GOOD
MORNING. HOW WE ARE DOING TODAY
WILL BE BACK HERE AT OUR STATE
CAPITAL THAT HAD OUR ELECTIONS,
BUT THE SHOW GOES ON FOR US
LAWMAKING, LEGISLATING AND
OVERSIGHT OF IMPORTANT ISSUES,
INCLUDING THIS ONE, WHICH IS
OUR, UM, EDUCATION SYSTEM IN
CALIFORNIA. THIS IS A HEARING.
JOINT HEARING OF THE BUDGET
SUBCOMMITTEE AND THE EDUCATION,
UM, COMMITTEE AND THANK YOU,
DOCTOR JOY FOR JOINING US HERE
THIS MORNING. THIS IS THAT
CONVERSATION ABOUT OUR K 12
SCHOOLS AND EARLY EDUCATION IN A
VERY FINITE ISSUE, AND THAT IS
THE WORKFORCE THE WORKFORCE
PIPELINE TO GET TO THE WORKFORCE
AND HOW WE HOW WE RETAIN
INDIVIDUALS THAT ARE CURRENTLY
THERE. SO WE KNOW THAT NO MATTER
THE SECTOR OF OUR ECONOMY AFTER
THE PANDEMIC, WE'VE SEEN THIS
HIRING CRISIS AND ATTAINMENT
CRISIS. SHORTAGE ER SHORTAGES,
UM, QUIET QUITTING OF PEOPLE IN
SO MANY FIELDS, AND WE SEE THE
CHALLENGES WHEN WE GO TO, UM,
WHEN I GO VISIT EARLY EDUCATION
SITES TK CLASSROOMS OR K 12
SCHOOLS. IT'S ALWAYS THE SAME
ISSUE. IT'S A PEOPLE PROBLEM, SO
WE HAVE DONE A LOT IN CALIFORNIA
AND MY EIGHT YEARS OVERSEEING
THIS COMMITTEE UM, ALLOWED
HUNDREDS OF MILLIONS OF DOLLARS
INTO THESE ISSUES. UM SOME HAVE
BEEN SUCCESSFUL. UM AND SOME, WE
NEED TO RE EVALUATE. THE ISSUE
CERTAINLY REMAINS. SO THE NOTION
OF THIS HEARING IS AN OVERSIGHT
TO LOOK AT WHAT WE'VE DONE WHERE
WE'RE AT AND WHERE DO WE GO FROM
HERE? UM SO WITH THAT WE HAVE A
FEW PANELS. AND WE'LL BEGIN WITH
AN EDUCATED WORKFORCE SHORTAGE
CRISIS PANEL. WITH SOME
INDIVIDUALS FROM ACADEMIA L A.
OH AND OUR STATE COMMISSION ON
TEACHER CREDENTIALING. BUT
BEFORE WE START DR CHOI, THANKS
FOR JOINING US. DID YOU HAVE ANY
COMMENTS? YOU'D LIKE TO SAY?
YEAH JUST TO THANK YOU, UM,
CHAIR MCCARTHY AND OKAY? HAVING
THIS OPPORTUNITY TO ADDRESS
CRITICAL ISSUES IS THAT TIMING
IS VERY AWKWARD TIME ABOUT AS AN
EDUCATOR. I CAME HERE WITH MY
INTEREST. IT'S QUITE INTERESTING
YESTERDAY, WE DEALT WITH, UH,
ASSURING THE SHORTAGE USE
SHRINKING. SHARON AND ROMAN NOW
TODAY WE ARE TALKING ABOUT WE
ARE FACING A TEACHER SHORTAGE
YESTERDAY, SHRINKING TEACHER
NUMBER OR SO. IT DOESN'T WORK
OUT VERY WELL. AH! I THINK THIS
IS REALLY. NOT A GOOD FORMULA.
UM, BECAUSE THERE HAS TO BE A
LOT OF, UH MORE SCHEDULERS AND
ALSO FLEXIBILITY FOR STUDENTS TO
FIND CONTINUES TO TAKE CLASSES
AND WHEN WE FACE A TEACHER
SHORTAGES SO THAT FLEXIBILITY
WILL BE DIMINISHED. SO THIS IS
LIKE. UH CHASING TAIL EACH OTHER
AND FINDING LORD SOLUTION. LET'S
FIND OUT THROUGH THE PEOPLE WHO
ARE DEALING WITH THE FRONT LINE
, AND THEN WHAT IS CAUSING THIS
ISSUE BECAUSE I COME FROM.
ORANGE-COUNTY-REGISTER-TOO-SOON-COUNTY-VOTE-CENTERS. SAVOIR APPLICANTS. SO IT IS
QUITE INTERESTING WHETHER THIS
IS A GEOGRAPHIC ISSUE BECAUSE I
SEE THE STATISTICS ARE HERE
REPORTED THAT THIS IS THE
STATEWIDE THE TREND BUT THE
WHERE THE SPECIFICALLY MORE A
CERTAIN AREAS SUFFERING MORE
THAN THE OTHER AREAS AND WHAT
THE ISSUES ARE. SO I'M. HAPPY TO
HEAR, UH, AFTER ISSUES PRESENTED
TO US TODAY. OKAY THANK YOU.
WITH THAT WILL BEGIN WITH OUR
FIRST PANEL. YOU CAN COME ON UP.
OKAY PLEASE BEGIN WITH THE CTC
GOING FIRST. GOOD MORNING,
ASSEMBLYMEMBER'S MCCARTHY AND DR
CHOI. MY NAME IS DAVID GEAR, AND
I'M THE DIRECTOR OF THE
PROFESSIONAL SERVICES DIVISION
AT THE COMMISSION, CALIFORNIA
COMMISSION ON TEACHER
CREDENTIALING. THE CALIFORNIA
COMMISSION ON TEACHER
CREDENTIALING SERVES AS THE
STATE STANDARDS BOARD FOR
EDUCATED PREPARATION FOR PUBLIC
SCHOOLS IN CALIFORNIA. LICENSING
AND CREDENTIALING PROFESSIONAL
EDUCATORS IN THE STATE. AND
FORCING PROFESSIONAL PRACTICES
OF EDUCATORS. AND DISCIPLINING
CREDENTIAL HOLDERS IN THE STATE.
MY DIVISION IS RESPONSIBLE FOR
ALL THINGS RELATED TO THE
PREPARATION OF EDUCATORS IN
CALIFORNIA, AS WELL AS THE
MINISTERING GRANT PROGRAMS.
REPORTING FOR THE FEDERAL TITLE
TO REPORT IS DELAYING THIS YEAR
DUE TO A NEW CONTRACTOR MANAGING
THE PROGRAM. SO I DO NOT HAVE
MORE RECENT DATA THAN WHAT IT
WAS SHARED IN YOUR WHAT WAS
PROVIDED IN YOUR AGENDA.
HOWEVER, I'M LOOKING AT THE
PREVIOUS FIVE YEARS OF DATA
THAT'S AVAILABLE. THE NUMBER OF
TEACHER CANDIDATES ENROLLED IN
PREPARATION PROGRAMS STARTED AT
A LOW POINT OF 32,573 IN THE
2015 16 SCHOOL YEAR. AND HAS
INCREASED SINCE THEN AVERAGING
AROUND 35,000 PER YEAR. THE
NUMBER OF NEW TEACHING
CREDENTIALS ISSUED HAS STEADILY
INCREASED FROM 16,520 16 17 TO
19,666 IN 2021. ANECDOTAL
REPORTS REGARDING ENROLLMENT IN
PREPARATION PROGRAMS AT
INSTITUTIONS OF HIGHER EDUCATION
ARE MIXED. BUT ONE PATTERN WE
HAVE NOTICED IN THE DATA IS THAT
THE NUMBER OF CANDIDATES EARNING
A CREDENTIAL THROUGH A DISTRICT
OR COUNTY OFFICE INTERN PROGRAM
PATHWAY IS GROWING AT A HIGHER
RATE THAN THE OTHER PATHWAYS TO
TEACH HER CREDENTIALS. WHILE
APPLICATIONS FOR EMERGENCY
PERMITS DIMINISHED DURING SCHOOL
CLOSURES. THEY PROVIDE EMPLOYERS
WITH THE ABILITY TO STAFF
CLASSROOMS DURING TIMES OF
SHORTAGE. IN RECENT YEARS. THE
NUMBER OF TEACHING CREDENTIALS
ISSUED TO FULLY PREPARED
TEACHERS AND THE NUMBER ISSUED
TO TEACHERS WHO HAVE NOT YET
COMPLETED PREPARATION HAVE BEEN
ABOUT 50 50. ANNUALLY ELIA'S
ESTIMATE THE NEED TO HIRE
BETWEEN 37,000 NEW TEACHERS.
THIS IS ONE INDICATOR WE RELY ON
REGARDING SUPPLY AND DEMAND. IN
ADDITION TO THE NUMBER OF
CREDENTIALS ISSUED AND THE
NUMBER OF EMERGENCY PERMITS,
WAIVERS AND OTHER TEMPORARY
DOCUMENTS. TEACHER ASSIGNMENT.
MONITORING DATA CAN ALSO BE AN
INDICATOR FOR SHORTAGE. WHEN
ELIA'S REPORT, TEACHER
ASSIGNMENTS AND CAL PADS, THE
DATA IS INDICATIVE OF THE
TEACHERS IN PLACE ON THE FIRST
WEDNESDAY IN OCTOBER, ALSO KNOWN
AS CENSUS DAY. HATED EMPLOYEE
HAS NOT BEEN ASSIGNED TO A
TEACHING POSITION AS OF CENSUS
DAY. ARE CONSIDERED VACANCIES
MAY REPRESENT A CLASSROOM THAT
IS BEING TAUGHT BY SOMEONE OTHER
THAN CERTIFICATED TEACHER. IN
MANY CASES, SUBSTITUTE TEACHERS
OVERSEE THESE CLASSROOMS. THE
MOST RECENT DATA RELATED TO
TEACHER VACANCIES WAS COLLECTED
IN THE 21 2021 22 SCHOOL YEAR.
OF THE MORE THAN 1.4 MILLION
TEACHING ASSIGNMENTS REPORTED. L
E. A DATA SHOWS THAT AS MANY AS
10,523 TEACHER VACANCIES EXISTED
ACROSS THE STATE OF CALIFORNIA
ON CENSUS DAY, IT'S IMPORTANT TO
NOTE THAT THESE VACANCIES ONLY
REPRESENT CLASSES THAT HAVE BEEN
ESTABLISHED WITH STUDENTS BUT
WITHOUT A CERTIFICATED TEACHER
RELATED ASPECT OF TEACHER
SHORTAGE THAT IS NOT CURRENTLY
MEASURABLE. IS THE NUMBER OF
CLASSES THAT NELLIE A WANTED TO
ESTABLISH, BUT WERE UNABLE TO
BECAUSE NO TEACHER COULD BE
FOUND. AND I AM HAPPY TO ANSWER
YOUR QUESTIONS. OKAY THANK YOU
WILL CERTAINLY COME BACK TO YOU
. NEXT WE HAVE THE
REPRESENTATIVE FROM THE CENTER
FOR TRANSFORMATION OF SCHOOLS.
HAVE YOU VIRTUALLY DR MATTHEWS?
I? YES I'M TRYING TO, UM SHARE
MY SLIDES. BUT I DON'T THINK IT
IS ALLOWING ME. RIGHT NOW AT
THIS MOMENT. UM, BUT I CAN JUST
TALK TO HIM INSTEAD OF SHARING
THE ACTUAL SLIDES. OKAY THANK
YOU TO DO THAT. YEAH WE
PARTNERED WITH C T A AND HART
RESEARCH ASSOCIATES AND
CONDUCTED A RECENT SURVEY OF
OVER 4600 TEACHERS IN CALIFORNIA
ON A VARIETY OF TOPICS. UM,
RANGING FROM JOB SATISFACTION,
EDUCATION POLICY, TEACHER PREP
AND DISCRIMINATION ON CAMPUS. UM
AN ADDITION TO THAT WE DID
INTERVIEWS WITH PRE SERVICE
TEACHERS AND ALSO TEACHERS WHO
HAD RECENTLY LEFT THE
PROFESSION. UM AND ONE OF THE
THINGS THAT WE ASKED, IS JUST
THINKING ABOUT BEFORE COVID 19
BEFORE THE BEFORE THE PANDEMIC
STARTED. DO YOU THINK THE
CONDITIONS AND THE TEACHING
FIELD WE'RE CHANGING MAINLY FOR
THE BETTER FOR THE WORST OR
DIDN'T CHANGE? EITHER WAY, WE
HAD 45% OF TEACHERS WHO THOUGHT
THE FIELD WAS ALREADY CHANGING
FOR THE WORSE EVEN BEFORE THE
PANDEMIC, AND SINCE THE PANDEMIC
77% OF TEACHERS, UM, FELT LIKE
THE FIELD IN THE CONDITIONS OF
THE TEACHING PROFESSION. WE'RE
ALSO CHANGING FOR THE WORST.
TEACHERS JOB SATISFACTION OR
DISSATISFACTION WITH WORKING
CONDITIONS IS ALSO MADE CLEAR.
UM WHEN WE ASKED, YOU KNOW,
REALISTICALLY SPEAKING, WHAT ARE
THE CHANCES THAT YOU WILL LEAVE
THE TEACHING PROFESSION WITHIN
THE NEXT THREE YEARS? UM AND
WHEN WE ASKED THAT QUESTION ONE
IN FIVE TEACHERS THAT THEY WILL
PROBABLY OR DEFINITELY LEAVE THE
TEACHING PROFESSION WITHIN THE
NEXT THREE YEARS. WE HAD 41% OF
ALL THE TEACHERS THAT WE
INTERVIEWED SAID THAT THEY HAVE
CONSIDERED AND ALSO HAVE TAKEN
THE EXTRA STEP OF LOOKING INTO
LEAVING THE CLASSROOM. THE TOP
REASON WHY, UM TEACHERS HAVE
SAID THAT THEY WOULD PROBABLY
LEAVE IS BURNOUT, WHICH IS NO
SURPRISE. UM THE SECOND BIGGEST
FACTOR WAS POLITICAL AND
IDEOLOGICAL ATTACKS TO THEIR
PROFESSION, WHICH IS SOMETHING
THAT'S AN INDICATOR THAT'S
RELATIVELY NEW. IT'S A POST
COVID. CONDITION AS OPPOSED 2020
CONDITION, STAFF SHORTAGES AND
LOW SALARY ALL CONTRIBUTE TO
BURN OUT AND THE REASON WHY
TEACHERS ARE SAYING THAT THEY'RE
GOING TO LEAVE. WE ALSO ASKED
TEACHERS WHAT WOULD BE THE TOP
PRIORITIES THAT THEY WOULD WANT
TO MAKE AN ADVOCATE FOR STATE
AND LOCAL OFFICIALS TO FOCUS ON
AND BETTER PAY OBVIOUSLY CAME
OUT ON TOP WITH 88% OF TEACHERS,
SAYING THAT THIS IS THE TOP
PRIORITY. OUR NATIONAL RESEARCH
INDICATES THAT OVER 50% OF K 12
EDUCATORS HAVE UNPAID STUDENT
LOANS. 28% OF THEM CARRY A
BALANCE OVER $65,000. AND SO
WHAT WE SEE IS THAT TEACHERS ARE
ALREADY STARTING OFF THEIR
CAREERS IN DEBT IN A IN DEBT TO
THE POINT OF WHAT IT WILL TAKE
YEARS TO PAY OFF THE MAJORITY OF
TEACHERS IN OUR SURVEY AROUND,
80% SAID IT WAS DIFFICULT TO
FIND HOUSING. IN THE
NEIGHBORHOOD OR IN THE AREA OF
WHERE THEIR PLACE OF EMPLOYMENT
IS. WELL, ANOTHER, 68% SAID.
IT'S DIFFICULT FOR THEM TO JUST
EVEN KEEP UP WITH BASIC LIVING
EXPENSES. AND UM, UH, GENERAL
COST OF LIVING. AND SO FOR MANY
TEACHERS LIVING IN ONE OF THE
MOST EXPENSIVE STATES IN THE
COUNTRY, A SALARY TEACHER'S
SALARY IS NOT ACTUALLY, UM, A
LIVABLE WAGE. UM I HAD SOME
SLIDES ON JUST LIKE SOME QUOTES
THAT TEACHER SAID, BUT I WANT TO
PULL OUT ONE IN PARTICULAR. UM
THAT SAID THE WORK IS HELD. BUT
IF THERE IS A FINANCIAL TIPPET,
BUT THERE IS A FINANCIAL TIPPING
POINT THAT HELPS DEAL WITH THE
ORGANIZATIONAL TRAUMA. UM AND SO
TEACHERS ARE SAYING LIKE, YES.
THE WORK IS HARD. WE KNEW THE
WORK IS HARD. WE KNEW THAT GOING
IN, BUT, UM I COULD AT LEAST
BALANCE THAT WITH IF I WAS PAID
ADEQUATELY, AND A LOT OF
TEACHERS SUGGESTED SOMETHING
BEYOND JUST, UM, INCREASING
REGULAR SALARIES, IT WAS MORE
UNIQUE WAYS TO PROVIDE
COMPENSATION THAT IS HUMANIZING
TO THE PRACTICE. AND SO, UM, IT
COULD BE IN THE FORM OF TAX
CREDITS. HOUSING STIPEND STATE
PARTNERSHIPS WITH BUSINESSES TO
PROVIDE TEACHERS WITH DISCOUNTS
, HIGHER EDUCATION BENEFITS THAT
CAN BE TRANSFERRED TO SPOUSES OR
EVEN THEIR DEPENDENCE WERE ALSO
OFFERED UP. AND I JUST WANTED TO
QUICKLY ADDRESS UM AH, THE
STATESMAN AS SOME WOMEN'S POINT
AROUND, IS THIS TEACHER SHORTAGE
? UM REGIONAL. UM EVEN THOUGH
WE'RE SEEING IT ACROSS
CALIFORNIA, THERE ARE A HIGHER
IMPACT IN SOME COUNTIES VERSUS
OTHER AND SOME COUNTIES WE'RE
SEEING, UM, THE RATE OF INTERN
CREDENTIALS, PERMITS AND WAIVERS
THAT ARE LIKE THREE TIMES AS
MUCH AS THE STATE AVERAGE. AND
WHAT WE'RE KIND OF CALLING
THESE. SOME OF THESE ARE IN
AREAS WHERE THERE IS NOT A
TEACHER EDUCATION PROGRAM WITHIN
50 MILES OF, UH, OFFICE OF
EDUCATION, UH, COUNTY OFFICE OF
EDUCATION, AND SO YES, THERE IS
EXACERBATED ISSUES AND SHORTAGES
AND SOME AREAS VERSUS OTHERS,
BUT OVERALL, OUR STATE IS
HOVERING AT A HIGHER
HISTORICALLY A HIGHER RATE THAN
USUAL IN TERMS OF AMOUNT OF
INTERN CREDENTIALS, EMERGENCY
WAIVERS AND PERMITS THAT WERE
ISSUING. OKAY THANK YOU. WE'LL
COME BACK TO YOU. NEXT SPEAKER,
PLEASE IS THE LEARNING POLICY
INSTITUTE. THANK YOU. I WILL
TAKE ONE MOMENT TO TRY TO SHARE
MY SCREEN. AND IF IT DOES NOT
WORK, I WILL. PROCEED WITHOUT
DOING SO.
OKAY THINK I WILL TRY IT WITHOUT
ALL RIGHT. GOOD MORNING,
EVERYONE. I'M DESIREE COVERED.
THOMAS I'M A RESEARCHER AND
POLICY ANALYSTS AT LEARNING
POLICY INSTITUTE, AND FOR THE
PAST SEVERAL YEARS, I'VE BEEN
STUDYING TEACHERS SUPPLY AND
DEMAND BOTH IN CALIFORNIA AND
NATIONALLY. TODAY I'LL BE
SHARING WHAT WE KNOW ABOUT
SHORTAGES LEADING UP TO AND
DURING THE PANDEMIC, AND FIRST
I'D LIKE TO START WITH A BIT OF
CONTEXT. YOU KNOW WHY DO
SHORTAGES? MATTER FIRST, YOU
KNOW, WE CARE ABOUT TEACHER
SHORTAGES BECAUSE THEY IMPACT
STUDENT LEARNING WHEN SCHOOLS
AND DISTRICTS CAN'T FIND FULLY
CREDENTIALED TEACHERS TO STAFF
CLASSROOMS, THEY MAY CUT COURSES
, INCREASED CLASS SIZES OR STAFF
CLASSROOMS WITH SUBSTITUTE
TEACHERS OR TEACHERS ON
SUBSTANDARD CREDENTIALS AND
PERMITS TEACHERS WHO ARE NOT
PREPARED TO TEACH THE SUBJECTS
THEY'RE TEACHING. ALL OF WHICH
CAN NEGATIVELY IMPACT STUDENT
LEARNING. UM AND WELL, WE'VE
DONE RESEARCH HERE IN CALIFORNIA
, SHOWING THAT DISTRICT WITH
MORE FULLY CREDENTIALED TEACHERS
HAD BETTER STUDENT ACHIEVEMENT,
AND THIS WAS PARTICULARLY TRUE
FOR BLACK AND LATINO STUDENTS.
WE ALSO CARE ABOUT TEACHER
SHORTAGES BECAUSE THEY IMPACT
SCHOOL STABILITY WHEN SCHOOLS
HIGHER UNDERPREPARED TEACHERS TO
FILL VACANCIES, THOSE TEACHERS
ARE MORE LIKELY TO LEAVE THEIR
SCHOOL OR THE PROFESSION
ENTIRELY COMPARED TO TEACHERS
WHO ENTER THE PROFESSION FULLY
PREPARED. RECENT RESEARCH FROM
THE SECTARIAN PROJECT SHOWS THAT
42% OF CALIFORNIA TEACHERS WHO
BEGIN TEACHING ON AN EMERGENCY
STYLE PERMIT LEAVE WITHIN THREE
YEARS. THAT'S MORE THAN DOUBLE
THE RATE OF THOSE WHO BEGIN
TEACHING FULLY PREPARED. FINALLY
ALL OF THIS HAS IMPLICATIONS FOR
EQUITABLE ACCESS TO
OPPORTUNITIES FOR STUDENTS. THE
RESEARCH IS CLEAR THAT STUDENTS
OF COLOR AND STUDENTS FROM LOW
INCOME FAMILIES ARE MORE LIKELY
TO BEAR THE BRUNT OF TEACHERS
SHORTAGES. NEXT I'D LIKE TO
DESCRIBE HOW TEACHER SHORTAGES
HAVE LOOKED IN CALIFORNIA OVER
THE PAST SEVERAL YEARS LEADING
UP TO THE PANDEMIC. A KEY
INDICATOR OF SHORTAGES IS THE
NUMBER OF SUBSTANDARD
CREDENTIALS AND PERMITS THAT ARE
ISSUED SINCE THESE AS YOU HEARD
FROM THE CTC, SINCE THEY WERE
ONLY SUPPOSED TO BE AUTHORIZED
FOR HIGHER WHEN FULLY
CREDENTIALED TEACHERS NOT
AVAILABLE THE NUMBER OF
SUBSTANDARD CREDENTIALS AND
PERMITS TRIPLED BETWEEN 2012 AND
2018 AND AGAIN. AS YOU'VE HEARD,
THEY ACTUALLY DECLINED A BIT IN
THE PAST COUPLE OF YEARS, WHILE
PRELIMINARY CREDENTIALS ARE
INCREASING, AND I WILL DISCUSS
THIS MORE SHORTLY, BUT WHAT
THESE TRENDS INDICATE IS THAT
THE STATES, CONSIDERABLE
INVESTMENTS IN THE TEACHER
PIPELINE ARE BEGINNING TO PAY
OFF. STILL SHORTAGES ARE A
SERIOUS CHALLENGE THE NUMBER OF
EMERGENCY STYLE PERMITS AND
WAIVERS AGAIN. THESE ARE ISSUED
TO THE LEAST PREPARED
INDIVIDUALS WHO HAVE NOT
DEMONSTRATED SUBJECT MATTER.
COMPETENCY MAY NOT BE ENROLLED
IN A TEACHER PREP PROGRAM. UM
THE NUMBER OF THESE ISSUES IS
STILL FOUR TIMES GREATER THAN IT
WAS IN 2012. AND OF GREAT
CONCERN. ABOUT HALF OF ALL NEW
TEACHERS IN CALIFORNIA ARE
COMING INTO THE CLASSROOM ON
SUBSTANDARD CREDENTIALS AND
PERMITS HAVING NOT COMPLETED
THEIR PREPARATION AGAIN. THIS
HAS SERIOUS IMPLICATIONS FOR
STUDENT ACHIEVEMENT AND
EQUITABLE ACCESS TO
OPPORTUNITIES. RECENT RESEARCH
SHOWS THAT TEACHER SHORTAGES
CONTINUE TO BE A PRESSING ISSUE
FOR DISTRICTS A FEW MONTHS AGO.
