Legislature(2001 - 2002)
04/25/2001 08:40 AM House EDU
| Audio | Topic |
|---|
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
ALASKA STATE LEGISLATURE
HOUSE SPECIAL COMMITTEE ON EDUCATION
April 25, 2001
8:40 a.m.
MEMBERS PRESENT
Representative Con Bunde, Chair
Representative Joe Green
Representative Peggy Wilson
Representative Gary Stevens
Representative Reggie Joule
Representative Gretchen Guess
MEMBERS ABSENT
Representative Brian Porter
OTHER LEGISLATORS PRESENT
Representative Fred Dyson
Representative Sharon Cissna
COMMITTEE CALENDAR
HOUSE BILL NO. 239
"An Act establishing a pilot program for a regional learning
center."
- MOVED HB 239 OUT OF COMMITTEE
HOUSE BILL NO. 171
"An Act relating to a curriculum for Alaska history; and
providing for an effective date."
- MOVED CSHB 171(EDU) OUT OF COMMITTEE
HOUSE BILL NO. 218
"An Act relating to funding for school districts operating
secondary school boarding programs; and providing for an
effective date."
- HEARD AND HELD
CS FOR SENATE BILL NO. 86(FIN)
"An Act relating to employment of teachers who have subject-
matter expertise; and providing for an effective date."
- MOVED CSSB 86(FIN) OUT OF COMMITTEE
PREVIOUS ACTION
BILL: HB 239
SHORT TITLE:VOCATIONAL EDUCATION PILOT PROGRAM
SPONSOR(S): REPRESENTATIVE(S)FOSTER
Jrn-Date Jrn-Page Action
04/09/01 0903 (H) READ THE FIRST TIME -
REFERRALS
04/09/01 0903 (H) EDU, HES, FIN
04/11/01 0971 (H) COSPONSOR(S): JAMES
04/18/01 (H) EDU AT 8:00 AM HOUSE FINANCE
519
04/18/01 (H) Heard & Held
04/25/01 (H) EDU AT 8:00 AM HOUSE FINANCE
519
BILL: HB 171
SHORT TITLE:ALASKA HISTORY CURRICULUM
SPONSOR(S): REPRESENTATIVE(S)KAPSNER
Jrn-Date Jrn-Page Action
03/09/01 0520 (H) READ THE FIRST TIME -
REFERRALS
03/09/01 0520 (H) EDU, HES, FIN
03/13/01 0579 (H) COSPONSOR(S): MORGAN
04/18/01 (H) EDU AT 8:00 AM HOUSE FINANCE
519
04/18/01 (H) Heard & Held
04/25/01 (H) EDU AT 8:00 AM HOUSE FINANCE
519
BILL: HB 218
SHORT TITLE:BOARDING SCHOOL FUNDING
SPONSOR(S): REPRESENTATIVE(S)COGHILL
Jrn-Date Jrn-Page Action
03/27/01 0742 (H) READ THE FIRST TIME -
REFERRALS
03/27/01 0742 (H) EDU, HES, FIN
03/27/01 0742 (H) REFERRED TO EDU
04/18/01 (H) EDU AT 8:00 AM HOUSE FINANCE
519
04/18/01 (H) Scheduled But Not Heard
04/25/01 1218 (H) COSPONSOR(S): DYSON
04/25/01 (H) EDU AT 8:00 AM HOUSE FINANCE
519
BILL: SB 86
SHORT TITLE:TEACHER EMPLOYMENT & SUBJECT EXPERTISE
SPONSOR(S): SENATOR(S) KELLY
Jrn-Date Jrn-Page Action
02/13/01 0355 (S) READ THE FIRST TIME -
REFERRALS
02/13/01 0355 (S) HES, FIN
02/13/01 0355 (S) COSPONSOR(S): DONLEY, TAYLOR
03/16/01 (S) HES AT 12:00 PM BELTZ 211
03/16/01 (S) Scheduled But Not Heard
03/19/01 (S) HES AT 1:30 PM BUTROVICH 205
03/19/01 (S) Heard & Held
MINUTE(HES)
03/20/01 0739 (S) COSPONSOR(S): WILKEN, LEMAN
04/09/01 (S) HES AT 1:30 PM BUTROVICH 205
04/09/01 (S) Moved CS(HES) Out of
Committee
MINUTE(HES)
04/11/01 1067 (S) HES RPT CS 4DP 1NR SAME TITLE
04/11/01 1067 (S) DP: GREEN, WILKEN, LEMAN,
WARD;
04/11/01 1067 (S) NR: DAVIS
04/11/01 1067 (S) FN1: ZERO(EED)
04/20/01 1192 (S) FIN RPT CS 9DP SAME TITLE
