Legislature(2019 - 2020)BARNES 124
05/13/2019 03:15 PM House LABOR & COMMERCE
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| Audio | Topic |
|---|---|
| Start | |
| HB127 | |
| HB24 | |
| HB81 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| += | HB 24 | TELECONFERENCED | |
| + | HB 81 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
| += | HB 127 | TELECONFERENCED | |
HB 24-LIMITED TEACHER CERTIFICATES; LANGUAGES
3:32:52 PM
CHAIR WOOL announced that the next order of business would be
HOUSE BILL NO. 24, "An Act relating to instruction in a language
other than English; and relating to limited teacher
certificates."
3:35:01 PM
CHAIR WOOL opened public testimony.
3:35:10 PM
REPRESENTATIVE STORY asked if they should offer amendments prior
to hearing public testimony so the public can comment on them.
CHAIR WOOL answered no. He said the committee will take up
amendments after public testimony.
3:35:27 PM
EPHIMIA MOONIN-WILSON, Chugachmiut Language Heritage Program,
informed the committee that she currently teaches the Sugt'stun
language to Pre-K12 students and has been doing so for eight
years. She shared her educational background, which includes an
earning an occupation endorsement certificate (OEC) in Alutiiq
studies. She stated that her goal is to be one of the first
Sugt'stun certified teachers.
CHAIR WOOL asked Ms. Moonin-Wilson if she is currently a
certified teacher.
MS. MOONIN-WILSON said she is not fully certified having only
received an OEC.
3:37:50 PM
REPRESENTATIVE HANNAN asked Ms. Moonin-Wilson which school
district she works for.
MS. MOONIN-WILSON said she works in the Kenai Peninsula Bureau
School District (KPBSD); however, she is employed through
Chugachmiut.
REPRESENTATIVE HANNAN asked if she has considered earning a type
M certificate.
MS. MOONIN-WILSON said yes; however, to do so she would need to
be employed by the KPBSD.
REPRESENTATIVE HANNAN asked if Chugachmiut is part of the
regional village corporation.
MS. MOONIN-WILSON answered yes.
REPRESENTATIVE HANNAN asked Ms. Moonin-Wilson if she had any
interest in working for the KPBSD.
MS. MOONIN-WILSON confirmed her interest in working for the
KPBSD. She said she would like to earn more credentials before
she enrolls.
CHAIR WOOL asked Ms. Moonin-Wilson if she teaches at the
Language Heritage Program.
MS. MOONIN-WILSON answered yes.
3:41:18 PM
REPRESENTATIVE STUTES inquired as to what subject Ms. Moonin-
Wilson teaches.
MS. MOONIN-WILSON stated she teaches the Sugt'stun language
program.
CHAIR WOOL noted HB 24 concerns certification for K-12 language
immersion teachers. He asked if Ms. Moonin-Wilson currently
teaches K-12 or language immersion.
MS. MOONIN-WILSON said that's what she is working towards.
3:42:19 PM
CORDELIA KELLIE said she is representing herself as a community
language practitioner and thanked the committee for the
opportunity to testify in support of HB 24. Through years of
working in (indisc.) language revitalization efforts with adult
second language learners, many have concluded that immersion
schools will be the tool that makes headway in creating fluent
speakers and returning vibrancy to indigenous languages. She
said HB 24 is distinctive because it provides a mechanism
towards putting teachers in immersion classrooms. She noted
that there has been concern in years past about the language in
this legislation regarding levels of competency of those seeking
to teach content through a non-English language; however, in her
community, many individuals working to learn [indigenous]
languages have degrees. She concluded by saying HB 24
acknowledges the current position of Alaska's communities - that
every successive Alaska native generation is a growing
generation of young people who are acquiring cultural knowledge
of indigenous ways, as well as navigating Western institutions.
She stressed the dire need for immediate immersion instruction.
Nonetheless, she said HB 24 creates a pathway towards getting
competent community members into immersion classrooms.
3:46:35 PM
CHAIR WOOL asked Ms. Kellie if she has a teacher certification.