CSB A SURVEYED 239 L. E. A S
SERVING NEARLY ONE IN FOUR
CALIFORNIA STUDENTS, AND NEARLY
EVERY ELLIOTT REPORTED THAT
FILLING VACANT AND NEW POSITIONS
WAS CHALLENGING. MORE THAN 80%
REPORTED, AT LEAST SOME SORT OF
GENERAL ED TEACHERS MORE THAN
90% FOR SPECIAL EDUCATION
TEACHERS. EVERY DISTRICT
REPORTED THAT BURNOUT ALSO POSED
A STAFFING CHALLENGES. TEACHERS
WERE ASKED TO TAKE ON MORE
RESPONSIBILITIES. LAST SUMMER WE
HAD LP I DID A DEEP DIVE ON
SHORTAGES IN BOTH RURAL AND
URBAN DISTRICTS AND FOUND, UM
FOUND OUT ABOUT CONDITIONS,
DRIVING SHORTAGES FIRST, MANY
DISTRICTS OF ATTRIBUTED HIGHER
VACANCY RATES TO INCREASE
RETIREMENTS AND RESIGNATIONS
OVER PRE COVID YEARS. IN ONE
LARGE DISTRICT, FOR EXAMPLE,
RESIGNATIONS INCREASED BY ABOUT
TWO THIRDS. COMPARED TO BEFORE
THE PANDEMIC. THE SECOND REASON
FOR GREATER VACANCIES WAS
BECAUSE DISTRICTS WERE ABLE TO
CREATE ADDITIONAL TEACHING
POSITIONS FACILITATED BY
RECOVERY FUNDS. THESE POSITIONS
WERE CRITICAL TO MEET THE NEEDS
OF STUDENTS COMING BACK TO
SCHOOL AFTER AN EXTENDED PERIOD
OF DISRUPTED LEARNING. THE GOOD
NEWS IS THAT THERE IS SOME
EVIDENCE THAT DISTRICT AND STATE
EFFORTS ARE PAYING OFF. A USD,
FOR EXAMPLE, STARTED THE SCHOOL
YEAR FULLY STAFFED AFTER HAVING
MORE THAN 500 VACANCIES. AT THE
SAME TIME LAST SCHOOL YEAR, THE
DISTRICT RAISED TEACHER SALARIES
, PROVIDED STIPENDS AND CONTINUE
TO INVEST IN TEACHER
RESIDENCIES, LEVERAGING STATE
GRANT FUNDS. ON THE STATE LEVEL
IN THE PAST FEW YEARS ALONE, THE
STATE HASN'T INVESTED
SIGNIFICANTLY INTO STRICT,
STRENGTHENING CALIFORNIA'S
EDUCATOR. WORKFORCE THROUGH
TEACHER RESIDENCY IS THE GOLDEN
STATE TEACHER GRANT PROGRAM, THE
CLASSIFIED STAFF PROGRAM AND
MUCH MORE. ADDITIONALLY THE
STATE HAS PROVIDED CANDIDATES
WITH MULTIPLE PATHWAYS TO
DEMONSTRATE SUBJECT MATTER
COMPETENCY. THESE POLICIES ARE
BEGINNING TO PAY OFF FORTHCOMING
RESEARCH SHOWS THAT THE NUMBER
OF PEOPLE COMPLETING TEACHER
PREPARATION PROGRAMS IS
INCREASING. UM WHICH YOU WOULD
SEE ON ON A GRAPH. BETWEEN 2017
AND 2021, THE NUMBER OF
COMPLETAR ZAH PLYING FOR
PRELIMINARY CREDENTIALS IS UP BY
37% WITH THE LARGEST GAINS FOR
COMPLETAR IN STUDENT TEACHING OR
RESIDENCY, AND THE POOL OF
COMPLETAR IS BECOMING MORE
RACIALLY DIVERSE. BASED ON
SURVEY DATA, MORE THAN HALF OF
RESPONDENTS APPLYING FOR THEIR
PRELIMINARY CREDENTIAL LAST YEAR
WERE TEACHERS OF COLOR WITH THE
GREATEST GROWTH AMONG LATINO
TEACHERS, STILL, SPECIAL
EDUCATION TEACHERS AND BLACK AND
NATIVE AMERICAN TEACHERS ARE
LESS LIKELY THAN OTHER TEACHERS
HAVE ACCESS TO CLINICALLY RICH
PREPARATION, WHICH IS ASSOCIATED
WITH GREATER RETENTION. AND AS I
MENTIONED, THE STATE CONTINUES
TO ISSUE ABOUT AS MANY INTERNS,
PERMITS AND WAIVERS AS
PRELIMINARY CREDENTIALS,
INDICATING THAT CONTINUED
INVESTMENTS ARE NEEDED TO
PREPARE AND RETAIN THE NUMBER OF
TEACHERS NEEDED IN THE STATE. SO
BRIEFLY MENTIONED A FEW WAYS THE
STATE CAN BUILD UPON THE
CONSIDERABLE INVESTMENTS THAT
HAVE ALREADY BEEN MADE ON THE
RECRUITMENT SIDE WILL NEED MORE
TEACHERS GENERALLY, BUT ALSO TO
REACH THE STATE'S GOALS FOR
UNIVERSAL PRE K SO FIRST, THE
STATE COULD IMPROVE EQUITABLE
ACCESS TO CLINICALLY RICH
TEACHER PREPARATION. A STATEWIDE
RECRUITMENT INITIATIVE COULD
HELP ALL FUTURE TEACHERS BUT
ESPECIALLY SPECIAL EDUCATION
TEACHERS, AND BLACK AND NATIVE
AMERICAN TEACHERS NAVIGATE THE
COMPLEX PROCESS OF ENROLLING IN
FUNDING AND COMPLETING
COMPREHENSIVE TEACHER
PREPARATION THAT INCLUDES ROBUST
STUDENT TEACHING AND RESIDENT
FOR A RESIDENCY. HIGHER ED
CAPACITY BUILDING IS ALSO
CRUCIAL, ESPECIALLY FOR SPECIAL
EDUCATION AND PETER THREE
PROGRAMS. PLUS ADDITIONAL
SUPPORT FOR TWO PLUS TWO
PROGRAMS THAT START IN THE
COMMUNITY COLLEGE CAN MAKE
TEACHER PREP MORE ACCESSIBLE TO
CANDIDATES WHO MIGHT NOT ALREADY
BE ABLE TO ACCESS TEACHER
EDUCATION, INCLUDING CANDIDATES
OF COLOR AND CANDIDATES IN RURAL
REGIONS ON THE RETENTION SIDE
WILL NEED TO THINK ABOUT HOW TO
RETAIN THOSE TEACHERS THAT WE
HAVE AND THAT WE'RE BRINGING
INTO THE FIELD. AND AS YOU HEARD
COMPENSATION MATTERS FOR
RETENTION. THE GOLDEN STATE
GRANT PROGRAM HELPS ADDRESS
AFFORDABILITY ISSUES, BUT
ADDITIONAL STEPS COULD BE TAKEN
. FOR EXAMPLE, SOME PROPOSALS
LOOK AT TEACHER HOUSING. UM AND
FINALLY IMPROVED WORKING
CONDITIONS ARE KEY TO RETAINING
TEACHERS AND SCHOOL LEADERS ARE
ONE OF THE STRONGEST PREDICTORS
OF TEACHER RETENTION. THE STATE
COULD SUPPORT SCHOOL LEADER
DEVELOPMENT AND STATEWIDE
WORKING CONDITIONS SURVEY COULD
PROVIDE CRUCIAL INFORMATION
ABOUT HOW TO IMPROVE CONDITIONS
FOR TWO TEACHERS. THANK YOU FOR
YOUR TIME WILL BE HAPPY TO
ANSWER QUESTIONS. OKAY. THANK
YOU. NEXT, ELIO. GOOD MORNING,
MR CHAIR AND MEMBERS EDITOR.
CABRAL WITH THE LEGISLATIVE AND
STUFF IS I DID HAVE A VERY BRIEF
HANDOUT THAT I BELIEVE WAS
PASSED OUT TO YOU THAT I WAS
GOING TO USE TO WALK THROUGH THE
ISSUE ON THIS AGENDA. IT'S
CALLED RECENT FUNDING TO ADDRESS
TEACHER SHORTAGES. I'M ON PAGE
ONE. WE HAVE A CHART THERE THAT
WALKS THROUGH THE MAJOR, UM
RECENT SPENDING THAT THE STATE
IS TAKEN TO TRY TO IMPROVE. UM
TO INCREASE THE NUMBER OF
TEACHERS THAT ARE AVAILABLE TO
ADDRESS SOME OF THE SHORTAGE
ISSUES, SO I WALKED THROUGH.
KIND OF THESE ARE THE FOUR
BIGGEST, UM PROGRAMS THAT THE
STATE HAS FUNDED OVER THE LAST
SEVERAL YEARS. THESE ALL HAVE
BEEN FUNDED ON A ONE TIME BASIS
WITH THE FUNDING. THE AMOUNTS
ARE USUALLY SPENT OVER MULTIPLE
YEARS OF TIME THROUGH MULTIPLE
GRAND CYCLES. I'M THE FUNDING IS
SOMETIMES PROP 98, SOMETIMES 1
98, DEPENDING ON ON THE EXACT
PROGRAM AND WHO THE RECIPIENT IS
THE BIGGEST, THE BIGGEST, UH,
PROGRAM IS THE TEACHER RESIDENCY
GRANT PROGRAM, THE STATE HAS
PROVIDED MORE THAN $650 MILLION
FOR THAT PROGRAM IN OVER THREE
DIFFERENT BUDGET YEARS. UM THE
RESIDENCY PROGRAM. THIS IS A
PROGRAM THAT COMPARED TO A
TRADITIONAL TEACHER PROGRAM HAS
A LITTLE BIT MORE INTENSIVE. UM
IN CLASSROOM EXPERIENCE FOR, UH
, STUDENTS WHO ARE TRYING TO BE
TEACHERS AND ALSO INCLUDES, UM,
SPENDING TIME WITH AN
EXPERIENCED MENTOR TEACHER IN
THE CLASSROOM. UM THE WAY THAT
THE GRANT PROGRAM ITSELF WORKS
IS THAT SCHOOL DISTRICTS, COUNTY
OFFICES OR CONSORTIUM OF THEM
WORK WITH A TEACHER PROGRAM AND
THEY COORDINATED WORKED TO
DEVELOP THE PROGRAM, AND THEY
APPLY FOR FUNDING EITHER TO
ESTABLISH THE PROGRAM OR TO
EXPAND THEIR EXISTING RESIDENCY
PROGRAM. PART OF WHY THE STATE
HAS FUNDED THIS PROGRAM IS THAT
SOME OF THE INITIAL RESEARCH FOR
SOME AREAS WHO HAD IMPLEMENTED
THIS PROGRAM LIKE THERE WAS A
PROGRAM IN SUMMERS. LET'S GO.
FOR EXAMPLE, THEIR TEACHERS SEEM
TO BE BETTER PREPARED BECAUSE OF
THE MORE INTENSIVE TRAINING
THROUGH THE PROGRAM. AND THEN
SECOND OF ALL, THE TURNOVER WAS
WAS LOWER WITH THOSE STUDENTS.
SO YOU'RE BRINGING IN PEOPLE IN
THE PIPELINE AND ALSO
POTENTIALLY HAVING TO FILL FEWER
VACANCIES IN THE FUTURE IF
TEACHERS ARE MORE LIKELY TO
REMAIN IN THE PROFESSION. THE
NEXT PROGRAM IS THE GOLDEN STATE
TEACHER GRANT PROGRAM. THIS IS
FINANCIAL ASSISTANCE THAT IS
ADMINISTERED BY THE STUDENT AID
COMMISSION SUPPOSED TO BE ON TOP
OF EXISTING FINANCIAL AID, SO
IT'S SUPPLEMENTING WHAT WHAT, UH
, STUDENTS AWARD ALREADY WOULD
BE. AND THIS IS FOR TEACHERS WHO
, UM, COMMIT TO WORKING IN A
SCHOOL LOW INCOME SCHOOL. THAT'S
55% OR MORE. LOW INCOME OR E L,
UM, FOR FOUR YEARS, AND YOU HAVE
TO DO THOSE FOUR YEARS WITHIN
THE FIRST EIGHT YEARS AFTER
YOU'VE GOTTEN YOUR CREDENTIAL.
UM THE AMOUNT YOU CAN RECEIVE IS
UP TO $20,000. AND SO THIS IS TO
R IN IN IN A PREPARATION PROGRAM
, GETTING ADDITIONAL FINANCIAL
SUPPORT WHILE THEY'RE THEY'RE
POTENTIALLY TO AVOID A, FOR
EXAMPLE, TAKING OUT LOANS. UM
THE NEXT PROGRAM IS THE
CLASSIFIED SCHOOL EMPLOYEE
TEACHER PROVINCIAL IN PROGRAM
THE STATES PRIOR TO 170 MILLION
FOR THIS PROGRAM OVER THREE
DIFFERENT BUDGET YEARS. UM THIS
PROGRAM PROVIDES FINANCIAL
ASSISTANCE TO CLASSIFIED SCHOOL
EMPLOYEES IN A IN A DISTRICT WHO
MAY BE INTERESTED IN GETTING
THEIR TEACHER CREDENTIAL AND THE
WAY THIS PROGRAM WORKS IS THIS
IS A SCHOOL DISTRICT OR COUNTY
OFFICE IS APPLYING OR A GROUP OF
THEM ARE APPLYING FOR THE
PROGRAM, AND THEY ADMINISTER THE
PROGRAM. AND THEN THEY MAKE THE
PROGRAM AVAILABLE. MAKE
RECLASSIFIED EMPLOYEES OF AWARE
OF THE PROGRAM. AND THEN AND
THEN, UM, I THINK THERE'S AN
APPLICATION PROCESS LOCALLY
THERE. UM THIS I THINK THAT THE
IDEA OF THIS PART OF THIS IS
LIKE A GROW YOUR OWN PROGRAM,
AND THE IDEA IS THAT YOU HAVE
INDIVIDUALS WHO ARE ALREADY
WORKING IN EDUCATION, SO THEY'RE
INTERESTED IN THE EDUCATION
FIELD. WORKING IN THE COMMUNITY
WILL BE THERE'S ALREADY A SENSE
THAT THEY'RE INTERESTED IN
STAYING THERE. AND THEN OFTEN
TIMES I THINK THAT THE UM
INDIVIDUALS WHO ARE IN THESE
PROGRAMS ARE MORE REFLECTIVE OF
THE COMMUNITY. THEN I THINK
OTHER TEACHER CANDIDATES SO THE
IDEA HERE IS THAT YOU CAN YOU
CAN ACCESS. UM GET ADDITIONAL
TEACHERS TO COME IN TO YOUR
PROGRAM AND ARE PEOPLE WHO ARE
GOING TO BE MORE LIKELY TO STAY
LONGER. AND THEN FINALLY, THE
OTHER PROGRAM IS THE INTEGRATED
UNDERGRADUATE TEACHER PREP
GRANTS THIS FUNDING FOR
UNIVERSITIES TO CREATE THESE
INTEGRATED PROGRAMS THAT RATHER
THAN HAVING STUDENTS COMPLETED
BACHELOR'S DEGREE AND THEN ENTER
A TEACHER PREPARATION PROGRAM.
THEY CAN CONCURRENTLY, START
DOING SOME OF THE TEACHER
PREPARATION WORK SO THAT THEY
CAN POTENTIALLY GRADUATE IN FOUR
YEARS WITH BOTH THE BACHELOR'S
DEGREE AND THE TEACHER
CREDENTIAL. THE PRELIMINARY
CREDENTIAL AND THE MAIN BENEFIT
OF THIS PROGRAM IS THAT IT'S
ALLOWING A QUICKER TURNAROUND.
SO IF YOU'RE TRYING TO GET MORE
TEACHERS IN THE CLASSROOM AS
SOON AS POSSIBLE, YOU'RE SHAVING
OFF TIME. THE AMOUNT OF TIME IT
TAKES FOR SOMEBODY TO GO THROUGH
THEIR EDUCATION AND GET THEIR
CREDENTIAL TO BE READY IN THE
CLASSROOM. SO THOSE ARE THE FOUR
MAJOR PROGRAMS I DID WANT TO
HIGHLIGHT JUST ON EACH OF THE
WALK THROUGH THIS, BUT THERE
WERE SOME RECENT CHANGES. I
THINK, AS THE STATUS PROVIDED
ADDITIONAL FUNDING, UM THE
PROGRAMS HAVE BROADENED AND SOME
OF THE RESTRICTIONS HAVE
LOOSENED AND I THINK IT'S
IMPORTANT IN PARTICULAR FOR THE
PURPOSES OF MODERATE MONITORING
AND EVALUATING THE PROGRAMS TO
UNDERSTAND THESE REQUIREMENTS.
AND RULES HAVE CHANGED OVER
TIME. SO FOR EXAMPLE, ON THE ON
THE GOLDEN STATE TEACHER GRANT
PROGRAM, IT WAS INITIALLY
RESTRICTED TO SOME SPECIFIC
SUBJECT THEORY IS NOW THE
PROGRAM IS AVAILABLE FOR ANY ANY
SUBJECT. AND THEN ALSO
IMPORTANTLY, LAST YEAR THE UM
THE STATE MADE THE PROGRAM
AVAILABLE FOR PUPIL PERSONNEL
SERVICES CREDENTIAL PROGRAMS. SO
UM, LIKE SCHOOL COUNSELORS,
SCHOOL PSYCHOLOGISTS ARE ALSO
ELIGIBLE TO APPLY AND RECEIVE
THE $20,000. I'M ON THE TEACHER
RESIDENCY GRANT PROGRAM.
SIMILARLY THERE IS NO LONGER
SUBJECT THERE RESTRICTION. AND
THEN IN ADDITION NOW THERE'S
ALSO THAT FUNDING IS AVAILABLE
FOR THE ESTABLISHMENT OF SCHOOL
COUNSELOR RESIDENCY GRANT
PROGRAMS AS WELL. I'M SORRY.
I'LL STOP THERE, BUT I'M HAPPY
TO ANSWER ANY QUESTIONS. OKAY
THANK YOU. I'LL START WITH A
COUPLE OF QUESTIONS. UM FIRST ON
THE ON THE PIPELINE ISSUE, AND
I'LL TALK ABOUT BURNOUT ON THE
PIPELINE. BEFORE THE PANDEMIC.
WE WERE MAKING GAINS TO GET MORE
INDIVIDUALS IN THE TEACHER
PIPELINE. UM. SO WHAT DO WE KNOW
ABOUT WHAT HAPPENED TO THIS
DURING THE ACTUAL. UM, CAN I CAN
ANSWER THAT? PARTLY. SO, UM.
BECAUSE OF THE EXECUTIVE ORDER
AND, UM, FOLLOWING LEGISLATION
THAT DIFFERED SOME OF THE
PARENTAL REQUIREMENTS. TO EITHER
THE, UM. FOR ENTRANCE INTO A
PROGRAM OR FOR OR OBTAINING A
PROVISIONAL CREDENTIALS MEAN
PRELIMINARY CREDENTIAL. POSTPONE
THOSE TO THE CLEAR CREDENTIAL
ALLOWED A NUMBER OF PEOPLE INTO
PREPARATION PROGRAMS AND TO
COMPLETE PREPARATION PROGRAMS SO
OTHERWISE MAY NOT HAVE BEEN ABLE
TO SO I THINK WE'RE WE HAD A AN
INITIAL JUMP AND THE NUMBER OF
CANDIDATES ADMITTED AND
COMPLETING. ONE OF THE QUESTIONS
, OF COURSE, IS THERE ARE
THOUSANDS OF CANDIDATES WHO
RECEIVED A PRELIMINARY
CREDENTIAL BUT STILL NEED TO
PASS A PERFORMANCE ASSESSMENT OR
THE READING INSTRUCTION
COMPETENCE ASSESSMENT, A RICO.
SO THE ACTUAL ROUND NUMBERS,
THOUGH. WHERE? WHERE ARE WE IN
THAT PIPELINE? BEFORE DURING.
WE? WE DON'T HAVE THE AFTER YET
, UM, WE JUST GOT DATA LIKE LAST
THURSDAY FROM THE FEDERAL
CONTRACTORS. SO UM, WE HAVEN'T
HAD A CHANCE TO LOOK AT THAT
YET. OUR DATA IS JUST THROUGH
THE 22,020 21 SCHOOL YEAR, OKAY?
AND THEN AS FAR AS THE BURNOUT
ISSUE, IT'S ALWAYS BEEN A LONG
STANDING ISSUE. LEAVING IN THEIR
FIRST A COUPLE OF YEARS. UM AND
NOW WE'RE WE WENT IN THE
PANDEMIC IN OUR POST PANDEMIC,
AND EVEN THOUGH WE'RE NOT
INDEPENDENT, EMMICK, THE
AFTERMATH OF, YOU KNOW A LOT OF
BEHAVIORAL ISSUES IN SCHOOLS AND
I KNOW THAT HAS AN IMPACT ON ON
THU, ESPECIALLY BEGINNING
BEGINNING TEACHERS IN THE FIRST
FEW YEARS, BUT ALSO LONGSTANDING
TEACHERS. UM DO WE CONSIDER THIS
THAT ISSUE FOR THIS CURRENT LIP
RIGHT NOW, OR IS THIS A LONG
TERM ISSUE THAT WE NEED TO TAKE
A LOOK AT AND CONSIDER ON STATE
POLICY. I THINK DR MATTHEWS IS
BEST ABLE TO ANSWER THAT BECAUSE
OF THE SURVEY WORK. SHE DID.
OKAY. GO AHEAD, DR MATTHEWS. UM
YEAH. I MEAN, THE BURNOUT ISSUE
, I THINK IS A LONG STANDING
ISSUE. IT'S BEEN EXACERBATED
DEFINITELY BY THE PANDEMIC.
THERE'S SOME CARRYOVER
DISCIPLINE ISSUES THAT ARE
HAPPENING IN THE CLASSROOM THAT
STARTED WITH THE RETURN TO
CLASSROOM AND HAVING TEACHERS
HAVING TO REGULATE THINGS LIKE
MASKS AND DISTANCING. UM AND
THEN ALSO MANAGE, UM STUDENTS
WHO HAVE BEEN AT HOME FOR A
YEAR. UM AND THEN NOW IN A
CLASSROOM WHERE, UH, WHERE
DIFFERENT RULES APPLY, BUT I
THINK THE COMBINATION OF STUDENT
DISCIPLINE ISSUES THE
COMBINATION OF HAVING NOT
NECESSARILY RECOVERED FROM WHAT
THE PANDEMIC HAS PLACED ON
TEACHERS AND THEN ALSO THE
INCREASE IN LIKE POLITICAL AND
IDEOLOGICAL ATTACKS ON THE
TEACHER PROFESSION IN GENERAL,
AND ALSO WHAT THOSE WAS THE
HYPER ATTENTION TO THE TEACHING
PROFESSION IS PLACING ON WHAT
WE'RE ASKING TEACHERS TO DO IN
THE CLASSROOM, AND IT'S NOT
REALLY MATCHING THE RESOURCES
THAT WE HAVE ON HAND FOR THEM TO
BE PROVIDING SOME OF THOSE
SUPPORTS TO STUDENTS. SO IT IS
SOMETHING THAT HAS BEEN
LONGSTANDING. IT'S SOMETHING
THAT WAS EXACERBATED BY THE
PANDEMIC. I DON'T SEE IT GOING
DOWN AND TEACHERS THEMSELVES
DON'T FEEL LIKE IT WOULD BE
CHANGING ANYTIME SOON, WHICH IS
KIND OF THEIR THEIR COMMENTARY
AROUND WHILE THE WHY THEY THINK
THEY'RE GOING TO BE LEAVING IN
THE NEXT THREE YEARS, THEY DON'T
SEE IT AS SHIFTING ANYTIME SOON.
ONE THING I CAN ADD TO THAT IS
PART OF THE RESULTS THAT WE
HEARD FROM DR MATTHEWS WAS,
BASICALLY YOU'RE NO LONGER
PAYING ME ENOUGH TO DO THIS. I
JUST CAN'T TAKE IT ANYMORE. FOR
WHAT? I'M BEING PAID. AND THE
LATEST RESEARCH IS SHOWING THAT
THE GAP BETWEEN WHAT IS STARTING
TEACHER EARNS AND WHAT SOMEONE
WHO HAS A SIMILAR BACHELORS
DEGREE IN ANOTHER AREA EARN IS
LIKE 20% NOW. AND SO IT
CERTAINLY IS A CONSIDERATION FOR
PEOPLE TO LOOK AT HOW YOU KNOW I
COULD BE MAKING MORE MONEY DOING
THIS. I LOVE BEING IN MY
CLASSROOM, BUT I THINK THERE
DOES GET TO BE THAT POINT WHERE
TEACHERS JUST SAY IT'S JUST NOT
WORTH IT. SO FINAL QUESTION
BEFORE I TURN OVER TO DR CHOI
AND THE NEXT PANEL. ON ON THE
TABLE THAT YOU DID, EDGAR, UM,
ON THE MAJOR. WE DID SOME OTHER
PROGRAMS. THESE MAJOR FORM VERY
FAMILIAR WITH ALL FOUR. THESE
ARE THE YEARS I OVERSAW THE
BUDGET. I THINK THREE OF THEM
HAD BILLS ON UM WHAT GOING
FORWARD. I MEAN, WE HAVE ONE
TIME MONEY. THIS ISSUE IS THAT
THERE IS A LONGSTANDING
LINGERING ISSUE. DO YOU THINK
THAT THIS IS A GOOD KIND OF ROAD
MAP OF WHERE WE KEEP GOING AND
DOUBLING DOWN ON THESE OR MANY
THINGS DIFFERENTLY. WHAT ADVICE
WOULD YOU HAVE FOR US? I THINK I
THINK THERE'S A COUPLE A FEW
QUESTIONS THAT I THINK PART OF
IT IS. I MEAN, EACH OF THEM IS,
UH, KIND OF HAS A DIFFERENT
APPROACH AND SERVING A SLIGHTLY
DIFFERENT PURPOSE. I THINK PART
OF THE QUESTION IS JUST SORT OF
TRYING TO GET A SENSE OF DO WE
THINK THAT IT'S WORKING IN ITS
MEETING THE OBJECTIVES AND WITH
ALL OF THEM, WE HAVE REPORTING
AND EVALUATION REQUIREMENTS. UM
MOST OF THOSE ARE KIND OF COMING
LEADERS. I THINK HE'S TRYING TO
FIGURE OUT WHETHER WE THINK THAT
THE PROGRAMS THEMSELVES ARE
HAVING THE INTENDED EFFECT. BUT
I THINK IN IN, UM IN MANY OF
THESE CASES, WE ARE TRYING TO
ADDRESS SOME OF THE SPECIFIC
ISSUES THAT ARE OUT THERE.
THERE'S THE ISSUE OF THE YOU
KNOW, UM BUT COSTS IN THE
FINANCIAL THE FINANCIAL SUPPORT
OF THE GOAL IS TO TEACH YOU
GRANT IS SUPPORTING. I MEAN, I
THINK THE FACT THAT THERE IS
GROWTH IN THE INTERN THE INTERN
PROGRAM. I THINK WHEN WE TALKED
TO SCHOOL DISTRICTS THEY TALKED
ABOUT THAT HAVE TROUBLE HIRING,
THEY SAY PEOPLE WOULD RATHER DO
THE INTERIM PROGRAM BECAUSE YOU
GET PAID. YOU GET PAID AS A
TEACHER, NOT A STUDENT. YOU'RE
GETTING THE TEACHER'S SALARY.
