Legislature(2021 - 2022)BUTROVICH 205
03/07/2022 09:00 AM Senate EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| SB225 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| *+ | SB 225 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
| + | TELECONFERENCED |
ALASKA STATE LEGISLATURE
SENATE EDUCATION STANDING COMMITTEE
March 7, 2022
9:02 a.m.
MEMBERS PRESENT
Senator Roger Holland, Chair
Senator Gary Stevens, Vice Chair
Senator Shelley Hughes
Senator Peter Micciche
Senator Tom Begich
MEMBERS ABSENT
All members present
COMMITTEE CALENDAR
SENATE BILL NO. 225
"An Act relating to a paraprofessional training program;
creating a teacher resident certificate; creating a teacher
residency program; relating to requirements to issue a teacher
certificate; relating to subject-matter expert limited teacher
certificates; relating to limited teacher certificates; creating
a teacher registered apprenticeship program; and creating a
teacher registered apprenticeship program fund."
- HEARD & HELD
PREVIOUS COMMITTEE ACTION
BILL: SB 225
SHORT TITLE: TEACHER REGISTERED APPRENTICE PROGRAMS
SPONSOR(s): EDUCATION
03/04/22 (S) READ THE FIRST TIME - REFERRALS
03/04/22 (S) EDC, L&C, FIN
03/07/22 (S) EDC AT 9:00 AM BUTROVICH 205
WITNESS REGISTER
ED KING, Staff
Senator Roger Holland
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Presented an overview and the sectional
analysis for SB 225.
SONDRA MEREDITH, Teacher Certification Administrator
Department of Education and Early Development (DEED)
Juneau, Alaska
POSITION STATEMENT: Offered a presentation on teacher
certification in Alaska and answered questions on SB 225.
ACTION NARRATIVE
9:02:12 AM
CHAIR ROGER HOLLAND called the Senate Education Standing
Committee meeting to order at 9:02 a.m. Present at the call to
order were Senators Micciche, Stevens, Hughes, Begich and Chair
Holland.
SB 225-TEACHER REGISTERED APPRENTICE PROGRAMS
9:02:44 AM
CHAIR HOLLAND announced the consideration of SENATE BILL NO. 225
"An Act relating to a paraprofessional training program;
creating a teacher resident certificate; creating a teacher
residency program; relating to requirements to issue a teacher
certificate; relating to subject-matter expert limited teacher
certificates; relating to limited teacher certificates; creating
a teacher registered apprenticeship program; and creating a
teacher registered apprenticeship program fund."
9:03:06 AM
ED KING, Staff, Senator Roger Holland, Alaska State Legislature,
Juneau, Alaska, stated SB 225 contains suggestions by the
Education Committee on addressing Alaska's teacher shortage.
Chair Holland's office would be collecting ideas to improve the
language used in SB 225. Overall, SB 225 attempts to utilize
ideas of other states to fill gaps in statutes that will allow
Alaska to address its teacher shortage. He said school district
personnel would discuss the shortages they face next week.
Today, the teacher certification process will be discussed, and
what the current university system does to educate teachers
would be addressed in the committee's next meeting.
MR. KING stated that SB 225 Section 1 (18) creates a pre-
apprenticeship program. It is a simple change that directs the
Department of Education and Early Development (DEED) to work
with school districts to encourage high school students to enter
the teaching field through the registered apprentice program
that SB 225 would establish.
9:05:28 AM
At ease.
9:05:51 AM
CHAIR HOLLAND reconvened the meeting.
9:06:00 AM
MR. KING said Section 2 creates a teacher residency program.
Residency refers to a structured environment where a person with
technical knowledge can gain practical experience, similar to a
medical residency. An aspiring teacher who has completed the
coursework would co-teach with a mentor to gain the necessary
experience. The teacher residency program was created parallel
to the subject matter expert certificate. It was specifically
designed for people that do not have subject matter expertise
but have a four-year degree and are trying to become a teacher.
It creates a teacher residence certificate, so teachers in the
classroom are fully certified under a provisional teaching
certificate.
Section 3 clarifies the current requirement for Alaska studies
and multicultural education or cross-cultural communications.
The training requires three university semester hours under
current law. Feedback from stakeholders suggests that the
training could be provided by another means and save the
aspiring teacher the cost of tuition. Section 3 removes the
three-semester requirement and directions the Board of Education
to adopt regulations that outline training. Furthermore, a
provision provides explicit authority for a school district to
set the requirements higher if it is unhappy with the
requirements set by the Board of Education.
9:08:33 AM
Section 4 addresses changes to subject-matter expert
certificates under AS 14.20.022. This certificate is for
teachers with a four-year degree and some expertise who do not
have a teaching certificate. These professionals are gaining
practical experience in the classroom while doing coursework.