04/20/01 1192 (S) DP: DONLEY, KELLY, AUSTERMAN,
GREEN,
04/20/01 1192 (S) HOFFMAN, OLSON, WILKEN,
LEMAN, WARD,
04/20/01 1193 (S) FN1: ZERO(EED)
04/20/01 (S) FIN AT 9:00 AM SENATE FINANCE
532
04/20/01 (S) Moved CS(FIN) Out of
Committee
04/23/01 1216 (S) RULES TO CALENDAR 4/23/01
04/23/01 1220 (S) READ THE SECOND TIME
04/23/01 1220 (S) FIN CS ADOPTED UNAN CONSENT
04/23/01 1220 (S) ADVANCED TO THIRD READING
UNAN CONSENT
04/23/01 1220 (S) READ THE THIRD TIME CSSB
86(FIN)
04/23/01 1221 (S) PASSED Y19 N- A1
04/23/01 1221 (S) EFFECTIVE DATE(S) SAME AS
PASSAGE
04/23/01 1220 (S) COSPONSOR(S): HALFORD
04/23/01 1224 (S) TRANSMITTED TO (H)
04/23/01 1224 (S) VERSION: CSSB 86(FIN)
04/23/01 (S) RLS AT 10:45 AM FAHRENKAMP
203
04/23/01 (S) MINUTE(RLS)
04/24/01 1157 (H) READ THE FIRST TIME -
REFERRALS
04/24/01 1157 (H) EDU, FIN
04/25/01 (H) EDU AT 8:00 AM HOUSE FINANCE
519
WITNESS REGISTER
LARRY LaBOLLE, Staff
to Representative Richard Foster
Alaska State Legislature
Capitol Building, Room 410
Juneau, Alaska 99801
POSITION STATEMENT: Testified on behalf of the sponsor of HB
239.
REPRESENTATIVE MARY KAPSNER
Alaska State Legislature
Capitol Building, Room 424
Juneau, Alaska 99801
POSITION STATEMENT: Testified as sponsor of HB 171
REPRESENTATIVE JOHN COGHILL
Alaska State Legislature
Capitol Building, Room 102
Juneau, Alaska 99801
POSITION STATEMENT: Testified as sponsor of HB 218.
TERRY BENTLEY, Superintendent
Nenana City School District
PO Box 10
Nenana, Alaska 99760
POSITION STATEMENT: Testified on HB 218.
KRISTOPHER KNAUSS, Staff
to Senator Pete Kelly
Alaska State Legislature
Capitol Building, Room 518
Juneau, Alaska 99801
POSITION STATEMENT: Testified on behalf of the sponsor of SB
86.
RICH KRONBERG, President
National Education Association-Alaska
114 2nd Street
Juneau, Alaska 99801
POSITION STATEMENT: Testified in support of SB 86.
LARRY WIGET, Executive Director
Public Affairs
Anchorage School District
PO Box 196614
Anchorage, Alaska 99519
POSITION STATEMENT: Testified in support of SB 86.
BRUCE JOHNSON, Deputy Commissioner of Education
Office of the Commissioner
Department of Education and Early Development
801 10th Street
Juneau, Alaska 99801
POSITION STATEMENT: Testified in support of SB 86.
ACTION NARRATIVE
TAPE 01-31, SIDE A
Number 0001
CHAIR CON BUNDE called the House Special Committee on Education
meeting to order at 8:40 a.m. Representatives Bunde, Green,
Stevens, Wilson, Joule, and Guess were present at the call to
order. [The minutes for the joint House Special Committee on
Education and House Health, Education and Social Services
Standing Committee confirmation hearings to the Professional
Teaching Practices Commission and the Board of Education & Early
Development are found in the 8:10 a.m. House Special Committee
on Education minutes of the same date and the 8:10 a.m. minutes
of the same date for both committees.]
HB 239-VOCATIONAL EDUCATION PILOT PROGRAM
CHAIR BUNDE announced that the first order of business would be
HOUSE BILL NO. 239, "An Act establishing a pilot program for a
regional learning center."
