
leadership opportunities, including participating in curriculum
mapping and coding, serving as peer evaluators, presenting at
conferences, and providing input on professional development
offerings and district programs. The sixth strategy is to make
up for pay that is not competitive; examples that reportedly
helped teacher retention include a generous contract and
benefits package; longevity bonuses and bonuses for providing
termination notices in advance; funding for professional
development; and flexibility to live outside the district. The
seventh strategy is to find pockets of cross-district
collaboration in a competitive environment. She pointed out
that districts compete for available candidates; however, a
degree of collaboration exists, such as applying for grants with
another district to offer teachers common professional
development. Some teachers suggested collaborating on marketing
and communication materials that present living and teaching in
Alaska as an attractive option. Additionally, systematically
tracking candidates who may not be a good fit for one district
but could be for another (slides 31-37).
8:48:12 AM
DR. BEL HADJ AMOR directed attention to slide 38 and presented
two categories of considerations for increasing educator
retention in Alaska: human resources and school conditions.
Drawing on the full report, the first consideration for human
resources is to increase the supply of Alaska-educated teachers.
She explained that the number of teacher candidates graduating
from Alaska education programs has decreased in recent years;
however, UA has set a goal to increase the share of UA-educated
teachers hired in the state from 43 percent in 2018 to 90
percent by 2025. The state could also consider increasing
efforts to recruit educator preparation program candidates from
rural Alaska and provide them with tailored support for living
in different conditions, as well as providing them with online
opportunities. One caveat, she said, is that more evidence is
needed on whether candidates from rural areas tend to return to
rural areas to teach or lead schools (slide 39). The final
considerations for human resources are to find the right fit for
educators regarding the district and community they work for,
and to advertise Alaska (slides 40-41).
8:50:45 AM
DR. BEL HADJ AMOR turned attention to considerations for school
conditions, beginning with additional support for rural schools
to bolster educator retention. She pointed out that teachers in
rural schools face geographic, social, cultural and professional
isolation; a high cost of living; the inability to purchase
housing; burdensome workloads; and few opportunities for
professional growth. Furthermore, many historically underserved
students in Alaska are concentrated in rural-remote schools;
therefore, targeting resources to those schools would allow for
a more equitable use of limited resources (slide 42). The
second school-related consideration is to build trust and a
sense of belonging. Potential methods of accelerating
educators' sense of belonging include connecting them to
colleagues, friends, and local activities in the community
(slide 43). The third consideration is to offer educators
financial and nonfinancial incentives. She explained that
increasing salaries is an effective tool to retain teachers,
especially in rural-remote schools; nonetheless, it may need to
be combined with other strategies to improve working conditions
in these schools. She suggested reallocating resources to
targeted schools to alleviate conditions related to turnover,
such as reducing the need for teachers to hold multiple
positions or teach at multiple sites. She noted that the full
report mentions a review of legislative efforts in other states
to support and fund financial incentives (slide 44). The fourth
school-related condition is to focus on principal support and
retention. She reminded the committee of the correlation
between principal and teacher turnovers. Consequently,
improving working conditions for principals may improve both
teacher and principal retention. National research cited in the
full report suggests ways to increase principal retention,
including providing principals with professional growth
opportunities and manageable workloads and increasing autonomy
and salaries (slide 45).
8:54:26 AM
The committee took a brief at-ease.
^PRESENTATION: Teacher Retention and Recruitment in Alaska
PRESENTATION: Teacher Retention and Recruitment in Alaska
8:55:18 AM
CO-CHAIR STORY announced that the next order of business would
be a complementary presentation by the Institute of Social and
Economic Research (ISER) at the University of Alaska Anchorage
(UAA).
8:56:26 AM
DAYNA DEFEO, PhD, Research Assistant Professor of Education,
Institute of Social & Economic Research, University of Alaska
Anchorage, co-provided a PowerPoint presentation, entitled
"Teacher Retention & Recruitment in Alaska," with Dr. Diane
Hirshberg. She directed attention to slide 2 and explained that
the UAA Center for Alaska Education Policy Research (CAEPR) is
an education policy clearing house within ISER with the
objective to conduct nonpartisan research that's applicable to
Alaskans and supports policymaking. She stated that CAEPR's
work falls into three categories: college and career readiness,
arctic and indigenous education, and teacher supply and demand.
8:57:50 AM
DIANE HIRSHBERG, PhD, Professor of Education Policy, Institute
of Social & Economic Research, University of Alaska Anchorage,
continued to slide 3 and provided the context within which
Alaska's teacher turnover occurs. She reported that the current
workforce is composed of 7,900 teachers, of which 15 percent
were new to Alaska in 2017-2018. Also, 53 percent of teachers
prepared in Alaska institutions work in urban schools and 24
percent teach in rural-remote schools. Furthermore,
inexperienced (first year) teachers are 2.5 times more likely to
be in high-poverty than low-poverty schools (slide 4).