AND SO TO ME, THAT'S AGAIN A
SIGN OF THE FACT THAT PEOPLE WHO
ARE INTERESTED IN BECOMING
TEACHER. MAYBE YOU'RE SEEING THE
FINANCIAL CONSTRAINTS. SO THE
PLACES WHERE WE ARE PUTTING THE
MONEY I THINK ARE IN GENERALLY
THE RIGHT CATEGORIES. I THINK
THE QUESTION IS WHETHER WE THINK
THAT THE PROGRAMS THEMSELVES ARE
ARE EFFECTIVE IN DOING THAT, UM,
I THINK THE OTHER QUESTION WITH
SOME OF THE PROGRAMS LIKE THE
RESIDENCY PROGRAM IN THE
CLASSIFIED PROGRAM IS AN ISSUE
OF JUST CAPACITY. UM THERE'S YOU
KNOW, IF AS WE'RE ADDING
ADDITIONAL FUNDING, DO WE DO WE
THINK THAT THERE IS, UM, YOU
KNOW, IS THIS FUNDING GOING TO
GONNA GONNA GET USED IN THE IN
THE NEAR FUTURE OR IS THERE
JUST, UM HAVE WE KIND OF
EXHAUSTED SOME OF THE DEMAND OR
THERE ARE OTHER LIMITATIONS THAT
ARE CREATING SOME CHALLENGES FOR
FOLKS LIKE, UM WITH LIKE, FOR
EXAMPLE, THE RESIDENCY PROGRAM.
WE HAVE HEARD, UM YOU KNOW, IT
DOESN'T REQUIRE A PARTNERSHIP
WITH THE UNIVERSITY. SO IF YOU
DON'T HAVE A UNIVERSITY IN YOUR
AREA, YOU MIGHT NOT BE LIKELY TO
BE INTERESTED IN THE PROGRAM.
THE OTHER THING THAT WE'VE HEARD
WHEN WE CHECKED THE DISTRICTS IS
THAT, UM, SOMETIMES, IF YOU HAVE
A DISTRICT THAT HAS JUST A VERY
JUNIOR STAFF THEY DON'T HAVE
FOLKS THAT THEY FEEL THEY THINK
WOULD BE GOOD SENIOR MENTOR
TEACHERS AND SO FOR THOSE
REASONS, EVEN IF YOU HAVE ACCESS
TO THESE PROGRAMS, MAYBE THEY'RE
NOT NECESSARILY, UH, ADDRESSING
THOSE NEEDS, BUT I THINK WE
WOULD NEED A LOT MORE
INFORMATION ON KIND OF WHAT'S
GOING ON WITH THE PROGRAMS TO BE
ABLE TO TELL YOU THIS IS THE ONE
THAT WE SHOULD BE ADDING
ADDITIONAL FUNDING RIGHT NOW.
OKAY UM THE QUESTION I WANT TO
ASK THE FINAL QUESTION. IS ON
THE MONEY PIECE AND I HEAR YOU
WHAT YOU'RE SAYING, AND WE SEE
THAT IN THE SURVEY AND NOW NOT
TO MENTION JUST THE REALITY OF
LIKE COST OF LIVING HAS GONE UP
AND HOUSING COSTS IN EUROPE. YOU
KNOW, FIRST TIME TEACHER BUYING
A HOUSE AND SOME OF THESE
HOUSING MARKETS. YOU KNOW, ARE
VERY, VERY CHALLENGING. UM
REMEMBER, WE HAD A HEARING TWO
OR THREE YEARS AGO AND THE
TEACHER WAS HERE, SHE SAYS I'M A
TEACHER. UM AND I WENT TO
COLLEGE. I WENT TO CERTIFICATE
TO BE A TEACHER, AND, UM, I JUST
WANT TO LIVE IT UP IN A PLACE TO
NOT HAVE TO LIVE WITH MY PARENTS
ANYMORE. LIKE IS THAT TOO MUCH
TO ASK? AND JUST ALWAYS STRUCK
ME. I COULD SEE HER FACE RIGHT
THERE IN THE OLD HEARING ROOM.
UM AND SO THE PAY IS ANOTHER
PIECE OF IT. AND THAT'S YOU KNOW
, THE MASSIVE INCREASE IN L C F
F MONEY TO DISTRACTS AND SCHOOL
DISTRICTS ARE MAKING DECISIONS
ACCORDINGLY. JUST HERE IN MY
NEIGHBORING DISTRICT, SAN JUAN
JUST PASSED A APPROVED A MAJOR
CONTRACT WITH THEIR EDUCATORS,
YOU KNOW, VERY GENEROUS
COMPENSATION INCREASES, SO ON
THE MONEY KIND OF UPFRONT WE DO
WE HAVE SOMEWHERE IT'S CASH. WE
HAVE SUMMARY TEACH A FEW YEARS.
UM WELL, WHAT DO WE THINK MAKES
THE BIGGEST DIFFERENCE TO ONE
GET HIM THERE AND THEN TO KEEP
THEM THERE. SHOULD WE JUST KEEP
IT AS IS OR DOING? I KNOW THAT,
LIKE, FOR EXAMPLE, THE GOLDEN
STATE TEACHER PROGRAM. WE PUT
500 MILLION THERE TO BUDGETS
AGO, AND I THINK WE'VE ONLY
SPENT LIKE 20% MAYBE SO WE HAVE
A LOT TO GO SO WE COULD JUST,
YOU KNOW, KEEP GOING AS IS OR DO
WE NEED TO ADJUST, INAUDIBLE AND
DO SOMETHING DIFFERENTLY.
ANYBODY HAVE ANY ANSWERS TO
THAT? PERHAPS TO CHIME IN ON
THAT, I THINK, UM, YOU KNOW THE
STATE HAS MADE THIS IS
CONSIDERABLE INVESTMENTS AND IN
THE EDUCATED WORKFORCES,
CONSIDERABLE INVESTMENTS THAT
COULD BE USED TOWARDS
COMPENSATION LIKE THE GOLDEN
STATE GRANT PROGRAM, LIKE THE
INCREASE IN L C F F. I THINK, UM
YOU KNOW, IN TERMS OF THOSE
TYPES OF STRATEGIES BEING
AFFECTIVE MARKETING TOOLS. IT'S
IMPORTANT THAT THEY ARE. YOU
KNOW THAT CANDIDATES CAN COUNT
ON THEM. THEY'LL KNOW THAT YOU
KNOW WHEN THEY COMPLETE THEIR
TEACHER PREPARATION PROGRAM THAT
YOU KNOW THAT FUNDING WILL BE
THERE TO SUPPORT THEM TO IMPROVE
THEIR COMPENSATION, OR, YOU
KNOW, AS THEY'RE CONSIDERING
TEACHING IN THEIR UNDERGRADUATE
YEARS THAT THAT THEY CAN SEE
THOSE FUNDS ARE, UM RELIABLE
FUNDS COMING DOWN THE PIPELINE.
I THINK THAT THAT'S CRUCIAL. I
THINK YOU KNOW IF IT'S UM I
THINK THE CHALLENGE WITH ONE
TIME FUNDS IS THAT, YOU KNOW, UM
MHM TEACHERS. POTENTIAL TEACHERS
MAY NOT BE ABLE TO SEE THAT AS A
SOMETHING THAT THEY CAN COUNT ON
WHEN IT WHEN IT COMES TIME FOR
THEM TO ENTER THE WORKFORCE.
YEAH, BUT COMMENT, EDGAR, I
THINK IT WAS JUST THAT IT IS
TELLING YOU WHEN WE'VE LOOKED AT
THE ISSUES OF LIKE, WHAT? WHAT
ARE THE THINGS THAT KIND OF
BRING PEOPLE INTO THE
PROFESSION. LIKE THINGS THAT YOU
COULD CHANGE IT IS THE THAT
BEGINNING SALARY IS PART OF THE
BIG THING IS NOT JUST SALARY
OVERTIME, RIGHT? PEOPLE ARE
THINKING ABOUT WHAT'S THE
SALARY? I'M GONNA GET IT ONCE I
START THIS JOB GETTING THEM IN
THE PIPELINE, FOR EXAMPLE, UM MY
BROTHERS IN THE MILITARY JUST
FINISHED AND HE WAS TALKING
ABOUT RECRUITS GOING TO THE
ARMY. SAME THING HERE, PEOPLE
PROBLEM AND HE WAS SAYING THAT
WE'RE GOING TO HAVE TO GIVE
MASSIVE BONUSES TO GET PEOPLE TO
SIGN UP MORE THAN WE'VE EVER
DONE, SO THAT'S WHAT WE HAVE TO
DO. ON TRIPLE THE AMOUNT THAT
THEY'VE HAD BEFORE FOR LIKE
SIGNING BONUSES. SO IS IT THE
SAME THING HERE DO WE NEED AS
OPPOSED TO THE GOLDEN STATE
SCHOLARSHIP WHERE YOU GIVE A
LITTLE BIT OF MONEY ON THE ROAD
DO WE NEED TO LIKE SIGNING
BONUSES TYPE THING. YEAH I MEAN,
I THINK BASED ON IT, I THINK I
DON'T KNOW SPECIFICALLY THAT,
BUT I THINK BASED ON WHAT WE
HAVE WHEN WE HAD THE RESEARCH.
THAT KIND OF INITIAL INITIAL
FINANCIAL INCENTIVES DO DO HELP.
UM I THINK THAT DARKER POSITION
AS THE STATE IS THAT THAT'S SORT
OF WE'VE KIND OF THAT THAT
THAT'S THE DISTRICT'S JOB TO
FIGURE OUT. SO I THINK THAT
WOULD BE SOMETHING WHERE WE
WOULD NEED AT LEAST PROGRAMS ARE
STATE PROGRAMS WE DO WE NEED TO
CHANGE THEM OR JUST KEEP THEM AS
IS YOU'RE SAYING LIKE YOU COULD
ADD A SIGNING BONUS AS PART OF
IT AS WELL. WE HAVE $500 MILLION
WE'VE ALWAYS SPENT LIKE 60. SO
FAR, WE JUST KEEP GOING AS IS OR
DO WE NEED TO JUST MHM. YEAH. I
MEAN, I THINK I GOT I THINK I
DON'T THINK WE WOULD WANT TO
KNOW A LITTLE BIT MORE ABOUT
THESE PROGRAMS TO BETTER
UNDERSTAND WHAT'S GRAND. BUT I
DO THINK THERE WOULD BE LIKE
WITH THIS PROGRAM. IT'S
IMPORTANT TO BETTER UNDERSTAND,
LIKE DO WE THINK IT'S RESULTING
IN IN MORE PEOPLE ENTERING THE
PROFESSION, OR IS IT JUST SIMPLY
LIKE FOLKS WHO ARE ALREADY
INTERESTED IN ENTERING THE
OPPRESSION ARE GOING TO BE, UM
UH, ARE JUST GETTING THE $20,000
. BUT WE'RE NOT NECESSARY,
BRINGING MORE PEOPLE AND I THINK
THAT'S ONE OF THE KEY QUESTIONS
THAT WE WOULD HAVE. OKAY THANK
YOU. DR CHOI. IF I COULD SO,
YEAH, THERE WERE TWO PARTS I
THINK TO YOUR QUESTION WAS ONE
WAS ABOUT GETTING PEOPLE INTO
THE PROFESSION. THE OTHER WAS
ABOUT RETENTION AND THE WAY THAT
I LOOK AT OUR INVESTMENTS IN
GETTING PEOPLE INTO THE
PROFESSION IS HELPING TO COVER
THE COST OF PREPARATION SO THAT
OUR TEACHERS. WHEN THEY FINISH
THEIR CREDENTIAL PROGRAM HAVE
LESS STUDENT DEBT. SO THAT'S A
FINANCIAL INCENTIVE IN AND OF
ITSELF. YOU KNOW, THAT'S KIND OF
WHAT WE'RE DOING IN PLACE OF
SIGNING BONUSES OR THINGS LIKE
THAT. BUT WITH THE FEDERAL YOU
KNOW, I MEAN, JUST THE
DISCUSSION AT THE FEDERAL LEVEL
ABOUT FORGIVING STUDENT DEBT.
THAT'S A BIG THING. WELL, THAT'S
A GOOD IDEA. SO OF THE MONEY. WE
HAVE 500 MILLION. WE COULD
CHANGE IT JUST SITTING THERE
LOCKED IN. IT'S NOT SPENT. AND
YOU KNOW IF THE ECONOMY FELL OFF
THE OFF THE LEDGE TODAY WE WOULD
PLOW BACK ANYWAY, SO IT SHOULD
BE ADJUSTED AND PUT MORE OF THAT
MONEY FOR LOAN FORGIVENESS FOR
PEOPLE THAT ALREADY IN THERE, OR
SHOULD WE JUST KEEP AS IS, I
GUESS THAT'S THE ISSUE. WE HAVE
THIS MASSIVE CHALLENGE IN FRONT
OF US. WE ALREADY PUT A BUNCH OF
MONEY WE COULD PUT SOME MORE DO
WE NEED TO LOOK AT THINGS
DIFFERENTLY? I YOU KNOW THE DATA
WE'RE SEEING INITIAL DATA WE'RE
SEEING FROM THESE PROGRAMS IS
THAT THEY ARE HELPING PEOPLE WHO
OTHERWISE WOULD NOT HAVE BECOME
TEACHERS INTO THE PROFESSION,
AND THAT'S A GOOD THING.
ESPECIALLY BECAUSE, UM, AS WAS
REPORTED BY BY ONE OF THE OTHER
PANELISTS, THESE CANDIDATES ARE
MORE DIVERSE. AND THEY'RE OFTEN
FILLING. HI SHORTAGE AREAS,
ESPECIALLY LIKE SPECIAL
EDUCATION. THE OTHER SIDE OF
YOUR QUESTION THAT WAS
RETENTION. AND. THINKING THROUGH
ALL THE GRANT PROGRAMS, THE ONLY
ONE I CAN THINK OF THAT IS
HELPING WITH THAT IS PROBABLY
THE NATIONAL BOARD GRANT, WHICH
IS GOING TO BE DISCUSSED IN IN A
LATER PANEL. UM SO IF WE WERE
GOING TO LOOK ANYWHERE, I THINK
WE SHOULD THINK ABOUT RETENTION
AND HOW WE CAN USE MONEY TO HELP
RETAIN TEACHERS. OKAY THANK YOU.
DR. CHOI. DO YOU HAVE ANY
QUESTIONS FOR THIS PANEL? NOT
NECESSARILY. UH I HAVE QUESTIONS
, BUT I LISTENING. I CAN ONLY
RAISE SOME MORE QUESTIONS. UH,
IT LOOKS LIKE SINCE $1.4 BILLION
HAVE BEEN INVESTED FOR TEACHER
SHORTAGE PROBLEM SINCE, UH 2016. OBVIOUSLY THE TEACHER SHORTAGE
BEGAN. LONG BEFORE THE PANDEMIC
SO TREND TO STUDY THE LONG
BEFORE. AND SO, UH, BURNOUT
ISSUE. THAT DR MATTHEW WAS
TALKING ABOUT. WAS NOT DIRECTLY
RELATED TO END, DAMMIT. AND
WHETHER THIS INTENSIFIED BECAUSE
OF THE ENDEMIC I'M NOT SURE AND
THE OTHER QUESTION THAT, UH,
THAT THE QUESTION WAS ALL RAISED
THAT WE HAVE TO KEEP ON DOING
WHAT WE'VE BEEN DOING.
OBVIOUSLY, UH, IT DID NOT. THE
MONEY WAS SUPPOSED IN TO SOLVE
THE PROBLEM. THE TEACHER
SHORTAGE, BUT IT DID NOT A TREND
CONTINUES. SO I THINK MY
SUGGESTION MIGHT BE RATHER THAN
DOING WHAT WE ARE DOING. WE NEED
TO DO SOME REALLY DRAMATIC
CHANGE. THE WHOLE. PARADIGM
SHIFT. MAYBE WE CAN SAY. BECAUSE
THE FORMULA THAT THE WE'VE BEEN
PRACTICING WITH THE FOUR
DIFFERENT PROGRAMS THAT I HEAR
DIFFERENT GRANT PROGRAMS. I
MEAN, THOSE ARE ALL TARGETED FOR
LONG, LOW INCOME AREAS OR
WHATEVER THE DIFFERENT
CONDITIONS THAT DIFFERENT
PURPOSE GRANT PROGRAMS. I THINK
THESE ARE ALL THE PRODUCTS OF
WHERE, AFTER HARD THINKING. BUT
IT HAS NOT. HELPED US SOLVE THE
PROBLEM. SO WHAT DO WE DO ABOUT
IT? OTHER THAN NEW THINKING. HMM
I DON'T THINK OF WHAT WE
CONTINUE. WHAT WE'VE BEEN DOING
IS GOING TO SOLVE THE PROBLEM
AND OBVIOUSLY FOR HUMAN
MOTIVATION. IS UH AH TO
INCENTIVIZED BY REWARD. YEAH,
IT'S A COMPENSATION AND THE
CONTINUOUS COMPENSATION BY
STAYING A LONG ENOUGH. AND THEN
ALSO, THERE HAS TO BE REASON FOR
THEM TO ATTAIN THE JOB AND THE
CONTINUED TEACHER, YOU KNOW, JOB
RETENTION ISSUES. SO NATIONALLY,
UH. A LOT OF, UH. PROGRAMS HAVE
BEEN PROPOSED BY PRESIDENT
BIDEN. SUCH AS, UH STUDENT DEBT
FORGIVENESS. I MEAN, THAT'S
SOUNDS GOOD. POLITICALLY I THINK
YOU KNOW THAT WILL BECOME
POPULAR PROPOSITION. THINK ABOUT
IT. WHAT KIND OF A SOCIAL IMPACT
NEGATIVELY IT WILL PLAY. AND
THEN ALSO FOR TEACHER.
RETENTION. AH PURPOSES. I HAVE
AN EXAMPLE. MY SISTER AND
BROTHER IN LAW. WENT INTO. AH
UNDERPRIVILEGED AREA. Tð. GET
THE MEDICAL SCHOOL. STUDENT THAT
OKAY, HIM THIS. IF THEY HAD THE
STATE AS A NUMBER OF YEARS. THEN
THERE, THERE THAT THAT WILL BE.
AND FORGIVEN, BUT IF THE. WERE
IN THIS PERIOD, AND ALL OF THAT
IS FORGIVEN. WHY WOULD THEY HAVE
ANY REASON TO GO TO THE AREAS
WHERE THE DOCTOR SHORTAGES WERE
, AND THEN THE DOCTORS WERE
NEEDED? BECAUSE OF THAT? THE
INCENTIVE PROGRAM IF YOU STAY
HERE FIVE OR SEVEN YEARS, SO
WE'LL FORGIVE. WHAT? THERE
SHOULD BE SOME GRADUAL PROGRAM
IF YOU STAY MINIMUM THREE YEARS
OF 50% OF BEING FORGIVEN IF YOU
STAY FOUR YEARS, 60 POINTS OR
WHATEVER, YOU KNOW, BY 10 YEARS
ENTIRE, YOU KNOW, SHOWING THAT
CAN BE FORGIVEN. THAT KIND OF AN
INCENTIVE FOR THEM TO ENTER AND
THEN ALSO AND GO TO THE AREA, SO
WE HAD TEACHER SHORTAGES ARE AND
AGAIN SPECIFY WHAT COUNTY IS
WHAT IT IS SO WE NEED THE, YOU
KNOW, TEACH MORE TEACHERS. IF
YOU GO THERE STATE FIVE OR MORE
YEARS, TWO OR THREE MORE YEARS
OF GRADUALLY, UH, ENTIRE
POTENTIALLY AFTER THAT NUMBER OF
YEARS OF, FOR EXAMPLE, 10 YEARS
100% OF DEATH TOLL BEFORE GIVEN
THE INCENTIVES THAT SHOULD BE
USED IN THIS WAY, NOT JUST 100%
FOR NO REASON. THE POLITICAL
POPULARITY. SHOULDN'T THAT
FORGIVENESS WILL FORGIVE
EVERYTHING WHERE THERE'S SOME
MONEY COME FROM? AND WHAT
INCENTIVES DO THEY HAVE A FULL
GO INTO CERTAIN PROFESSION. AND
WHERE THEY ARE NEEDED. AND TO
STAY LONG ENOUGH. I MEAN, THERE
HAS TO BE SMART PROGRAMMING.
BEFORE WE TALK ABOUT STUDENT
THAT KIND OF THINGS, SO YOU KNOW
I CAN RAISE A LOT OF YOU KNOW
QUESTIONS, BUT SINCE I'M NOT THE
PRESIDENT CANNOT PRACTICE OF
WHAT I BELIEVE THAT MAY BE
BETTER, BETTER PRACTICE. BUT
THAT THIS IS A RATHER COMMON
SENSE. ANYONE THINKING PERSON
CAN FIGURE THIS OUT. SO UH AND
THEN ALSO I WENT ON ONE DAY FOR
DR MATTHEWS IS STILL AROUND. UH
I WOULD LIKE TO HEAR SOME MORE
DETAILS. YOU MENTIONED THAT UH,
OTHER THAN THE PROFESSIONAL
BURNOUT BUT POLITICAL AND
IDEOLOGICAL ISSUES OF FORCING
PEOPLE TO LEAVE THE TEACHING
PROFESSION AND I WOULD LIKE TO
KNOW IF SHE HAS, UH, THE POINTS
SPECIFICALLY. WHAT DOES SHE MEAN
BY IDEOLOGICAL? ISSUES AND THEN
ALSO POLITICAL ISSUES. YEAH. SO
WHAT WE'VE HEARD FROM TEACHERS?
UM UH, FIRST, IT WAS JUST AN
INDICATOR ON OUR SURVEY AND WE
ASKED ABOUT, UM UH WHAT ARE SOME
THINGS OR WHAT ARE SOME
INDICATORS OR WASN'T TRIGGERS
THAT ARE ALLOWING YOU TO FEEL
BURNT OUT OR THAT ARE THAT ARE
IMPACTING YOUR STATUS. YOUR JOB
SATISFACTION. AND SO WITH THE
IDEOLOGICAL POLITICAL THERE WERE
COMMENTS AROUND. UM, THE. IDEA
OF OBVIOUSLY CRITICAL RACE
THEORY WAS THROWN IN THERE. THE
IDEA OF I'M NOT AN AUTONOMOUS
BEING ANYMORE. I DON'T HAVE
NECESSARILY CONTROL OVER HOW I
TEACH AND WHAT I TEACH, UM, THAT
THERE IS, UM, POLICING, I GUESS
OF, UH, THE TEACHING LEARNING
SPACE IN WAYS THAT TEACHERS
DON'T FEEL COMFORTABLE. UM AND
THAT THEY FEEL LIKE THEIR HANDS
ARE A LITTLE BIT TIED BEHIND
THEIR BACK THAT THEY CANNOT. UM
THIS IS ALSO COMING IN THE FORM
OF LARGER, UM, CURRICULUM
ADOPTIONS WHERE THEY CANNOT
REALLY DON'T FEEL LIKE THEY CAN
, UM, ATTEND TO THE DIFFERENCES
IN THEIR CLASSROOMS BECAUSE
THEY'RE ON A SCHEDULE THAT TO
FINISH THEIR CURRICULUM AND
ANYTHING OUTSIDE OF THE APPROVED
CURRICULUM, BRINGING IN ARTICLES
BRINGING IN BOOKS THAT MIGHT
HAVE TO BE QUESTIONED BY PARENTS
BY A LARGER COMMITTEE BY THE
DISTRICT IS OUT OF THEIR CONTROL
. AND SO IT WAS A GENERAL
CONSENSUS OF YES, THERE'S LIKE
HIGHER PROFILE NATIONALLY. UM
UH, AH NATIONALS, PRESSURE ON
TEACHERS AND THE TEACHING FIELD
TO, UM EITHER. PERFORM A CERTAIN
WAY OR TO TEACH A CERTAIN WAY.
OBVIOUSLY WE'VE SEEN IT ACROSS
ACROSS SCHOOLS, UM, IN THE NEWS
OF TEACHER, TOWN HALLS AND
SCHOOL BOARD DISTRICT MEETINGS,
AND SO THERE IS A GENERAL FEAR,
I GUESS FOR SOME TEACHERS AROUND
WHAT THEY'RE TEACHING HOW
THEY'RE TEACHING IT AND IF IT
WILL BE UP FOR DISCUSSION UM AND
UP FOR DEBATE. AND IF THEY'LL
GET IN TROUBLE AND SO THAT WAS
SOMETHING THAT THEY FELT LIKE
THEY DIDN'T NECESSARILY SIGN UP
FOR. I THINK YOU ARE INDICATING
VERY IMPORTANT ISSUE. I AGREE
LATELY, UH, LAST A COUPLE OF
YEARS SCHOOL, BOTH MEETINGS HAVE
BECOME THE. TARGET OF A
CONTENTIOUS, UH, DEBATE AND A
LOT OF INTEREST IN MY PARENTS
ARE COMING TO SCHOOL BOARD
MEETINGS AND THE FIGHTING ASKING
AND THE SHOUTING AH,
PARTICULARLY PARTICULARLY THE
TWO ISSUES THAT, UH, UH, HAVE
BEEN HIGHLIGHTED. AND THEN ALSO
I CAN TALK ABOUT IT IS THAT I
THINK THAT IS SO DEFINITELY WE
LEAVE YOU TO BOTH THE POLITICAL
AND IDEOLOGICAL. UH POINTS IS
SPECIFICALLY. CRT ISSUES. A LOT
OF PARENTS OBJECTED. WHAT IS THE
C R T? AND I TRIED TO STUDY WHAT
THE CLT WAS, AND IT IS NOT JUST
THE LAST TWO OR THREE YEARS AGO
ISSUE THIS IS A LONG TIME AGO. I
BELIEVE WE EVEN 19 SIXTIES HE
STUDIED. HE HAS A LONG, LONG
THEORY. AND UH, IT'S A VERY
COMPLICATED SOCIAL SOCIAL ISSUE
IS A BASICALLY, PEOPLE STEAL,
FEEL THAT IS A NEGATIVE. UH
INCENTIVE FOR, UH, YOUNG
STUDENTS TO LEARN ABOUT TWO, UH
, RACIALLY HATE EACH OTHER
RATHER THAN, UH, EMBRACING AND
FORGIVING AND LOVING. SO THIS IS
A MORE OF A, UH, AGAINST THE
GRAIN FOR THE ABUSE IN HARMONY.