Number 0071
LARRY LaBOLLE, Staff to Representative Richard Foster, Alaska
State Legislature, came forth on behalf of the sponsor of HB
239. He explained that this bill would establish a pilot
program that creates a regional learning center. He stated that
this primarily emphasizes special and vocational skills.
Students would be brought in for short periods of time from the
outlying areas to take programs and possibly do job shadowing.
Students could be there for as short as two weeks, depending on
the course. He said if this is successful, this could probably
expand out so that a student could be there for a full year for
a specific vocational course.
MR. LaBOLLE stated that since this is a cooperative agreement
between two school districts, the bill asks for support from the
Department of Education and Early Development (EED). This would
allow both districts to expand their curricula and provide
learning opportunities that neither provide at this point. He
explained that the $75,000 in the 2002 fiscal note would be to
hire a coordinator to bring the two school districts together,
to plan what the program is going to look like. He added that
this is not a traditional boarding school program in which a
student goes away from home for a year. With this the student
is able to attend because he or she has demonstrated
responsibility and is pursuing academics seriously. The
additional "hammer" that the school district would have is that
if the student does not perform in the program he or she goes
home.
Number 0346
CHAIR BUNDE asked if he is correct in saying that this program
is unique because it uses an existing [facility], the Nome Beltz
High School, and because it is a cooperative agreement between
separate schools.
MR. LaBOLLE answered that he was correct. He said the other
difference is that students are going for only a short period of
time.
REPRESENTATIVE STEVENS asked if this would be under the control
of the school district and whether the superintendent would be
in charge of the program. He also asked if funding would
eventually come through the foundation formula.
MR. LaBOLLE responded that the concept is that the foundation
formula should pick up the bulk of the expenses. The [attached
fiscal note] is for the dormitories, food service, and travel.
Number 0595
REPRESENTATIVE GUESS asked, besides the funding issue, why there
needs to be a bill for the pilot program.
MR. LaBOLLE answered because the EED does not clearly have the
authority to do this type of program. The department is being
asked to provide some oversight and funding.
REPRESENTATIVE GUESS said she thinks it is a great idea but
questions why [the legislature] should fund this program versus
other [programs] that districts have done on their own.
MR. LaBOLLE responded that the total cost of the program is
going to be in the millions. In terms of why fund this one and
not another, he said, it is because a pilot program is being
asked for. If this applies to every school district in the
state, then it is not a pilot program. He added that this is
going to be expensive because it is in a rural center.
Number 0704
REPRESENTATIVE WILSON asked how many different villages are
involved between the two schools.
MR. LaBOLLE answered 15.
REPRESENTATIVE WILSON asked if [the students] would normally
have to fly to get back and forth.
MR. LaBOLLE answered yes.
REPRESENTATIVE GREEN asked how many students are going to be
served each year for $300,000. He asked if the 20 students
times 40 units means that 20 students will be going through the
program 40 times.
MR. LaBOLLE answered that Bering Strait is looking at bringing
in approximately 20 students at one time. Nome would also have
students who participate in the program; however they are not
counted in the boarding portion. He clarified that 40 units is
the number of cycles, and a student may be there through one,
two, three, or four.
REPRESENTATIVE GREEN asked if that means 40 different groups of
20 [students], although some may repeat.
MR. LaBOLLE answered that he is correct.
Number 0842
REPRESENTATIVE CISSNA asked if there is an age range.
MR. LaBOLLE responded that the concept is that this would be
limited to juniors and seniors. He explained that the age limit
is high school because the foundation formula is what is being
used to "drive" the majority of the cost at this point in time.
REPRESENTATIVE CISSNA commented that often adolescents are not
emotionally ready for this kind of transition. She said high
school is an appropriate time.
CHAIR BUNDE asked if these kids do not have to go.
MR. LaBOLLE responded that students will have to elect to go.
Number 0968
REPRESENTATIVE JOULE stated that he would like to commend [Mr.
LaBolle] on this concept. He said when this kind of program is
exposed to students in the villages, it then makes sense why the
high school exit exam becomes so important, because it starts to
matter to them. Students can see economic opportunities that
they can have in their communities.
REPRESENTATIVE WILSON stated that one of the candidates [in the
earlier confirmation hearings] made a comment that it is
important for kids to have choices. Representative Wilson said
she thinks this will give [students] a brief "snapshot" into the
future of possible choices for them.