However, they do not have the strict requirement to co-teach
with a mentor. Section 4 loosens the timeline for students to
become fully certified. It also expands the universe of eligible
programs so that a person can take a non-traditional pathway to
full certification. Certification would not have to be through
accredited university-level classes.
9:09:36 AM
Section 5 creates more time for subject matter experts to become
certified and is a conforming change to Section 4.
Section 6 is a conforming change to provide a consistent
timeline for subject-matter experts to become certified.
Section 7 is a technical change to the limited teacher
certificates for people who do not have a four-year degree and
only teach specific vocational or technical courses such as
Alaska Native languages and military science. Section 7, lines
16-18, remove the "for which the board determines by regulation
that baccalaureate degree training is not sufficiently
available." The fear is that in the world today, where
university courses are widely available on the internet, that
language might hinder the ability to hire somebody with that
expertise. It is a clarifying change.
9:10:54 AM
Section 8 addresses the teacher registered apprenticeship
program. It is a pathway for a paraeducator to become a fully
certified teacher. It is like other apprentice programs where a
person receives on-the-job training by working full-time while
simultaneously completing coursework. It ultimately culminates
in a four-year degree and a full teaching certificate. On page
9, line 14, the teacher registered apprenticeship program fund
is a vehicle for the legislature to provide funds to the
program. SB 225 also authorizes receipt authority for districts
to use other means to support the apprenticeship program, such
as scholarships or donations from private or Native
corporations. It ensures the funds are available for a
district's apprenticeship program.
9:12:15 AM
Section 9 is a clarifying change that adds the apprenticeship
program fund to the list of non-general fund accounts.
Section 10 repeals AS 14.20.022(c), which requires a competency
exam for a subject-matter expert certificate because the
requirement was moved to AS 14.20.022(b). It is a technical
change.
9:12:44 AM
SENATOR STEVENS stated he gave these ideas much thought. He
knows from personal experience that many people should be
teaching but do not have certification. Certification is
important because it ensures the best teachers are in front of
Alaska's students. He asked whether these ideas weaken the
certification process.
9:13:10 AM
MR. KING replied that the intent of SB 225 is to provide an
alternative, more accessible means of achieving qualified
teachers. The goal is to maintain the same certification
standard, not to degrade the standard. He stated that Ms.
Meredith could speak to the requirements of the alternative
programs.
SENATOR STEVENS stated that in his district, there are villages
with highly qualified paraeducators who have not been able to
become certified because they do not have a bachelor's degree.
He asked how SB 225 would help individuals who have a lot of
classroom experience but cannot leave home to obtain a degree.
9:14:34 AM
MR. KING replied that the scenario would come under the teacher
apprentice program. It is for people already working in a
classroom as paraeducators who need a mechanism to take
coursework and receive on-the-job credit towards degree
requirements. Previous post-secondary education and experience
would be considered and allow people to graduate sooner.
Currently, if a person does not have a degree, the only option
to teach is a Type M certificate or substitute teaching. The
intent of the apprentice program is to provide a pathway to full
certification for people who do not have a four-year degree. The
university has said that the coursework could be delivered
remotely.
9:15:48 AM
SENATOR HUGHES said she likes that the apprentice program gives
credit for on-the-job training but wanted details. She said that
a four-year teaching degree has an education requirement
followed by a residency. A paraprofessional would need to
fulfill the required academic coursework while working. She
opined that the academic piece would need to be streamlined for
the paraprofessionals since they would attend staff meetings and
learn while on the job. Like Senator Stevens, she wants
paraprofessionals to be thoroughly trained; however, from her
experience in a teacher training program, a significant portion
of the coursework for the degree was not very applicable or
helpful. She stated her belief that the bachelor's program could
be trimmed down since the paraprofessional would be getting on-
the-job training. She asked whether DEED or the University of
Alaska would determine and oversee the required coursework and
job training. She wondered how the program would transfer to
other universities across the country if the University of
Alaska were in charge.
9:18:16 AM
MR. KING stated that the concept would be that a school district
would sponsor an apprentice. The school district would develop a
program with a university or any allowable institution that
could generate coursework and verify that the on-the-job
training qualifies as part of the apprenticeship program. The
program would have to be approved by the federal Office of
Apprenticeship to be registered. It would also have to be
approved by the State Board of Education as a traditional or
non-traditional program depending on whether a university could
fit the program within existing coursework. Part of the process
for the apprenticeship program would be for an individual to
reach full certification by the end of the apprenticeship. He
stated that the University of Alaska, the Office of
Apprenticeship, and the Department of Labor would speak more to
the mechanics of the program in the future.