8:59:46 AM
DR. DEFEO conceptualized Alaska's teacher turnover context as a
"perfect storm," primarily for three reasons: Alaska's economic
downturn, teacher shortage in the lower 48, and an economic boom
in the lower 48 (slide 5). Slide 6 illustrated an economic
perspective on teacher turnover. She pointed out that the
national demand for teachers is high while the supply is low;
while in Alaska, the supply and demand are relatively flat
except for a consistently high demand for out-of-state teachers.
She noted that Alaska was producing a consistent number of
teachers until UAA, the state's largest teacher preparation
program, suspended admissions in 2019. Teacher turnover rates
are high in both the nation and Alaska. She indicated that a
lower competitiveness is the differing factor between Alaska and
the lower 48 (slide 6). Dr. DeFeo continued to address the
context for demand, supply, turnover, retention, and
competitiveness in Alaska, beginning with supply. She said
teacher supply has two primary sources: Alaska's teacher
education programs and out-of-state hires (slide 7).
9:04:51 AM
DR. HIRSHBERG stated that Alaska is experiencing a decline in
the number of teachers produced by the University of Alaska in
2020. She reported that prior to the closing of UAA's teacher
education program, the state was producing between 230-275
teachers each year. Due to the closure of the initial licensure
programs in 2019, that number dropped to 186. She noted that
projections estimate 166 teachers will graduate this coming
fiscal year. The number of in-state graduates is not likely to
increase for several more years (slide 8). She questioned how
to get more students into the teacher education pipeline to
reverse the trajectory and increase numbers (slide 9).
9:07:14 AM
DR. DEFEO continued to slide 10, which provided a list of
reasons why people become educators: experience working with
youth; a personal connection to an educator; working as a
paraprofessional; and taking a career exploration course. She
said widening the pipeline requires increased opportunities for
these exposures and experiences. Slide 11 highlighted
discouraging factors that augment the decline in nationwide
interest in the teaching profession. She suggested considering
opportunities for compensation, workload, competitiveness, and
status.
9:11:44 AM
DR. HIRSHBERG highlighted in-state initiatives to grow the
workforce, including Preparing Indigenous Teachers and
Administrators for Alaska's Schools (PITAAS), Indigenous
Scholars Program, Educators Rising Alaska, district-based
paraprofessional to teacher pathways, and teacher recruitment
initiatives. She noted that none of the aforementioned
initiatives are directly supported by the state (slide 12).
9:14:43 AM
DR. DEFEO continued to slide 13 and addressed hiring from
outside Alaska. She explained that hiring out-of-state teachers
places a work and resource burden on rural superintendents and
districts as they are responsible for communicating with
candidates and must help them find housing and engage in
professional networks. She further noted that hiring the right
teacher is not just about credentials, he or she must fit the
community. Out-of-state teachers require orientation and
training to adjust to village living and Alaska's cultures.
Furthermore, teachers hired from the lower 48 usually take the
job sight unseen because it's too expensive to fly teachers into
communities for interviews; therefore, they must rely heavily on
superintendents and district leaders for a successful transition
(slide 13).
9:17:21 AM
DR. HIRSHBERG directed attention to slide 14 to discuss demand.
She said over 1,000 teachers are consistently hired every year
in Alaska and the demand, which is driven by turnover, outweighs
the state's own supply. Alaska's demand for teachers is met
with particular challenges making some jobs more difficult to
fill than others. Positions such as special education and
secondary math and science are the hardest to fill, as are
positions in schools serving low-income and high minority
populations and schools located in rural and remote communities
(slide 15).
9:19:01 AM
DR. DEFEO addressed turnover and retention (slide 16). She
reiterated that in Alaska, turnover contributes to both the low
supply and high demand for teachers. She explained that not all
turnover is bad, as new teachers can bring fresh ideas and
invigorate school environments; however, high turnover is
problematic for numerous reasons: turnover impacts the quality
of instructions, erodes school climate, affects continuity of
instruction, impacts professional development, and leads to
burnout (slide 17). Teacher turnover is also expensive. In
2015, CAEPR estimated that separation, recruitment, hiring, and
orientation/training costs $20,431 per teacher. Costs excluded
from that estimation include school costs, such as onboarding,
training, and mentoring; state costs, like higher education and
recruitment; teacher costs in time and money put towards earning
a degree; and community costs. Consequently, the long-term
costs of high teacher turnover are teacher productivity and
student proficiency (slide 18).