REPRESENTATIVE COGHILL stated that he first equated this to
costing over $15,000 per student a year, which he said seems to
be excessively high. However, after clarifying with Mr. LaBolle
that really 600 or 700 students each year will be associated
with this for a week or two, he said he thinks that actually
equates to a worthwhile endeavor. He asked what [the
legislature] will get back, when this either sunsets or is
extended, that says whether this is a success or not.
MR. LaBOLLE answered that if the program runs for four years,
the measure, in his opinion, would be what students do once they
get out of high school, and if they are pursuing the types of
careers they were exposed to when they were in Nome. He stated
that since one of the components of this program is to teach
independent living skills, the students' transition in finding
employment is a measurable thing.
Number 1225
CHAIR BUNDE asked if there would be a formal report back to the
legislature.
MR. LaBOLLE responded that he would assume that would be a part
[of the pilot program] because there is going to be a need to
extend the sunset.
CHAIR BUNDE remarked that [the committee] is anticipating, if
this bill goes forward, that there will be a formal report to
the legislature.
MR. LaBOLLE commented that it has also been suggested that there
be a third-party evaluation so that it would not just be in-
house.
Number 1283
REPRESENTATIVE STEVENS stated that if [the legislature] were
adequately funding the foundation formula, districts would be
able to do this through their district foundation formula. He
asked if this is a pilot program for the Nome area in that this
is the first time it is being done, or if it is a pilot program
for the entire state whereby other districts can learn from what
is being done.
MR. LaBOLLE responded that the concept is that once there is
experience with this and it begins to prove out, hopefully it
will be applied statewide.
Number 1341
REPRESENTATIVE JOULE moved to report HB 239 out of committee
with individual recommendations and the accompanying fiscal
notes. There being no objection, HB 239 moved from the House
Special Committee on Education.
HB 171-ALASKA HISTORY CURRICULUM
CHAIR BUNDE announced that the next order of business would be
HOUSE BILL NO. 171, "An Act relating to a curriculum for Alaska
history; and providing for an effective date."
Number 1341
CHAIR BUNDE stated that Representative Kapsner, sponsor, had an
amendment she would like to offer. He made a motion to adopt
Amendment 1, 22-LS0070\P.1, Ford, 4/21/01, which read:
Page 3, line 19:
Delete "school board"
Insert "governing body"
Page 3, following line 22:
Insert a new subsection to read:
"(b) Notwithstanding (a) of this
section, a governing body may waive
completion of the curriculum described under (a)
of this section as a requirement for graduation
for a student who transfers into the district
after completion of the student's junior year or
for a student who receives special education
services."
Reletter the following subsection accordingly.
Page 3, line 26:
Delete "."
Insert ";
(3) "special education" has the
meaning given in AS 14.30.350."
CHAIR BUNDE objected to allow Representative Kapsner to speak to
the amendment.
REPRESENTATIVE MARY KAPSNER, Alaska State Legislature, came
forth as sponsor of HB 171. She stated that individual school
districts can choose that [the Alaska history class] be a stand-
alone class or be integrated into current curricula. She said
she thinks this is one of the things that makes school districts
most comfortable with the bill. She added that the Department
of Education and Early Development (EED) has been very
cooperative in creating "modulars."
REPRESENTATIVE KAPSNER explained that the first portion of her
amendment deletes "school board" on page 3, line 19, and inserts
"governing body". She said it was unclear to some people
whether school board meant regional school board or the state
school board; inserting "governing body" clarifies that it is
the local school board. She explained that on page 3, following
line 22, a [new sub section (6)] will be inserted: Finally, she
said, "special education" will be defined in statute.
Number 1457
CHAIR BUNDE asked why special-education students would be
excluded from taking Alaska history.
REPRESENTATIVE KAPSNER responded that the intent of this
language is for the school district to determine who can finish
the course and who may not be able to. She stated that the EED
thought that different school districts would have different
standards, and since this would be a requirement, she said she
didn't want some special-education students not to be able to
graduate because they couldn't finish this course.
CHAIR BUNDE stated that a "regular" student who did not pass
this course would be denied a diploma, but a person who had an
IEP (Individual Education Plan) would basically be guaranteed a
diploma.
REPRESENTATIVE KAPSNER replied that it is at the discretion of
the local school district.
Number 1579
A roll call vote was taken. Representatives Wilson, Stevens,
Joule, and Guess voted for Amendment 1. Representatives Green
and Bunde voted against it. (Representative Porter was absent)
Therefore, Amendment 1 was adopted by a vote of 4-2.