9:20:11 AM
SENATOR HUGHES asked how the teacher residency program would
work for individuals with non-teaching degrees. She asked if
they would have to complete the entire teacher education program
or if it would be streamlined.
MR. KING explained that the difference with the residency
program is that the aspiring teacher already has a four-year
degree but lacks pedagogy coursework, so the process would not
involve the Office of Apprenticeship. He stated that the
alternative pathway allows resident teachers and subject-matter
experts to become certified teachers without compromising
certification standards. The school district sponsoring the
resident would have to develop or approve a training plan that
would need approval from the Board of Education. The allowance
for the board to approve non-traditional or fast-track programs
was part of the change made to SB 225 at the bottom of page 7.
9:21:41 AM
SENATOR HUGHES asked for clarification that while a school
district would develop a plan, the Alaska State Board of
Education and Early Development would approve it, not a district
school board.
MR. KING replied that is correct.
9:22:02 AM
SENATOR MICCICHE stated he was focused on the burden the
department would face in creating subject matter exams but then
realized AS 14.20.020(i) allows the department to use nationally
certified exams as proof of expertise. He expressed concern
about subject-matter expert teachers taking time away from
certified teachers serving as mentors who may not have expertise
in the same field. He asked for an explanation of Section 6.
MR. KING answered that Section 6 changes AS 14.20.022, subject-
matter expert certificates, rather than the limited Type M
certificates under AS 14.20.025. Section 6 refers to someone
with a four-year degree and professional experience who needs
more time to meet the requirements of the training preparation
program and the coursework necessary to become fully certified.
The AS 14.20.025 limited certificates are more aligned with the
example of a welder, where the changes do not apply. He stated
he would defer to the department to answer the question further.
9:23:57 AM
SENATOR MICCICHE stated he was referring to AS 14.20.022 but
would wait for an answer from the department on the role of
mentors for subject-matter expert teachers.
SENATOR BEGICH asked that definitions be provided for
"nontraditional" and "alternative teaching education programs,"
found in SB 225, page 7, lines 28-29. He stated that providing
the definition would give a clearer understanding of what is
being considered. He expressed his belief that the terms could
be widely and wildly interpreted over time without being
defined.
MR. KING deferred to DEED to answer the question.
9:24:59 AM
SENATOR STEVENS asked that foundational information be provided
on the various types of teacher certifications. He has heard of
Type M certification but wonders if there are AL
certifications.
CHAIR HOLLAND asked if Mr. King knew what Type M stands for.
MR. KING replied he would set up a foundational education
presentation on the topic.
9:25:52 AM
SENATOR HUGHES asked for a cheat sheet with the presentation.
CHAIR HOLLAND stated that Sondra Meredith would provide
foundational knowledge regarding the current teacher
certification processes and pathways.
9:26:29 AM
SONDRA MEREDITH, Teacher Certification Administrator, Department
of Education and Early Development (DEED), Juneau, Alaska,
stated she has been in the position for 15 years. She was a
classroom teacher in Kake and is a product of Alaska's
educational system as she graduated from Thorne Bay.
MS. MEREDITH began her presentation by stating that the
Department of Education and Early Development (DEED) defines its
mission as "An excellent education for every student every day."
The department's vision is taken from AS 14.03.015. The vision
is that "All students will succeed in their education and work,
shape worthwhile and satisfying lives for themselves, exemplify
the best values of society, and be effective in improving the
character and quality of the world about them." She stated that
her role at the department is to provide information and
resources on leadership around teacher certification and
education.
9:28:02 AM
MS. MEREDITH turned to slide 3 and said that four years ago, the
department met with stakeholders and identified five shared
priorities for education. She said her presentation would focus
on number four, "Prepare, attract, and retain effective
education professionals." The presentation would also help the
committee understand the certification system and how its
statutes and regulations interact. In addition, she would talk
about the requirements and limitations of the certificate types.
She would provide the department's definition of the approved
teacher preparation program and how it has morphed over the
years. Pathways to certification would also be discussed.
MS. MEREDITH advanced to slide 4 and stated that the slide shows
the number of teaching certificates in Alaska from 2018 2022.
Professional certificates represent 85 percent of the
certificates currently issued. She noted that the database is
dynamic and changes daily. In 2022, about 14,000 teaching
certificates were issued, excluding administrators and special
service providers. The small band on top of the professional
certificate bars represents the initial licensures and the
emergency certificates, while the smallest band represents
limited certificates, such as Type M. The graph shows the
relative issuance of the various certificates in DEED's
database.
9:30:31 AM
CHAIR HOLLAND asked at what interval are teaching certificates
renewed.
MS. MEREDITH replied that professional certificates are renewed
every five years, initial certificates are between 1-3 years,
and limited certificates are typically five years.
