02/14/2024 03:30 PM Senate EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| SB215 | |
| Presentation: the State of Teaching in Alaska | |
| Adjourn |
+ teleconferenced
= bill was previously heard/scheduled
| *+ | SB 215 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
| + | TELECONFERENCED | ||
ALASKA STATE LEGISLATURE
SENATE EDUCATION STANDING COMMITTEE
February 14, 2024
3:35 p.m.
MEMBERS PRESENT
Senator Löki Tobin, Chair
Senator Gary Stevens, Vice Chair
Senator Jesse Bjorkman
Senator Jesse Kiehl
Senator Elvi Gray-Jackson
MEMBERS ABSENT
All members present
OTHER LEGISLATORS PRESENT
Representative Tilton
COMMITTEE CALENDAR
SENATE BILL NO. 215
"An Act relating to teacher incentive payments for national
board certification; and providing for an effective date."
- HEARD & HELD
PRESENTATION: THE STATE OF TEACHING IN ALASKA
- HEARD
PREVIOUS COMMITTEE ACTION
BILL: SB 215
SHORT TITLE: TEACHERS: BOARD CERTIFICATION INCENTIVE
SPONSOR(s): SENATOR(s) BJORKMAN
01/31/24 (S) READ THE FIRST TIME - REFERRALS
01/31/24 (S) EDC, FIN
02/14/24 (S) EDC AT 3:30 PM BELTZ 105 (TSBldg)
WITNESS REGISTER
RAYMIE MATIASHOWSKI, Staff
Senator Jesse Bjorkman
Alaska State Legislature
Juneau, Alaska
POSITION STATEMENT: Provided the sectional analysis for SB 215.
SARAH PINKSKY, Senior Policy Director
National Board of Professional Teaching Standards
Washington D.C.
POSITION STATEMENT: Invited testimony for SB 215.
TARA BIVENS, Teacher
Mears Middle School
Anchorage, Alaska
POSITION STATEMENT: Invited testimony for SB 215.
MARTY LANG, Chief Human Resources Officer
Anchorage School District
Anchorage, Alaska
POSITION STATEMENT: Co-presented The State of Teaching in
Alaska.
DANETTE PETERSON, President
Fairbanks Education Association
Fairbanks, Alaska
POSITION STATEMENT: Co-presented The State of Teaching in
Alaska.
KRISTIE COTRONEO, Teacher
Kenai Peninsula Borough School District
Soldotna, Alaska
POSITION STATEMENT: Co-presented The State of Teaching in
Alaska.
HEATHER BAKER, Teacher
Kenai Peninsula Borough School District
Soldotna, Alaska
POSITION STATEMENT: Co-presented The State of Teaching in
Alaska.
CORY AIST, President
Anchorage Education Association
Anchorage, Alaska
POSITION STATEMENT: Co-presented The State of Teaching in
Alaska.
ACTION NARRATIVE
3:35:07 PM
CHAIR LÖKI TOBIN called the Senate Education Standing Committee
meeting to order at 3:35 p.m. Present at the call to order were
Senators Kiehl, Bjorkman, Stevens, Gray-Jackson and Chair Tobin.
SB 215-TEACHERS: BOARD CERTIFICATION INCENTIVE
3:36:00 PM
CHAIR TOBIN announced the consideration of SENATE BILL NO. 215
"An Act relating to teacher incentive payments for national
board certification; and providing for an effective date."
3:36:33 PM
SENATOR BJORKMAN, speaking as the sponsor of SB 215 stated the
bill could significantly advance educational practices across
Alaska. SB 215 aims to increase pay for the state's most
qualified teachers and encourage others to pursue National Board
Certification, which research shows leads to better educational
outcomes and improved teaching. He detailed the four-part
certification process, which includes content knowledge testing,
differentiated instruction, pedagogical competence, and self-
reflection. He highlighted the rigorous, personalized training
involved in certification, emphasizing that teachers must
demonstrate content mastery, instructional effectiveness, and
continuous improvement. He urged support for the bill, noting
its potential to enhance teacher retention and educational
outcomes statewide.
3:40:13 PM
RAYMIE MATIASHOWSKI, Staff, Senator Jesse Bjorkman, Alaska State
Legislature, Juneau, Alaska, provided the sectional analysis for
SB 215:
[Original punctuation provided.]
SB 215 Version S
Sectional Analysis
"An Act relating to teacher incentive payments for
national board certification; and providing for an
effective date"
Section 1: Amends AS 14.20 by adding a new section, AS
14.20.225, which would allow a school district or the
Department of Education and Early Development to pay
an incentive of $5,000 to each teacher who has a
National Board Certification. The funding would come
from the Department of Education and Early
Development.
Section 2: Amends the uncodified law of the State of
Alaska by adding a new section, which clarifies that
this bill will apply to contracts entered into after
the bill takes effect.
Section 3: Provides for an effective date, of July 1,
2024.
3:41:10 PM
SENATOR STEVENS expressed strong support for the program,
stating that improving teacher quality leads to better outcomes
for students and overall success. However, he questioned how the
program would contribute to teacher retention, asking for
clarification on how board certification specifically helps
retain teachers.