Number 1600
REPRESENTATIVE STEVENS moved to report HB 171, as amended, out
of committee with individual recommendations and the
accompanying fiscal notes. He commented that there is so much
misunderstanding about Alaska's history among students, but he
knows of districts that do attempt to include the curriculum
from kindergarten through 12th grade. He added that there was
a discussion during the last hearing about how many teachers
that come to [Alaska's] schools without training in Alaska
history are required to study it. Therefore, he said he thinks
there is a tremendous amount of knowledge [among educators].
CHAIR BUNDE announced that there being no objection, CSHB
171(EDU) was moved from the House Special Committee on
Education.
HB 218-BOARDING SCHOOL FUNDING
CHAIR BUNDE announced that the next order of business would be
HOUSE BILL NO. 218, "An Act relating to funding for school
districts operating secondary school boarding programs; and
providing for an effective date."
REPRESENTATIVE JOHN COGHILL, Alaska State Legislature, came
forth as sponsor of HB 218. He explained that HB 218 expands
what can be done with boarding schools. He said his hometown,
Nenana, is putting together a boarding school program, there is
also one in Bethel, Galena, Iditarod, and Saint Paul (Pribilof
Islands). House Bill 218 will expand the stipend for students
who actually can attend their own school. At this point the
boarding school dollars will go with the student if he or she
can't go to a school in his or her own district. He stated that
if anybody tries to expand the "menu" of education, he thinks
[the legislature] should try to make accommodations for that.
REPRESENTATIVE COGHILL stated that with boarding schools there
is a kind of camaraderie in education, which allows for the
combining of resources. There are two issues in HB 218: the
costs that can be claimed for district reimbursement on one
round trip [ticket] per student per year, and a student stipend.
He stated that the big difference between this bill and what is
practiced right now is allowing a student [to attend a boarding
school] who does have a school in his or her district. He added
that his intention is not to rob other school districts, and
that he has been trying to figure out a way to include a waiver
that holds the original district from being penalized on the
student count.
Number 1866
REPRESENTATIVE JOULE asked if there have been discussions with
surrounding school districts that might be affected, and if they
support this.
REPRESENTATIVE COGHILL answered that he hasn't gone through a
lot of discussions.
REPRESENTATIVE WILSON stated that there is another bill
circulating that is trying to correct the problem that occurs
when school districts drop [students], making a significant
difference in the funding. She said in that bill, if the amount
of students is dropped drastically, the first year the school
still gets 75 percent of its funding, the next year it gets 50
percent, and the next it gets 25 percent.
REPRESENTATIVE COGHILL responded that he doesn't know that bill,
but his intention would be that if a school is actually losing
students to the degree that it can't be supported, he doesn't
want this to keep them from going down that road. However, he
said, he doesn't want the lack of student attendance there, if
they are getting further education, to penalize that.
Number 1959
REPRESENTATIVE GUESS stated that she has seen a trend with the
bills and that maybe [the legislature] needs to take some time
to discuss its role in funding alternative programs.
REPRESENTATIVE COGHILL responded that he is open to that
discussion, but told her to be aware that many people are
already putting these boarding schools together with community
funding. He stated that one of the things he has thought about
is how to allow some flexibility in the student count and still
keep the primary grades solid within that base allocation.
REPRESENTATIVE STEVENS stated that he would like to explore how
this fits in to the foundation formula and perhaps talk with the
EED to see if that should be involved in the formula.
REPRESENTATIVE COGHILL responded that he would probably resist
that because the formula follows the student, for the most part.
Number 2157
TERRY BENTLEY, Superintendent, Nenana City School District,
testified via teleconference. He stated:
This bill, [HB] 218, gives other school districts,
including ourselves, the same boarding monies that's
received for travel, room and board (indisc.) that you
already fund in the state. And educationally, it is
our belief that the students should receive a well-
rounded [technological-preparation] education so that
they can go on into [the] world of work, or into the
world of college and then into the world of work.
Educationally, we're trying to expand our ...
technological-prep areas to include boiler maintenance
and refrigeration, but without this bill, the
expansion into some of the areas of the legal field
and the health care fields makes it rather difficult.
And we're trying to allow parents another educational
choice for their children.
CHAIR BUNDE announced that the committee would set this bill
aside for further consideration.
[HB 218 was held over.]