SENATOR BEGICH stated that from 2018-2022 the number of initial
certificates doubled. He asked if it is an indicator of the
teacher turnover that Alaska is seeing.
MS. MEREDITH replied that there are things that can be pulled
from the data but she is hesitant to opine on the doubling.
However, she will address it in the presentation.
9:31:16 AM
SENATOR BEGICH asked her to also address the decline of
approximately 450 professional certificates.
MS. MEREDITH responded that she would address it.
9:31:44 AM
SENATOR MICCICHE asked what number satisfies the need for
teachers.
MS. MEREDITH sought clarification on the question.
CHAIR HOLLAND restated the question. He asked how many teachers
are required to satisfy the educational requirements of the
school systems.
MS. MEREDITH replied that for the past five years the state has
required between 7,000-8,000 teachers.
9:32:22 AM
SENATOR MICCICHE asked what 14,000 professional certificates
represents and whether certified teachers in Alaska choose not
to work.
MS. MEREDITH responded that some certified teachers choose not
to work. Others have taught for a long time and switched to
positions outside of teaching, such as herself.
9:32:55 AM
SENATOR MICCICHE said that the state needs to identify
alternative ways to put people in classrooms and what it would
take to draw an adequate number of certified teachers back into
the classroom.
CHAIR HOLLAND commented that there are bills addressing teacher
retirement.
SENATOR BEGICH stated that DEED conducted a recruitment and
retention study to identify why teachers leave the classroom.
The committee could take a deeper look at the study. He stated
there are bills addressing some of the issues the study
identified. He said it is up to the legislature to decide
whether it will pass legislation to address the problems.
9:34:23 AM
SENATOR MICCICHE pointed out that twice as many teachers live in
the state as are required to run the school districts. He
expressed his belief that something was missing and that new
programs would not fix the gap since it would only be a matter
of time before the new teachers would choose to leave.
SENATOR HUGHES suggested that while retirement and pay could
incentivize teachers, it is a tough job. She wonders what could
be done culturally to make teaching a more rewarding and
pleasant experience.
9:36:19 AM
SENATOR BEGICH said that the answers are in the teacher
retention study, which identified not just retirement and
monetary issues. It identified school and leadership cultures,
the importance of connection to the community, and feelings of
inclusion. Furthermore, it identified support from DEED to
teachers beyond mentoring programs, which underscores the
support elements of SB 111 and HB 164. The theory from the Moore
court case identified some of these ideas. However, the theory
did not appear to make sense until evidence from research
supported it. The concern Senator Hughes expressed is being
addressed through the committee's work and various bills. It is
a robust discussion, and SB 225 addresses a tiny piece of it. He
stated that the committee must start somewhere, or it will get
nowhere.
9:38:05 AM
SENATOR STEVENS asked Ms. Meredith if she would be included in
the 14,000 professional certificated teachers if she did not
renew her certification.
MS. MEREDITH stated that she would not be included in the data
if her certificate expired.
SENATOR STEVENS sought confirmation that the chart only includes
people who have recertified.
MS. MEREDITH responded yes.
9:38:55 AM
CHAIR HOLLAND asked how many teachers are employed in Alaska's
school system.
MS. MEREDITH replied that around 7,000 teachers are employed,
but the exact number could be found in the turnover report which
DEED submits to the legislature annually.
SENATOR HUGHES clarified that the number of certified teachers
in Alaska is not 12,000 because the initially certified teachers
must be included, which increased the number to 14,000. Of the
14,000, roughly 7,000 are currently teaching. This speaks to
Senator Micciche's point that half of all certified teachers in
Alaska choose not to teach. However, it is encouraging that
certifications are being maintained because there is a teacher
shortage across the country. If Alaska addressed some issues,
in-state teachers might return to teaching.
9:40:36 AM
CHAIR HOLLAND asked whether teachers are maintaining their
certifications or have the certifications they have not expired.
MS. MEREDITH stated she encourages teachers to maintain their
professional certification because recertification can lead to
additional certification requirements.
9:41:16 AM
SENATOR STEVENS asked how many certified teachers are employed
as administrators by school districts in Alaska.
MS. MEREDITH said most principals and superintendents maintain
teacher certification and other certifications. She offered to
provide a more exact number but guesstimated about one thousand.
SENATOR STEVENS asked if that included people working for DEED
and the State Board of Education.
MS. MEREDITH said many of the positions at DEED require a
teaching certificate.
9:42:18 AM
MS. MEREDITH turned to slide 6 and discussed regular teacher
certification. For the presentation, she included professional,
retired/lifetime, and master certificates in this category
because the professional requirements are similar. She said
regular certification in Alaska relies on AS 14.20.20 and 4 AAC
12.305. She then stated the requirements listed under the
statute and regulation.
9:44:08 AM
SENATOR BEGICH asked for an explanation of the term lifetime
certificate.