3:41:36 PM
SENATOR BJORKMAN explained that when teachers become board
certified, they enhance their teaching skills, making their
profession more satisfying. He shared his personal experience,
suggesting that data supports this view, and noted that invited
testimony might further address this point. He emphasized that
the certification process helps teachers become more reflective
and effective, which can reduce frustration. He highlighted that
the process provides clear metrics for teachers to measure their
effectiveness and includes a renewal requirement every five
years, ensuring continued growth and effectiveness.
3:42:46 PM
SENATOR STEVENS commented that he believes the program is
excellent but expressed concerns about the retention issue. He
requested any available statistical information on retention to
help evaluate the program's impact. He suggested that if
retention data is unavailable, the focus should remain on the
program's inherent value rather than on its potential effects on
retention.
3:43:19 PM
CHAIR TOBIN said she would distribute to committee members any
retention information sent to her office.
3:43:24 PM
CHAIR TOBIN recognized Representative Dibert was in the room.
3:43:32 PM
CHAIR TOBIN expressed curiosity about the recertification
component mentioned and noted the possibility of refining the
legislation to better support educators in the recertification
process. She questioned whether there might be costs or
additional continuing education credits required to maintain
certification and ensure ongoing support for educators.
SENATOR BJORKMAN welcomed suggestions from committee members on
how to best support teachers. He acknowledged that there is a
cost for both certification and recertification. He noted that
many programs allow National Board Certification to be applied
as university credit, and it is up to individual districts to
recognize it as continuing education credit for salary
advancement. He mentioned uncertainty regarding whether the
Department of Education and Early Development (DEED) currently
recognizes National Board Certification as continuing education
credit for teaching certificate recertification.
CHAIR TOBIN acknowledged that representative from DEED could
provide clarity on whether National Board Certification course
work could count towards continuing education credits.
3:45:09 PM
SENATOR KIEHL inquired whether any districts in Alaska include
National Board Certification in their salary schedules or
employee contracts as an incentive.
SENATOR BJORKMAN responded that he did not know. He mentioned
that the topic had come up during negotiations in various
bargaining processes but remains uncertain about its current
status in district contracts.
3:45:42 PM
CHAIR TOBIN suggested the Senior Policy Director from the
National Board of Professional Teaching Standards might provide
the answer during her testimony.
3:46:05 PM
CHAIR TOBIN announced invited testimony for SB 215.
3:46:29 PM
SARAH PINKSKY, Senior Director of Policy, National Board of
Professional Teaching Standards, Washington D.C., invited
testimony for SB 215, expressed her enthusiasm for discussing
how states can leverage policy to increase the number of
National Board-Certified Teachers (NBCTs) in schools. She
explained that the National Board for Professional Teaching
Standards, an independent nonprofit organization founded over 30
years ago, aims to advance accomplished teaching for all
students, with the belief that higher teaching standards lead to
better student outcomes.
3:47:25 PM
MS. PINSKY moved to slides 3-4 and provided an overview of
National Board Certification, describing it as a voluntary,
advanced certification recognized as the gold standard in
teacher certification, indicating a teacher's expertise in a
specific subject and grade level. National Board Certification
is by teachers for teachers. She emphasized that the
certification process, developed by expert practitioners, is
rigorous and performance-based, requiring teachers to
demonstrate their impact on student learning through submitted
work samples, teaching videos, and in-depth written reflections.
Additionally, teachers must pass a content knowledge exam.
3:49:26 PM
MS. PINSKY moved to slide 5 and highlighted that the
certification process fosters a habit of continuous reflection,
which remains with teachers throughout their careers. This
reflective practice, she noted, benefits both teachers and
students long after certification. The certification must be
renewed every five years, ensuring ongoing professional growth
and impact on student learning.
3:49:47 PM
MS. PINKSKY moved to slides 6-9 and shared research. She
discussed the importance of expanding the number of NBCTs,
citing research that consistently shows NBCTs lead to better
student outcomes. She mentioned a survey where teachers reported
that board certification was the most effective professional
development they had ever experienced, as it provided immediate,
applicable feedback for their classrooms. She shared research
findings that students taught by NBCTs make more significant
learning gains, with evidence suggesting one to two months of
additional instruction. She also noted that NBCTs tend to stay
in the profession longer, with turnover rates about a third of
those for all teachers. Additionally, NBCTs are more likely to
mentor new teachers, contributing to the development of future
educators. She shared research findings that students taught by
NBCTs make more significant learning gains, with evidence
suggesting one to two months of additional instruction. She also
noted that NBCTs tend to stay in the profession longer, with
turnover rates about a third of those for all teachers.
Additionally, NBCTs are more likely to mentor new teachers,
contributing to the development of future educators.
3:52:54 PM
MS PINSKY moved to slides 10 - 12 and discusses state policy
approaches. She outlined three common policy approaches states
use to increase NBCTs that drive teacher interest and action:
financial incentives or stipends, fee support for certification
costs, and mentorship or support programs. She said the cost of
initial certification is $1900 and maintenance of certification
is approximately $495. She said SB 215 focuses primarily on
financial incentives. Twenty-nine states currently offer
financial incentives, which vary in structure but generally lead
to increased participation in board certification.