FOR THE FUTURE, BUT THAT THIS IS
A MORE NEGATIVE DIRECTION, AND
THE PARENTS DID NOT AGREE. AND
I'M SURE MANY TEACHERS THAT DID
NOT AGREE WITH THAT CLT ISSUES
THAT WHY. SUDDENLY YOU KNOW LAST
COUPLE OF YEARS THIS YEAR CRT
ISSUE HAVE BROUGHT UP TO
EDUCATION FIELD IN THE CLASSROOM
. K TO 12. OKAY K TO 12,
ESPECIALLY AND ESPECIALLY YOUNG
, YOUNG LEVEL ELEMENTARY, EVEN
MIDDLE SCHOOL LEVELS. I MEAN, I
MEAN, THAT IS DEFINITELY
AGREEABLE IDEOLOGICAL AND
POLITICAL ISSUES THAT ARE JUST
BEING TIRED OF FIGHTING THE
PUBLIC SCHOOLS. ISSUES OF SO
MANY PEOPLE HAVE LEFT. I'M SO
MANY CHILDREN HAVE LEFT THE
SCHOOLS AND THEN WENT INTO HOME
SCHOOLING BECAUSE OF THIS
REASONS. AND THE VIEW OF THE ONE
IS, AS YOU KNOW, THE SEX
EDUCATION. YOU KNOW WHY IN THE
WORLD UH, WE TRY TO TEACH EVEN
KINDERGARTNERS. I UNDERSTAND THE
CONTENT AS A YOU KNOW, A
PORTABLE. YOU KNOW GRAPHIC. UH I
HAVEN'T SEEN IT. BUT I HEAR THIS
GROUP SHIN'S THAT THE SOMETHING
CANDIDATES TRY TO EDUCATE THE
VOTERS. HEY I'M AGAINST ALL OF
THESE POINTS AND THAT THAT
THAT'S THE DEFINITELY WHAT THE
AH PARENTS OBJECTED AND THE
LIBERAL TO THE PARENTS, BUT I'M
SURE MANY MANY TEACHERS HAVE
AGREED JUST LIKE A PARENTS. AND
THAT'S THE REASON THEY ARE NOT
AGREEING. UM, WITH THE DIRECTION
WHERE THE SCHOOL IS GOING, AND
THAT THEY ARE FORCED TO T TEACH
SUCH A, YOU KNOW. WELL, THE.
CARED THE WAY OF TRYING TO TEACH
HER EARLY SUCCESS OCCASION SHE
ACTED. THOSE ARE THE SPECIFIC
ISSUES ARE I CAN SPEAK ABOUT THE
WHITE PEOPLE ARE UH, TEACHERS
ARE TIRED OF BURNED OUT AND
ESPECIALLY LAST. YOU KNOW, A
COUPLE OF YEARS IN THE TRACK TO
LEAVE THE YOU KNOW MY PROFESSION
AND WHAT CAN WE DO ABOUT IT?
THAT'S A YOU KNOW, BIG SOCIAL
NATIONAL TREND WHICH CHOOSE TO
HEADING THAT YOU KNOW BAD
DIRECTION IN THE TRUNK TO STOP.
IT IS A BIG TASK. I DON'T HAPPEN
IN SOLUTION IN I CAN ONLY ISSUE
THAT IS THE PROBLEM THAT
DIRECTION THIS STATE AND THIS
COUNTRY IS HEADING. UM AND THAT
YOU HAVE THE QUESTION. UM MAYBE
I CAN ASK IS THAT IS THAT THE
ONLY CALIFORNIA PHENOMENA THAT
WE ARE FACING? NO TEACHER
SHORTAGES. IT'LL BE QUITE
INTERESTING. I HAVEN'T DONE ANY
COMPARED TO A STUDY OF DIFFERENT
STATES, BUT I KIND OF FEEL THE
OTHER STATES ARE MAYBE IN THE
SAME TREND. SO IF THAT'S ANY
PANELISTS OR MAY HAVE SUCH A
DATA. I WOULD LIKE TO KNOW.
OKAY. THANK YOU. I RESPECT YOUR
OPINION ON THE FIRST PIECE. I
THINK IT WAS MORE OF A YOUR
COMMENTARY THAN QUESTIONS. BUT
THE SECOND LAST THING HERE IS
SOME OF THESE TRENDS AND
INFORMATION WE RECEIVED WERE
GOING OVER TODAY. IS THIS
SIMILAR TO WHAT? WE'RE SEEING
ANOTHER STATES. I THINK THAT'S
SOMETHING I CAN SPEAK TO, UM AND
I THINK IT MAY ALSO HELP TO
ADDRESS THE ASSEMBLYMEMBER'S
QUESTION ABOUT WHETHER OR NOT
THE INVESTMENTS THAT HAVE BEEN
MADE HAVE BEEN EFFECTIVE, YOU
KNOW, AS WE HEARD FROM
REPRESENTATIVES FROM CDC IN L.
A. OH THERE'S MORE DATA THAT
WILL BE NEEDED TO BE ABLE TO
FULLY ANSWER THAT QUESTION.
HOWEVER WHAT WE ARE SEEING IS
THAT THE NUMBER OF SUBSTANDARD
CREDENTIALS IS GOING DOWN SINCE
2016 WHILE THE NUMBER OF
PRELIMINARY CREDENTIALS THOSE
ARE THE FULL CREDENTIALS OF THAT
YOU RECEIVED WHEN YOU ARE FULLY
PREPARED IS GOING UP. SO THIS IS
THE TREND THAT WE WOULD HOPE TO
SEE IF THESE INVESTMENTS WERE
WORKING, AND THIS IS ALSO IN
CONTRAST TO WHAT WE SEE ON THE
NATIONAL LEVEL, YOU KNOW WHEN WE
LOOK AT TITLE TO DATA ON THE
NUMBER OF INDIVIDUALS ENROLLING
IN AND COMPLETING TEACHER
PREPARATION PROGRAMS. NATIONALLY
THAT NUMBER IS CONTINUING TO GO
TO GO DOWN. IN CALIFORNIA. WE'RE
SEEING AN UPTICK, SO THIS IS IN
CONTRAST TO THE NATIONAL TREND
SUGGESTING THAT YOU KNOW
SOMETHING IN CALIFORNIA MIGHT BE
DIFFERENT FROM FROM THE GREATER
NATIONAL PICTURE. AND IT MAY BE
THAT YOU KNOW, BECAUSE THE STATE
HAS INVESTED IN, UM THE TEACHER
PIPELINE ARE TREND IS, YOU KNOW,
IN CONTRAST TO THE NATIONAL
PICTURE. OKAY. THANK YOU. WITH
THAT WE WILL GO NOW TO OUR, UM,
OUR NEXT PANEL PANEL NUMBER TWO
THIS IS ABOUT, UM, SCHOLARSHIPS
AND AID PROGRAMS KIND OF DIGGING
MORE INTO THE QUESTIONS. I
ASKED. THE FIRST ONE WILL HAVE
THE STUDENT COMMISSION. THE
TEACHER, UH, CTC AGAIN? UM, C D
E AND L A L. THROWING A START
WITH JAKE BRIMMER WITH THE
STUDENT AID COMMISSION. GOOD
MORNING. THANK YOU. GOOD MORNING
CHAIR. MCCARTY AND DR CHOI. MY
NAME IS JAKE BREMNER. I'M THE
DEPUTY DIRECTOR FOR POLICY AND
PUBLIC AFFAIRS AT THE CALIFORNIA
STUDENT AID COMMISSION AND
REALLY PLEASED TO BE WITH YOU
THIS MORNING TO SHARE MORE ON
THE STRONG PROGRESS THAT WE HAVE
MADE AT THE STUDENT AID
COMMISSION AND ADMINISTERING THE
GOLDEN STATE TEACHER GRANT
PROGRAM AND GETTING THAT MESSAGE
OUT TO PERSPECTIVE TEACHER
CANDIDATES ABOUT THE RESOURCES
THAT ARE AVAILABLE. UM AND NOW
IN YOUR IMAGINED AGENDA
MATERIALS ALREADY HAVE SOME DATA
AROUND THE NUMBER OF
APPLICATIONS THAT WE'VE RECEIVED
SINCE THE PROGRAM HAS BEEN
ESTABLISHED, AS WELL AS HOW MUCH
FUNDING HAS BEEN EXPANDED
THROUGH AWARDS GOING TO STUDENTS
IN THESE CREDENTIAL PROGRAMS,
BUT I WANT TO JUST SHARE A FEW
HIGHLIGHTS. IN THE $15 MILLION
AND I D E. A FUNDING THAT'S THE
INDIVIDUALS WITH DISABILITIES
EDUCATION ACT FEDERAL FUNDING
THAT WAS FIRST APPROPRIATED FOR
THIS PROGRAM AND THE 2021 BUDGET
ACT. THE STUDENT AID COMMISSION
AWARDED $14.5 MILLION OUT TO
STUDENTS WHO ARE ASPIRING TO
BECOME SPECIAL EDUCATORS,
ULTIMATELY REACHING JUST OVER
800 STUDENTS WITH THAT FUNDING.
IN THE FOLLOWING BUDGET, AS WAS
NOTED BY OUR COLLEAGUE FROM L. A
OH, THE 21 22 BUDGET
APPROPRIATED ANOTHER $500
MILLION IN ONE TIME GENERAL FUND
TO BE EXPENDED OVER A FIVE YEAR
PERIOD. WITH THE DIRECTION OF
THE STUDENT AID COMMISSION THAT
WE SHOULD AIM TO TRY TO AWARD
ABOUT $100 MILLION IN EACH OF
THOSE FIVE YEARS. UNTIL THIS
PAST JULY AGAIN, AS ELIO NOTED,
THESE WERE FUNDS THAT WERE
TARGETING A MORE DEFINED LIST OF
HIGH NEEDS FIELDS. FOR
PERSPECTIVE, EDUCATORS AND THE
FIRST YEAR OF THE PROGRAM. UNDER
THOSE MORE TARGETED USES THE
STUDENT AID COMMISSION AWARDED
JUST OVER 2300 STUDENTS. NOW
AGAIN, THIS WAS NOTED, BUT THAT
2022 BUDGET TRAILER BILL DID
SIGNIFICANTLY EXPAND ELIGIBILITY
FOR THESE GRANTS NOW TO ANY
TEACHING SUBJECT AREA, AS WELL
AS THE PUPIL PERSONNEL SERVICES
CREDENTIAL PROGRAMS SO LONG AS
THE APPLICANTS STILL COMMITTED
TO SERVING AT A PRIORITY SCHOOL
AND I'LL COME BACK TO THAT
COMMITMENT IN A LITTLE BIT. AS
OF NOVEMBER. 1ST THE STUDENT AID
COMMISSION HAS ALREADY RECEIVED
MORE APPLICATIONS FOR THE
PROGRAM THIS YEAR THAN WE DID IN
ALL OF THE 21 22 ACADEMIC YEAR,
AND WE PROCESS THESE
APPLICATIONS ON A ROLLING BASIS
. THERE'S REALLY NO DEADLINE
UNTIL THE END OF THE ACADEMIC
YEAR. SO WE EXPECT THAT THAT
NUMBER OF APPLICATIONS AND THE
STUDENTS THAT WE SERVE WILL
CONTINUE TO GROW OVER THE NEXT
SEVERAL MONTHS. SO THIS IS ALSO
MY CHANCE TO SAY TO ANY
STUDENTS. THAT MIGHT BE
LISTENING. YOU CAN STILL APPLY.
THESE FUNDS ARE STILL HERE FOR
YOU FOR THIS YEAR. AS OF
NOVEMBER, 1ST WE'VE RECEIVED
OVER 6800 APPLICATIONS, AND
WE'VE ALREADY PAID AWARDS TO
OVER 3000 STUDENTS SO FAR FOR
THIS TERM, SO AFTER LESS THAN
1.5 YEARS OF IMPLEMENTATION OF
THAT ONE TIME GENERAL FUND WE'VE
EXPENDED $73.6 MILLION SO FAR,
AND AS I NOTED, WE DO EXPECT
THAT THAT EXPENDITURE FOR THE 22
23 YEARS GOING TO CONTINUE TO
GROW SIGNIFICANTLY IN THE COMING
MONTHS FOR A COUPLE OF REASONS,
ALREADY NOTED THAT THE
APPLICATIONS ARE ROLLING. ONE
STUDENTS CAN STILL APPLY THE
OTHER PIECE. THAT'S WORTH NOTING
, IS THAT LIKE FINANCIAL AID,
THIS IS DISPERSED BY THE
INSTITUTIONS IN ACADEMIC TERMS.
SO STUDENTS MAY HAVE RECEIVED
THEIR FUNDING FOR THE FALL TERM
. THEY CAN STILL GET ANOTHER
CHECK ISSUE TO THEM AND THIS
UPCOMING WINTER OR SPRING TERM,
SO THAT AWARD WILL CONTINUE THAT
FUNDING WILL CONTINUE TO GROW
AND WHAT WE'VE EXPENDED THIS
YEAR AND ACTUALLY OUR CURRENT
PROJECTIONS. IT'S HARD TO DO
THIS PRECISELY, BUT WE
ANTICIPATE WE MAY NOT ONLY REACH
THE $100 MILLION TARGET FOR THIS
YEAR, BUT WE MAY ALSO HAVE THE
OPPORTUNITY TO AWARD THE
UNEXPENDED FUNDS FROM $100
MILLION WE'RE TARGETING FROM
LAST YEAR. THE STUDENT AID
COMMISSION HAS BEEN SUCCESSFUL
IN GETTING THIS MESSAGE OUT TO
PERSPECTIVE, EDUCATORS AND NOW
THOSE ENTERING THE, UH PUPIL
PERSONNEL SERVICES ROLLS THROUGH
PARTNERSHIPS WITH OUR
INSTITUTIONS OF HIGHER EDUCATION
AND GROWING COLLABORATION WITH
OUR K THROUGH 12 STAKEHOLDERS.
WE'VE WORKED VERY CLOSELY WITH
THE ELIGIBLE INSTITUTIONS OF
HIGHER EDUCATION AND THERE
PROGRAMS JUST SO THAT THEY CAN
UNDERSTAND THE TERMS OF THIS
GRANT AT AN INSTITUTIONAL LEVEL
AND THEN HAVE THE RESOURCES TO
GET THIS INFORMATION TO STUDENTS
THAT CAN BENEFIT FROM THAT
ADDITIONAL AID. ON THE K THROUGH
12 SIDE. THE STUDENT AID
COMMISSION HAS WORKED FOR MANY
YEARS AS YOU WOULD SUSPECT WITH
HIGH SCHOOL COUNSELORS AND FOLKS
WHO ARE SERVING HIGH SCHOOL
SENIORS WERE APPLYING FOR
UNDERGRADUATE FINANCIAL AID
THROUGH THE FAFSA OR THE
CALIFORNIA DREAM ACT
APPLICATION. OUR RELATIONSHIPS
WITH DISTRICT STAFF FOLKS IN HR
ROLES, THOSE WHO WOULD KNOW WHO
CAN BENEFIT FROM THOSE GRANTS TO
THE L. E. A BASED PROGRAMS THAT
ARE ALSO NOW ELIGIBLE AND
APPROVED BY CTC. THOSE ARE NEW
RELATIONSHIPS FOR US, AND WE
HAVE BEEN PARTNERING WITH THE
STATE BOARD WITH CTC AND WITH
CTE TO MAKE SURE THAT WE SPREAD
THE MESSAGE OUT TO OUR OUR LOCAL
PARTNERS ABOUT THE AVAILABILITY
OF THESE FUNDS. IN ADDITION, NOW
THAT STUDENTS IN THOSE PUPIL
PERSONAL SERVICES CREDENTIAL
PROGRAMS ARE ALSO ELIGIBLE.
WE'RE WORKING WITH THE
ASSOCIATIONS THAT REPRESENT
SCHOOL PSYCHOLOGISTS, COUNSELORS
AND SOCIAL WORKERS TO ENSURE
THAT THEIR MEMBERSHIPS ARE
PERSPECTIVE. MEMBERSHIPS ALSO
KNOW ABOUT THIS OPPORTUNITY.
THESE EFFORTS HAVE INCLUDED
WEBINARS SOCIAL MEDIA RESOURCES
, OTHER TARGETED COMMUNICATIONS
TO MAKE SURE THAT FOLKS ARE
AWARE OF THIS GREAT OPPORTUNITY.
NOW I WANT TO ALSO NOTE THAT
THIS GRANT IS UNLIKE OTHER FORMS
OF FINANCIAL AID, IT REQUIRES
THAT STUDENTS ENTER INTO AN
AGREEMENT WITH THE STUDENT AID
COMMISSION TO MEET CERTAIN
OBLIGATIONS AFTER THE STUDENTS
ALREADY RECEIVED THEIR AWARD.
FAILURE ON THE PART OF THE
STUDENT TO HONOR THAT AGREEMENT
WILL REQUIRE THAT THE STUDENT
AID COMMISSION COLLECT A CERTAIN
AMOUNT OF AWARDED FUNDS BACK
FROM THAT RECIPIENT FOR THE
STATUTORY REQUIREMENTS OF THIS
PROGRAM. THESE FUNCTIONS OF
TRACKING STUDENT COMPLIANCE TO
THIS AGREEMENT AND POTENTIALLY
UNDERTAKING COLLECTIONS.
ACTIVITIES ARE OUTSIDE THE WORK
THAT'S TYPICALLY DONE BY THE
STUDENT AID COMMISSION AND OUR
STAFF INTENSIVE. ADDITIONALLY
THE 2022 BUDGET EXTENDED THE
AMOUNT OF TIME IN WHICH YOU'RE
GOING STATE TEACHER GRANT
RECIPIENT CAN COMPLETE THEIR
TEACHING OR THEIR SERVICE
COMMITMENT FROM FIVE YEARS TO
EIGHT YEARS. THAT'S MORE
GENEROUS FOR THE RECIPIENT. BUT
THAT EXTENSION AND THE RUNWAY OF
THIS PROGRAM DOES ALSO IMPACT
THE WORKLOAD AND THE STAFFING
RESOURCES THAT ARE NECESSARY FOR
THE STUDENT AID COMMISSION TO
TRACK STUDENT COMPLIANCE AND
AGAIN. POTENTIALLY HAVE TO
UNDERTAKE THIS COLLECTION
ACTIVITIES. THE STUDENTS
COMMISSION HAS PREVIOUSLY
REQUESTED AND CONTINUES TO SEEK
ADDITIONAL RESOURCES TO SUPPORT
IMPLEMENTATION OF THIS PROGRAM
AND OTHERS THAT WERE ESTABLISHED
OR EXPANDED IN THE 21 ST BUDGET
. UM WHEN THIS EXTENSION OF THE
PROGRAM ONE RUNWAY WAS MADE,
THERE WAS NO ADDITIONAL FUNDING
OR STAFFING RESOURCES PROVIDED
TO THE STUDENT AID COMMISSION TO
SUPPORT THAT INCREASED DURATION
OF THE PROGRAM. NOW, AS I
MENTIONED THE ELIGIBILITY
EXPANSION REALLY HAS OPENED UP
SIGNIFICANT NUMBER OF NEW
APPLICATIONS FOR US, AND WE'RE
ALSO IN THE SECOND YEAR OF THE
PROGRAM, SO I THINK THERE'S
GREATER FAMILIARITY AT AN
INSTITUTIONAL LEVEL FOR THE
QUESTION EARLIER FROM CHAIR
MCCARTY, WE WOULD ADVISE THAT WE
LET THIS FOUR YEAR PLAY OUT
BEFORE MAKING FURTHER REVISIONS
TO THE GOLDEN STATE TEACHER
GRANT PROGRAM. TO GIVE US THAT
OPPORTUNITY TO ASSESS ARE THOSE
ELIGIBILITY CHANGES HELPING US
REACH MORE STUDENTS? ARE WE
HITTING THE MARK THAT YOU'VE
IDENTIFIED PREVIOUSLY? AND I'M
HAPPY TO ALSO SHARE MORE
CONSIDERATIONS AROUND POTENTIAL
LOAN REPAYMENT BENEFIT, BUT IN
CLOSING, WE APPRECIATE THE
OPPORTUNITY TO SUPPORT
CALIFORNIA AND RESPONDING TO
SUCH AN URGENT NEED IN OUR
SCHOOLS. AND A BETTER SUPPORT
INDIVIDUALS WHO ARE SEEKING TO
PROVIDE SUCH AN IMPORTANT FORM
OF SERVICE TO OUR STUDENTS.
THANK YOU. THANK YOU. T C. AND
DAVID GEAR FROM THE CALIFORNIA
COMMISSION ON TEACHER
CREDENTIALING. SO AS WE HEARD IN
THE PREVIOUS PANEL, WE ARE
ALREADY SEEING THE POSITIVE
EFFECTS OF THESE INVESTMENTS AND
INCREASED ENROLLMENT IN
PREPARATION PROGRAMS AND
INCREASE THE NUMBER OF
CREDENTIALS ISSUED. WE ARE STILL
RAMPING UP THESE PROGRAMS, SO
IT'S TOO EARLY TO TELL IF OUR
GRANT PROGRAMS WILL NEED ONGOING
FUNDING OR IF THEY SHOULD BE
LIMITED TO SEVERE SHORTAGE
AREAS. IS TO WORK. ONLY TEACHER
SHORTAGES HAVE BEEN CYCLICAL,
BUT THE GROWING DIFFERENCE
BETWEEN THE TEACHER SALARIES AND
WHAT INDIVIDUALS WITH ABOUT
CHILLERS DEGREE AND OTHER FIELDS
EARN MAY CHANGE THAT AS WELL AS
THE ADDITIONAL CHALLENGES NOTED
BY DR MATTHEWS IN THE PREVIOUS
PANEL, WE NEED TO SEE WHERE WHAT
THE DATA TELL US OVER THE NEXT
FEW YEARS. TO ANSWER SOME
SPECIFIC GRANT QUESTIONS ASKED.
IT IS LIKELY THAT SOME TEACHER
RESIDENTS WOULD BENEFIT FROM A
SERVICE TIMELINE THAT MIRRORS
THE GOLDEN STATE TEACHER GRANTS
LIFE HAPPENS ADDITIONAL TIME
WOULD BE APPRECIATED. OVER THE
COURSE OF THE TEACHER RESIDENCY
GRANT PROGRAM. CURRENT FUNDING
WILL ALLOW AT LEAST 23,000
TEACHERS TO PARTICIPATE IN
RESIDENCY PROGRAMS. AND SO FAR,
SIX RECIPIENTS OF THE 2018
TEACHER RESIDENCY PLANNING
GRANTS HAVE APPLIED FOR THE 2021
TEACHER RESIDENCY CAPACITY
GRANTS. WE REGULARLY HELP LIAISE
AND TEACHER PREPARATION PROGRAMS
UNDERSTAND WHAT GRANTS ARE
AVAILABLE AND HOW THEY CAN BE
BRAIDED TOGETHER. WE HAVE ALSO
REACHED OUT TO THE CALIFORNIA
SCHOOL BOARDS ASSOCIATION AND
THE ASSOCIATION OF CALIFORNIA
SCHOOL ADMINISTRATORS TO PROVIDE
GRANT INFORMATION TO THEIR
MEMBERS. OUR EIGHT CAREER
COUNSELORS, WHICH WERE FUNDED IN
THE CURRENT STATE BUDGET WILL BE
WELL PLACED TO ADVISE INTERESTED
INDIVIDUALS WHO CONTACT THE
COMMISSION ABOUT ALL OF THE
FUNDING OPPORTUNITIES PROVIDED
BY THE STATE. THE COMMISSION
VERY MUCH APPRECIATES THE
INFUSION OF STAFF THIS YEAR AS
THEY WILL BE EXCELLENT RESOURCES
FOR IMPLEMENTING THE
RECOMMENDATIONS MADE IN THE
EVALUATIONS OF BOTH THE
CLASSIFIED STAFF AND TEACHER
RESIDENCY GRANT PROGRAMS. THEY
ARE WORKING TO DEVELOP THE
RECOMMENDED RESOURCES AS WELL AS
TO PROVIDE OUTREACH AND
TECHNICAL SUPPORT. WE ARE ALSO
GRATEFUL FOR THE TEACHER FOR THE
STATE'S INVESTMENT IN A
TECHNICAL ASSISTANCE CENTER FOR
TEACHER RESIDENCY GRANTS. THIS
CENTER WILL HAVE APPROPRIATE
SPORTS TO ASSIST SMALL L E. A S
AND RURAL AREAS TO BUILD
CONSORTIUM TO THAT WORK IN
PARTNERSHIP WITH TEACHER
PREPARATION PROGRAMS TO MEET
LOCAL NEEDS. AND I'M HAPPY TO
ANSWER ANY QUESTIONS. UH, THANK
YOU. C D. GOOD MORNING, MR CHAIR
AND MEMBERS OF THE COMMITTEE.
I'M CHERYL COTTON, DEPUTY
SUPERINTENDENT OF THE
INSTRUCTION MEASUREMENT AND
ADMINISTRATION BRANCH OF THE
CALIFORNIA DEPARTMENT OF
EDUCATION AND PRESENTING TODAY
ON BEHALF OF STATE
SUPERINTENDENT OF PUBLIC
INSTRUCTION TONY THURMAN. THE
CALIFORNIA NATIONAL BOARD OF
PROFESSIONAL STANDARDS
CERTIFICATION INCENTIVE PROGRAM
COMMENCED ON JULY 1ST 2021 THE
CALIFORNIA STATE BUDGET
ALLOCATED $250 MILLION TO
INCENTIVIZE TEACHERS THAT ARE
NATIONAL BOARD CERTIFIED, ARE
INTERESTED IN BECOMING NATIONAL
BOARD CERTIFIED WORKING IN HIGH
PRIORITY SCHOOLS. THIS PROGRAM
HAS TWO TYPES OF AWARDS TO
DIRECTLY BENEFIT. THESE TEACHERS
AND FUNDS ARE AVAILABLE THROUGH
JUNE 30TH 2027. THE FIRST AWARD
IS THE CALIFORNIA NATIONAL BOARD
CERTIFIED TEACHER CERTIFICATION
INCENTIVE PROGRAM, WHICH AWARDS
GRANTS TO SCHOOL DISTRICTS FOR
THE PURPOSE OF PROVIDING
INCENTIVES TO TEACHERS WHO HAVE
ATTAINED CERTIFICATION FROM THE
NATIONAL BOARD PROFESSIONAL
TEACHING STANDARDS AND WHO
AGREED TO TEACH AT A HIGH
PRIORITY SCHOOL FOR AT LEAST
FIVE YEARS. THIS GRANT AWARD IS
$5000 PER YEAR. FOR NATIONAL
BOARD CERTIFIED TEACHER TEACHING
IN A HIGH PRIORITY SCHOOL. THE
SECOND AWARD PROVIDES A
CANDIDATE SUBSIDY OF $2500 FOR
ANY TEACHER WHO INITIATES THE
PROCESS OF PURSUING A
CERTIFICATION FROM THE NATIONAL
BOARD FOR PROFESSIONAL TEACHING
STANDARDS STANDARDS, OR N. B. P
T S WHEN TEACHING AT A HIGH
PRIORITY SCHOOL TO COVER THE
COST OF SEEKING CERTIFICATION.