MS. KELLIE answered no. Despite that, she said she has an
English degree and teaching experience through community
programs.
CHAIR WOOL asked if Ms. Kellie has a college degree.
MS. KELLIE confirmed that.
CHAIR WOOL questioned whether the community members that she
mentioned are certified teachers.
MS. KELLIE said no. She explained they are people with
professional and academic experience who are also learning
indigenous language. She added that if she was to set her
intention on building an immersion school, those are the people
she would do it with.
3:48:20 PM
REPRESENTATIVE HANNAN asked Ms. Kellie which school district she
would be seeking work in.
MS. KELLIE said the Anchorage school district.
REPRESENTATIVE HANNAN asked Ms. Kellie if she knows any Type M
language teachers who are teaching in Inupiaq, Yupik, or Tlingit
in the Anchorage school district.
MS. KELLIE said she is aware of their work.
REPRESENTATIVE HANNAN asked if Ms. Kellie has considered earning
a Type M certificate.
MS. KELLIE said she has not considered it because she has not
directly selected education as a professional pathway.
REPRESENTATIVE HANNAN said Type M certificates as they currently
exist, don't require any academic training. She said they were
created for an elder who speaks an indigenous language that
wouldn't have to pass any competency exams or verify that they
have teacher preparation or college training. The certificate
would allow those individuals to be hosted by the district to
teach language and culture in their language.
3:52:00 PM
KATHERINE GARDNER, Human Resources Executive Director, Matsu
Borough School District, voiced strong support for HB 24. She
said the Matsu community is incredibly proud of their choice
options. She described Fronteras Spanish Immersion Charter
School as a robust immersion program that offers an excellent
education rich in both language and culture. She noted that the
program relies on talented educators in order to work as well as
it does. The passage of HB 24 as it's currently written, she
said, would provide a positive impact on their program and
allows their current staff to be employed as teachers. She
noted a primary concern with the barrier of the basic competency
test which is only provided in English.
3:54:24 PM
REPRESENTATIVE HANNAN questioned whether the teachers Ms.
Gardner would like to employ would eventually be able to pass
the competency exam in English. She asked how long of a window
they would need to do that.
MS. GARDNER explained that some of these individuals have been
trying to pass all the competency exams for the past three
years. They have been able to make progress by focusing on one
at a time, she said. She expressed concern with Representative
Hannan's amendment [which has yet to be offered] because it
provides a one-year window with a one-year extension, which
wouldn't be enough time to complete a teacher prep program for
the individuals she is working with.
REPRESENTATIVE HANNAN clarified that under her amendment they
would have two years to pass the competency exam, not the
teachers prep program. She asked if three years would achieve
that for most of her candidates.
MS. GARDNER said 3 years would probably not be long enough for
everyone they are interested in employing.
3:57:00 PM
MARK HIRATSUKA, Alaska Education Program Manager, Chugachmiut
Language Heritage Program, shared his work experience with the
committee as a retired public educator with the state of Alaska
for 34 years. He noted that he was the principal in Valdez and
Dillingham, as well as the superintendent for [indisc.]. He
explained that he has spent his lifetime working with teachers
on a college career pathway plan towards becoming certified
teachers that qualify for the Type C certification. In Chugach
they run a teacher training program that focuses on developing
fluency in the Sugt'stun language because it is close to
extinction. He said ultimately, these are students who want to
become fully certified teachers within the state of Alaska and
teaching in their own communities. He said that as an
administrator, he was delighted to hear about the Type M
certification because people who get their OEC in Sugt'stun can
qualify for it.
4:03:02 PM
REPRESENTATIVE HANNAN asked Mr. Hiratsuka if he has approached
his school district about hosting a Type M certificate for one
of his current teachers.
MR. HIRATSUKA offered his understanding that they could work
through that process due to the MOA [memorandum agreement]
status with the school districts.
CHAIR WOOL asked for the definition of MOA status.
MR. HIRATSUKA said it is a memorandum agreement [MOA] with
school administration to implement a language program with a
language paid teacher in the program.