3:54:45 PM
MS. PINSKY moved to slide 13 and provided the following example
of salary incentive structures and briefly described how various
states implement the incentive:
[Original punctuation provided.]
Salary Incentive Structures
Increase for all NBCTs
Example: North Carolina
NBCTs placed on salary schedule 12% above
base pay.
Example: Wyoming
NBCTs earn an annual $4,000 stipend.
Increase for NBCTs in high-need schools
Example: California
Both increase for all NBCTs and additional increase
for NBCTs in targeted schools
Example: Utah
3:56:13 PM
MS. PINSKY moved to slides 14-15 and provided examples from
Delaware and Texas, where financial incentives have led to
significant increases in the number of new NBCTs. Delaware saw a
notable growth in NBCTs after implementing a stipend equal to 12
percent of a teacher's base salary, while Texas offered stipends
of $3,000 to $9,000 depending on the socioeconomic status of the
teacher's school, along with reimbursement for certification
costs. She concluded that even when the absolute numbers are
different the trends are common in states that introduce
supportive policy. She said she expects the same would be true
for Alaska if a stipend was implemented.
3:58:06 PM
REPRESENTATIVE TILTON joined the meeting.
3:58:11 PM
SENATOR STEVENS asked about the portability of National Board
Certification in two contexts. First, he inquired whether an
Alaska teacher with this certification would receive a salary
increase if they moved to Washington. Second, he asked if a
teacher certified in Washington who was hired in Alaska would
receive the additional funds associated with the certification
in Alaska.
3:58:43 PM
MS. PINSKY replied that the salary increase does not follow the
teacher when they move to a different state. While National
Board Certification is nationally recognized, each state
determines how it recognizes and rewards the certification. She
mentioned that many states grant a professional teaching license
in a similar area for teachers moving in with board
certification, but not all states have this policy. Therefore,
the recognition and any associated salary benefits depend on the
specific policies of the receiving state.
3:59:20 PM
SENATOR STEVENS highlighted Alaska's significant challenges in
hiring teachers and suggested that making the certification
benefits portable could be crucial. He noted that out-of-state
teachers might decline a job offer if they didn't receive the
additional money associated with their National Board
Certification. He expressed interest in knowing how the bill's
sponsor or the department would address this issue, suggesting
it could be important to include it in the legislation.
3:59:55 PM
SENATOR BJORKMAN explained that currently, a teacher moving to
Alaska with National Board Certification does not receive
additional pay for the certification earned in another state. He
cited an example of a friend who was board certified in
Washington and received extra pay from both the state and
district but did not receive any additional compensation after
moving to Alaska. However, under SB 215, a board-certified
teacher hired in Alaska would immediately be eligible for
additional pay, if they maintain their board certification.
4:01:08 PM
CHAIR TOBIN expressed curiosity about how National Board
Certification addresses cultural responsiveness in the
classroom, specifically regarding English Language Learners
(ELL), English as a Second Language (ESL), special education,
and mainstreaming. She inquired how the certification supports
educators working in these areas.
4:01:38 PM
MS. PINSKY explained that there are 25 certificate areas within
National Board Certification, including one for Exceptional
Needs Specialists, which supports teachers of both students with
disabilities and gifted students. Additionally, there is an
English as a New Language (ENL) certification for teachers
focused on English language acquisition and those working in
dual-language classrooms. She emphasized the importance of these
areas and noted that the certification process is based on five
core propositions for accomplished teaching, with the first
being "knowledge of students." This proposition highlights the
need for teachers to deeply understand their students, including
their families, special supports, motivations, and how to
effectively praise and critique them. She added that teachers
who undergo board certification develop a thorough understanding
of their students' individual learning and general needs through
this rigorous process.
4:03:13 PM
CHAIR TOBIN mentioned that information from the National Center
for Education Statistics highlights the top six qualities of a
highly effective educator, one of which is the length of time
spent in the classroom and profession. She expressed curiosity
about whether this is why the maintenance of certification is
required every five years, as research indicates that educators
reach a peak level of effectiveness around this time.
MS. PINSKY explained that the five-year recertification period
was primarily designed to align with state licensure systems, as
most states require teachers to renew their licenses every five
years. She mentioned that the National Board Certification
renewal period was originally 10 years, but it was adjusted to
match state requirements. This alignment also encourages states
to use National Board Certification as a streamlined path for
licensure renewal. For instance, in Washington, a state
teacher's license remains valid as long as their National Board
Certification is active. She acknowledged that she had lost
track of the specific question and asked for a reminder to
address the substance of it.
4:04:48 PM
CHAIR TOBIN repeated that research shows that educators who have
worked in the field between 5 - 7 years are highly effective.
MS. PINSKY explained that the previous requirement mandated
teachers to have three years of experience before starting
National Board Certification. She noted that the policy was
changed to allow teachers who feel prepared to apply earlier,
particularly because certification offers access to higher
salaries and professional advancement. Teachers can now begin
the certification process at any career stage, but they must
complete three years of teaching before earning certification.