MS. MEREDITH said that when a teacher retires through DEED's
system, the board is required to offer a lifetime certificate to
those with enough classroom teaching experience. The certificate
does not need to be renewed.
9:44:47 AM
SENATOR BEGICH asked if the 12,199 certified teacher count
included lifetime certificated individuals that are not required
to renew in five years.
MS. MEREDITH responded that it does, but the information on
slide 8 shows the number of professional, lifetime, and master
certificates issued between 2018 and 2022. It also indicates
that the issuance of professional certificates is on a downward
trend while other certifications are slightly increasing. About
100 new retired certificates were added yearly, while master
certificates have remained about the same. She explained that
master certificates are issued to recognize nationally board-
certified individuals.
9:45:43 AM
SENATOR BEGICH noted that in 2022, the number of
lifetime/retired certificates was similar to the number of
initial certificates issued in 2022. He said correlation is not
causation, but it is interesting that the numbers are so close.
9:46:04 AM
MS. MEREDITH said that society is at the tail end of the baby
boomers, which means many people are retiring or preparing to
retire. She opined that the increase in lifetime certificates
could be partly attributed to that. The shortage is more than
what is happening in Alaska's microcosm. Nationally, there are
not enough people to fill in the gaps.
9:46:51 AM
SENATOR HUGHES asked if the Type M certificate is the master
certificate.
MS. MEREDITH replied no, Type M is for limited certification.
9:47:09 AM
MS. MEREDITH moved to slide 9 to explain the approved teacher
preparation program and its history. She said that when AS
14.20.20 was written, the bachelor's degree and teaching
components formed the program. Over time, teacher preparation
programs started developing masters and post-bachelorette
programs that allowed a person with a degree to get additional
training to become a teacher. For example, a person with a
degree in math could complete the teacher preparation coursework
and become a math teacher. This was done without revamping the
statute. So as time moved forward, laws were written that
addressed the idea of a teacher preparation program in
combination with another degree or expert experience. For
example, AS 14.20.22 provides for a limited master's expert
certificate.
9:49:26 AM
MS. MEREDITH moved to slide 10 and said that since AS 14.20.20
was not changed, the change is managed by knowing its history
and through the 1970 interstate agreement with the National
Association of State Directors of Teacher Education and
Certification (NASDTEC). It is recognized that a bachelor's
degree or higher program of study that provides specific
pedagogical knowledge and a student teaching component is
required to be a certified teacher. The University of Alaska
(UA) offers bachelor's degrees in teaching, a post-bachelorette
program, and a Master's in the Art of Teaching degree. Approved
teacher preparation programs always have a study plan aligned
with state or national standards. Alaska has a set of teaching
standards that it uses with its universities. UA also uses the
Interstate Teacher Assessment and Support Consortium (InTASC)
standards. She mentioned other entities that support teacher
preparation standards and are permitted to produce teachers. She
stated that Alaska assesses out-of-state certification
applications based on these entities and standards. She noted
that the NASTEC agreement also made non-traditional student
teaching methods possible, such as being employed as an educator
if the individual holds a bachelor's degree.
9:52:49 AM
SENATOR BEGICH asked if "nontraditional" is defined in SB 225,
page 7, line 28.
MS. MEREDITH replied yes. When nontraditional approaches are
discussed, it refers to teaching while learning pedogeological
knowledge.
9:53:23 AM
SENATOR BEGICH asked Ms. Meredith to define the "alternative
teacher education program" as referred to in SB 225.
MS. MEREDITH advanced to slide 11, which showed a breakdown of
how approved teacher preparation programs are viewed in Alaska
compared to other jurisdictions in the United States. She said
Alaska looks for unity, and statutes only recognize university-
based programs. Furthermore, the board requires the Council for
Accreditation of Educator Preparation (CAEP) to approve the
programs. She stated that CAEP was used because it can provide
oversight that the department does not have the capability of
delivering. Other jurisdictions recognize universities and
alternative providers, such as Teach for America (TFA), school
districts, and others, to operate teacher preparation programs.
All entities must go through national accreditation or rigorous
state approval processes to be utilized.
9:55:41 AM
SENATOR BEGICH asked if the non-traditional providers listed on
slide 11 would be alternative teacher education programs.
MS. MEREDITH replied yes.
SENATOR BEGICH said he is concerned because he knows that TFA
has lower standards than Alaska regarding identifying quality
teachers. He asked if a school district could be any school
district in America.
9:56:41 AM
MS. MEREDITH replied that regardless of the jurisdiction,
programs would have to go through an approval process, including
school districts.