CHAIR WOOL sought to clarify whether someone with an OEC needs a
Type M certificate to teach Native language in public schools.
MR. HIRATSUKA shared his belief that paraprofessionals who teach
one-subject areas, like Sugt'stun, can qualify for a Type M
certificate.
4:06:30 PM
REPRESENTATIVE HANNAN pointed out that even without the training
they could qualify for a Type M.
MR. HIRATSUKA said yes.
CHAIR WOOL asked if a Type M is required to teach.
MR. HIRATSUKA said they are not necessary to teach single
subjects.
MR. HIRATSUKA, responding to a follow-up comment from
Representative Wool, said at the Chugachmiut Language Heritage
Program they run teacher core program that requires success in a
4-year college track program that provides an endorsement in
education. He noted that once someone is qualified for the
teaching program, they will be qualified to use his or her Type
C certification in a K-12 program with the benefit of being
fluent Sugt'stun speaking teachers in village communities where
Sugt'stun is their heritage language.
CHAIR WOOL sought clarification on whether these teachers grew
up speaking the language or learned it in school.
MR. HIRATSUKA said all of them grew up with the Sugt'stun
language in their home, but they were non speakers. He noted
that an OEC in Sugt'stun requires becoming a confident speaker.
He explained that they want to preserve the Sugt'stun language
in the region by providing language teachers who are
(simultaneously) also working on their teacher certification in
hopes that one day they will become teachers in the Chugach
region.
4:10:23 PM
JENNIFER SCHMIDT-HUTCHINS, Principal, Fronteras Spanish
Immersion Charter School, stated that the most difficult part of
a quality language program is staffing. She noted that at
Fronteras they don't teach Spanish - they teach in Spanish,
which makes a big difference in what they need in instructors.
She discussed the difficulty their Spanish-speaking teachers
have had with passing the Praxis test to get their teacher
certificate. All three teachers passed two out of the three
competency exams because they are only offered in English. She
explained that when taking the Praxis as a second-language
learner, all directions and each question must be translated
from English into their native language. Their answers must be
written in English as well. She noted that the Praxis has a
time limit, with an option of only 20 minutes additional time.
She emphasized that all three teachers are fully certified and
have a range of 4-13 years teaching experience in their home
countries. Teachers who have failed to pass all three
competency exams have lost their certified status along with
losing their medical insurance and being reduced to substitute
pay. She acknowledged the concerns about accountability and
made assurances that all staff member at Fronteras are evaluated
with their district's evaluation system. She stated that the
native speakers at Fronteras bring a richness to the culture and
to every single unit of study. Should this bill pass, she said,
it will allow schools to hire native language speakers who
either don't yet hold - or are in the process of obtaining - a
teachers certificate and give them a different pathway if the
competency test is holding them up. She reiterated that she is
"very much in favor of HB 24" as a pathway to help Alaska's
schools have quality individuals leading their students.
CHAIR WOOL asked if Ms. Schmidt-Hutchins considers the English
[competency] test to be more difficult than "basic."
MS. SCHMIDT-HUTCHINS said, "absolutely," when someone is taking
it in a second language. She added that all the teachers she
mentioned have already passed an equivalent of the competency
test in their countries.
CHAIR WOOL asked if the subjects in English are also taught by
the Spanish instructors at Fronteras.
MS. SCHMIDT-HUTCHINS replied they have a partner English teacher
who takes care of all English instruction.
CHAIR WOOL asked if a non-native Spanish speaker who gained
proficiency in the language would have to pass a Spanish
proficiency test to teach at Fronteras.
MS. SCHMIDT-HUTCHINS said if that person is fully certified in
the state of Alaska he or she would be interviewed for the
position in Spanish.
CHAIR WOOL surmised that there wouldn't be a proficiency test in
that case.
MS. SCHMIDT-HUTCHINS confirmed that, adding they would have
already taken the Praxis, which is required by the state of
Alaska.
CHAIR WOOL asked if the [native Spanish speaking] teachers
should aspire to become proficient in English and pass the
English [competency] test.