She emphasized that the policy reflects the belief that
accomplished teachers require experience.
4:05:51 PM
SENATOR STEVENS inquired about the renewal process, asking if it
is as challenging as the original application. He questioned
whether the renewal involves submitting samples of student work,
teaching videos, and conducting a deep reflection analysis,
making it feel like starting the process over again.
4:06:12 PM
MS. PINSKY clarified that it is not a recertification process,
so teachers do not have to repeat the entire process every five
years. Instead, the focus is on demonstrating that they maintain
their high level of teaching. The renewal process involves fewer
requirements: one video recording instead of two, some written
analysis, and a greater emphasis on professional development
activities. Teachers must show what they have gained in their
field, how they have shared their knowledge with others, and how
they have spread their expertise. It is not simply repeating the
original process.
4:07:23 PM
TARA BIVENS, Teacher, Mears Middle School, Anchorage, Alaska,
invited testimony for SB 215, emphasized the benefits of
National Board Certification for teachers and responded to
earlier questions, particularly from Senator Stevens, about
district supplements for certified teachers. She noted that
several major districts offer financial supplements: Anchorage
provides a $2,000 annual supplement, Sitka recently introduced a
$1,000 supplement, and Mat-Su possibly offers $2,000. In
Fairbanks, teachers with both National Board Certification and a
master's degree receive a salary increase. She explained that
these supplements are subject to contract negotiations, which
can lead to fluctuations based on agreements between teacher
associations and districts.
4:08:58 PM
MS. BIVENS shared her experience regarding recertification and
renewing her Alaska Master's certificate. She said she qualified
for her Alaska Master's certificate due to her National Board
Certification. While additional credits were required, she was
able to use non-academic credits at the time. She mentioned
having to pay a fee and provide a report justifying the credits
if accepted by a university, noting that this practice is no
longer common. However, she believed that some universities
still accept National Board Certification as equivalent to
course credit, which could count toward recertification, though
she had not experienced this herself.
4:10:50 PM
MS. BIVENS shared her experience teaching math at Mears Middle
School in Anchorage and her 24-year commitment to raising
awareness of National Board Certification (NBC) in Alaska, as
well as supporting teachers pursuing certification. She outlined
the mission of the National Board for Professional Teaching
Standards (NBPTS), which aims to enhance teaching and learning
by maintaining high standards and providing a voluntary
certification system for teachers. Alaska currently has 203
National Board-Certified Teachers (NBCTs) and 43 candidates.
4:12:40 PM
MS. BIVENS explained the rigorous four-component certification
process, which includes classroom-based components requiring in-
depth analysis, reflection, videos of instruction, student work
samples, and a set of assessments. She discussed the cost of
certification, which starts at $1,900 with additional fees for
assessments, and the option for candidates to complete the
process over five years. She noted that 70 percent of teachers
who received a certification decision since 2017 earned the NBCT
designation.
4:14:52 PM
MS. BIVENS shared that she has undergone the process of
recertification twice, emphasizing the focus on professional
growth and its impact on student learning. She found the renewal
process meaningful and beneficial for staying current with
teaching practices. She reflected on how NBC improved her
teaching by encouraging self-reflection, informed instructional
decisions, and collaboration with colleagues.
4:17:21 PM
MS. BIVENS highlighted the significant impact of NBC on student
learning, supported by a decade of research showing that
students of NBCTs outperform their peers. She cited a national
survey indicating that 96 percent of teachers ranked NBC among
the top three most impactful professional development
experiences. As she prepares for retirement, she emphasized the
importance of continuing to share the positive impact of NBC on
teaching and learning. She urged support for the proposed
incentive in SB 215, stating that it could inspire more
educators in Alaska to pursue NBC and improve their craft.
4:19:46 PM
CHAIR TOBIN held SB 215 in committee.
^PRESENTATION: THE STATE OF TEACHING IN ALASKA
PRESENTATION: THE STATE OF TEACHING IN ALASKA
4:20:21 PM
CHAIR TOBIN announced the consideration of a presentation The
State of Teaching in Alaska by invited teachers and stakeholders
from Anchorage, Fairbanks, Soldotna.
4:20:43 PM
MARTY LANG, Chief Human Resources Officer, Anchorage School
District, Anchorage, Alaska, Co-presented The State of Teaching
in Alaska and said he worked for the Anchorage School District
(ASD) for 25 years. He provided an overview of his career and
discussed the state of teaching from a human resources
perspective. He said that as the Chief Human Resource Officer,
his primary role is to support principals in hiring highly
effective certificated teachers and staff to meet the diverse
needs of ASD students. He emphasized that finding and sourcing
talent has become increasingly challenging, especially given the
size and diversity of ASD.