SB 86-TEACHER EMPLOYMENT & SUBJECT EXPERTISE
CHAIR BUNDE announced that the final order of business would be
CS FOR SENATE BILL NO. 86(FIN), "An Act relating to employment
of teachers who have subject-matter expertise; and providing for
an effective date."
Number 2255
KRISTOPHER KNAUSS, Staff to Senator Pete Kelly, Alaska State
Legislature, came forth on behalf of the sponsor of SB 86. He
stated:
We all know that there is a teacher shortage in the
state. Senate Bill 86 would help alleviate some of
that problem by allowing persons with subject-matter
experience to enter the classroom and teach with a
limited certificate. ... Senate Bill 86 requires that
a person have a bachelor's degree, at least five years
of work experience before they can enter the
classroom. ... If I'm a subject-matter teacher or
wanting to become a subject-matter teacher, I would
approach the local school district, [and] I would take
a competency exam on whether or not I'm suitable to
teach in that subject matter.
[For the reader's information, SB 86 requires that a person
seeking to be a subject-matter teacher have at least a
bachelor's degree and either have majored or minored in the
subject that person will be teaching, or have five years of work
experience in that subject.]
CHAIR BUNDE stated that he noticed that [the bill] says a person
has to take [the competency test], but it doesn't say he or she
has to pass. He asked if that is assumed.
MR. KNAUSS responded that he would hope so.
CHAIR BUNDE announced, "For the record, you will take and pass a
competency exam."
MR. KNAUSS stated:
Once the competency exam is passed, the [teachers] can
then start teaching in a classroom. However, for the
first year they must have a mentor teacher ...
overseeing the introductory process to the classroom.
... During that time, during the first year, they have
a limited certificate. They can receive pay, they can
be working on their tenure ... [and] they have to
enroll in a methodology course requirement [that]
approximately has to be finished in two years' time.
... Once that is completed, they have a regular
teaching certificate.
Number 2338
CHAIR BUNDE asked how many people might be interested in this
alternative route to teaching.
MR. KNAUSS responded that there have been a lot of letters and
public comments from people who either want a change in career
or want to teach. He said from studies, one of the most
important things in the classroom is the subject matter.
TAPE 01-31, SIDE B
CHAIR BUNDE stated that he assumes this refers to secondary
education.
MR. KNAUSS responded that the person would receive a regular
teaching certificate after two years, which is a type A
certificate, and could teach in a variety of subjects after
that.
CHAIR BUNDE asked if [the requirement of five years of work
experience] must be in the area of the subject matter.
MR. KNAUSS answered yes.
Number 0061
REPRESENTATIVE STEVEN said he has been reading quite a bit about
this lately and that New York City has been working hard to
implement a program like this. He stated that it seems to him
that in his community there are a lot of U.S. Coast Guard people
retiring after 20 years who have had a lot experience, but not
necessarily in a field that would transfer immediately to being
a high school [teacher]. He remarked that he has some concerns
with the issue of having five years of work experience. He said
he read that in New York City, for example, a stockbroker who
was tired of the "rat race" started teaching physics in a high
school. The big problem for him was that he had not been
working for five years in the area of physics. He asked, in
regard to the issue about mentoring, whether this would be a
one-to-one mentor or if there would be multiple mentors.
MR. KNAUSS responded that as the bill reads, [mentoring] would
be at the discretion of the local school district.
REPRESENTATIVE STEVENS stated that he thinks this is just
another way to try to help solve the problem of teaching
shortages.
Number 0209
REPRESENTATIVE GREEN asked if there would be a requirement that
the person go directly from his or her work experience into
teaching, for example, if he and [Representative Fred Dyson] had
been working for 35 or 40 years, then took a 10-year break in
the legislature, and then taught.
MR. KNAUSS responded that the bill doesn't mention any timeline
or a lapse.
REPRESENTATIVE WILSON stated that she thinks [the committee]
needs to look at the fact that it is possible people will be
retiring from their fields and then realizing that they want to
go back and do something else. She stated that [the bill]
should be careful not to say that it has to be right away [after
the person retires]. However, she added, just because someone
is good at what he or she does, does not mean he or she can
teach it.
CHAIR BUNDE remarked that Representative Wilson hit on something
that often comes to mind when people say, "Well, if we just had
mathematicians teaching math." He said he would refer [the
committee] back to college professors who were experts in their
fields but were far more of an impediment to learning than an
asset.
Number 0366
REPRESENTATIVE GUESS asked if this bill would only be for
secondary school, since there are just as many problems in some
areas for primary schools.