MS. SCHMIDT-HUTCHINS said it's not for a lack of effort,
practice, or study. She explained that it is an issue of
vocabulary, especially when it comes to math.
CHAIR WOOL asked if these instructors teach math in their native
language.
MS. SCHMIDT-HUTCHINS confirmed that.
4:19:24 PM
CHAIR WOOL closed public testimony.
CHAIR WOOL asked if a non-Native speaker could qualify for a
Type M certification to teach in a Native language.
4:20:56 PM
REPRESENTATIVE JONATHAN KREISS-TOMKINS, Alaska State
Legislature, prime sponsor of HB 24, answered yes that could
happen if the school explicitly approves that hire and the state
Board of Education approves the application coming from the
school board. The individual would also have to meet all the
regulations that the board promulgated around Type M
certification.
CHAIR WOOL sought clarification on whether there would be a
competency test.
REPRESENTATIVE KREISS-TOMKINS said potentially. The state Board
of Education has the ability to promulgate regulations;
therefore, in theory, they could set competency minimums as they
see fit. He added that he would not be surprised if that were
to occur.
CHAIR WOOL sought clarification on OEC and the different
[teacher] certifications that exist.
REPRESENTATIVE KREISS-TOMKINS offered his understanding that an
OEC isn't directly relevant to this legislation.
4:26:05 PM
REPRESENTATIVE FIELDS moved to adopt Amendment 1, [labeled 31-
LS0290\A.2, Caouette, 4/9/19], which read:
Page 1, line 1:
Delete "and"
Page 1, line 2, following "certificates":
Insert "; and renaming the Alaska Native Language
Preservation and Advisory Council as the Council for
Alaska Native Languages"
Page 2, following line 21:
Insert new bill sections to read:
"* Sec. 2. AS 44.33.520(a) is amended to read:
(a) The Council for Alaska Native Languages
[ALASKA NATIVE LANGUAGE PRESERVATION AND ADVISORY
COUNCIL] is established in the department for the
purpose of recommending the establishment or
reorganization of programs to support the
preservation, restoration, and revitalization of
Alaska Native languages.
* Sec. 3. The uncodified law of the State of Alaska
is amended by adding a new section to read:
REVISOR'S INSTRUCTIONS. The revisor of statutes
is requested to change the
(1) heading of art. 9 of AS 44.33 from
"Alaska Native Language Preservation and Advisory
Council" to "Council for Alaska Native Languages";
(2) catch line of AS 44.33.520 from "Alaska
Native Language Preservation and Advisory Council" to
"Council for Alaska Native Languages.""
CHAIR WOOL objected for the purpose of discussion.
REPRESENTATIVE FIELDS explained Amendment 1. He said the Alaska
Native Language Preservation and Advisory Council recommends
that its own name be changed to the Council for Alaska Native
Languages. The reason for the name change is that languages are
not being preserved "as if they are in amber," they should be
living things. He noted that he is introducing this amendment
at the suggestion of the bill sponsor.
4:27:03 PM
REPRESENTATIVE KREISS-TOMKINS further noted that Amendment 1 is
a "rider" on HB 24 and doesn't relate to the substance of the
bill. The native language revitalization community in Alaska
has wanted to rename the body that represents their interests,
which is the motivation behind this amendment. The term
"preservation," he said, is like the language is in a museum,
whereas their goal is to keep these languages alive and
revitalized. For this reason, they requested a name change and
that's all Amendment 1 does.
4:27:48 PM
REPRESENTATIVE HANNAN pointed out that this council is housed by
the Department of Commerce, Community & Economic Development
(DCCED). She asked if the department is supportive of this
change and whether the council is autonomous.
4:28:15 PM
REPRESENTATIVE FIELDS said in his experience, the council is
autonomous.
REPRESENTATIVE KREISS-TOMKINS said Representative Fields is
accurate. He added that [the council] is housed within the
Division of Community and Regional Affairs within the DCCED. He
noted that the resources required for the renaming is
incidental.