4:22:20 PM
MR. LANG moved to slide 2 and shared national and state-level
trends to contextualize the challenges ASD faces. In the 2021-
2022 school year, there were approximately 3.2 million teachers
in public education across the U.S., with about 10 percent
leaving their positionsa 4 percent increase from pre-pandemic
levels. Of those, 8 percent [256,000] left the profession
entirely, while only about 162,000 new teachers graduated,
leaving a gap of about 95,000 teaching positions. Mid-year
turnover went from 4 percent to 6 percent, which is alarming as
there is often no or little remedy mid-year to fill vacated
positions. He stated that since the 2021-2022 school year was
the most recent year for which there was a complete set of
national statistics, he would continue using it in the
presentation.
4:25:21 PM
MR. LANG moved to slide 3 and focused on Alaska, noting that in
2021-2022, there were about 7,500 public school teachers. Around
22 percent of public-school teachers left their positions, with
nearly 1,000 of those teachers leaving the state or profession
entirely. The University of Alaska (UA) System only produced 153
graduates with initial teaching licenses that year, creating a
gap between those leaving and entering the profession locally
that is even bigger than the national level.
4:26:22 PM
MR. LANG moved to slide 4 a chart showing five-year trends for
ASD resignations, the percentage of total full-time equivalents
(FTE), and the number of UA initial licensure graduates. In 2021
- 2022, 416 of ASD's 3,100 teachers resigned, or about 13.5
percent of the total teacher workforce. He noted that even if
all 153 UA initial licensure graduates applied to ASD, they
would only fill about a third of the vacancies. This shortage
has led ASD to source two-thirds of its teachers from outside
Alaska, which is becoming more difficult.
4:27:50 PM
MR. LANG moved to slide 5 a chart of teacher vacancies from
2019-2024 and said that over the last five years, on the first
day of student instruction, ASD has seen almost a doubling in
the number of teacher vacancies that were unfilled.
4:28:01 PM
MR. LANG moved to slide 6 and discussed the measures ASD is
taking to address its teacher:
[Original punctuation provided.]
• Approximately two thirds of ASD's teachers are hired
from outside of Alaska
• ASD hired 84 teachers with emergency or program
enrollment certificates - individuals with a
bachelor's degree who have not yet completed a teacher
preparation program
• ASD currently employ 49 BridgeUSA J-1 visa program
teachers
• ASD plans to expand use of retire/rehire option and
grow your own (GYO) programs going forward
• ASD is currently covering 100+ classroom vacancies
with long-term subs, paraprofessionals, or student
teachers
4:29:24 PM
MR. LANG highlighted ASD's recruiting efforts, such as offering
signing bonuses, relocation assistance, and referral bonuses.
However, attracting talent remains challenging due to
competition with other districts in the lower 48 states. He
noted the ongoing impact of 167 paraprofessional vacancies on
student outcomes and the added stress placed on the educational
system.
4:30:14 PM
MR. LANG moved to slide 8 and provided two final thoughts that
stand out to him from an HR standpoint:
[Original punctuation provided.]
• ASD now spends over $100+ million annually on health
benefits which erodes our ability to maintain
reasonable class sizes, keep valued programs, and
provide meaningful wage increases for our employees.
Next year we are facing a 10 percent increase for
renewal on most ASD health plans. This follows two
years of similar increases.
• In spring of 2018, ASD laid off 200 teachers. Within
weeks all 200 positions were recalled through State
one-time funds. Despite being offered a guaranteed
position in ASD the next year 32 percent of those
teachers chose to leave Alaska.
4:30:36 PM
SENATOR STEVENS expressed concern about the state's teacher
shortage, noting that Alaska is losing 1,000 teachers while
universities are only producing 153 new teachers annually. He
highlighted accreditation issues at the University of Alaska
Anchorage and questioned how to encourage more young Alaskans to
pursue teaching careers. He emphasized the urgency of improving
local teacher production to avoid relying on other states for
educators. He requested ideas on how the university can enhance
its efforts in educating teachers, though he did not require an
immediate response.
4:31:27 PM
MR. LANG replied that he would send information on the efforts
being made through the Academies of Anchorage initiative, which
they hope will help address the teacher shortage.
4:32:03 PM
CHAIR TOBIN requested that the information from Mr. Lang be
provided to her office for dissemination. She expressed interest
in how the Academies of Anchorage are focusing on the teacher
pipeline, particularly in early education and social services.
She then moved on to the next agenda item, inviting the
Fairbanks Education Association to testify. She briefly
introduced Ms. Peterson.
4:32:25 PM
DANETTE PETERSON, President, Fairbanks Education Association,
Fairbanks, Alaska, co-presented The State of Teaching in Alaska.
She provided a brief work history she has taught for years.
4:33:11 PM
MS. PETERSON moved to slide 2 and discussed aspects of
enrollment in the Fairbanks district:
[Original punctuation provided.]
About Our District
Student Enrollment: 12,459
• 25 percent are military
connected, 33.4 percent
are economically
disadvantaged
Certified Staff: 751
• 6 unfilled certified positions
to be filled ASAP
• 38 emergency certificated
educators hired this year
• 14 J1 visa educators hired
this year
• SPED certified positions and
related service provider
positions (SLP, OT, and PT)
are being filled virtually
Classified Staff: 754
Schools: 33 total
• 15 elementary, 8 secondary, 5
charter schools, 5 schools of
choice, including three
schools on military bases, a
CTE school, home school
program, and various programs
that provide alternative
learning opportunities.