9:56:59 AM
SENATOR BEGICH replied he understood. However, he questioned
whether the department would be able to handle the analysis
necessary to determine that the quality of a rigorous approval
process for school districts and educational agencies was
maintained. He asked what the department would need to assure
the committee that the quality of teacher training would be
maintained. The committee would like to see alternative pathways
created but does not want to reduce the quality of teacher
education.
9:58:56 AM
MS. MEREDITH said the approval process would have to be
developed through the department because the only means that
teacher preparation programs are recognized in Alaska is through
CAEP accreditation. States that use districts and other agencies
are often required to use an accreditation process. She said
there would be more work for the department's teacher
certification office because nationally accredited universities
and other entities are moving towards alternative pathways.
SENATOR HUGHES asked if a school district's proposal would have
to be reviewed by CAEP and the State Board of Education for
approval.
MS. MEREDITH replied yes, but it would take time for CAEP to
begin since data would need to be collected. For example, UAA
lost approval for its initial programs. It will take several
years to gather data to send to CAEP for the program to be fully
accredited. So, there would be a period of only state approval
while waiting for CAEP accreditation to begin.
10:00:36 AM
SENATOR STEVENS said the legislature is responsible for the
department's K- 12 education and the University of Alaska. Since
Ms. Meredith mentioned UAA's accreditation issue, he asked
whether the university is doing a good job, if it could be doing
more, and how its relationship is with DEED.
MS. MEREDITH said that UA has solid programs based on her
observations through CAEP accreditation. The university works at
recruiting students to participate in its programs by trying to
be more attractive and flexible. More programs have been
implemented online, giving rural Alaskans more learning
opportunities. It is also producing more teachers for the state.
She opined that the university has always been willing to work
with DEED and discuss its policies and program. She opined that
DEED's relationship with UA is strong.
10:02:50 AM
SENATOR STEVENS stated that the legislature is uniquely
positioned because it works with both entities. He asked the
department to let the legislature know if there is something it
can do to support the university in creating the best teachers
and programs possible.
10:03:18 AM
MS. MEREDITH moved to slide 12 to discuss initial teacher
certification, a 2- or 3-year certificate that most new teachers
enter the profession possessing. Requirements missing, if any,
are usually two years of teaching experience or Alaska studies.
MS. MEREDITH turned to slide 13 and said the out-of-state
regulatory certificate is for individuals coming to Alaska with
a valid out-of-state teaching certificate. She listed the
requirements and limitations of the certificate and stated that
it is not renewable.
10:05:02 AM
SENATOR BEGICH asked whether an out-of-state certificated
teacher accrues time that can be counted towards tenure once a
professional in-state certificate is obtained.
MS. MEREDITH replied that is correct.
MS. MEREDITH said that there is a statutory provision for
initial re-employment for teachers that do not renew their
license before it expires. Slide 14 listed the requirements and
limitations of the provision.
10:06:25 AM
SENATOR BEGICH asked whether a teacher would receive a year of
credit towards tenure under the initial re-employment
certificate. He opined that they would not get credit since they
would have spent their Teacher's Retirement System (TRS) funds
upon leaving service.
MS. MEREDITH replied that it would depend on whether the
individual had retired. If they had retired and were returning
to teaching, they would need to suspend their TRS payments. She
stated she did not know all the details of returning from
retirement.
SENATOR BEGICH asked how many people are teaching under this
provision.
MS. MEREDITH replied that the question would be addressed later
in the presentation.
10:07:36 AM
SENATOR STEVENS asked if individuals under the initial re-
employment provision could resume teaching immediately.
MS. MEREDITH replied yes.
MS. MEREDITH turned to slide 15 and stated that the initial
proof of program enrollment is a certificate found in AS
14.20.022. It is for individuals that have a bachelor's degree.
SB 225 specifies that a school district must sponsor an
individual. She listed the requirements and limitations of the
certificate and mentioned that at the end of two years the
individual must have met the requirements for professional
certification. However, SB 225 would extend the timeline to
three years because working full-time and completing coursework
in two years is challenging.
10:10:11 AM
MS. MEREDITH stated that the emergency certificate is an initial
certificate. Districts use it for people who have not completed
an initial certification. Some school districts use the
emergency certificate, which is allowed by statute even though
it went out of regulation in 2002. It no longer has a process.
It was removed from regulation in response to federal
requirements but was brought back by the State Board of
Education out of need following the pandemic. The emergency
certificate can be utilized by a district that cannot find a
certified teacher. A person must meet its requirements.
Certification is limited to one school year, is nonrenewable,
and does not count towards tenure.
10:12:08 AM
SENATOR BEGICH asked if due diligence by DEED is required before
issuing the emergency certificate.
MS. MEREDITH replied yes.
CHAIR HOLLAND reiterated that a school district would define the
emergency, and DEED would approve it. However, its issuance is
not dependent on what is happening at a national level.