4:29:25 PM
JOHN SCANLON, Staff, Representative Jonathan Kreiss-Tomkins,
Alaska State Legislature, on behalf of Representative Kreiss-
Tomkins, prime sponsor, added that in the latest council meeting
the members voted in favor of renaming themselves in this way,
which was the impetus for this amendment.
4:29:50 PM
REPRESENTATIVE HANNAN asked if there has been a statute check to
make sure that's the only place it appears.
MR. SCANLON explained that while working with the drafting
attorney at legislative legal he submitted a request that for
anywhere in statute where the council is referred to its current
name that it be replaced with the new name. Therefore, it's
been replaced everywhere in statute within this amendment.
4:30:53 PM
REPRESENTATIVE STORY disclosed that she is the appointed liaison
from the House of Representatives to the aforementioned council
[Alaska Native Language Preservation and Advisory Council].
4:31:18 PM
REPRESENTATIVE FIELDS opined that the council does great work
and he is happy to support the name change.
CHAIR WOOL removed his objection to Amendment 1. There being no
further objection, Amendment 1 was adopted.
4:32:08 PM
REPRESENTATIVE HANNAN moved to adopt Amendment 2, [labeled 31-
LS0290\A.7, Caouette, 5/13/19], which read:
Page 1, line 4, through page 2, line 21:
Delete all material and insert:
"* Section 1. AS 14.20 is amended by adding a new
section to read:
Sec. 14.20.024. World language expert limited
teacher certificate. (a) Notwithstanding AS 14.20.020,
a person may be issued a world language expert limited
teacher certificate, valid only in the instructional
language in which the person has expertise, upon
compliance with the requirements of this section. A
world language expert teacher may only be employed to
teach in the language in which the person has
satisfied the education or experience requirements set
out in (b)(1) of this section.
(b) To be eligible for a world language expert
limited teacher certificate, a person shall
(1) hold at least a baccalaureate degree
from an institution of higher education accredited by
a recognized regional or national accrediting
association or approved by the commissioner and have
at least five years of experience in the instructional
language in which the person will be teaching;
(2) have submitted fingerprints and the
fees required by the Department of Public Safety under
AS 12.62.160 for criminal justice information and a
national criminal history record check to the
department; the department must have submitted the
fingerprints and fees to the Department of Public
Safety for a report of criminal justice information
under AS 12.62 and a national criminal history record
check under AS 12.62.400 and the person must have been
found by the department to be suitable for employment
as a teacher under AS 14.20.020(f);
(3) be currently enrolled in or have
completed an approved post-baccalaureate teacher
education program at a regionally accredited
institution meeting the requirements of
AS 14.20.020(b) that provides for completion of the
regular teacher certificate education requirements
within two years after receipt of a world language
expert limited teacher certificate under this section;
and
(4) have completed three semester hours of
Alaska studies and three semester hours in
multicultural education or cross-cultural
communications as described in AS 14.20.020(h).
(c) A world language expert limited teacher
certificate is valid for one school year and may be
renewed for one additional school year upon a showing
of substantial progress toward completion of the
teacher education program required under (b)(3) of
this section or satisfactory completion of a
competency examination.
(d) A person employed as a world language expert
teacher under this section is considered a
certificated employee for purposes of AS 14.25
(teachers' retirement system). Employment as a world
language expert teacher under this section counts as
employment for purposes of acquiring tenure under
AS 14.20.150; however, a person holding a world
language expert limited teacher certificate under this
section is not entitled to tenure until the person
receives a teacher certificate under AS 14.20.020.
(e) The department shall adopt regulations
necessary to implement this section.
(f) In this section,
(1) "world language" means a language other
than English;
(2) "world language teacher" is a teacher
qualified to teach under (b) of this section."
CHAIR WOOL objected for the purpose of discussion.
REPRESENTATIVE HANNAN explained that Amendment 2 separates and
leaves the Type M [certificate] in the same section of statute
it's currently located in and keeps it in its current form.