MR. KNAUSS stated that it is his understanding that the majority
of these people would be in the secondary school.
REPRESENTATIVE GUESS asked who judges whether the teachers are
working in the subject matter.
MR. KNAUSS responded that he believes it would be the local
school district.
REPRESENTATIVE GUESS referred to page 2, paragraph (3), and
asked if the regionally accredited institution would preclude a
possible teacher in a distance education program.
MR. KNAUSS responded that he is not sure about that.
REPRESENTATIVE GUESS asked whether the competency examination
that teachers currently have to take is the Praxis, or is an
actual competency examination in the subject matter.
CHAIR BUNDE responded that in the statute that passed it was a
basic literacy test; however, the university chooses to use the
Praxis as its competency test. He stated that in this case it
would probably be a basic literacy test unless the university
would require it as part of [the teachers'] participation in the
[program].
REPRESENTATIVE GUESS stated that her only concern is that there
may be some problems in transitions when certain restrictions
are required. For example, someone who had a course of study in
which he or she had to use math all of the time may not have
minor in math.
Number 0655
RICH KRONBERG, President, National Education Association-Alaska
(NEA-Alaska), came forth and stated:
National Education Association-Alaska appreciates the
efforts of Senator Kelly and his cosponsors to address
the issue of teacher shortages around our state. And
we also want to thank Senator Kelly for working with
us to improve, in our mind, the bill. This is an
extremely serious problem, and all efforts to deal
with it ought to be considered. National Education
Association-Alaska believes that the best program for
all children is a quality teacher in every classroom.
We know you believe this as well. ...
Senate Bill 86 provides us with one tool to meet our
needs. In the scheme of things it can't be viewed as
a panacea or a silver bullet. In fact, it will only
allow our districts to meet a relatively small portion
of their needs. We don't believe that there is any
one single solution to teacher shortages, though
offering competitive compensation is undoubtedly one
area where we've lost ground to other states. I've
provided you with some data. It comes from what we
fondly call a competing organization, and it shows
that we are dead last in the change in teacher
compensation during the decade of the 90s.
... In relation to SB 86, NEA-Alaska is generally
supportive. We have some questions about the details.
These questions relate to the tests [that] districts
are going to administer, and who's going to gauge the
progress of subject matter teachers toward completion
of the programs. We want to know whether the tests
are going to be appropriate and that the university,
which is offering the coursework, is going to be
involved in gauging the progress towards meeting the
degree. We are reassured by language in the bill that
individuals who are employed as subject-matter
teachers will receive mentoring from veteran teachers,
that they're going to be part of an approved
apprenticeship program, and that they are going to
need to meet the same performance standards as all
other teachers. Our goal is your goal - to make sure
all children in the state get to work with quality
teachers. We are hopeful that SB 86 will move us
closer to that goal.
Number 0850
LARRY WIGET, Executive Director, Public Affairs, Anchorage
School District, came forth on behalf of the Anchorage School
Board in support of SB 86. He stated:
Senate Bill 86, we feel, will give school districts
such as any school district in the state more
flexibility and options to deal with the shortage
areas such as special education - for us - related
services, librarians, foreign-language teachers, math,
and science teachers as well. Debbie Ossiander also
told me this morning ... that it also encourages
people, she believes, to get into the profession,
something we hadn't considered previously. So for all
of us within the state, we recognize that this is not
a panacea to solving teacher shortages, but it does
become for us another tool to help us meet our
critical needs. And there are some built-in things
within the bill that provide local control over the
process.
CHAIR BUNDE remarked that there was an attempt a few years ago
to have an alternative entry into teaching. However, it "fell
of its own weight" because it was too cumbersome. He asked Mr.
Johnson, Deputy Commissioner of Education, if he has a view
regarding how many people might be interested in taking
advantage of this.
BRUCE JOHNSON, Deputy Commissioner of Education, Office of the
Commissioner, Department of Education and Early Development
[EED] answered that [the EED] is not sure how many people will
take advantage of this. He stated that in rural Alaska there's
rarely a full-time job in mathematics or science; therefore, it
would be part-time. However, this would add to an individual's
capacity to take the teacher education program in conjunction
with his or her part-time work. In an urban area, he said, he
thinks there is more of a possibility for a full-time
assignment. He added that he thinks one of the major
differences here from previous conversations is that these
people would be paid as teachers from day one. Therefore, a
person can earn a salary and move quickly toward the type A
certificate, which then gives him or her the opportunity to
teach not only courses in the subject area of expertise, but
other classes as well.