FOR THE PURPOSE OF THIS PROGRAM
, A HIGH PRIORITY SCHOOL IS
DEFINED AS A SCHOOL WITH 55% OR
MORE OF ITS UN DUPLICATED PUPILS
CLASSIFIED AS AN ENGLISH LEARNER
OR FOSTER YOUTH ARE ELIGIBLE FOR
FREE OR REDUCED LUNCH. PRICE
MEALS. SORRY. IN THE FIRST YEAR
OF THE PROGRAM. THE CANDIDATE
SUBSIDY WAS AWARDED TO 1712
TEACHERS WORKING IN HIGH
PRIORITY SCHOOLS PURSUING
NATIONAL BOARD CERTIFICATION.
THE CERTIFICATION INCENTIVE WAS
AWARDED TO 1945 TEACHERS IN HIGH
PRIORITY SCHOOLS, ENCOURAGING
AND SUPPORTING CALIFORNIA
TEACHERS TO PURSUE NATIONAL
BOARD CERTIFICATION. HAS THE
POTENTIAL TO HELP RETAIN HIGHLY
EFFECTIVE TEACHERS IN THE
SCHOOLS WITH STUDENTS THAT NEED
THEM MOST. THIS PROGRAM
INCENTIVIZES TEACHERS WORKING IN
HIGH PRIORITY SCHOOLS TO PURSUE
CERTIFICATION. TEACHERS WHO
ENGAGE WITH THE NATIONAL BOARD
STANDARDS REPORT MAKING SPECIFIC
CHANGES TO THEIR INSTRUCTIONAL
PRACTICE, INCLUDING ADJUSTING
LESSON PLANS TO MEET THE NEEDS
OF INDIVIDUAL STUDENTS, GAINING
A DEEPER KNOWLEDGE OF THEIR
CONTENT AREAS AND USING DATA IN
NEW WAYS TO ASSESS STUDENT
PROGRESS. MANY TEACHERS SAY THAT
IT'S A POWERFUL EXPERIENCE
WHETHER THEY ACHIEVE NATIONAL
BOARD CERTIFICATION OR NOT. ONCE
A TEACHER BECOMES A NATIONAL
BOARD CERTIFIED TEACHER, THEY
CONTINUE TO POSITIVELY IMPACT
THEIR STUDENTS. RESEARCH SHOWS
THAT STUDENTS OF NATIONAL BOARD
CERTIFIED TEACHERS REFERRED TO
AS NBC T S. DEMONSTRATE
ADDITIONAL LEARNING AND EVIDENCE
OF DEEPER LEARNING. RESEARCH
ALSO SHOWS THAT NBC T S ARE
OFTEN CAREER LONG TEACHERS THAT
REMAIN IN THE PROFESSION LONGER
THAN THEIR COLLEAGUES.
ADDITIONALLY MANY NATIONAL BOARD
CERTIFIED TEACHERS CHOOSE TO
BECOME MENTORS AND TEACHER COACH
IS HAVING A POSITIVE IMPACT
BEYOND THEIR OWN CLASSROOM.
EVIDENCE BY STUDIES SHOWING THAT
NEW TEACHERS WHO ARE MENTORED BY
NBC T S EXHIBIT IMPROVEMENT IN
THEIR PRACTICE AND GENERATE
ADDITIONAL STUDENT LEARNING.
SOME IMPORTANT DEMOGRAPHIC
INFORMATION WAS SHARED WITH US
BY THE NATIONAL BOARD
PROFESSIONAL TEACHING STANDARDS
ABOUT THE FIRST COHORT OF
SUBSIDY RECIPIENTS. THE NUMBER
OF TEACHERS IN CALIFORNIA
PURSUING NATIONAL BOARD
CERTIFICATION IN HIGH PRIORITY
SCHOOLS QUADRUPLED IN THE YEAR
SINCE THE PROGRAM COMMENCED. IN
ADDITION, THE NUMBER OF BLACK
INDIGENOUS AND PEOPLE OF COLOR
OR BIPAC TEACHERS PURSUING
NATIONAL BOARD CERTIFICATION IN
CALIFORNIA QUADRUPLED FROM 356
TO 1430 TO 63% OF ALL TEACHERS
PURSUING NATIONAL BOARD
CERTIFICATION IN CALIFORNIA
IDENTIFY AS BI PACK. THE TEACHER
AND LEADERS LEADER POLICY OFFICE
, KNOWN AS T. L P. O IS
CURRENTLY WORKING WITH SCHOOL
DISTRICTS AND COUNTY OFFICES AND
EDUCATION TO PRESENT WEBINARS
DISSEMINATE FLYERS AND
COMMUNICATE OUT ABOUT THESE
INCENTIVES FOR THEIR MOST
ACCOMPLISHED TEACHERS THAT ARE
READY TO PURSUE THIS NEXT LEVEL
OF TEACHERS CERTIFICATION. WE
HAVE IDENTIFIED COUNTIES AND
SCHOOL DISTRICTS THROUGHOUT
CALIFORNIA. THAT HAVE A LOW
NUMBER OF NBC, T S AND HIGH
NUMBERS OF HIGH PRIORITY SCHOOLS
TO ENCOURAGE DISTRICT AND SCHOOL
LEADERS INCLUDE NATIONAL BOARD
CERTIFICATION INCENTIVES AS A
POTENTIAL RETENTION STRATEGY FOR
SCHOOLS WITH HISTORICALLY
UNDERSERVED POPULATIONS. IN
ADDITION, T L P O IS PLANNING TO
HOLD ITS FIRST COMMUNITY OF
PRACTICE MEETING IN JANUARY.
THE CHALLENGE OF NOTES ON YOUR
COMPUTER STRIPPED OF MIKE, STOP
IT. TAKE YOUR TIME. OR YOU CAN
JUST CHAT WITH US IN YOUR OWN
WORDS. I KNOW. I'M REACHING THE
END. UM LET'S SEE.
I APOLOGIZE. IN ADDITION, T LPO
IS PLANNING TO HOLD ITS FIRST
COMMUNITY OF PRACTICE MEETING IN
JANUARY FOR LEADERS OF SUPPORT
PROGRAMS THROUGHOUT THE STATE.
THIS IS AN IMPORTANT AND AN
IMPORTANT OPPORTUNITY TO CONNECT
PROGRAM LEADERS WITH THEIR PEERS
, SHARE BEST PRACTICES AND GET
FEEDBACK ABOUT THE
IMPLEMENTATION OF THE GRANT
PROGRAMS. THIS WILL ALSO PROVIDE
OUR PROGRAM WITH A BETTER
UNDERSTANDING OF THE VARIOUS
SUPPORT PROGRAMS OFFERED
THROUGHOUT THE STATE. WE
CONTINUE TO LOOK AT WAYS TO USE
THIS PROGRAM AS AN OPPORTUNITY
TO RETAIN OUR BEST TEACHERS IN
CALIFORNIA IN PARTNERSHIP WITH
THE NATIONAL BOARD. FOR
PROFESSIONAL TEACHING STANDARDS
, AS WELL AS THE CALIFORNIA
COMMISSION ON TEACHER
CREDENTIALING. I'LL BE HAPPY TO
ANSWER QUESTIONS AT THE
APPROPRIATE TIME. THANK YOU.
OKAY, THANK YOU. LIKE SPEAKER.
EDGAR CABRAL WITH THE L A AGAIN.
I WAS ASKED TO PROVIDE SOME
RECOMMENDATIONS FOR THE
LEGISLATURE AS IT CONSIDERS
MONITORING AND OVERSIGHT AND
EVALUATION OF THESE PROGRAMS. SO
I THINK I JUST HIGHLIGHT A
COUPLE OF KEY ISSUES. UM, ONE IS
JUST MORE MORE BROADLY WITH
THESE PROGRAMS. IS THE STATE
COLLECTING THE DATA THAT THAT IT
NEEDS TO KNOW IF THE PROGRAM IS
HAVING THE INTENDED EFFECT. UM
AND IS THAT IS THAT THE DATA
HELPFUL IN TERMS OF BEING ABLE
TO SPECIFICALLY ANSWER THOSE
QUESTIONS, EVERY PROGRAM OR NOT
EVERY PROGRAM, I THINK, BUT
THREE OUT OF THE OF THE PROGRAMS
THAT WERE JUST DISCUSSED THE
CLASSIFIED EMPLOYEE PROGRAM THE
RESIDENCY PROGRAM. GOLDEN STATE
TEACHERS, THEY ALL HAVE SOME
KIND OF REPORT ABOUT EVALUATION
COMPONENT. THE LANGUAGE AND
STATUTES OR IT'S VERY, VERY IS
PRETTY BROAD AND SO IN TERMS OF
WHAT WE WOULD ACTUALLY SEE FROM
THESE EVALUATIONS, I THINK IS A
IS SOMETHING THAT'S AN IMPORTANT
ISSUE FOR THE LEGISLATURE TO
MONITOR UM, SO, FOR EXAMPLE, FOR
THE GOLDEN STATE TEACHER GRANT
THE STATUTE SAYS THAT THE
COMMISSION IS ENCOURAGED TO USE
QUALITY OF QUALITATIVE AND
QUANTITATIVE MEASURES TO
QUANTIFY THE NUMBER OF CURRENCY
CANDIDATES THAT THE PROGRAM IS
RECRUITED. UM AND TO DESCRIBE
THE EFFECTS OF THE PROGRAM. NOW
EXACTLY WHAT THAT LOOKS LIKE, I
THINK IS AN IMPORTANT QUESTION.
THESE ARE THESE ARE CHALLENGING
ISSUES TO MEASURE. I WOULD SAY
THAT FOR THIS PROGRAM IN
PARTICULAR, THE KEY QUESTION IS,
IS THIS PROGRAM RESULTING IN AN
INCREASE IN IN PEOPLE ENTERING
TEACHER PREPARATION PROGRAMS OR
IS IT SIMPLY PROVIDING
COMPETITION TO PEOPLE WHO ARE
ALREADY WE'RE GOING TO ENTER IN
THE FIRST PLACE AND OBVIOUSLY
PROVIDING COMPANIES
COMPENSATION? 222 PEOPLE TO
ADDRESS FINANCIAL NEED IS YEAH,
IT CAN BE HELPFUL FOR THEM. BUT
PART OF THE GOAL OF THE PROGRAM
WAS TO INCREASE THE SUPPLY AND
SO TRYING TO GET THAT THAT
QUESTION IS CHALLENGING, AND I
THINK WE WOULD WANT TO MAKE SURE
WE UNDERSTOOD WHETHER YOU KNOW
THE COMMISSION IS COLLECTING THE
RIGHT INFORMATION FROM GRANTEES
AND OTHERS TO BE ABLE TO ANSWER
THAT QUESTION. THIS THIS
EVALUATION, THE COMMISSION ON
THE GOLDEN CITY GRANT PROGRAM.
THE EVALUATION IS DO THE FIRST
ONE IN 2025, THEN EVERY TWO
YEARS THEREAFTER, SO THERE IS
TIME STILL, IF THERE IS THE
LEGISLATURE WOULD LIKE TO MAKE
MODIFICATIONS. SIMILARLY ON THE
RESIDENCY GRANT PROGRAM. THERE
ARE THERE ARE TWO REPORTS IN
STATUTE ONE IN 2023 1 IN 2027.
THE LANGUAGE THERE IS ASKING FOR
THE VIRUS INTO TO MEASURE
WHETHER THE PROGRAM IS EFFECTIVE
IN RECRUITING, DEVELOPING
SUPPORT SYSTEMS FOR AND
RETAINING TEACHERS. AGAIN. I
THINK THAT THE GENERAL IDEA IS
THERE. I THINK IT'S JUST MORE OF
OUR PART OF THESE PROGRAMS,
COLLECTING THE RIGHT INFORMATION
THAT WE WOULD ACTUALLY BE ABLE
TO ANSWER THOSE QUESTIONS. UM I
THINK THAT THE OTHER I THINK
IMPORTANT ISSUE IN EVALUATING
THESE PROGRAMS IS THINKING ABOUT
EACH OF THEIR TIME. HORIZONS. UM
I THINK, AS MR BREMER MENTIONED
FROM SISAK THE CHANGE IN IN THE
RULES FOR THE GOLD STICK TEACHER
GRANT PROGRAM DOES CHANGE KIND
OF, UM, THE AMOUNT OF TIME THAT
WE MIGHT NEED TO EVALUATE HOW
HOW THINGS ARE GOING WITH THAT
PROGRAM. IT CREATES A LONGER
PERIOD OF TIME FOR CANDIDATES TO
MEET THE REQUIREMENTS. UM
SIMILARLY WITH WITH THE
CLASSIFIED SCHOOL EMPLOYEE, UM,
PROGRAM THAT PROGRAM BECAUSE
YOU'RE TARGETING, UM INDIVIDUALS
THAT THE MINIMUM REQUIREMENT IS
TO HAVE TWO YEARS OF COLLEGE OR
AN ASSOCIATE'S DEGREE TO GET
PART OF THE PROGRAM, YOU KNOW,
EVEN PEOPLE WHO ARE ENROLLING IN
THE PROGRAM AND WORKING HARD TO
GET TO THE CREDENTIAL ARE GOING
TO TAKE MANY YEARS. TO COMPLETE
THEIR UNDERGRADUATE WORK AND TO
GET THE PARENTAL SO THAT PROGRAM
NEEDS A LONGER TIME FRAME TO
SORT OF VALUE EIGHT WHETHER IT'S
EFFECTIVE UM, SO I THINK THAT'S
JUST AN IMPORTANT CONSIDERATION
. UM I THINK THE SUBJECT AREA IN
ALL THESE IN THESE PROGRAMS.
WE'VE BEEN A BROADER IN TERMS OF
ELIGIBILITY LIKE NOT NECESSARILY
FOCUSING ON SPECIFIC SUBJECT
AREAS, BUT WE DO THINK IT'S
IMPORTANT FOR THE LEGISLATURE TO
MONITOR WHICH SUBJECT AREAS THAT
THE PEOPLE IN THESE PROGRAMS ARE
GETTING CREDENTIALS BECAUSE, AS
YOU KNOW, WE HAVE GREATER
SHORTAGES IN SPECIAL EDUCATION.
AND IN MATH, SCIENCE AND
BILINGUAL, AND SO IF THESE
PROGRAMS ARE NOT SURVEY ARE NOT
NECESSARILY ADDRESSING THOSE
DISEASES MET SOMETHING IMPORTANT
FOR THE LEGISLATURE TO BE AWARE
OF. UM AND THEN I THINK PROBABLY
GOING INTO THE I THINK THE NEXT
ITEM AFTER THIS IS I THINK THESE
PROGRAMS IF YOU ADD UP, YOU KNOW
THE EFFECT. OBVIOUSLY WE'RE
TALKING ABOUT THOUSANDS OF
THOUSANDS OF STUDENTS WHO ARE
AFFECTED HERE. IT'S A SMALL
SUBSET OF THE LARGER EXISTING
TEACHER PREPARATION PROGRAMS
THAT ALREADY EXIST ACROSS THE
STATE. SO I THINK OF ALL THESE
PROGRAMS CAN BE VERY HELPFUL IN
TRYING TO ADDRESS SOME OF THOSE
ISSUES. TRYING TO LOOK AT ALL
THESE THINGS MORE BROADLY IS
IMPORTANT. BECAUSE IF THE
PROGRAMS IF THESE PROGRAMS ARE
LIKE THE RESIDENCY GRANT PROGRAM
IS INCREASING, BUT WE'RE SEEING
LESS ENROLLMENT. INDIA IN THE
SORT OF TRADITIONAL TEACHER
PROGRAMS AGAIN. MAYBE THERE'S A
GOOD THAT'S STILL HELPFUL
BECAUSE WE THINK THAT THESE
RESIDENCY PROGRAMS ARE BETTER
PREPARATION FOR TEACHERS, AND
THEY HAVE LOWER TURNOVER OR
STILL NOT GETTING MORE STUDENTS
IN THE DOOR. I THINK THAT'S I
THINK IMPORTANT TO KEEP IN MIND.
UM SO I'LL STOP BETTER, BUT I'M
HAPPY TO ANSWER ANY QUESTIONS.
OKAY THANK YOU ALL OF A SERIES
OF QUESTIONS. I ASKED THIS THE
FIRST ROUND AND YOU KIND OF
ANSWERED IT. BUT ON THE GOLDEN
STATE, UM YOU'RE SAYING WE
SHOULD JUST STAY THE COURSE.
EVEN THOUGH WE HAVE ROUGHLY 80%
OF MONEY, FLEXIBLE, WE CAN MAKE
IT. POTENTIAL ADJUSTMENTS.
PEOPLE ARE GOING TO STAY THE
COURSE. IN TERMS OF THE FORM OF
THE BENEFIT THAT'S BEING
PROVIDED TO STUDENTS. WE DO
THINK THAT THIS RECENT
ELIGIBILITY EXPANSION REALLY HAS
CAST A MUCH WIDER NET. THAT'S
ALLOWING US TO SERVE MANY MORE
STUDENTS YOU MAY IDENTIFY OTHER
USES. I THINK YOU ALREADY HAVE
HIGHLIGHTED SOME THAT COULD HELP
WITH OTHER PARTS OF THIS
QUESTION IN TERMS OF THE
WORKFORCE SHORTAGE IN TERMS OF
RETENTION. THIS IS A PROGRAM
THAT IS, OF COURSE, MUCH MORE SO
ON THE FRONT END OF THAT
PIPELINE, BUT IN TERMS OF THE
ELIGIBILITY FOR STUDENTS ARE
USING THESE FUNDS FOR GRANTS
RATHER THAN LOAN PAYMENTS. WE DO
THINK THAT THERE'S A GREATER
BENEFIT TO THE RECIPIENT IF WE
COULD GET IT TO THEM AS GRANT
AID FOR THE REASON. UM WHAT
ABOUT THE BACK END KNOWN
FORGIVENESS IF HE DID THAT? I
GUESS THERE'S EXISTING STUDENTS
WOULD HAVE A BETTER SITUATION
BUT POTENTIALLY BE SERVING FEWER
PEOPLE. OBVIOUSLY A TRADEOFF.
YES AND THE ONLY OTHER PIECE I'D
NOTE ABOUT LOAN REPAYMENT. THERE
IS A TAX ABILITY QUESTION THERE
, TOO. YOU COULD PROBABLY GET A
WITNESS WHO COULD PROVIDE YOU
WITH MORE DEFINITIVE CONCLUSION
HERE. BUT GENERALLY AS WE'VE
LOOKED AT THESE ISSUES, IT'S A
FEDERAL ISSUE ULTIMATELY GET
MORE ULTIMATELY GET MORE FUNDS
TO THE RECIPIENT THROUGH STUDENT
FINANCIAL AID GRANT AID, THAT
MEANS THAT THEY TAKE DOWN LESSER
AMOUNT OF STUDENT LOAN DEBT. IF
THEY NEED TO TAKE ANY TO MOVE
INTO THE CREDENTIAL PROGRAM.
THEY GET TO HOLD ON TO A GREATER
PERCENTAGE OF THEIR SALARY. WHEN
THOSE LOAN PAYMENTS START. UM IF
THEY'RE NOT TAKING OUT AS MUCH
TO DEBT TO GET THROUGH THEIR
CREDENTIAL PROGRAM. OKAY? UM AND
THEN ON THE FRONT, AND, UM FOR
THE ON THE PIPELINE FOR THE
CANDIDATES. IS SHOULD WE BE
THINKING ABOUT THE INCENTIVE?
GREAT GOING IN OR REWARD WHEN
YOU'RE JUST ABOUT DONE. DO WE
HAVE A WE HAVE A MAGIC SWEET
SPOT TO TRY TO GET MORE PEOPLE
IN AND HAVE THOSE SAME PEOPLE
SUCCEED. I THINK THE STUDENT AID
COMMISSION IS PROBABLY NOT THE
BEST POSITION TO RESPOND TO THAT
VERY GOOD QUESTION, IF ONLY
BECAUSE WE ARE ONLY STARTING TO
SEE CANDIDATES WHO RECEIVED
FUNDS MOVE INTO THOSE TEACHING
ROLES. NOW WE DO HAVE THAT
LONGER PERIOD IN WHICH THEY CAN
COMPLETE THEIR SERVICE
REQUIREMENT OR THEY'RE TEACHING
REQUIREMENTS, SO I DON'T HAVE
ANY RELIABLE DATA FROM THIS
PROGRAM YET TO TELL YOU WHAT
IMPACT IS IT HAVING, AND NOT
ONLY GETTING CANDIDATES THROUGH
THE PROGRAM BUT GETTING THEM TO
STAY IN THOSE CLASSROOMS? OKAY?
UM.
OKAY. DR. CHOI. OKAY, LET ME UM. ADDRESS UH, SOME OF THE
TEACHER PREPARATION NOW IT'S
JUST, UM THAT THIS COUNTRY HAS,
UH UM WHAT I KNOW IS THAT.
TEACHERS CANDIDATES ARE. TO
FINISH THEIR COLLEGE AND THEN GO
INTO TEACHER PREPARATION. COURSE
SO TO SPEAK, GRADUATE LEVEL IF
YOU WANT TO SAY, I DON'T KNOW
THAT THAT'S A GRADUATE DEGREE.
ABOUT WHAT THAT TEACHER
CREDENTIALING PROGRAM AT LEAST
ONE YEAR, RIGHT? SO YOU'VE GOT
TO HAVE A B A PLUS, UH, MINIMUM
ONE YEAR ADDITIONAL PREPARATION.
IT ALSO WANT ME TO ANSWER THAT,
SIR. YES, SIR. UM SO THAT IS
TRADITIONALLY THE CALIFORNIA
MODEL MANY STATES. IT'S AN IT'S
NOT HAS DONE AS AN UNDERGRADUATE
DEGREE OR IT CAN BE DONE AS YOU
SAID, AS A 50 YEAR WHETHER IT'S
A MASTER'S DEGREE OR JUST A
CERTIFICATION PROGRAM. BUT THE
LEGISLATURE IN CALIFORNIA HAS
INVESTED IN THE INTEGRATED
UNDERGRADUATE TEACHER
PREPARATION PROGRAMS, WHICH
ALLOWS A CANDIDATE TO EARN THEIR
CREDENTIAL WHILE THEY'RE EARNING
THEIR BACHELOR'S DEGREE. AND
THAT WAS FUNDED AGAIN IN THIS
BUDGET $20 MILLION. AND WE'RE
REALLY EXCITED TO SEE WHAT OUR
COLLEGES AND UNIVERSITIES CAN
PUT TOGETHER IN NEW PROGRAMS,
ESPECIALLY FOR THE NEW P K
THREE. EARLY CHILDHOOD EDUCATION
CREDENTIAL, UH SO THAT WE CAN
BETTER STAFF. THE TRANSITIONAL
CLASSROOM AND UNIVERSAL PRE K
WHEN DID IT BEGIN THE IN
CONJUNCTION WITH THE WITH THE
BACHELOR'S DEGREE. UM I'VE ONLY
BEEN IN CALIFORNIA FOR ABOUT A
YEAR AND A HALF, BUT I THINK IT
GOES BACK AT LEAST A DECADE.
HMM. AND WE DO HAVE A DATA THAT
THE ENROLLMENT OF WHITE
INTERESTED BY THE STUDENTS? YES
WE HAVE REPORTED ON THAT
ANNUALLY TO THE COMMISSION
REGARDING THESE GRANTS AND WHERE
WE'RE SEEING ENROLLMENT AND
COMPLETIONS CREDENTIALS EARNED,
UH AND WE WILL CONTINUE TO
REPORT THAT OKAY. GLAD TO HEAR
THAT. I NOW I'M REMINDED OF THE
PROGRAM THAT THERE WAS DISCUSSED
IN THE PAST DOWN, THEN ALLOWED
THE SCHOOLS OF THE A PROGRAMS TO
ALLOW STUDENTS TO EARN A
TEACHING CREDENTIALS IS WHILE
WHILE THEY ARE EARNING ON THEIR
B A S. BECAUSE I COME FROM KOREA
, AND THAT'S WHAT THEY HAVE. UM
AND WHEN. AH I WAS IN SCHOOL. I
ENROLLED EXACTLY THAT PROGRAM
UPON GRADUATION. I HAD TO BE A
AND THE TEACHING CREDENTIALS
TOGETHER, SO I HAD AN OPTION TO
GO INTO TEACHING AT THE SAME
TIME. SO THAT IS A REALLY
PRASHAD. I THINK THAT IS A
PSYCHOLOGICALLY. AND THEN ALSO
FINANCIALLY A LOT ECONOMICAL AND
MORE CONVENIENT AND SAVING THEIR
EDUCATION TIME WHILE THEY ARE
OWNING THE B A, BECAUSE MOST OF
THE PEOPLE WHO WANT TO HAVE THE
BHS BUT AFTER THAT, GOING INTO
TEACHER PREPARED PREPARATION
PROGRAM IS A NICHE. ADDITIONAL
PSYCHOLOGICAL BARRIER AND YOU'VE
GOT TO CHOOSE THEY MIGHT WANT.
OH AM I GOING TO ENTER THE
TEACHING PROFESSION AND ONLY
THOSE WHO SAY YES, I WILL CHOOSE
TO GO INTO THE TEACHER
PREPARATION CLASSES, WHICH NOW
REQUIRES, YOU KNOW, UH AT LEAST
A YEAR OF THEIR JOB OR WHATEVER
THEY'VE BEEN DOING AND
ADDITIONAL TUITION THEY HAVE TO
PAY. UH AFTER THE LIFESTYLE
RETURNING TO SCHOOL LIST, AND
NOT THAT EASY, SO WHILE THEY ARE
IN THE B, A PROGRAM, I THINK
THAT THAT IS A REALLY PROMISING.