4:33:35 PM
MS. PETERSON drew attention to the 38 emergency-certified
educators hired this year, not including those hired last year.
She stated that the district did not have success with
emergency-certified educators, as only one-third were retained
after their first year of teaching. This year was the first time
that J-1 visa educators were significantly utilized by the
district. Currently, 14 J-1 visa teachers are employed in
Fairbanks. The hardest positions to fill are special education
(SPED) roles. SPED teachers and related services providers are
teaching virtually. She mentioned that her sophomore son is in a
SPED English class taught by an educator in Florida, which is
very difficult. She described the 33 schools in the district as
having a diverse military population, comprised of low
socioeconomic students, charter schools, schools of choice,
Career and Technical Education (CTE) schools, homeschool
programs, and a variety of alternative learning opportunities.
4:35:27 PM
MS. PETERSON moved to slide 3 and noted various teachers who
were awarded for their excellence, as well as awards schools and
students have achieved. She noted that great achievements have
occurred with the money the district had received.
Unfortunately, the district faces a $28 million deficit, has
closed three schools in the last couple of years, and will
announce the closure of two more on Friday. She said the pupil-
teacher ratio (PTR) is ridiculous, with some classes having 39
students in a room designed for 24. She noted that large class
sizes make it very difficult for teachers to know their
students. The district will cut 100 teachers and lose 17
kindergarten paraprofessionals. She said all students, but
especially kindergarten students, need smaller classes and
individualized instruction.
4:36:10 PM
MS. PETERSON moved to slide 4 and said the district faces a $28
million deficit, has closed three schools in the last couple of
years, and will announce the closure of two more on Friday. She
opined that the pupil teacher ratio (PTR) is ridiculous with
some classes having 39 students in a room that was designed for
24. She noted that large class sizes make it difficult for
teachers to know their students. The district will cut 100
certified teachers, which is 15 percent of the district's
teachers, and lose 17 kindergarten paraprofessionals. She said
all students, but especially kindergarten students, need smaller
classes and individualized instruction. The Alaska Reads Act
asks for smaller classes and for struggling students small group
sizes of 5 to 1. Currently the district, with help from
secretaries, can do 15 to 1. However, the schools she visited
all expect to cut four teachers so the group size will increase.
Schools are unable to find substitute teachers, so classes are
combined or split, creating safety and fire code concerns.
Furthermore, it makes it difficult to accommodate students with
special needs, such as wheelchairs.
4:39:00 PM
MS. PETERSON moved to slide 5, which described differences
between schools in 2014 and 2024. She said programs such as
music and gifted and talented (GTE) have been cut. Schools are
experiencing shortages of substitutes and transportation. Funds
for transportation now dip into general funds, which are
estimated to last two weeks. She stated she has no idea what
else to cut.
4:39:28 PM
MS. PETERSON moved to slide 6 and summarized what the lack of
funds means to students and the district:
[Original punctuation provided.]
What This Means to Our Students
• Up to six (6) classes of students at the secondary
level sit in an auditorium or library supervised by a
single teacher when experiencing sub shortages;
• Elementary classes are divided between three different
teachers that are often not the same grade level;
• We hired 132 certified educators this year: 38
emergency certificated and 14 J1 visa educators (17.5%
or more than 1 in 6 educators are new to our district
this year). Many early-career-educators are leaving
for other states;
• SPED classes are taught virtually from outside of
Alaska without certified educators supporting in the
classroom;
• Related services (Speech, OT, PT) are being provided
virtually to SPED students even at the elementary
level;
• Costs of athletics and extracurriculars have risen to
the point of being too costly for many families to
access;
• Secretaries and other classified staff are doing walk-
to-read to attempt to have small reading groups per
the Alaska Reads Act. There is inadequate funding for
after school reading programs and after school
transportation;
• Aspects of our buildings are in disrepair - windows,
boilers, stairs, and roofs;
• We are dipping into our general fund to cover
transportation costs
4:39:56 PM
SENATOR GRAY-JACKSON asked if all 100 teaching positions that
the district plans to cut are currently filled.
4:40:11 PM
MS. PETERSON replied that a few positions are currently
unfilled, and 35 teachers are retiring or have otherwise given
notice to leave. This still means the district will be cutting
currently employed educators. The district still needs to hire
special education (SPED) educators. Some classes, such as
Extended and Intensive Resources, are being combined due to
vacancies. Hard-to-fill positions or vacancies aren't really
being cut. The cuts impact general classrooms, Gifted and
Talented Education (GTE), and music programs more significantly.
4:40:56 PM
SENATOR GRAY-JACKSON stated that the question was asked because,
while recognizing the critical need for teachers and fully
supporting that, it is difficult to see people losing their jobs
when positions are cut.
4:41:13 PM
SENATOR STEVENS asked if, as a professional with many years in
the field, Ms. Peterson had any suggestions on what the
University of Alaska could do to produce more Alaskan teachers.