Therefore, native language speakers may be certificated with no
college background, no competency test, no teacher preparation
program, and with up to a 5-year certificate. She noted that
across the state there are 65 teachers working with Type M
certificates in those scenarios. An example of this, she said,
is "the native elder" who is fluent in the language and allowed
to be a fully licensed teacher in charge of language and culture
in the subject area that they are certified in under Type M.
Amendment 2 leaves Type M intact as it is currently in statute
and creates a new section under the law "024," which affects
"the world language people." She said it requires that they
have passed at least a bachelors degree program, completed or
are enrolled in a teacher preparation program, and creates a 2-
year window to be licensed to take the competency exam and pass
it before they are fully licensed teachers in Alaska.
REPRESENTATIVE REVAK said he would like to hear from the bill
sponsor.
REPRESENTATIVE KREISS-TOMKINS said he respectfully opposes
Amendment 2 and asked Mr. Scanlon to speak to the reasons why.
4:35:28 PM
REPRESENTATIVE STUTES asked Representative Hannan to summarize
the current Type M certificate.
4:35:52 PM
REPRESENTATIVE HANNAN said in the current law a Type M requires
the sponsorship of a school district for a 5-year certification.
REPRESENTATIVE STUTES asked what happens after 5 years.
REPRESENTATIVE HANNAN said the certification must be renewed
which requires the school district's desire to host the
individual again.
REPRESENTATIVE STUTES asked what changes Amendment 2 makes.
REPRESENTATIVE HANNAN said it would leave type M as it is and
create a new section where the candidate must be on a pathway to
meeting the three professional checks to be a licensed teacher
in Alaska: an academic degree, teacher preparation, a competency
exam.
4:37:06 PM
CHAIR WOOL pointed out that there is a limited world language
Type W certificate, which is for non-Native languages and lists
many of the requirements that Representative Hannan just
mentioned, including a modified competency exam.
REPRESENTATIVE HANNAN said she was attempting to place the Type
W regulations into statute, with the addition of a 2-year window
to pass the competency test.
4:39:01 PM
REPRESENTATIVE STUTES noted that she doesn't see the advantage
to getting this particular license over one of the many that are
already available.
REPRESENTATIVE HANNAN explained that the Type W was allowed in
regulation without fitting into statute before they stopped
issuing them.
REPRESENTATIVE STUTES asked if Type W certification is currently
being issued.
REPRESENTATIVE HANNAN said her understanding is that the DEED
[Department of Education & Early Development] stopped issuing
"Type W" because they didn't have the statutory authority to do
so.
4:40:21 PM
SONDRA MEREDITH, Teacher Certification Administrator, Educator
and Excellence Division, Department of Education & Early
Development, related the limited Type W is a relatively new
option for teachers of world languages, having only passed to
regulation within the past year and a half. She noted that the
regulation falls under two statutes for its authority: AS
14.20.020 and AS 14.20.022. She said the department will be
issuing more Type W when districts use that option.
CHAIR WOOL sought clarification on the modified competency test.
He asked if it is an English competency test that's easier for a
non-Native English speaker.
4:41:47 PM
MS. MEREDITH said modified means the individual would take a
content area exam in their native language and a portion of the
basic competency in mathematics. This allows for the reading
and the writing portions to be done in his or her native
language.
CHAIR WOOL asked if type W satisfies the intent of Amendment 2.
MS. MEREDITH said she hasn't examined the amendment enough to do
an analysis of it, adding that she would need more time to
reflect before she could say whether it's an exact replication
of the world language Type W that is currently in regulation.
4:43:58 PM
REPRESENTATIVE HANNAN offered one requirement from regulation
she did not include in Amendment 2, which is the districts' 2-
year mentorship for a Type W. She asked if the department has
the authority to proceed with Type W and could meet the concerns
of the Fronteras program.
MS. MEREDITH shared her understanding that districts with world
language programs are primarily concerned about native language
speakers that have the skills, language, and content area
expertise who don't intend on doing the teacher preparation
program. She said it's unclear if they are aware of the Type W.