10:12:37 AM
MS. MEREDITH replied yes, although emergency requests are still
being received for COVID-related reasons.
SENATOR MICCICHE commented that slide 17 shows a dramatic
increase in the use of emergency certificates. He opined that
the increase is probably due to COVID. He asked if a certificate
could be issued for a different emergency to an individual who
taught under a previous emergency certificate. He hopes
individuals who work under an emergency certificate will become
certified through one of the many available programs. He stated
he supports SB 225 because it supports the possibility of
identifying incredible teachers.
MS. MEREDITH agreed.
10:14:08 AM
SENATOR BEGICH asked if teacher turnover and the inability to
recruit justified issuing an emergency certificate.
MS. MEREDITH replied yes, and it has been used as a reason for
emergency certificates to be issued.
SENATOR BEGICH asked if the drop from 260 193 in the number of
emergency certificates issued was indicative of COVID and
whether a continued decline was anticipated.
MS. MEREDITH replied that she does not have a crystal ball. She
stated her belief that the emergency certificate is often used
for individuals who have trouble gathering paperwork. People
coming into the country from overseas sometimes need extra time
to gather their J-1 visa documents. She has also seen people
taking advantage of the emergency certificate to move into a
teacher preparation program. She stated that a lot is at play,
and she does not know what the future holds.
10:15:48 AM
SENATOR BEGICH expressed concern that a rarely used exception
could become the norm because of a loophole. He asserted he
desired DEED to maintain a strict emergency certificate
application. He stated his understanding that the state
department caused some delays in J-1 visas. Although teachers
from the Philippians working in western Alaska are superb, he
suggested DEED provide the committee a list of reasons for
issuing emergency certificates.
10:16:48 AM
MS. MEREDITH resumed speaking about slide 17, which contains a
breakdown of the number of people in Alaska holding various
certificates. She noted OOS (out-of-state) certificates have
grown over 100 percent in the past five years. About 30 percent
of individuals who enter the state do not get a second year on
their certificate because they do not complete the competency
exam as required. For information purposes, some veteran
teachers coming into Alaska either refuse to take the competency
exam or are unable to pass it.
10:18:19 AM
SENATOR HUGHES stated she believes her question was answered
because 997 out-of-state teachers came in, and 30 percent are
not returning because they failed the competency exam.
MS. MEREDITH replied that they did not necessarily fail but did
not provide information to DEED and therefore did not get a
second year on the certificate.
CHAIR HOLLAND commented that they may have decided not to pursue
teaching in Alaska.
MS. MEREDITH replied exactly. Incremental factors play into a
person's decision whether to stay in Alaska.
MS. MEREDITH said that early career teachers (ECTs) receive
support from their district through induction and mentoring
projects. UAF K-12 outreach assists through the Alaska Statewide
Mentor Project (ASMP) which the legislature has supported
financially. It allows assigned mentors to fly to areas and
offer support. The Educators Rising program targets high school
students that want to become teachers. It is a growing program.
She encouraged the committee to contact UAF K-12 Outreach for
more information.
10:20:11 AM
MS. MEREDITH moved to slide 19 and discussed the lettering of
limited certificates. The lettering system was for the
department's database. Type A certificates were regular teaching
certificates, Type B certificates were administrative, and Type
C were special services.
CHAIR HOLLAND asked if there was a Type J, K, and L that led to
a Type M.
MS. MEREDITH said the system was not sequential.
CHAIR HOLLAND said he could see "M" standing for "mentor."
MS. MEREDITH replied that Type M is a limited certificate
provided under AS 14.20.25, which allows individuals with
subject matter expertise in Native language and culture,
military science, and career and technical education to teach in
their specialized area. She then stated the requirements and
limitations of the certificate found on slide 20.
10:22:41 AM
MS. MEREDITH stated that Type I is a regulatory certificate. It
is used for individuals who are not part of a teacher
preparation program and do not have a bachelor's degree but have
experience as a paraprofessional. Until recently, expertise in
local Native culture was also required. Type I certificated
teachers participate in programs such as dual language
enrollment. The individuals certified through this mechanism are
doing a blend of a Type M certification by teaching Native
language and culture in conjunction with a regular certified
classroom teacher. The teachers share the students during the
day, so they receive Alaska indigenous language and culture
experience while also receiving English reading, writing, and
math instruction. The responsibilities of the Type I teacher can
increase as progress is made towards obtaining a bachelor's
degree, similar to the residency program. She continued to
provide information on the requirements and limitations of the
Type I certificate listed on slide 21. She said SB 225 would
make it possible for the individual to be compensated during the
student teaching portion of the degree program.