I BELIEVE THAT THIS WOULD BE
VERY POPULAR. AND THE OTHER
PROGRAM THAT I WOULD LIKE TO
COMPARE TO THE SOUTH KOREAN
SYSTEM. THAT I'M FAMILIAR WITH
THE MY SISTER GRADUATED FROM, UH. SPECIFIC COLLEGE NAMED
THERE'S, UH, UM, TEACHER
EDUCATION COLLEGE TO MAKE A
LITTLE RETURN JOINT TRANSLATION
AT THE COLLEGE DESIGNED. TO
TEACH TO PREPARE TEACHERS UPON
GRADUATION. THEY ARE 100%
GUARANTEED TO GET A JOB
SOMEWHERE. UM DESPITE THEIR
DESIRE THE AREAS ABOUT THE
GOVERNMENT HAS THE RIGHT TO, UH
, SEND THE STUDENT WITH THERE'S
CERTAIN AREAS IN THE BEGINNING.
MOST OF THE TEACHERS ARE
ASSIGNED TO LAST DESIRABLE AREAS
OF LATIN AMERICA, LOWER INCOME
AREA OR RURAL AREA. PEOPLE MAY
NOT REALLY UH, CHOOSE TO GO TO
INITIALLY BUT FROM ENROLLING IN
THERE, TWO OR THREE YEARS AND
THAT THEY HAVE A CHANCE TO MOVE
OUT OF THAT AREA AND THE
PROMOTED TO MORE URBAN AREAS
THAT ETCETERA SO AS THAT WAY THE
FILLING UP THE GAP OF TEACHER
SHORTAGES IN LESS DESIRABLE
AREAS SET SO I WONDER WHETHER WE
MAY LOOK INTO THAT KIND OF A
SYSTEM ESTABLISHING AH. AH
TEACHER PREPARATION COLLEGE. UH
SEPARATELY WITHIN EXISTING
UNIVERSITY'S COLLEGE OF TEACHERS
FOR, FOR EXAMPLE, UH, AND THEN
THEY ENTER FROM THE BEGINNING
FOUR YEAR DEGREES AND, UH, THEY
FOCUS ON GETTING THEIR TEACHING
LICENSE AND HOW TO TEACH BECOME
MORE EFFECTIVE TEACHERS BECAUSE
THEY HAVE A LONGER PERIOD. SO I
THINK THAT THAT'S WHAT I WAS
REFERRING MAYBE WE SHOULD CHANGE
OUR OUR PATTERN THAT THE WE ARE
IN RATHER THAN STUCK IN 11
SYSTEM. I THINK ABOUT THAT
DIFFERENT CREATING DIFFERENT
SYSTEMS SO THAT WE CAN FROM THE
BEGINNING. WE CAN RECRUIT
TEACHERS WHO ARE, UH, REALLY
DETERMINED TO ENTER THAT
PROFESSION. SO MANY DECADES AGO
THAT ACTUALLY WAS THE MODEL HERE
IN AMERICA, WHERE WE HAD
SEPARATE UH, THEY WERE IN MANY
PLACES CALLED NORMAL SCHOOLS
THAT WERE JUST FOR TEACHER
PREPARATION AND OVER TIME, THOSE
BECAME MORE COMPREHENSIVE
COLLEGES AND UNIVERSITIES THAT
STILL RETAIN EITHER A SCHOOL OF
EDUCATION. COLLEGE OF EDUCATION
. BUT THEY'RE NOT. THEY'RE PART
OF MORE COMPREHENSIVE, UM
COLLEGE OR UNIVERSITY. AS FOR
YOU KNOW THE STATE ASSIGNING
TEACHERS, TWO HIGH NEED AREAS.
UM CALIFORNIA'S LOCAL CONTROL
STATE. ALL OF THE EMPLOYMENT
DECISIONS ARE MADE BY THE LOCAL
EDUCATION AGENCY, SO YOU WOULD
NEED SOME SIGNIFICANT CHANGES.
UM. IN THE STRUCTURE OF HOW WE
STAFF SCHOOLS IN ORDER TO DO
WHAT? WHAT? YOU'RE TALKING ABOUT
A HAVE SUCH A RIGHT TO ASSIGN,
UH, OBLIGATORY PERIOD FOR THEM
TO SERVE. UM WHILE THEY ARE
RECEIVING THEIR LICENSE, AND
THEY'RE ALSO CHILDREN. SO WHO
ENTERS THAT KIND OF PROGRAM WILL
HAVE A VERY HIGH SCHOLARSHIPS
AND INCENTIVES. SO UH, THERE ARE
MORE OBLIGATED AND TO SERVE AND
THAT THAT'S THE CONDITION TO GET
THEIR TEACHING LICENSE. AND THAT
THEY KNOW THEY ENTER ON WITH THE
UNDERSTANDING OF THAT KIND OF
CONDITIONS AND OFFERINGS AND THE
TEACHER RESIDENCY GRANTS AND THE
GOLDEN STATE TEACHER GRANTS.
BOTH HAVE THAT SERVICE
REQUIREMENT THAT YOU'RE TALKING
ABOUT SO THAT THOSE ARE ALREADY
BUILT INTO UM, SEVERAL OF OUR
GRANT PROGRAMS, ALTHOUGH THE
STATE. YOU KNOW, NEITHER THE
COMMISSION OR CTE, NOR C SAC HAS
THE AUTHORITY TO ASSIGN TEACHERS
TO A CERTAIN DISTRICTS. THANK
YOU. OKAY. THANK YOU. UH I
BELIEVE WE HAVE A PANELIST FROM
THE PRIOR SPEAKER WHO WANTS TO
ADDRESS HE'S DR MATTHEWS. GO
AHEAD. UM UM, I WAS ACTUALLY
JUST ASKING ABOUT IF I COULD
SPEAK ON ON SOME OF THE THINGS
THAT WE TALKED ABOUT, SO IT
MIGHT BE TAKING US BACK A LITTLE
BIT. BUT I MEAN, I HOPE TO BOTH
OF THE QUESTIONS THAT WERE
RAISED AROUND IF FUNDING SHOULD
BE CONTINUING, UM, IN THE GOLDEN
STATE TEACHER PROGRAM. I THINK
IT'S MORE OF A BUT YES AND UM,
WE KNOW THAT LIKE IF WE'RE
LOOKING AT THE PIPELINE FROM
RECRUITMENT TO RETIREMENT, THERE
ARE PHASES AND EACH OF SPOTS IN
EACH AREA OF THE PIPELINE WHERE
WE'RE JUST LOSING TEACHERS.
THERE'S A CONSIDERABLE DROP OFF
OF WHERE OF HOW MANY TEACHERS WE
START WITH AND HOW MANY TEACHERS
WE END WITH, AND SO UM IN
RAMPING UP AND, UH BETTER
ADVERTISING. AND I GUESS OUR
MARKETING OR DISSEMINATION OF
THE FACT THAT THERE ARE THERE'S
THIS PART OF MONEY THAT EXISTS
FOR TEACHERS GOING INTO A
PROGRAM SO THEY DON'T HAVE TO
INCUR ADDITIONAL DEBT IS
SOMETHING THAT WE SHOULD
CONTINUE DOING, BUT ALSO THE
RETENTION ISSUE ONCE THEY GET TO
THE SCHOOL CAMPUS IS WHERE WE
SEE A LOT OF THE BURNOUT
ACTUALLY TAKE PLACE, AND SO
RETENTION IS ALSO IMPORTANT. SO
TALKING ABOUT WHAT ARE SOME OF
THESE COMMENTS? WHAT ARE THE
WAYS THAT WE CAN COMPENSATE
TEACHERS? UM NOT JUST IN THEIR
PAY. BUT AGAIN WITH THESE, UM
EXTRA BENEFITS JUST THEN THIS
THE ENTIRE LANGUAGE AND
NARRATIVE AROUND THE TEACHING
PROFESSION RIGHT NOW IS NOT
NECESSARILY POSITIVE, AND THAT'S
A COMMENTARY THAT WE'VE HEARD
FROM A LOT OF TEACHERS. IS THAT
WHY WOULD I WANT TO JOIN THIS
PROFESSION WHEN IT'S SEEMINGLY
UM, YOU'RE THE LITTLE HOURS ARE
LONG. THE APPRECIATION IS NOT
THERE, AND THE PAY IS NOT THERE.
AND SO THERE IS A I DON'T WANT
TO SAY A MARKETING PROBLEM, BUT
IT'S KIND OF IT IS KIND OF THAT.
LIKE UM, UH, I BELIEVE ONE
ASSEMBLYMAN TALKED ABOUT THEIR
BROTHER BEING IN THE MILITARY.
AND IF WE LOOK AT THAT IS A VERY
HARD PUBLIC SERVICE JOB LIKE
YOU'RE PUTTING YOUR LIFE ON THE
LINE. UM AND SO GETTING PEOPLE
ADVERTISING TO GET PEOPLE INTO
THAT PROFESSION IS A KEY PART OF
MAINTAINING THE SUSTAINABILITY
OF THAT INDUSTRY. AND SO THE
EXACT SAME THING I FEEL LIKE
NEEDS TO BE GOING INTO THIS
TEACHING. PROFESSION, WHICH IS A
PUBLIC SERVICE. UM OF HOW DO WE
HOW ARE WE DELIVERING THE
NARRATIVE OF WHAT THIS INDUSTRY
IS OF WHAT THIS CAREER PATH IS?
HOW DO WE BRING INCENTIVIZE
PEOPLE IN TERMS OF MOTIVATIONAL
FACTORS? INTRINSIC MOTIVATION,
NOT JUST EXTERNAL MOTIVATION,
BECAUSE THERE IS ONLY SO MUCH
MONEY. OBVIOUSLY, THE STATE HAS,
UM AND THE STATE CAN GIVE TO
THIS, BUT I THINK THERE IS A
MESSAGING. UM EFFORTS THAT WE
CAN DOUBLE DOWN ON. I ALSO THINK
THAT OUTSIDE OF THE MONETARY
FINANCIAL, THERE ARE OTHER
BENEFITS THAT WE DO SEE WITH
MILITARY THAT THEY GET THAT WE
CAN ALSO BE IMPLEMENTING AROUND
. UM PEOPLE WHO SERVE IN
EDUCATION. SO THAT WAS JUST A
HIT ON BEHALF OF UM THE POINTS
THAT WERE MADE. THANK YOU. OKAY.
THANK YOU. UM THAT CONCLUDES
THIS PENALTY HAD MY QUESTIONS.
WE'RE ISSUE NUMBER THREE IS THE
EDUCATOR PIPELINE AND THE
CERTIFICATION PROGRAM ACCESS AND
RETENTION.
OKAY. THANK YOU. FIRST WE'RE
GOING TO START WITH THE
DEPARTMENT OF FINANCE ELIO. THE
CTC. AND THEN SIX STATE SCHOOL
OF EDUCATION. YEAH CHRIS
FERGUSON WITH THE DEPARTMENT OF
FINANCE, SO I'LL SPEAK TO, UM
RETENTION PROGRAM RETENTION AND
RECRUITMENT FROM THE HIGHER
EDUCATION PERSPECTIVE. UH SO THE
RECENT COMPLEX BETWEEN THE
ADMINISTRATION AND THE UC AND
CSU AS WELL AS THE ROAD MAP
BETWEEN THE ADMINISTRATION AND
THE CALIFORNIA COMMUNITY
COLLEGES BOTH CONTAIN A FOCUS ON
CREATING MORE OPPORTUNITIES TO
ENROLL IN GRADUATE ADDITIONAL
STUDENTS. IN OR EDUCATION, UM,
ARENA AND EARLY EDUCATION ARENA
SO SPECIFICALLY, THE COMPACTS
WITH THE UNIVERSITY OF
CALIFORNIA FOCUS ON INCREASING
SEVERAL SPECIFIC AREAS OF THE
ECONOMY, INCLUDING OR NOT THE
ECONOMY OF EDUCATION. UM SO IT
INCLUDES COMPUTER SCIENCE STEM
HEALTHCARE. IT HAS A FOCUS ON
EDUCATION AND EARLY EDUCATION,
WITH THE GOAL OF INCREASING
GRADUATION RATES BY 25% AT THE
UNIVERSITY OF CALIFORNIA. IT
ALSO HAS A STATED GOAL OF HAVING
THE UNIVERSITY WORKED WITH THE
CALIFORNIA COMMUNITY COLLEGE
SYSTEM TO CREATE MORE TWO PLUS
TWO PROGRAMS FOR 80 PROGRAMS AND
TRANSFER PROGRAMS. THE BETTER
ENABLE STUDENTS TO TRANSITION
FROM COMMUNITY COLLEGE TO A FOUR
YEAR INSTITUTION AND COMPLETE IN
A TIMELY FASHION. ON THE CSU
SIDE, WE FOCUS ON INCREASING
ENROLLMENT, SO UH, WITHIN THOSE
SAME CATEGORIES. WE ALSO INCLUDE
A FOCUS ON HAVING MORE STUDENTS
ENROLL IN EDUCATOR PROGRAMS IN
EARLY EDUCATOR PROGRAMS AND
CONTINUE THAT SAME FOCUS ON
CREATING ASSOCIATES. DEGREE FOR
TRANSFER. UH PROGRAMS BETWEEN
THE CALIFORNIA COMMUNITY
COLLEGES AND THE CALIFORNIA
STATE UNIVERSITY. LASTLY WITHIN
THE ROAD MAP. WE HAVE A FOCUS ON
CREATING ADDITIONAL ASSOCIATES
DEGREE FOR TRANSFER PROGRAMS,
SPECIFICALLY WITH THE FOCUS ON
THE EDUCATOR SPACE AND THE EARLY
EDUCATOR SPACE TO CREATE
ADDITIONAL WORKFORCE
OPPORTUNITIES. UM THROUGH THE
HIGHER EDUCATION PIPELINE.
LASTLY IN THIS LAST BUDGET, WE
INCLUDED TWO CORE INVESTMENTS.
UM ONE WAS 500 MILLION FOR
GOLDEN STATE PATHWAYS IN THE K
12 SPHERE, WHICH INCLUDED A
FOCUS ON CREATING MORE
OPPORTUNITIES FOR, UM STUDENTS
TO BECOME TRUE OR TO ENGAGE
EARLY IN BECOMING A TEACHER
THROUGH DUAL ENROLLMENT PROGRAMS
AT THE COMMUNITY COLLEGES THAT
WOULD THEN FEED INTO THE
UNIVERSITY OF CALIFORNIA AND
CALIFORNIA STATE UNIVERSITY AND
REALLY ANY INDEPENDENT IN THE
STATE. IS THERE ALSO A TT
PROGRAMS WITH OUR INDEPENDENT
INSTITUTIONS AS WELL? AND THE
BUDGET ALSO INCLUDED 20,000,001
TIME GENERAL FUND TO FOCUS ON
CREATING INTEGRATED TEACHER PREP
PROGRAMS, WHICH ARE REALLY FOUR
YEAR PROGRAMS AS OPPOSED TO THE
TRADITIONAL FIVE YEAR PROGRAM TO
BETTER ENABLE STUDENTS TO
COMPLETE IN A TIMELY MANNER SO
THAT WE CAN SEE THE WORKFORCE
THAT, UH OR DEVELOP THE
WORKFORCE THAT IS NEEDED TODAY
FOR OUR OUR EDUCATORS AND OUR
EARLY EDUCATORS. SO WITH THAT
ALL CONCLUDED MY REMARKS. SO
JENNIFER PATELLA FROM THE
LEGISLATIVE ANALYST'S OFFICE. SO
UM, AS YOU RECALL THE COMMUNITY
COLLEGE ROAD MAP AND YOU SEE
NCSU COMPACTS HAVE GOALS AND
FIVE MAJOR AREAS, STUDENT ACCESS
, STUDENT SUCCESS AND EQUITY
COLLEGE AFFORDABILITY, SEGMENTAL
COORDINATION AND WORKFORCE
PREPARATION. SO FINANCE HAS
WALKED THROUGH THE WORKFORCE
PREPARATION GOALS AND THOSE
GOALS ACROSS THE SEGMENTS WE
GENERALLY BUILD ON EACH OTHER,
BUT THEN ARE TAILORED TO THE
UNIQUE MISSIONS OF EACH OF THE
SEGMENTS. SO FOR THE COLLEGES,
THEY HAVE THIS OVERARCHING
WORKFORCE SCHOOL OF ESTABLISHING
OR EXPANDING PROGRAMS THAT
ADDRESS WORKFORCE NEEDS IN
PARTICULAR AREAS NOT ONLY
EDUCATION BUT HEALTHCARE.
CLIMATE ACTION AND TECHNOLOGY.
AND THERE TO REACH THIS
OVERARCHING GOAL THROUGH TWO
MAIN WAYS. ONE IS TO HAVE MORE
DUAL ENROLLMENT PROGRAMS WITH
THE HIGH SCHOOL SO THAT HIGH
SCHOOL STUDENTS CAN ENROLL IN
COMMUNITY COLLEGE CLASSES THAT
ARE TRANSFERABLE AND APPLIED TO
ASSOCIATES DEGREE AND THEN ALSO
HAVE THE COLLEGES WORK WITH UC
AND CSU. ON THE OTHER END OF THE
SPECTRUM TO DEVELOP MORE
ASSOCIATE DEGREE FOR TRANSFERS.
IN THESE WORKFORCE AREAS AND
THEN INCREASE ENROLLMENT IN
THOSE PATHWAYS. SO THE
UNIVERSITY'S GOALS BUILD OFF OF
THOSE THEY'RE SUPPOSED TO WORK
WITH THE COLLEGES TO CREATE MORE
OF THESE DUAL ENROLLMENT
PROGRAMS ARE SUPPOSED TO WORK
WITH THE COLLEGES TO CREATE MORE
OF THE 80 T IS AND OTHER UNIQUE
TRANSFER PATHWAYS INTO THE
UNIVERSITIES. BUT THEN, AS
FINANCE MENTIONED FIRST ISSUE,
IT GOES BEYOND THAT, AND THEY'RE
ALSO TO INCREASE ENROLLMENT IN
THESE PARTICULAR AREAS. SO AGAIN
, NOT JUST EDUCATION, BUT ALL OF
THE ONES JUST MENTIONED
HEALTHCARE, CLIMATE ACTION
TECHNOLOGY AND FIRST CSU ALSO
SOCIAL WORK AND THEN FOR YOU SEE
THERE TO FOCUS ON THE GRADUATION
, SO STUDENTS WHO GET DEGREES OR
CERTIFICATES IN THESE AREAS AND
FOR THEM SPECIFICALLY IT STAM.
EDUCATION AND DOCTORAL DEGREES.
AND YOU SEE, ALSO CAN FOCUS ON K
12 EDUCATORS AND OR HIGHER
EDUCATION EDUCATORS. SO THERE
ARE A FEW ISSUES TO KEEP IN MIND
AS YOU THINK ABOUT THESE GOALS
IN THE BROADER CONTEXT OF HIGHER
EDUCATION. ONE CONSIDERATION IS
HOW THE NUMEROUS ROADMAP AND
COMPACT GOALS ARE INTENDED TO
INTERACT. SO ON THE ONE HAND,
THERE'S AN ACCESS GOAL THAT YOU
SEE IN CSU INCREASED 1% A YEAR
FOR THE NEXT SEVERAL YEARS. ON
THE OTHER HAND, THERE'S A
WORKFORCE PREPARATION GOAL THAT
THEY INCREASED 25% AND EITHER
ENROLLMENT OR DEGREES WITHIN
CERTAIN FIELDS. SO TODAY THE
SEGMENTS HAVEN'T PENCILED OUT
HOW THEY INTEND TO MEET BOTH OF
THOSE GOALS SIMULTANEOUSLY, AND
WHAT IMPACT IT WILL HAVE. AND
OTHER AREAS, UM AND DEGREES
OTHER FIELDS. SOMEWHAT RELATED
CONSIDERATION IS THAT EVEN
THOUGH THE ADMINISTRATION AND
THE SEGMENTS JUST DEVELOPED
THESE COMPACTS LESS THAN A YEAR
AGO, DATA IS ALREADY SHOWING
THAT SOME OF THE GOALS MIGHT BE
MORE DIFFICULT TO ATTAIN, THEN
EXPECTED SO, FOR EXAMPLE, YOU
SEE PLAN TO GROW SEVERAL 1000
STUDENTS IN TERMS OF RESIDENT
UNDERGRADUATES IN 22 23 THEIR
DATA SHOWING US ABOUT FLAT CSU
WAS INTENDED TO REACH SOME OF
ITS SCHOOLS BY MAINTAINING A 1
TO 1 TRANSFER FRESHMAN RATIO AND
SEE HOW SHE BELIEVES THAT'S
FRENCH TRANSFER RATE. WILL. I'M
SORRY IT'S FRESHMAN ENROLLMENT
WILL BE STRONGER THAN ITS
TRANSFER ENROLLMENT IN 20 TO 20.
ANOTHER CONSIDERATION RELATES TO
ACCOUNTABILITY. SO THE ROADMAPS
AND COMPACTS AREN'T CLEAR WHAT
WILL HAPPEN IF THE SEGMENTS
DON'T MEET ANY PARTICULAR
WORKFORCE SCHOOL OR IF THEY MEET
SOME WORK FOR SCHOOLS. OBVIOUSLY
I'M NOT OTHERS, WHETHER THEY MAY
BE ARE ABLE TO INCREASE
ENROLLMENT OR DEGREES IN HEALTH
CARE, BUT NOT IN EDUCATION, OR
VICE VERSA. ANOTHER
CONSIDERATION IS THAT. HOW IS
HOW THE SEGMENTS WILL GO ABOUT
ACHIEVING THE MULTIYEAR SCHOOLS
, EVEN THOUGH FUNDING HASN'T
BEEN ITEMIZED IN A MULTI YEAR
BUDGET PLAN, SO AS YOU KNOW,
UNDER THE ROAD MAP AND THE
COMPACTS, THE SEGMENTS ARE TO
ACHIEVE THESE GOALS WITHIN THEIR
BASE BUDGET INCREASES. BUT THAT
COULD BE ESPECIALLY DIFFICULT
GIVEN THE HISTORICALLY HIGH
INFLATION. THE SEGMENTS MIGHT BE
FACING THESE TRADE OFFS WITH
COVERING THEIR OTHER OPERATING
EXPENSES. SO JUST A FINAL
CONSIDERATION THAT I'LL MENTION
THIS MORNING IS THAT THE
SEGMENTS HAVEN'T YET SUBMITTED
THEIR FIRST PROGRESS REPORTS SO
BY THE END OF NOVEMBER, SO HERE
JUST WITHIN A COUPLE OF WEEKS,
YOU C N C S. YOU SHOULD ADMIT
SUBMIT THEIR FIRST REPORTS THAT
SHOULD INCLUDE MORE BASELINE
DATA, BUT ALSO SHOULD INCLUDE
SOME ANNUAL TARGETS, AS WELL AS
A DESCRIPTION OF THE APPROACH
THE SEGMENTS WILL TAKE FOR
MEETING THOSE TARGETS IN THE
COMING YEARS. THE COMMUNITY
COLLEGES FIRST REPORT PROBABLY
WON'T COME TO YOU UNTIL NEXT
AUGUST THAT COLLEGES ALREADY
RELEASED THEIR STATE OF THE
SYSTEM REPORT EARLIER THIS YEAR
, AND THEY DIDN'T HAVE TIME TO
EMBED THE ROADMAP. EXPECTATIONS
ON TOP OF THE VISION FOR SUCCESS
EXPECTATIONS. AND THEN MOVING
OUT INTO NOVEMBER. 23 THAT
REPORT, IN ADDITION IS TO HAVE
NEW PERFORMANCE MEASURES. SO
THESE ARE THINGS YOU CAN KEEP A
LOOKOUT FOR, UM TO SEE AS YOU
MONITOR THE SUCCESS THE SEGMENTS
ARE HAVING IN REACHING THESE
SCHOOLS. SO WITH THAT, I'M HAPPY
TO TRY TO ANSWER ANY QUESTIONS
IN THESE AREAS. OKAY, THANK YOU.
WE'LL COME BACK TO YOU. WHILE
THE CTC DOES NOT HAVE A DIRECT
ROLE IN PREPARATION PROGRAM,
CAPACITY AND RETENTION, WE
RECOGNIZE THE IMPORTANCE OF
QUESTIONS AROUND CAPACITY AND
RETENTION. AS I SAID DURING
PANEL, ONE IN RECENT YEARS,
ABOUT HALF OF THE CREDENTIAL
DOCUMENTS WE HAVE ISSUED IN
RECENT YEARS HAVE GONE TO
INDIVIDUALS WHO ARE NOT FULLY
PREPARED TO TEACH. THE ARRAY OF
INDICATORS OF SHORTAGE WE HAVE
AVAILABLE WOULD SUGGEST THAT WE
NEED TO SIGNIFICANTLY INCREASE
THE NUMBER OF TEACHERS COMING
THROUGH PREPARATION PROGRAMS,
PARTICULARLY IN AREAS OF CHRONIC
SHORTAGE, LIKE SPECIAL
EDUCATION. ENSURING THAT OUR
PREPARATION PROGRAMS HAVE
CAPACITY TO PREPARE. THE
WORKFORCE WE NEED IS A CRITICAL
NEED AND PRIORITY. AND I DEFER
TO OUR HIGHER EDUCATION SYSTEMS
TO PROVIDE YOU MORE INSIGHT ON
THAT. DO YOU WANT TO SAY THAT? I
SIT ON THE CRADLE TO CAREER
GOVERNING BOARD AND HAVE A M, A
MEMBER OF THE TEACHER DATA TASK
FORCE? IT HAS REALLY BEEN
EXCITING TO WORK WITH COLLEAGUES
FROM THE CALIFORNIA DEPARTMENT
OF EDUCATION. THE CSU AND UC
SYSTEMS, PRIVATE COLLEGES AND
UNIVERSITIES AND OTHER
EDUCATIONAL PARTNERS TO IDENTIFY
THE KEY DATA ELEMENTS NEEDED TO
ANSWER TEACHER WORKFORCE
QUESTIONS AND WHICH AGENCY OR
SYSTEM HOLDS THE AUTHORITATIVE
DATA FOR EACH ELEMENT. THE DATA
SYSTEM BEING BUILT WILL PROVIDE
OUR BEST OPPORTUNITY AT
ANSWERING A BETTER ANSWERING
THESE AND RELATED QUESTIONS
BECAUSE IT WILL HOUSE DE
IDENTIFIED LINKED DATA AT THE
INDIVIDUAL LEVEL. ALLOWING FOR
TREND ANALYSIS BASED ON MANY
DIFFERENT VARIABLES FROM HIGH
SCHOOL TO PREPARATION PROGRAM TO
SERVICE IN THE CLASSROOM AND
BEYOND. WITH THAT KIND OF
SPECIFICITY AVAILABLE. I BELIEVE
THE FIELD WILL BE IN A MUCH
BETTER POSITION TO ADDRESS
RETENTION AND PIPELINE ISSUES.