He also inquired if there were actions her department, school,
or district could take to help move in the right direction for
increasing the number of Alaskan teachers.
MS. PETERSON replied provide a pension.
MS. TOBIN stated the committee is trying to make that happen.
4:42:42 PM
KRISTIE COTRONEO, Teacher, Kenai Peninsula Borough School
District, Soldotna, Alaska, introduced herself.
4:42:50 PM
HEATHER BAKER, Teacher, Kenai Peninsula Borough School District,
Soldotna, Alaska, introduced herself.
4:42:57 PM
MS. COTRONEO moved to slide 1 and said she came to Alaska as an
educator because its districts offered extensive professional
development opportunities, option for outdoor education, small
class sizes and a community in which everybody in Alaska becomes
a family.
MS. BAKER said she came to Alaska because the schools offered a
competitive contract and had a phenomenal reputation in
Washington. The contract pay between both states was
competitive, but the healthcare option in Alaska was
exceptional. She said when she moved to Alaska retirement was
less of a concern than the fact that the Base Student Allocation
(BSA) supported small class sizes of under 20 students in
primary grades, compared to Washington where there were 30
students per room in K-6, with overflow sent to other local
schools. She noted that Alaska's classrooms and schools look
very different today.
4:43:39 PM
MS. COTRONEO moved to slide 2 and shared that in 2013, her
third-grade class had 20 students. The following year, she
taught a multi-age classroom with 18 students and had a
guarantee that no additional students would be added. She had a
mentor and participated in professional development (PD) with
Southeast Alaska schools. This connected her to Science,
Technology, Engineering, Arts, and Math (STEAM) and cultural
career connections specific to Alaska, allowing her to extend
learning beyond the classroom. She and her students explored the
lake behind the school, studied the biodiversity in the school's
backyard habitat, and were trained as teacher leaders. As
teacher leaders, they presented this style of learning and
teaching to other educators.
4:44:30 PM
MS. COTRONEO emphasized that the state of Alaska's investment in
PD and funding through the Base Student Allocation (BSA), which
kept class sizes small enough to facilitate this type of
education, was a significant reason she chose to stay in Alaska.
4:44:39 PM
MS. BAKER said that while her experience as a teacher mirrors
Ms. Cotroneo's, she felt it was more important to share her
testimony as a mother. Her four older children had an incredible
elementary education, benefiting from Alaska's strong music
programs and small class sizes. These opportunities allowed them
to excel academically and participate in enriching activities
like state-wide field trips, hands-on science, and performing
arts. She credited their success, including high academic
achievement, to the individualized attention they received in
smaller classes. However, she noted that this level of support
is no longer the norm for younger students.
4:46:03 PM
MS. COTRONEO moved to slide 3 and noted that while her first few
years of teaching featured small class sizes, the last few years
have seen a trend of multi-age classes with 26 or more students.
She emphasized that she is not alone in this situation. For
example, third-grade teachers, a critical grade where students
are still learning to read, now each have 30 students. One
colleague left her position in November due to managing a group
of 34 fifth graders, some with significant behavior concerns,
and no classroom support. She explained that shortages in busing
and financial concerns have reduced the number of field trips,
limiting students' exposure to culture, and learning
experiences. Although there are academically high-performing
students at school, there is no Quest programming available in
her building. Additionally, Tier 3 studentsthose below the 10th
percentile in mathno longer receive pull-out support, and
interventions are now done within classrooms of 26 students,
including for Tier 3 reading interventions. She also mentioned a
continuing trend of high teacher turnover, with her school
needing to replace more than 12 educators last year, only one of
whom retired.
4:47:21 PM
MS. BAKER said that many of the educators who made Alaska
desirable are leaving the state for better opportunities. She
provided several examples. She said the teachers were highly
qualified educators, including the president of the Alaska
Society for Technology and Education (ASTI) and the district's
Positive Behavior and Intervention System (PBIS) team lead. She
expressed concern that the quality of current applicants does
not match those who are leaving. The hiring team has had to
bring in emergency-certified teachers simply to ensure enough
adults are in the building. She provided several examples and
expressed frustration that a re-hire retiree makes more than her
even though they do the same job. She further expressed
disappointment in her children no longer having access to AP
classes in their schools despite high marks. Her children must
either transfer or take online courses.
4:49:42 PM
MS. BAKER expressed gratitude for the Reads Act, describing it
as crucial for early education and vulnerable populations, but
she raised concerns about its implementation in the Kenai
Peninsula Borough School District (KPBSD). The district's use of
the Core Knowledge Language Arts (CKLA) curriculum mandates 90
to 120 minutes of daily reading instruction with little
flexibility, minimal scaffolding, and a one-size-fits-all
approach. In a post-COVID environment with 30 students per
classroom and no pull-out support services, this reduces
teachers' autonomy and hinders their ability to connect with
students and meet their individual needs, leading to a lack of
engagement and retention. The curriculum also lacks cultural
connections and limits the ability to teach science, social
studies, and health in alignment with Alaska State Standards.