CHAIR WOOL asked if Fronteras staff having trouble passing the
competency exam could take the modified exam in their native
language.
MS. MEREDITH confirmed that.
REPRESENTATIVE KREISS-TOMKINS offered his understanding that
Type W is insufficient in meeting the district's needs in
developing immersion language programs. He opined that it's
better than nothing at all and that the department developed the
regulations in response to the interest in immersion language
education; however, it does not give districts the same
flexibility that would exist under HB 24.
4:48:23 PM
REPRESENTATIVE FIELDS said he had hoped to get this bill
reported out.
CHAIR WOOL emphasized that this is the last committee meeting of
the year, so even if HB 24 were to be passed out today it's
unclear what the future holds. He expressed concern about
rushing bills through.
4:49:42 PM
REPRESENTATIVE TALERICO stated that he appreciates people trying
to amend the bill; however, he opined that Amendment 2 destroys
the intent of HB 24. He remarked that he's not concerned about
Spanish, Chinese, or Russian [language] disappearing from the
face of the planet; however, he is worried about Yupik, Aleut,
and other dialects. He offered his understanding that the
original intent of HB 24 was to have the ability for people with
various backgrounds come and work together directly in Alaska's
schools - particularly in remote locations where some of the
higher requirements can't be met.
CHAIR WOOL concurred. He offered is belief that the Type M
certification currently in statute allows for indigenous
language teachers to teach in a school without certification or
a college degree. He asked if that is true.
4:51:33 PM
MS. MEREDITH explained the difference between current statute
and the proposed bill. She said HB 24 would allow the
individual with the expertise in language to also have a pathway
to teach in other content areas in his or her native language,
which is not something currently available.
REPRESENTATIVE KREISS-TOMKINS further clarified that immersion
language programs are not allowed under current Type M
[certification].
4:53:27 PM
REPRESENTATIVE REVAK offered his understanding that various
subject areas cannot be taught in foreign languages with
[current] Type M certification. He expressed concern that
Amendment 2 creates further barriers to entry for Native
speakers and immersion programs. Consequently, he said he can't
support it.
4:54:54 PM
REPRESENTATIVE FIELDS agreed with Representative Talerico and
Representative Revak's sentiments. He reflected on letters
received from school districts and the Alaska Association of
School Boards asking for more flexibility regarding hiring. He
pointed out that Type I and Type M are the least regulated
certificates and are in the area with the most innovating and
exciting programs, which means school districts want to have
good programs to hire, train and retain teachers, including
those that speak in foreign languages. He said they want to
teach in good pedagogy. With that in mind, he said he will
continue to oppose Amendment 2.
4:58:02 PM
REPRESENTATIVE STUTES sought clarification on whether immersion
school instructors teach subjects other than the language they
were hired to teach.
REPRESENTATIVE KREISS-TOMKINS said at present, yes. However,
under HB 24, immersion schools could have multiple subject areas
being taught in a foreign language.
REPRESENTATIVE KREISS-TOMKINS, responding to a follow-up comment
from Representative Stutes, said HB 24 is "a bill that enables a
process for local control in districts to be able to apply on an
individual basis for individuals that they feel are qualified
and on a track to become certificated or otherwise can support
an immersion program.
CHAIR WOOL reiterated representative Hannan's concern about
tenure and that, after 3 years, these individuals could have the
same benefits and privileges as a certified teacher who has gone
through a more rigorous background and education. He argued
that Amendment 2 would give people a chance while ensuring that
they are also competent in English and taking teacher
preparation courses if they have a college degree.
5:03:18 PM
REPRESENTATIVE STORY disclosed that her daughter teaches in a
Tlingit and Haida language immersion preschool program. She
opined that if local languages are to be preserved the system
must be flexible. She reminded the committee that there are
safeguards in the original language of the bill, including board
certification. She added that the superintendent and teachers
will be making the recommendation for instructional skills and
subject matter expertise. She said the idea behind immersion
programs is that the whole day is taught in the home language,
which is how Alaska will grow languages. She maintained that
this is an opportunity for the system to be flexible and save
local languages. She argued that time is of essence and urged
members to vote down Amendment 2 and vote on the original bill.