THANK YOU. OKAY? GOOD AFTERNOON.
CHAIR MCCARTY AND STAFF. MY NAME
IS PETER WANG AND I AM ASSOCIATE
DEAN FOR THE COLLEGE OF
EDUCATION AT SACRAMENTO STATE.
I'VE BEEN AT SACRAMENTO STATE
SINCE 1995 BEGINNING THERE IS A
FACULTY MEMBER IN THE TEACHER
PREPARATION PROGRAMS AND THEN
MORE RECENTLY, SERVING AS AN
ADMINISTRATOR WITH
RESPONSIBILITIES OVER WITH
ACCREDITATION RESPONSIBILITIES
OVER ALL 12 OF OUR CTC
ACCREDITATION, UM, PROGRAMS.
FROM INITIAL TEACHING
CREDENTIALS, UM TWO OTHER
CREDENTIALS LIKE SCHOOL, NURSING
AND SCHOOL SOCIAL WORK. UM I'M
VERY, VERY HONORED TO BE HERE
TODAY AND PLEASED TO SHARE A
LITTLE BIT ABOUT THE EXPERIENCE
AT THE LOCAL LEVEL BOOTS ON THE
GROUND. I SHOULD NOTE, THOUGH,
THAT I AM WHILE I WILL SPEAK
FROM MY OWN EXPERIENCE. I AM A
MEMBER OF BOTH THE CSU EDUCATION
, DEAN'S GROUP AND ALSO THE
CALIFORNIA INTER SEGMENTAL
EDUCATION. DEAN'S GROUP AS WELL
AS THE CO CHAIR OF THE POLICY
COMMITTEE FOR THE CALIFORNIA
COUNCIL ON TEACHER EDUCATION.
AND THEN THESE SPACES. WE OFTEN
SHARE OUR EXPERIENCES. SO I
THINK THAT MY CAMPUS EXPERIENCE
IS ALSO EMBLEMATIC OF WHAT OTHER
CAMPUSES MIGHT BE EXPERIENCING,
UM I'D LIKE TO BEGIN JUST BY
RECOGNIZING, UM THE ASTUTE,
COURAGEOUS AND GENEROUS ACTIONS
OF THE STATE LEADERS IN THE LAST
THREE YEARS. UM, THIS REALLY
EXTENT EXTENDS FROM THIS
COMMITTEE TO THE EXECUTIVE
BRANCH TO THE CTC. I THINK WE AS
PRACTITIONERS IN THE LAST THREE
YEARS UM THOSE WITH BOOTS ON THE
GROUND HAVE REALLY FELT INCLUDED
AND HEARD, AND WE ALSO
APPRECIATE THE FLEXIBILITY. AND
RESPONSIVENESS THAT'S EVIDENT IN
MANY NEW POLICIES. WE HAVE FACED
UNPRECEDENTED CHALLENGES AND
TEACHER EDUCATION IN THE LAST
THREE YEARS, BUT THE SUPPORT
FROM THE STATE HAS ALSO BEEN
UNPRECEDENTED AND HAS SERVED AS
A MOTIVATOR TO PUSH ON AND BE
INNOVATIVE. UM TO THE QUESTION
WHAT NEEDS TO BE DONE TO IMPROVE
RETENTION RATES? I JUST WANTED
TO RESPOND TO CHAIR MCCARTY'S,
UM, INQUIRY POST EARLIER. UH AND
IN SHORT, YES. PLEASE DOUBLE
DOWN AND STAY THE COURSE. UM BUT
PROVIDING A FEW MORE DETAILS. I
JUST LIKE TO ADVOCATE FOR
INVESTING IN PROGRAM, RELEVANCY
AND CURRENCY AT THE UNIVERSITY
LEVEL TO REDUCING BARRIERS TO
ADMISSION. MAINTAINING
COMPREHENSIVE SUPPORTS TO
TEACHER CANDIDATES AND CREATING
MORE ON RAMPS INTO THE PIPELINE
STRATEGIES TO IMPROVE RETENTION.
SO QUICKLY ON PROGRAM RELEVANCY
AND CURRENCY. THERE HAVE BEEN A
LOT OF CHANGES TO PROGRAM
STANDARDS. THERE HAVE BEEN NEW
CREDENTIALS ADDED BY THE CTC. UM
AND THIS IS A WAY TO KEEP
PROGRAM CONTENT RELEVANT AND
CURRENT AND ATTRACTIVE TO
DIVERSE FUTURE TEACHERS ARE
FACULTY AT SEX STATE HAS BEEN
VERY ENTHUSIASTIC ABOUT ENGAGING
THESE NEW PROGRAMS STANDARDS.
AND WE ARE ESPECIALLY, UM UH,
KEEN TO IMPLEMENT THE NEW P K
THROUGH THIRD EARLY CHILDHOOD
EDUCATION SPECIALIST CREDENTIAL
, WHICH IS GOING TO PROVIDE A
COMPELLING OPPORTUNITY FOR CHILD
DEVELOPMENT FACULTY AND, UM,
TEACHER PREPARATION FACULTY TO
COLLABORATE. WE GET A LOT OF
SUPPORT FROM THE CSU. THERE'S
VARIOUS CENTERS THAT HELP WITH
THE ADVANCEMENT OF READING AND
WRITING EDUCATION. UM THE CENTER
TO CLOSE THE OPPORTUNITY GAP.
BUT I WOULD SAY THAT ALL OF OUR
FACULTY AND THIS SORT OF TOUCHES
ON SOME OF THE DATA FROM THE CLA
STUDY, ALL OF OUR FACULTY COULD
STAND TO ENGAGE IN ONGOING
PROFESSIONAL DEVELOPMENT RELATED
TO HOW BEST TO CREATE CURRICULUM
AND IMPLEMENT STRATEGIES. THAT
ARE INVITING AND AFFIRMING TO
BLACK, INDIGENOUS AND PEOPLE OF
COLOR. UM. IN TERMS OF REDUCING
BARRIERS TO ENTRY FOR FUTURE
TEACHERS BEGAN. JUST WANT TO
CELEBRATE A B 1 30. THAT WAS AN
EXCELLENT EXAMPLE OF CREATING
MORE OPTIONS AND MORE FLEXIBLE
OPTIONS AND SIGNALING TO A
DIVERSE GROUP OF UNDERGRADUATES
AND POSSIBLY EVEN HIGH SCHOOL
STUDENTS THAT THAT TEACHING IS A
CAREER FOR THEM, UM DURING THE
FIRST YEAR OF THE PANDEMIC, WHEN
ALL OF THE TESTING REQUIREMENTS
FOR ENTERING A CREDENTIAL
PROGRAM WERE SUSPENDED. IN OUR
TEACHING CREDENTIAL PROGRAMS AT
SAC STATE. WE SAW A SIGNIFICANT
INCREASE IN THE DIVERSITY OF
APPLICANTS. UM AND THEN WE, UH,
WE ANTICIPATE THAT AS MORE, UM,
INFORMATION AND THE WORD GETS
OUT ABOUT MAYBE 1 30, THE
FLEXIBILITIES THAT IT IT, UM IT
OFFERS TO STUDENTS THAT WE WILL
CONTINUE TO SEE THAT TREND IN
TERMS OF ATTRACTING AND THEN
EMITTING AND THEN PREPARING A
DIVERSE FUTURE TEACHER POOL. UM
THE ONE THING I'D ALSO LIKE TO
SAY. IS THAT BECAUSE OF COURSE,
OF COURSE, ONLY VERSUS A TEST
ONLY OPTION IS NOW AVAILABLE TO
CANDIDATES. THEY CAN SPEND MORE
TIME IN THE CREDENTIAL PROGRAM,
REALLY FOCUSING ON THEIR
PREPARATION AND NOT HAVING THEIR
ATTENTION SPLIT BETWEEN TRYING
TO LEARN ALL THAT WE'RE TRYING
TO TEACH THEM IN A CREDENTIAL
PROGRAM BUT ALSO PREPPING FOR
THESE VERY HIGH STAKES TESTS. UM
WHEN I RECEIVED THIS AGENDA AND
STARTED TO LOOK AT OUR OWN
PROGRAM DATA, I DID SEE THAT
THERE WERE TWO SORT OF
CONSISTENT FACTORS RELATED TO
ATTRITION. I SHOULD SAY THAT
ATTRITION FROM OUR PROGRAMS IS
FAIRLY LOW, BUT THERE'S STILL
ENOUGH CANDIDATES WHO LEAVE THAT
WE CAN. WE CAN DISCERN SOME
PATTERNS AND FINANCES OBVIOUSLY
ARE SIGNIFICANT FACTOR, AND THEY
PROVED TO BE A BARRIER FOR
NONTRADITIONAL STUDENTS. SO I
JUST WANT TO APPLAUD THE GARDEN
STATE TEACHER AWARD AND OTHER
KINDS OF OPPORTUNITIES. THERE
ARE DEFINITE BOON FOR OUR
STUDENTS, AND OUR STUDENTS ARE
VERY, VERY ENTHUSIASTIC ABOUT
THESE OPPORTUNITIES. AND AT THE
SAME TIME WE ARE FERVENTLY
WORKING TO CREATE NEW, UM,
PROCESSES AND STREAMLINE THE
APPLICATION PROTOCOLS,
ESPECIALLY IN TERMS OF SPECIFIC
TASKS. FOR OUR CAMPUSES
FINANCIAL AID OFFICE BUT ANOTHER
FACTOR THAT CONTRIBUTES TO
ATTRITION IS LACK OF CLARITY
ABOUT THE NATURE OF THE
PROFESSION. AND THIS IS WHERE
CREATING MULTIPLE ON RAMPS TO
THE PROFESSIONAL PIPELINE WILL
MAKE A DIFFERENCE. I WAS
DEPARTMENT CHAIR FOR ALL
TEACHING CREDENTIAL PROGRAMS
THAT TAX STATE FOR A PERIOD AND
I SAW THAT TOO MANY OF OUR
STUDENTS DID THEIR MOST
INTENSIVE CAREER EXPLORATION
WHILE THEY WERE IN THE
CREDENTIAL PROGRAM. OUR
CREDENTIAL PROGRAM IS JUST TWO
SEMESTERS LONG. IT'S 32 WEEKS,
AND SO THE PACE IS BRUTALLY FAST
AND THE STAKES ARE VERY HIGH. SO
I'D LIKE TO, UM, JUST GIVE A
SHOUT OUT TO THE GOLDEN STATE
PATHWAYS PROGRAM TO THE COLLEGE
CORE PROGRAM. THESE ARE VIABLE
LONG TERM INTERVENTIONS TO
SYSTEMATICALLY INCREASE ACCESS
AND ALSO STEM ATTRITION. THESE
ROBUST AND PAID OPPORTUNITIES
FOR HIGH SCHOOL STUDENTS TO
EXPLORE TEACHING CAREERS AND
THEN BE PART OF A VERY CAREFUL
HANDOFF. TO THE COMMUNITY
COLLEGE AND OR TO A FOUR YEAR
INSTITUTION REALLY HELPS, UM
THEM. SEE UH, SEE THEMSELVES AS
BEING SUCCESSFUL IN THIS
PIPELINE. HOPEFULLY THEY GO INTO
A TEACHING CREDENTIAL PROGRAM TO
A NATIONAL BOARDS CERTIFICATION
PROGRAM AND POSSIBLY INTO
ADMINISTRATIVE POSITIONS. UM,
THERE'S SOMETHING THAT I WANTED
TO SHARE ABOUT SEX STATE, WHICH
IS THAT WE CURRENTLY HAVE
FUNDING FROM THE U. S DEPARTMENT
OF ED. DEVELOPING HISPANIC
SERVING INSTITUTIONS GRANT AND
WITH THAT MONEY, WE HAVE
SPONSORED FUTURE TEACHER CLUBS
AT HIGH SCHOOLS IN OUR REGION,
THEY CONNECT TO FUTURE TEACHER
CLUBS AT TWO COMMUNITY COLLEGES
AND THE HUB IS SORT OF THE
MOTHERSHIP OF FUTURE FEATURE
CLUBS AT SAC STATE, AND WE'RE
HOPING THAT THIS IS A WAY TO
REALLY INCENTIVIZE AND PUT
TEACHING AS A CAREER CHOICE. FOR
STUDENTS IN DIVERSE HIGH SCHOOLS
IN OUR REGION. UM, THERE WAS A
QUESTION IN THE AGENDA BAT.
ANNUAL AND MET DEMAND AND THAT
SEX STATE WE DO HAVE A
COMPETITIVE ADMISSIONS PROCESS
FOR THE GENERAL EDUCATION,
TEACHING CREDENTIAL PROGRAMS AND
ADMIT ABOUT 60 TO 70% OF OUR
APPLICANTS. ADMISSIONS RATE FOR
OUR MILD, MILD TO MODERATE
MODERATE SEVERE SPECIAL
EDUCATION PROGRAMS IS HIGHER,
BUT THE NUMBER OF APPLICANTS IS
LOWER. SO WE HAVE TO THINK ABOUT
YIELD AND ALSO THE SAME PATTERN
AS TRUE FOR ADMINISTRATIVE
SERVICES PROGRAM, SO HIGHER, UM
, APPLICANT ADMISSIONS RATE, BUT
WE HAVE A LOWER NUMBER OF
APPLICANTS. AND FINALLY, TO THE
QUESTION OF BARRIERS THAT EXIST
FOR TWO PLUS TWO, UM,
ACCELERATED PROGRAMS. THIS IS
REALLY A QUESTION OF CAPACITY.
DESIGNING ACCELERATED PROGRAMS
DOES NOT SIMPLY REQUIRED
RETHINKING COURSE AND CURRICULUM
. UM, IT ALSO REQUIRES
INTEGRATING THE CLINICAL
EXPERIENCE, WHICH IS, UH,
REQUIRED BY THE CTC AS 600 HOURS
IN A STUDENT TEACHING PLACEMENT.
THIS IS A CRUCIAL COMPONENT THAT
REQUIRES STRONG PARTNERSHIPS AND
AGREEMENTS WITH LOCAL SCHOOL
DISTRICTS AND ALSO ADDS A LAYER
OF COMPLEXITY TO CREATING THESE
PROGRAMS. I ALSO THINK THAT WE
SHOULD COMMUNICATE A CLEAR VALUE
PROPOSITION TO STUDENTS ABOUT
THESE ACCELERATED PATHS THERE.
THE LABOR MARKET NEEDS ARE
URGENT. WE CANNOT ASSUME THAT
FAST IS ALWAYS THE BEST FOR
EVERY STUDENT. THAT'S THE VALUE
PROPOSITION MUST BE CLEARLY
COMMUNICATED. SO THE STUDENTS
CHOOSE TO PURSUE THESE
ACCELERATED OPTIONS AND THEN
ALSO HAVE THE MEANS AND SUPPORT
TO DO SO. THANK YOU. OKAY. THANK
YOU. OKAY UH, FEW QUESTIONS. LET
ME START WITH BACK TO YOU,
JENNIFER AND THE COMPACTS. UM
YOU KNOW, KNOWING THESE COMPACTS
AND EVEN WORKING ON THEM FOR
DECADES. WORLD SO IT'S A UM, AND
A HANDSHAKE AGREEMENT. FORMALITY
WITH THE GOVERNOR IN THIS
SEGMENT IS TO BE RATIFIED EACH
YEAR BY THE LEGISLATURE. UM SO
WE, OF COURSE, CAN STRENGTHEN
SOME OF THESE ELEMENTS IN THERE
. SO ARE ARE YOU SAYING THAT
SPECIFICALLY WE NEED TO, UM TO
THINK ABOUT LOCKING IN EXACT
TARGETS FOR THIS, UM EDUCATOR,
WORKFORCE, PEACE AND THE OVERALL
PACKAGE. AND WHAT WHAT? WHAT
SPECIFICALLY RECOMMENDING. I WAS
, I THINK, CONVEYING THAT, TO
THE EXTENT YOU ARE PARTICULARLY
INTERESTED AS A COMMITTEE, A
LEGISLATIVE BODY AND CERTAIN OF
THESE GOALS, WHETHER IT WOULD BE
THE EDUCATOR WORKFORCE SCHOOL.
UM RATHER, IT COMES TO
ENROLLMENT LEVELS IN THOSE
FIELDS OR DEGREE COMPLETIONS IN
THOSE FIELDS. UM YOU AREN'T
WORKING FROM MUCH INFORMATION
RIGHT NOW. SURE YOU HAVE
HISTORICAL DATA, BUT THE POINT
OF THE COMPACT WAS TO CREATE
SOME ANNUAL TARGETS A PLAN TO
ACHIEVE THEM BOTH FROM A
FINANCIAL MEANS AS WELL AS A
PROGRAMMATIC MEANS SO AS YOU GET
THESE REPORTS IN THE COMING DAYS
COMING YEARS, YOU CAN SEE IF THE
SEGMENTS ARE UM, BOTH ACHIEVING
THE GOALS THAT YOU MIGHT CARE
DEEPLY ABOUT USING STRATEGIES
THAT, UM, SEEM TO BE WORKING OR
ELSE YOU MIGHT WANT TO DO THESE
LIKE MID COURSE CORRECTIONS,
WHERE YOU SEE THAT GOALS ARE
BEING ACHIEVED. STRATEGIES MIGHT
NEED TO BE, UH, THEY THE
SEGMENTS MIGHT NEED TO PIVOT ON
WHAT THEY'RE DOING. UM, BUT
THERE ARE SO MANY GOALS IN THE
COMPACTS THAT YOU MIGHT WANT TO
BE STRATEGIC ABOUT WHERE YOU
ASKED THE UNIVERSITIES TO DRAW
THEIR ATTENTION IN ANY GIVEN
YEAR OR FOR NOW, JUST SIGNAL
THAT THERE ARE SOME OF THESE
AREAS WHERE YOU AND YOU ALREADY
HAVE DONE THIS. YOU'VE SIGNALED
THAT YOU CARE ABOUT ENROLLMENT
GROWTH OVER THIS PERIOD OF TIME,
BUT WAIT IF IT COMES TO
EDUCATION, CLIMATE ACTION,
TECHNOLOGY, HEALTHCARE, THEY ALL
SOUND GREAT. GREAT ME, FOR
EXAMPLE. UM, WELL, FIRST OF ALL,
SO THE CSU AND YOU SEE, I THINK
IT'S NICE HAVING YOU SEE
INVOLVED IN IT, BUT WE SHOULD BE
REALISTIC. CSU IS THE WORKHORSE.
OR, UM, TEACHER. UM. TEACHER
WORK CREDENTIALING AND, YOU
KNOW, PUTTING VOLUME OUT THERE
AND YOU KNOW YOU SEE HOW
PROGRAMS BUT ACTUAL NUMBERS,
IT'S RELATIVELY SMALL. THEY'RE
DOING IT, BUT REALLY, LET'S KEEP
OUR EYES ON THE PRIZE. UM THAT
BEING SAID, LET'S FOCUS ON CSU,
FOR EXAMPLE. SO WHAT IS IN
THERE, EITHER OF YOU AS FAR AS A
NUMERIC NUMBER OR TEACHERS. YEAH
AND THERE'S THIS GOAL THAT THEY
INCREASE THEIR ENROLLMENT
UNDERGRADUATE AND OR I'M SORRY.
THEIR ENROLLMENT BY 25% BETWEEN
NOW AND 26 27 IN THOSE FIELDS,
BUT AND CSU, THEIR COMPACT DOES
SAY THERE TO GIVE INITIAL
PRIORITY TO THE EDUCATION
EDUCATOR WORKFORCE, BUT THEY'RE
ALSO ASKED TO DO THINGS AGAIN AS
I MENTIONED IN THOSE OTHER
FIELDS. BECAUSE YOU DON'T YET
HAVE CSU IS NOVEMBER 22 PLAN.
YOU SHOULD HAVE IT HERE IN A FEW
WEEKS. YOU DON'T KNOW HOW
THEY'RE GOING TO GET TO THE 20
WHAT THEIR PLAN IS TO GET TO THE
25% SO WHAT'S SUPPOSED TO BE IN
THAT PLAN? ARE THESE ANNUAL
TARGETS WITH A DESCRIPTION OF
HOW CSU PLAN WELL, I GUESS, TOO,
AND WHEN THEY STARTED THESE
COMPACT DISCUSSIONS, UM PROBABLY
A COUPLE OF YEARS AGO AND THE
GOVERNOR HE WAS ELECTED. IT WAS
VERY DIFFERENT THAN WE HAVE NOW
. BACK THEN IT WAS LIKE WE NEED
TO MAKE SURE THAT THE SCARCITY
ISSUE ENROLLMENT SLOTS.
CORRESPOND WITH PEOPLE WHO WANT
TO BE TEACHERS. NOW IT'S LIKE WE
HAVE A MASSIVE DROP IN PEOPLE
GOING TO SEE SUS. IT'S NOT LIKE
THERE'S FIGHTING FOR A SEAT TO
GO TO A CSU TOGETHER. TEACHER.
CREDENTIALING, UM A SPOT AND NOT
UNLIKE NURSING WHERE IT'S SUPER
HARD TO GET IN THAT IT'S SUPER
IMPACTED. YOU CAN'T GET IN HERE.
IT'S LIKE, COME ON, SHOW UP AND
WE'LL LET YOU INTO. YOU KNOW
TOMORROW SO IT'S THAT'S NOT THE
ISSUE ANYMORE OF SETTING ASIDE
SOME OF THOSE FOR TEACHER
CANDIDATES, IT'S JUST HAVING THE
OUTCOME OF THE END OF THE DAY,
SO HOW DO WE MAKE THAT A
REALITY? YEAH I THINK A LOT WILL
DEPEND ON THE PLANES THAT COME
OUT LATER THIS MONTH IN TERMS OF
HOW THE SEGMENTS PLAN TO ACHIEVE
THE GOALS OF THE COMPACT WHAT I
WOULD SAY, YOU KNOW, I EXPAND
UPON ONE OF YOUR COMMENTS THAT
WE HAVE SEEN SOME WEAKNESS AND
ENROLLMENTS THE LAST YEAR, UM,
AND IT'S LIKELY THAT WE'LL SEE
SOMETHING SIMILAR THIS YEAR, AND
THAT ACTUALLY PRESENTS AN
OPPORTUNITY TO FURTHER UM, YOU
KNOW, REQUEST AND PUSH THE
SEGMENTS TOWARD, UM ADDITIONAL
ENROLLMENTS IN THESE HIGH
PRIORITY FIELDS THAT ARE HIGH
PRIORITY NEEDS OF THE STATE'S
ECONOMY, SO CERTAINLY THAT THAT
ALSO PRESENTS OPPORTUNITY TO
FURTHER PUSH WITHIN, YOU KNOW
THE HOLISTIC RESOURCES THAT HAVE
BEEN PROVIDED TO THE UNIVERSITY,
UM, OVER THE PAST SEVERAL YEARS.
OKAY? UM. AND THEN CAN WE CAN WE
TALK MORE ABOUT THE INTEGRATED
TEACHER PREP PROGRAMS? YOU KNOW,
DR. CHOI WAS HERE EARLIER
TALKING ABOUT STUDENT DEBT AND
LOAN FORGIVENESS AND, YOU KNOW,
ONE OF THE MAJOR IMPEDIMENTS OR
INDIVIDUALS. TAKING AN EXTRA
YEAR IS, YOU KNOW MORE DEBT
BURDEN. ONE MORE YEAR. YOU'RE
GOING TO COLLEGE. ONE LAST YEAR.
YOU HAVE AN INCOME. AND SO, YOU
KNOW. WHY CAN'T WE HAVE LIKE
THEY HAVE AN OREGON WHERE YOU
GET A FOUR YEAR DEGREE IN AND
GET YOUR DEGREE. AND YOUR
TEACHER CREDENTIALS ONCE LIKE I
JUST DID, AND SHE'S TEACHING UP
THERE IN OREGON, AND I WILL SAY
, VERY STRESSFUL. SHE'S BURNT
OUT, AND SHE'S HAVING SECOND
THOUGHTS IN HER FIRST FEW MONTHS
AS WELL, SO IT'S A REALITY ON
BOTH THOSE ISSUES. BUT THE GOOD
NEWS IS SHE WAS ABLE TO GET UM,
HER DEGREE WITHIN, UM OR YEARS
AND A TEACHING CREDENTIAL. SADLY
HAD A GOOD OREGON SANA SPOTS FOR
KIDS TO GO TO. YOU SEE THAT
WE'RE WORKING ON THAT RIGHT?
YES. WE ARE, AND THAT IS
DEFINITELY ONE OF THE GOALS IN
THE COMPACT IS TEST
INCREMENTALLY INCREASE
ENROLLMENT AT èC. UM SO WHAT DO
WE NEED TO DO TO MAKE THIS WORK
IN CALIFORNIA? WE PUT UM, MONEY
IN THE BUDGET. SIX YEARS AGO,
AND THEN YOU KNOW WE DID THIS
LAST YEAR. WE HAVE $30 MILLION
FOR THESE UNIVERSITIES FOR THESE
PLANNING GRANTS, BUT YEAH.
GERALD DONALD'S HERE IS LIKE I
DON'T WANT ANY MORE PLANNING.