MS. BAKER concluded by expressing hope that they can work
together to find solutions that make the spirit of the Reads Act
shine through in its implementation, ensuring it benefits both
students and educators.
4:51:08 PM
MS. COTRONEO moved to slide 5 and shared that 11 years ago, she
and her husband relocated to Alaska to start her teaching
career. Coming from Washington, where opportunities for
professional growth were abundant, Alaska offered her a chance
to thrive. With the guidance of mentors and experiences like the
Southeast Alaska Career and STEAM camp, she developed as an
educator. However, she now feels compelled to leave Alaska due
to financial strain. The combination of her salary and the lack
of retirement benefits has made it unsustainable for her to
continue teaching in the state. She will return to Washington,
where she will receive a $32,000 salary increase next year. She
urged the state to address the challenges facing educators,
noting that investing in teacher compensation and benefits is
crucial for retaining talent and preserving the quality of
education for Alaska's students.
4:52:28 PM
MS. BAKER said that 10 years ago, she moved to Kenai, Alaska,
because of the strong reputation of its schools. Her four
children have flourished and are graduating at the top of their
classes, but she is concerned that opportunities are rapidly
dwindling at the high school level due to the stagnant Base
Student Allocation (BSA) and the difficulty in recruiting
quality educators. She said she no longer feels confident in the
public schools' ability to provide a strong education for her
two younger children. As a single mother of six, she is
considering either opening a pod school or moving to a state
that offers better recruitment of quality teachers. She noted
that if she moved to Washington, she would receive a retirement
plan and earn about $38,000 more than she does in Alaska,
largely due to a $6,200 bonus for being a National Board-
Certified Teacher.
4:54:01 PM
CHAIR TOBIN introduced Mr. Aist stating the Anchorage Education
Association represents about 3,000 educators in the Anchorage
School District.
4:54:29 PM
CORY AIST, President, Anchorage Education Association (AEA),
Anchorage, Alaska, said he would focus on two slides and asked
the audience to review the data in the others. He stressed the
importance of visiting a school in Alaska if they haven't done
so in the last two years to understand the current environment.
He urged them to speak with educators, principals, and students.
He noted that the Anchorage School District and Superintendent
recently discussed how inadequate funding impacts classrooms and
programs, and he was asked to speak about the student
experience.
4:55:17 PM
MR. AIST moved to slide 2 and shared that he has 30 years of
experience as a professional search and rescue volunteer. He
explained that in a crisis, the first step is recognizing the
situation and assessing it. Typically, 30 to 40 percent of
people freeze, 30 to 40 percent become hysterical, and only 10
to 20 percent take action to solve the problem, which requires
training, time, and clear thinking. He expressed that Alaska's
schools are in an emergency, but most legislators, aside from
education committee members, do not recognize it. Educators are
looking for exit strategies and are leaving. He urged immediate
action.
4:57:15 PM
MR. AIST moved to slide 7 a graph depicting the reasons for
teachers leaving ASD and stated that the biggest impact on
students is class size, which is directly related to staffing.
He emphasized that Alaska used to be a competitive destination
for educators, but it no longer is due to the lack of a pension
and an uncompetitive salary schedule. The staffing crisis has
led to larger class sizes, worsening the situation in
classrooms. He noted that in May 2023, teachers cited student
behavior as the top reason they are considering leaving,
followed by workload, which is tied to class size, and salary as
the third reason. He urged the committee to recognize that
students are having the same experience in a classroom as the
teacher.
4:58:41 PM
MR. AIST moved to slide 13, a graph showing the percentage of
all ASD schools reporting 90 percent or better daily attendance
by school year from 2009 to 2024. He stated that the main reason
students are not attending school is a lack of relationships. He
questioned how teachers can build meaningful relationships or
provide one-on-one and small group instruction when class sizes
are too large. He noted that managing a large classroom is
challenging. He also highlighted that the Anchorage School
District is heavily impacted by the shortage of substitutes,
with long-term subs, student teachers, and Educational Support
Personnel (ESPs) covering many classes, leading to a significant
number of classrooms being managed by uncertified personnel.
5:00:05 PM
SENATOR BJORKMAN thanked the presenters and pointed out that the
legislature is currently debating whether a $680 increase to the
Base Student Allocation (BSA) is sufficient. He emphasized that
this amount would only prevent things from getting worse for one
year. He reiterated that testimony from educators reflects a
broader issue, not an isolated case. He expressed concern that
the other legislative body is debating whether to appropriate
just enough funds to maintain the current situation for one more
year. He stressed that if the state expects education to
improve, significant investment is needed to provide better
opportunities and outcomes for students. He noted that labor
decisions and educational choices are often driven by financial
considerations, and without adequate funding, people will seek
opportunities elsewhere. He concluded by stating that while $680
might be all that can be done this year, it is far from enough
to address the critical needs of the educational system.
5:02:49 PM
CHAIR TOBIN opined that Senator Bjorkman would receive no
opposition to his statement from the Senate Education Committee.
5:03:21 PM
There being no further business to come before the committee,
Chair Tobin adjourned the Senate Education Standing Committee
meeting at 5:03 p.m.