10:25:51 AM
MS. MEREDITH moved to slide 22 and said that for an individual
to move from a limited to a regular certificate they must:
• Earn a bachelor's degree
• Complete a teacher preparation program
• Satisfy testing requirement
o Basic competency exam (reading, writing, and mathematics
o Content area exam
MS. MEREDITH said slide 23 provides the type and number of valid
limited certificates issued for the past five years. She stated
that the World Language certificate is regulatory and was
created due to difficulties filling language positions at
immersion schools. The positions were for non-indigenous
languages, so they could not come under the Type M certificate.
The limited Type W certificate is found primarily in the
Anchorage and Mat-Su school districts.
10:27:06 AM
SENATOR STEVENS asked whether limited certificates were starting
avenues to help individuals become certified teachers or a way
around the rules because, in the end, certification requirements
must be met to become a certified classroom teacher.
MS. MEREDITH replied that the Type M certificate does not
require an individual to become a fully licensed teacher. It
recognizes and values a person's expertise to the extent that
DEED is willing to provide them a license so that students can
access Alaska Native cultures and languages, military science,
and essential career and technical areas. She stated it is
difficult to convince a journeyman carpenter to get a 4-year
degree to be a teacher because they already have experience and
have trained others. She said schools are lucky to have their
expertise. Individuals under limited certificates can maintain
the certification indefinitely.
SENATOR MICCICHE said Senator Stevens has always been concerned
about not cutting corners and maintaining certification. Still,
some people have worked in other careers and would be amazing
teachers. He opined that there is a point at which the state
needs to look at doing things differently so that gaps can be
filled by people who could be great in the classroom. He asked
whether SB 225 would help the Office of Teacher Certification
get people into the classroom even though they may have been
working elsewhere.
10:29:50 AM
MS. MEREDITH replied that SB 225 provides pathways and that this
is important because it is difficult for an individual who is a
paraprofessional to go back to school. Across the nation,
different routes are being discussed and sought-after to help
people become certified that either work with students or want
to work with them. SB 225 provides a pathway to full
certification. SB 225 is a piece of legislation that will be
good for moving Alaska in the right direction.
10:31:04 AM
SENATOR HUGHES said that of the certificate types listed on
slide 23, only Type I is designed for a person to achieve a
bachelor's degree and full teacher certification. She asked how
many people have attained full certification using the Type I
certificate. She concluded that if people take longer than 10-15
years to transition, the Type I certificate serves as a way
around full certification.
10:31:24 AM
MS. MEREDITH said the Lower Kuskokwim School District recently
brought the Type I certificate back into use. Since the school
district has only been using it for about five years there is
little data. She recommended contacting that district for more
information.
CHAIR HOLLAND commented that the number of Type I certificates
has ranged from 14-38 over the five years, a very small
percentage of the 14,000 teachers in Alaska.
MS. MEREDITH advanced to slide 25 and provided the statute and
definitions governing short and long-term substitute teachers.
10:34:14 AM
MS. MEREDITH said that her office also issues about 200 student-
teacher authorizations per year which permit students to
complete the classroom teaching portion of a degree program. The
office also issues a special education alternative route
certificate that enables certified classroom teachers to teach
special education while earning special education certification.
MS. MEREDITH asked if the committee wanted to learn more about
micro-credentialing, fast-track teacher preparation programs,
and how endorsements are issued.
10:34:59 AM
SENATOR BEGICH suggested that the information could be presented
as a memo from DEED.
SENATOR MICCICHE requested Ms. Meredith include the teacher gaps
and how positions are being filled in the memo. He asked if this
is doable since the department knows the number of teachers and
certificate types.
MS. MEREDITH said she would try obtaining the numbers from staff
accounting and the certification database.
10:36:37 AM
CHAIR HOLLAND held SB 225 in committee.
10:36:50 AM
There being no further business to come before the committee,
Chair Holland adjourned the Senate Education Committee meeting
at 10:36 p.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| SB 225 Sectional Analysis version B.pdf |
SEDC 3/7/2022 9:00:00 AM |
SB 225 |
| SB 225 Foundational Information - Teacher Certification.pdf |
SEDC 3/7/2022 9:00:00 AM |
SB 225 |
| SB 225 3.7.2022 (S)EDC Hearing DEED Follow-Up.pdf |
SEDC 3/7/2022 9:00:00 AM |
SB 225 |
| SB 225 Alaska Teacher Certificate Types.pdf |
SEDC 3/7/2022 9:00:00 AM |
SB 225 |
| SB 225 Alaska Certificated Employees with Teaching Certificates SY 2021-2022.pdf |
SEDC 3/7/2022 9:00:00 AM |
SB 225 |
| SB 225 Alternative or Non-traditional Teacher Preparation Programs.pdf |
SEDC 3/7/2022 9:00:00 AM |
SB 225 |