CHAIR WOOL pointed out that this bill hasn't passed through the
Senate, so even if it passed the House it would not become law
this year.
5:07:39 PM
The committee took a brief at-ease.
5:08:53 PM
CHAIR WOOL turned attention back to Amendment 2 and subsequently
removed his objection.
REPRESENTATIVE REVAK objected.
A roll call vote was taken. Representatives Hannan and Wool
voted in favor of Amendment 2. Representatives Story, Talerico,
Fields, and Revak voted against it. Therefore, Amendment 2
failed by a vote of 2-4.
5:09:36 PM
CHAIR WOOL announced that HB 24 was held over.
5:09:49 PM
The committee took a brief at-ease.
| Document Name | Date/Time | Subjects |
|---|---|---|
| HB 127.Bill CS Version M.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 127 |
| HB 127.Sponsor.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 127 |
| HB 127.Sectional.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 127 |
| HB 127.Fiscal DHHS2.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 127 |
| HB 127.Fiscal DHHS.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 127 |
| HB 127.Fiscal DCCED.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 127 |
| HB 127.Backup Support Melissa Davis.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 127 |
| HB 127.Backup Alaska Dental HPSA.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 127 |
| HB 127.Backup State by State.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 127 |
| HB 127.Backup Support ADHA.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 127 |
| HB 127.Backup Support Alaska Primary Care Association.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 127 |
| HB 127.Backup Support Dental Hygiene Advanced Practice.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 127 |
| HB 127.Backup Support Jeff Kilgore.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 127 |
| HB 127.Backup Support Letters May 1.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 127 |
| HB 127.Backup Support Letters.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 127 |
| HB 24.Bill version A.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 24 |
| HB 24.Sponsor.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 24 |
| HB 24.Sectional.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 24 |
| HB 24.Fiscal Note DEED.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 24 |
| HB 24.Backup Updated Support Letters 4.24.19.pdf |
HL&C 5/13/2019 3:15:00 PM HL&C 2/17/2020 3:15:00 PM |
HB 24 |
| HB 24.Backup Immersion Student Acheivement.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 24 |
| HB 24.Backup Support Letter ANLPAC.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 24 |
| HB 24.Backup Support Letter Leslie Harper.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 24 |
| HB 24.Backup Support Letter Margi Dashevsky.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 24 |
| HB 24.Backup Support Letters.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 24 |
| HB 24.Backup Teacher Certificate Types.docx |
HL&C 5/13/2019 3:15:00 PM |
HB 24 |
| HB 24.Amendment 1.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 24 |
| HB 24.Amendment 2.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 24 |
| HB 81.Bill Version B.PDF |
HL&C 5/13/2019 3:15:00 PM |
HB 81 |
| HB 81.Sponsor.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 81 |
| HB 81.Sectional.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 81 |
| HB 81.Fiscal.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 81 |
| HB 81.Summary of Changes.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 81 |
| HB 81.Backup Opposition Donna Marsh .pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 81 |
| HB 81.Backup Opposition Letter.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 81 |
| HB 81.Backup Presentation.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 81 |
| HB 81.Backup Support ADN.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 81 |
| HB 81.Backup Support Alcanna.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 81 |
| HB 81.Backup Support Letter AYEA.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 81 |
| HB 81.Backup Support Letter Bags of Change.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 81 |
| HB 81.Backup Support Letter Forbes.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 81 |
| HB 81.Backup Support Letter Haines.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 81 |
| HB 81.Backup Support Marine Debris in US.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 81 |
| HB 81.Backup Support Marine Debris.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 81 |
| HB 81.Backup Support New York Times.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 81 |
| HB 81.Backup Support NPR.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 81 |
| HB 81.Backup Support Peninsula Clarion.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 81 |
| HB 81.Backup Support UN Ocean Conference.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 81 |
| HB 81.Backup Support Washington Post.pdf |
HL&C 5/13/2019 3:15:00 PM |
HB 81 |