Number 1022
REPRESENTATIVE STEVENS continued, stating that the stockbroker
he was talking about earlier had a good deal of experience in
graduate school when he went back to teaching. However, his big
problem when teaching in an inner-city school was that he wasn't
quite prepared for classroom management. Representative Stevens
asked if this bill allows for the teacher to be brought up to
speed in classroom management.
MR. JOHNSON answered that [the EED] has talked with the
University [of Alaska] about this concept, and it needs to be
front-end-loaded so the subject matter specialist has the
survival skills necessary for classroom management. The
university has committed to looking at restructuring how things
are done. He stated that rather than offering theoretical
ideology at the beginning of the program, [students] will look
at some of those very practical kinds of things. He added that
in the best of all worlds, the person would be hired in the
district and get that training prior to actually teaching. If
not, the university would offer those courses while the teacher
is on the job during the fall semester.
REPRESENTATIVE STEVENS asked if the mentoring program is on a
one-on-one basis whereby a regular teacher would be "tied up"
all day.
MR. JOHNSON responded that usually an individual master teacher
is paid a stipend to offer guidance and support to a beginning
teacher. [The master teacher and the beginning teacher] might
coordinate joint "preps," or get together before or after
school. For example, some districts have provided substitute
time so the mentor-teacher can go into the beginning teacher's
classroom to observe and provide feedback.
Number 1186
REPRESENTATIVE GREEN stated that some years back he taught in a
junior college, but because he had not taken any education
courses, he was allowed to teach as long as he [enrolled in]
education classes. He said that there wasn't a limit on how
long this would go on. He asked, if he and [Representative
Dyson] were younger but decided to go into a vocation like this,
how long they would be given to get a certificate.
MR. JOHNSON replied that he thinks it is conceivable to
accomplish the teacher certification program and secure a
license within two summers and one academic year. The person
would be on campus the first summer then, during the year, he or
she would take courses in methodology, which would provide an
opportunity for reflection on what he or she is doing and
experiencing. Finally, the person would come back [to campus]
the following summer and "wrap" it all together.
REPRESENTATIVE GREEN asked, if a person were to get this
certificate, whether he or she would have to actually have a
degree in education.
MR. JOHNSON responded that [the EED] is anticipating that if the
person completed this [program], he or she would be within 15 or
20 hours of a master's degree.
Number 1299
CHAIR BUNDE noted that on page 2, paragraph (3) [of the bill] it
states, "currently enrolled in an approved post-baccalaureate
teacher education program". He stated that he supposes a person
could enroll and take one course. He asked if it would be
appropriate to add, "and making satisfactory progress toward
completion".
MR. JOHNSON responded that [the EED] would not object to that.
He stated that that is the intent - a person has to complete
[the program] in two years or he or she is "out of luck."
CHAIR BUNDE asked if the committee and the sponsor would support
a conceptual amendment that would add the words "making
satisfactory progress".
MR. KNAUSS responded that page 3, subsection (d), refers to the
limited teaching certificate.
CHAIR BUNDE remarked that he thinks that answers his question.
He asked Mr. Johnson if he could describe the different
endorsements as far as secondary and primary.
MR. JOHNSON replied that he doesn't think there is any
prohibition in [the bill] for mathematicians to work with
primary age students, be paid, and receive a certificate for
that period of time. Obviously, he said, a math period at the
primary level is about 30 minutes, so it is highly unlikely for
that to occur. He added that it has been talked about that this
should be a secondary program, mainly at the high school.
CHAIR BUNDE asked if, when the person completes the program and
gets the type A teaching certificate, it would have an
endorsement of either primary or secondary on it.
MR. JOHNSON stated that it would.
Number 1475
REPRESENTATIVE STEVENS made a motion to move CSSB 86(FIN) from
committee with individual recommendations and the attached zero
fiscal note. There being no objection, CSSB 86(FIN) moved from
the House Special Committee on Education.
ADJOURNMENT
There being no further business before the committees, the House
Special Committee on Education meeting was adjourned at 9:50
a.m. [The minutes for the joint House Special Committee on
Education and House Health, Education and Social Services
Standing Committee confirmation hearings to the Professional
Teaching Practices Commission and the Board of Education & Early
Development are found in the 8:10 a.m. minutes of the same date
for both committees.]
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