9:23:32 AM
DR. HIRSHBERG remarked that there are initiatives to retain
educators in Alaska. The Alaska Statewide Mentor Program (ASMP)
- currently funded by the university system and some federal
funding - is one such initiative. Professional development
efforts also exist, including the Alaska Staff Development
Network and the Alaska Cross-Content Conference. She noted that
these opportunities are continually shrinking as district
funding decreases. Furthermore, research found financial
incentives and longevity bonuses as an ineffective method to
abate teacher turnover (slide 19).
9:26:02 AM
DR. DEFEO addressed Alaska's competitiveness by considering
compensation and work environment (slide 20). She emphasized
that compensation should offer a large enough salary and
benefits package to recruit and retain qualified teachers that
fit the community (slide 21). She explained that Alaska used to
pay the highest average teacher salaries in the nation, but now
ranks seventh without adjusting for geographic cost
differentials. In 2015, CAEPR calculated that Alaska salaries
were 10 percent lower than they should be. Additionally, based
on CAEPR's modeling, some districts need to pay much more than
they currently do if they wish to attract and retain highly
qualified educators (slide 22). Regarding Alaska's teacher
benefits, Dr. DeFeo said districts can leverage their resources
to offer benefits that have the most value and utility in their
communities. She pointed out that a 2018 study found that in
Alaska, teachers value tenure at more than $30,000; thus, it
could be a benefit that creates significant savings. She
indicated that when used and structured wisely, benefits could
be worth more than their dollar value and in turn, enhance
teacher recruitment and retention (slide 23). She emphasized
that teachers weigh compensation packages when considering
whether to work and where to work. Given Alaska's dependence on
out-of-state hires, she said, competitive compensation packages
are a necessity (slide 24).
9:31:49 AM
DR. HIRSHBERG explained that working conditions are a stronger
predictor of turnover than compensation, particularly in rural
schools. Research indicated that teachers were more likely to
leave without support from parents or school/district
administrators. Community characteristics, such as housing,
recreation, and transportation were also significant, but less
so than community relationships and school leadership issues.
She said the implication is that educator retention can be
supported by other factors besides budget (slide 25).
9:33:55 AM
DR. DEFEO provided a brief overview and key areas of opportunity
for the future (slide 26). She reiterated that teacher turnover
is not unique to Alaska and existed prior to the current
economic recession. Current challenges include a high demand
for teachers and an unprecedented low supply coupled with an
unusually high level of competition from the lower 48 (slide
27).
9:35:02 AM
DR. HIRSHBERG said opportunities to grow the pipeline exist;
however, these initiatives face unstable funding sources,
especially those reliant on federal funding. She recommended
investing in initiatives to grow Alaskan-educated teachers who
are more likely to stay long term. She also suggested
developing new initiatives with community/tribal-based teacher
preparation and licensure models; alternative certification for
career changers who may be displaced by the current economy;
state-operated loan forgiveness programs; and additional
opportunities for experienced educators.
DR. DEFEO said an important opportunity is to increase
competitiveness. She recommended considering the attractiveness
of the profession, equitable incentives to teach in different
subjects and communities, and the ability to compete in a
national market (slide 29).
9:39:34 AM
DR. HIRSHBERG added that addressing factors that drive turnover
is another key opportunity. She said local communities and
schools should work together to strengthen relationships and
create processes for mentoring and inducting teachers into local
community life. Additionally, statewide professional
development organizations and university education leadership
programs could work together on strengthening the capacity for
school and district administrators to support educators.
Finally, she encouraged developing infrastructure, such as new
housing and schools, to assist in reducing turnover (slide 30).
9:42:54 AM
CO-CHAIR DRUMMOND inquired as to why other states' "leaver"
rates are not available.
9:43:18 AM
DR. PIERSON explained that a number of turnover studies on
principals did not breakdown turnover into "movers" and
"leavers," which is why the leaver rate is not available.
9:44:02 AM
CO-CHAIR STORY stated that children and youth are Alaska's most
important resource. She stressed the importance of supporting
educators and providing them with a rewarding environment and
proper compensation.
9:44:58 AM
REPRESENTATIVE TUCK commended the presenters' research. He also
emphasized the importance of ensuring that educators have
meaningful careers, which can be hindered in Alaska by
uncertainty, insufficient compensation, and a lack of respect.
He maintained that much is gained by providing consistent career
paths dedicated to the state's education system.
9:46:26 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 9:46 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| Education NW Educator retention and turnover 03.18.20.pdf |
HEDC 3/18/2020 8:00:00 AM |
Presentation Teacher Retention and Recruitment |
| ISER Teacher recruitment & retention 3.18.20.pdf |
HEDC 3/18/2020 8:00:00 AM |
ISER Teacher retention and recruitment |
| Education NW infographic ak-educator-retention.pdf |
HEDC 3/18/2020 8:00:00 AM |
teacher recruitment and retention |