YOU KNOW WHAT IT IS TO DO? WE
NEED TO JUST, YOU KNOW, MAKE IT
HAPPEN. SO WHAT DO WE HAVE TO DO
TO MAKE THIS A REALITY? BECAUSE
I THINK THAT WOULD DRAMATICALLY
IMPACT THE ISSUES IN THE FIRST
PANEL MONEY AND ITS COST AND
TIME LIKE IF WE'RE TRYING TO GET
PEOPLE TO DO THIS FOR AT THE END
OF THE DAY, 20% LESS INCOME THAN
YOUR PEERS HAVE WITH A SIMILAR
DEGREE. AND THEY HAVE TO GO
ANOTHER YEAR. YOU KNOW, IT
DOESN'T THE STUDENTS THAT YOU
KNOW BASIC MATH SKILLS THAT CAN
COMPARE THEIR TAKING A RISK. SO
WHAT DO WE NEED TO DO TO MAKE
UM, THESE FULLY, UM OPERATIONAL
IN CALIFORNIA, THE A FOUR YEAR
DEGREE. CERTAINLY THE INTEGRATED
TEACHER PREP PROGRAM IS DESIGNED
TO PROVIDE GRANTS TO ACTUALLY
OPERATIONALIZED THOSE FOUR YEAR
PROGRAMS. I THINK IT'S A
MISNOMER THAT IT'S JUST FOR
PLANNING. IT'S REALLY FOR THE
UNIVERSITIES TO BE ABLE TO
IMPLEMENT THAT PROGRAM TO PLAN
AND IMPLEMENT. UM BUT WHAT I
WOULD SAY IS, YOU KNOW, GOING
BACK TO THE COMPACTS. THE ONE OF
THE GOALS FOR BOTH THE UC AND
CSU AS WELL AS THE COMMUNITY
COLLEGES IS THAT FOCUS ON
CREATING THOSE TWO PLUS TWO
PROGRAMS WHERE YOU CAN SEE AN
EDUCATOR BE ABLE TO WORD STUDENT
BE ABLE TO ENTER THAT FIELD
THROUGH A COMMUNITY COLLEGE
COMPLETE THEIR FIRST TWO YEARS,
THEIR TRANSFER TO A FOUR YEAR
UNIVERSITY IN THE STATE AND
COMPLETE THAT BACK HALF IN TWO
YEARS AT THAT UNIVERSITY. ANY IN
THAT THE MOST PERFECT OF WORLDS.
YOU WOULD HAVE IT IN AN
INTEGRATED PROGRAM WHERE THEY'RE
ALSO RECEIVING THEIR, UM,
CREDENTIAL AT THAT SAME POINT IN
TIME, I WOULD HIGHLIGHT A COUPLE
OTHER INVESTMENTS OF THE STATE
HAS MADE AROUND COLLEGE
AFFORDABILITY THAT I THINK ALSO
FEED IN HERE, SO NOT ONLY ARE WE
FOCUSED ON TRYING TO MAKE IT FOR
YEARS, BUT WE HAVE INVESTED IN
THE MIDDLE CLASS SCHOLARSHIP
PROGRAM. WE HAVE INVESTED. AS A
STATE IN THE EXPANDED COMMUNITY
COLLEGE ENTITLEMENT AS WELL AS
DEPENDING UPON REVENUES. THERE
IS THE CALGARY AND EXPANSION IN
THE OUT YEARS AS WELL TO TRY AND
MAKE COLLEGE, BOTH MORE
AFFORDABLE FOR STUDENTS. AND AS
YOU SAY, REDUCE THE COST BY
REDUCING THE AMOUNT OF TIME IT
TAKES TO COMPLETE YOUR DEGREE
PROGRAM BECAUSE WE WOULD AGREE
WITH YOU ELIMINATING 1/5 YEAR OF
COLLEGE OR 60. YEAR OF COLLEGE
PRODUCES ALL OF THOSE NON
TUITION CALLS FOR THOSE STUDENTS
AS WELL, SO CERTAINLY WE AGREE
ON THAT ASPECT. IF I COULD, BUT
I THINK PART OF THE PROBLEM IS
THAT FOR SO LONG, THERE WAS ONE
WAY TO GET A CREDENTIAL IN
CALIFORNIA. YOU DID YOUR
UNDERGRAD. THEN YOU BASSEY BUST
YOU PASS SEASIDE. AND YOU DO
YOUR FIFTH YEAR PROGRAM. AND
THAT IS SO INGRAINED IN MANY
SYSTEMS AND MANY MINDS IN
CALIFORNIA THAT WE'RE FIGHTING
AGAINST THAT. NOW THERE ARE MANY
DIFFERENT PATHWAYS THAT YOU'VE
HEARD TODAY AND YOU KNOW FROM
OTHER TESTIMONY. BUT IT'S
HELPING TO GET PEOPLE TO
UNDERSTAND THOSE, UM DIFFERENT
OPTIONS, YOU KNOW, STARTING IN
HIGH SCHOOL, AS PHÐ WAS TALKING
ABOUT. UM HOW YOU CAN DO IT
THROUGH A COMMUNITY COLLEGE. HOW
YOU CAN DO IT AS PART OF AN
UNDERGRADUATE DEGREE, SO IT'S
CHALLENGING TO CHANGE THINKING.
I JUST WANTED TO PIGGYBACK ON
WHAT DAVID SAID. I THINK THE
OTHER ISSUE AND I DON'T KNOW THE
OREGON SYSTEM AS WELL AS I
PROBABLY SHOULD. AND NOW I'M OFF
SCRIPT, SO I HOPE THAT'S OKAY.
BUT AH, IN CALIFORNIA, FUTURE
TEACHERS ACTUALLY GET A DEGREE
IN A DISCIPLINE. SO THE FUTURE
MATH EDUCATOR HAS A BACHELOR'S
AND MATH. THEY DON'T HAVE A
BACHELOR'S AND METH EDUCATION.
AND I THINK THAT THAT IS PART OF
THE CHALLENGE OF CREATING THE
INTEGRATED PROGRAMS. YOU'RE
TRYING TO CREATE YOUR TRYING TO
MERGE ONE WHOLE BACHELOR'S
PROGRAM WITH ONE WHOLE
CREDENTIAL PROGRAM. AND SO THERE
ARE SO THE PLANNING GRANTS ARE
EXTREMELY UM, USEFUL BECAUSE THE
FACULTY AS DAVID MORSE, IT WAS
SAYING AFTER SORT OF TRY TO WRAP
THEIR HEADS AROUND. HOW DO WE
TAKE THIS ENTIRE PART? THESE TWO
ENTIRE PROGRAMS. UM AND MAKE
THEM AND INTEGRATED. UM TWO PLUS
TWO PROGRAMMER OR PLUS ONE
PROGRAM, BUT I THINK ONE OF THE
KEY DIFFERENCES IS WHAT'S WHAT
WE'RE DOING IN THE UNDERGRADUATE
SPACE VERSUS WHAT OTHER STUDENTS
ARE WHAT OTHER STATES ARE DOING
WITH UNDERGRADUATE DEGREES.
OKAY? NOPE OKAY. THANK YOU.
THANK YOU FOR YOUR PRESENTATION.
UM, THE NEXT PANEL. IS ON THE
STATE'S ROLE, EDUCATED
WORKFORCE, RECRUITMENT AND
RETENTION.
OKAY. PLEASE BEGIN. LP, I GOING
FIRST.
OH, THANKS. I'D LIKE TO, UM,
PICK UP ON THE OUTLINE THAT WAS
INCLUDED IN THE AGENDA TODAY,
FIRST, TOUCHING BRIEFLY ON
ISSUES RELATED TO COMPENSATION
AND WORKING CONDITIONS AND THEN
ON SOME OF THE PROGRAMS THAT
HAVE BEEN THE FOCUS OF TODAY'S
HEARING AND FINALLY ON SCHOOL
LEADERSHIP. SO RESEARCH HAS LONG
DEMONSTRATED THE IMPORTANT ROLE
THAT COMPETITIVE COMPENSATION
PLAYS IN BOTH INFLUENCING
PROSPECTIVE TEACHERS. DECISIONS
TO ENTER THE FIELD AND IN
RETAINING THEM. CALIFORNIA IS
DOING BETTER THAN THE NATIONAL
AVERAGE. IN TERMS OF
COMPENSATION. WE STILL HAVE A
LONG WAYS TO GO. AS WE'VE HEARD
ABOUT TODAY, THE STATE RANKS
14TH. IN COST OF LIVING ADJUSTED
AVERAGE STARTING SALARIES.
THAT'S $44,000 644,659 DOLLARS,
AND WE RANKED 16TH IN WAGE
COMPETITIVENESS WITH CALIFORNIA
TEACHERS EARNING ABOUT 84% OF
OTHER COLLEGE EDUCATED
PROFESSIONALS. WHAT
COMPENSATIONS A LOCAL MATTER. L
CFF INVESTMENTS THAT SUPPORT
WAGES AND WORKING CONDITIONS
COULD BE SUPPLEMENTED WITH
STRATEGIC PROGRAMS FOR TEACHER
HOUSING AND LOAN FORGIVENESS. A
STATE LOAN FORGIVENESS PROGRAM
COULD COMPLEMENT THE GOLDEN
STATE TEACHER GRANT PROGRAM,
ESPECIALLY FOR NEWER TEACHERS
FOR WHOM THESE GRANTS WERE
UNAVAILABLE BECAUSE THEY JUST
CAME ONLINE. OF COURSE, AS THE
U. C L. A DATA SHOW. WORKING
CONDITIONS ALSO MATTER A GREAT
DEAL TO TEACHERS DECISIONS TO
REMAIN IN OR LEAVE THE
PROFESSION HAVING A COVER FOR
COLLEAGUES CLASSES BECAUSE OF
STAFFING SHORTAGES, HIGHER CLASS
SIZES AND STUDENT LOANS, NOT NOT
HAVING ENOUGH TIME TO HELP
STRUGGLING STUDENTS OR TO
PROVIDE STUDENTS WITH EMOTIONAL
SUPPORT. THE STATE'S RECENT
INVESTMENTS AND MENTAL HEALTH
AND EXPANDED LEARNING AND
COMMUNITY SCHOOLS CAN HELP TO
ADDRESS SOME OF THESE CHALLENGES
AND MAKE THE JOB OF TEACHING
MORE MANAGEABLE AND TO CREATE
THE KINDS OF COLLABORATIVE
WORKING ENVIRONMENTS. TEACHERS
UM CAN, UH DO THE GREAT WORK,
UM, THAT THEY NEED TO DO AND
WHERE STUDENTS CAN THRIVE.
TURNING NOW TO SOME OF THE
PROGRAMS THAT WE FOCUSED ON
TODAY. KEEP POLICY STRATEGY TO
RECRUIT BETTER PREPARED TEACHERS
AND KEEP THEM AS TO UNDERWRITE
THE COST OF TEACHER PREPARATION
AS MANY HIGH PERFORMING
COUNTRIES DO AND ASK, DR TROY
NOTED, AS THE FEDERAL GOVERNMENT
HAS LONG DONE FOR DOCTORS, FOR
EXAMPLE, TEACHING AND HYPER HIGH
NEED COMMUNITIES BETTER
PREPARED, UM UH HUH. SO THE
GOLDEN STATE TEACHER GRANT
PROGRAM. IT REFLECTS THIS
APPROACH. AS WE HEARD FROM
STUDENT AID COMMISSION. IT'S
TIED TO A FOUR YEAR SERVICE
COMMITMENT, AND THAT'S A TIME
FRAME, AFTER WHICH RESEARCH
SHOWS THAT TEACHERS ARE MORE
LIKELY TO REMAIN IN THE
PROFESSION AND MAKE A DIFFERENCE
FOR STUDENT ACHIEVEMENT. BUT AS
WELL. WE ALSO HEARD
IMPLEMENTATION OF THIS PROGRAM
HAS TAKEN SOME TIME AND
ADDITIONAL EFFORTS MAY BE NEEDED
TO STRENGTHEN IMPLEMENTATION AND
COMMUNICATION ABOUT THE PROGRAM.
POTENTIAL TEACHERS NEED TO KNOW
THAT THEY WILL HAVE ACCESS TO
THIS GRANT AS THEIR CONSIDERING
APPLYING TO AND DECIDING ON
WHETHER TO ENTER A TEACHER
PREPARATION PROGRAM SO THAT IT
CAN REALLY SERVE ITS PURPOSE AS
A RECRUITMENT STRATEGY AND AS A
MARKETING TOOL FOR UNDECIDED
APPLICANTS. IT'S ALSO IMPORTANT
TO ANALYZE DIFFERENCES AND
UPTAKE ACROSS THE VARIOUS HIGHER
ED SEGMENTS AND TO WORK TO
REMOVE SOME OF THOSE BARRIERS
THAT MAY BE AT PLAY. A CONTINUED
FOCUS ON IMPLEMENTATION WILL
ALSO BE KEY TO MAXIMIZING THE
IMPACT OF THE STATE'S
INVESTMENTS IN HIGH RETENTION
PATHWAYS INTO TEACHING,
INCLUDING THE TEACHER RESIDENCY
GRANT PROGRAM, WHICH IS ONE OF
THOSE PATHWAYS. THE NEWLY FUNDED
STATEWIDE TA CENTER CAN
HOPEFULLY HELP MORE ELIA'S,
INCLUDING RURAL DISTRICTS AND
CONSORTIUM TO TAKE ADVANTAGE OF
THE COMPETITIVE GRANT PROGRAM
AND BUILD STRONG PARTNERSHIPS
WITH THEIR HIGHER ED PARTNERS.
BUT AS WITH THE GOLDEN STATE
TEACHER GRANTS, THERE'S ALSO A
NEED FOR STRONGER IMPLEMENT, UH
, FOR A STRONGER AND MORE
COHERENT COMMUNICATIONS STRATEGY
AROUND THE ENTIRE BASKET OF
WORKFORCE INVESTMENTS. SO THIS
IS REALLY TO PRAGUE FIRST. WHAT
IS THE INDIVIDUAL TEACHER? UH
PERSPECTIVE TEACHER EXPERIENCE
WHEN THEY'RE THINKING ABOUT
ENTERED ENTERING TEACHING,
INCLUDING WHAT ARE THE FINANCIAL
SUPPORTS AVAILABLE TO THEM?
ADDITIONAL STATE INVESTMENTS MAY
BE NEEDED FROM A RECRUITMENT
PERSPECTIVE TO SUPPORT THOSE
PERSPECTIVE. TEACHERS SECOND HOW
ARE WE COMMUNICATING WITH L E A
S AND HIGHER ED ABOUT ALL THESE
PROGRAMS AND HELPING THEM TO
BUILD A COHERENT WORKFORCE
DEVELOPMENT STRATEGY, SO THAT
MAY REQUIRE MORE CONCERTED CROSS
AGENCY COLLABORATION BECAUSE
THESE PROGRAMS ARE ADMINISTERED
BY DIFFERENT AGENCIES. ANOTHER
IMPORTANT CONSIDERATION, AS
WE'VE HEARD ABOUT TODAY IS
BUILDING CAPACITY WITHIN THE
HIGHER ED SYSTEM TO PREPARE
TEACHERS, INCLUDING THROUGH
THOSE MORE ACCESSIBLE AND COST
EFFICIENT TWO PLUS TWO PROGRAMS
. UM AND THEN, OF COURSE, THE
STATE'S RECENT INVESTMENTS IN
DUAL ENROLLMENT AND THE GOLDEN
STATE PATHWAYS PROGRAM, WHICH
PRIORITIZES FUNDING FOR
EDUCATION AND EARLY EDUCATION,
HIGH SCHOOL CAREER PATHWAYS.
COULD DOVETAIL WITH A STRATEGY
SO THAT FUTURE TEACHERS CAN FIND
THEIR CALLING TO THE PROFESSION
AND BEGIN THEIR PREPARATION
WHILE THEY'RE STILL IN HIGH
SCHOOL AND NOT PAYING ANYTHING.
CONTINUED INVESTMENTS IN
BUILDING MORE UNDERGRADUATE
PATHWAYS INTO TEACHING THROUGH
THE I. TECH PROGRAMS GETS
CANDIDATES INTO THE CLASSROOMS
FASTER AND WITH LESS DEBT MAY
ALSO BE NEEDED. AND FINALLY, I
WANT TO MENTION APPRENTICESHIPS
INTO TK 12 TEACHING, WHICH CAN
BRAID RESIDENCY FUNDING, IN
WHICH A NUMBER OF STATES HAVE
RECENTLY BEGUN PURSUING WITH
ENCOURAGEMENT FROM THE U. S
DEPARTMENTS OF LABOR AND
EDUCATION. IT MAY BE SOMETHING
FOR CALIFORNIA TO CONSIDER HERE
BECAUSE IT OPENS UP THE
POSSIBILITY OF TOWN. CAPPING
FEDERAL WORKFORCE DEVELOPMENT
DOLLARS TO ADDRESS OUR TEACHER
SHORTAGES. FINALLY I WANT TO SAY
A FEW WORDS ON SCHOOL LEADERSHIP
. THE RESEARCH IS CLEAR THAT
SUPPORTIVE AND INCLUSIVE SCHOOL
LEADERSHIP IS KEY TO RETAINING
TEACHERS AND A STUDY THAT LP I
PUBLISHED THIS FALL LOOKING
SPECIFICALLY AT CALIFORNIA DATA
, WE FOUND THAT THE QUALITY OF
PRINCIPLES PREPARATION WAS
ASSOCIATED WITH HIGHER TEACHER
RETENTION IN THEIR SCHOOLS, AND
THAT PRINCIPLE ACCESS TO HIGH
QUALITY PRE SERVICE PREPARATION
AND IN SERVICE PROFESSIONAL
DEVELOPMENT WAS ALSO ASSOCIATED
WITH INCREASED STUDENT
ACHIEVEMENT. CALIFORNIA INVESTS
VERY LITTLE IN SCHOOL LEADERSHIP
PREPARATION AND PROFESSIONAL
DEVELOPMENT. WE HAVE THE 21ST
CENTURY CALIFORNIA SCHOOL
LEADERSHIP ACADEMY THAT WAS
REBOOTED IN 2019 AND HIS FUNDED
WITH FEDERAL SF FUNDS, BUT
REALLY, WE DON'T HAVE
INVESTMENTS BEYOND THAT. SO I
PUT THAT ON THE TABLE AS
SOMETHING FOR CONSIDERATION AS
THE NEXT STEP, AND I THANK YOU
FOR THE OPPORTUNITY TO ADDRESS
THE COMMITTEE TODAY. OKAY. THANK
YOU. NEXT SPEAKER, PLEASE. GOOD
MORNING AFTERNOON. WHATEVER IT
IS KATY HARDIMAN WITH THE
CALIFORNIA TEACHERS ASSOCIATION
. UM THANK YOU FOR INCLUDING US
AND THIS CONVERSATION AND I'LL
TRY TO BE BRIEF BECAUSE WE'RE
ALL GETTING HUNGRY. AS WE'VE
HEARD TODAY, THE STATE HAS
PROVIDED THAT'S JUST YOU. THAT'S
TRUE. PROBABLY JUST, UM, THE
STATE HAS PROVIDED YOU KNOW A
LOT OF SIGNIFICANT RESOURCES
AIMED AT ADDRESSING THE
SHORTAGE. AND C K SUPPORTS MANY
OF THESE EFFORTS. YOU KNOW,
TEACHERS GENERALLY LIKE THE
RESIDENCY PROGRAM, SITA HAS BEEN
AN ACTIVE PARTNER IN PROMOTING
THE NATIONAL BOARD FOR
PROFESSIONAL TEACHING STANDARDS
, CERTIFICATION AND OTHER
PROGRAMS. HOWEVER THESE ALONE
ARE NOT ENOUGH TO FULLY ADDRESS
THIS CRISIS, UM AND AS
HIGHLIGHTED BY DR MATTHEWS
EARLIER WHEN YOU ASKED TEACHERS
WHAT THE STATE SHOULD DO THE
NUMBER ONE RESPONSES TO INCREASE
PAY NUMBER TO REDUCE CLASS
SIZES. ANOTHER U T L A SURVEY
FOUND THE PAY GAP BETWEEN THE
AVERAGE L. A USD TEACHER AND THE
AVERAGE WORKERS WITH A
BACHELOR'S IS ABOUT 22%
ADDITIONALLY, 28% OF LÀ USD
EDUCATORS WORK A SECOND JOB. SO
THE KEY TAKEAWAYS FROM ALL OF
THESE SURVEYS, TEACHERS ARE
BURNED OUT AND DON'T GET PAID
ENOUGH TO STAY IN THE
PROFESSION, WHICH I THINK WE ALL
ALREADY KNOW. SO WHAT CAN WE DO
ABOUT IT? THE NUMBER ONE THING I
WOULD SAY, IS TO CONTINUE TO
INVEST ONGOING RESOURCES IN THE
L. C F F SO DISTRICTS CAN
INCREASE PAY IMPROVED WORKING
CONDITIONS AND THIS WILL IMPROVE
RECRUITMENT AND RETENTION AND
INTERN IMPROVED STUDENT
ACHIEVEMENT, WHICH IS REALLY THE
REASON WHY WE'RE ALL HERE TODAY.
A FEW OTHER CONSIDERATIONS
BRIEFLY ADDRESSING THE FINANCIAL
STRESS FOR TEACHERS ENTERING THE
PROFESSION IS IMPORTANT IN ONE
WAY TO DO THAT IS TO PAY OUR
STUDENT TEACHERS SO THAT THEY
DON'T COME IN WITH DEBT. AND
NUMBER TWO THE STATE COULD
CONSIDER INCENTIVES FOR YOU
KNOW, KEEPING OLDER TEACHERS IN
THE PROFESSION LONGER. ALSO WITH
ME TODAY VIRTUALLY IS SHANNON
BROWN FROM THE SAN JUAN TEACHERS
ASSOCIATION, WHO WILL PROVIDE A
LOCAL TEACHERS PERSPECTIVE
SPECIFICALLY ON THE ISSUE OF
RETENTION. OKAY THANK YOU.
YOU'RE GOING NOW? YES. CAN YOU
HEAR ME? YES OKAY, GREAT. SO
THANK YOU SO MUCH FOR HAVING ME
WITH YOU TODAY. I DO WANT TO
SPECIFICALLY FOCUS ON RETENTION
. THERE HAS BEEN A LOT OF
CONVERSATION ABOUT RECRUITMENT,
AND THAT IS VITALLY IMPORTANT
BECAUSE WE DO HAVE STAFFING
SHORTAGES, BUT WHAT I WOULD LIKE
TO OFFER FOR CONSIDERATION IS
THAT I THINK THROUGH THE
RESEARCH THAT HAS BEEN PRESENTED
TODAY. WE'RE GETTING A PICTURE
THAT THE WORK ITSELF IS NOT
SUSTAINABLE, AND SO NO MATTER
HOW MANY PEOPLE WILL RECRUIT TO
THE PROFESSION, IT'S ESSENTIALLY
A LEAKY BUCKET. WE KEEP ADDING
IN WATER, BUT IT KEEPS DRAINING
OUT. SO I JUST LIKE TO OFFER I
THINK THERE ARE SOME THINGS THAT
WE SHOULD CONSIDER. SO
COMPENSATION IN SALARY OBVIOUSLY
HAS BEEN MENTIONED MULTIPLE
TIMES. WHEN YOU LOOK AT THE LIST
OF THINGS THAT TEACHERS ARE
LIKELY TO RAISE THAT ARE
CHALLENGES, MOST OF THEM DO LAND
UNDER WORKING CONDITIONS, AND I
THINK INCREASING STAFFING WOULD
BE ABLE TO HELP WITH THAT. SO AN
EXAMPLE OF HOW THAT COULD WORK
AS YOU MENTIONED, MR MCCARTY.
EARLIER SAN JUAN DID REACH AN
AGREEMENT EARLIER THIS SCHOOL
YEAR, WHICH DID HAVE
COMPENSATION. IN, UM, INCREASES
INCLUDED, BUT WE ALSO HAD
INCREASED STAFFING, SO WE HAVE
WE ADDED THIS YEAR ONE FT FOR
RESIDENCY PROGRAM FACILITATOR TO
SUPPORT THE WORK THAT IS BEING
DONE HERE TO BRING PEOPLE INTO
THE PROFESSION. WE ADDED 8.5 FT
FOR SPECIAL EDUCATION SERVICE
PROVIDERS BECAUSE THAT WORK
ISN'T ESSENTIAL AREA THAT PEOPLE
ARE BEING CRUSHED UNDER THE
WEIGHT OF IT. WE ADDED FTE FOR
SPEECH PATHOLOGISTS AND FOR
NURSES. THE INCREASES IN
STAFFING DO REPRESENT PROGRESS,
BUT THERE'S STILL INSUFFICIENT
TO HELP WITH THE EXISTING
WORKLOADS AND AS A PREVIOUS
SPEAKER ALSO MENTIONED WHILE
WE'RE HAVING STAFFING SHORTAGES
, THAT MEANS THAT MORE PEOPLE
ARE THE FEW PEOPLE THAT ARE HERE
ARE PICKING UP ADDITIONAL WORK.
I WOULD ALSO ADD THAT THE
RECRUITMENT EFFORTS THAT
DISTRICTS ARE ENGAGED IN SUCH AS
HAVING A HIGH QUALITY INDUCTION
PROGRAM SUPPORTING INTERNS AND
SUPPORTING RESIDENCY. CANDIDATES
ALSO REQUIRE ADDITIONAL STAFFING
. IF WE EXPECT CURRENT STAFF TO
COVER THIS INCREASE IN WORKLOAD
, WE ARE EXACERBATING THE
BURNOUT THAT OTHERS ARE FEELING.
I DO ALSO WANT TO HIGHLIGHT THE
IDEA OF SCHOOL CLIMATE. SO THIS
IS A SCHOOL CLIMATE WAY STUDENTS
EXPERIENCE IT HAS BEEN ELEVATED
AS A PRIORITY IN THE STATE.
RIGHTLY SO. I WOULD LIKE TO
OFFER THAT I THINK WE NEED TO
CONSIDER SCHOOL CLIMATE FOR THE
STAFF AS WELL. WE KNOW THAT
HAVING A SUPPORTIVE PRINCIPAL
PER THE RESEARCH THAT WAS JUST
CITED IS ALSO IMPORTANT, BUT
SCHOOL CLIMATE MATTERS NOT JUST
FOR STUDENTS, VOICE MATTERS NOT
JUST FOR STUDENTS, AND HAVING
SUPPORTS TO SUCCEED MATTERS NOT
JUST FOR STUDENTS. SO AN EXAMPLE
OF HOW THAT WOULD WORK WHAT
WE'RE DOING IN SAN JUAN, WE HAVE
TWO THINGS THAT WE ARE TRYING
TO, UM, TACKLE ONE WE'VE HAD IN
PLACE FOR A WHILE, WHICH IS
HAVING THE OPPORTUNITY FOR
PROFESSIONALS TO HAVE
PROFESSIONAL VOICE THROUGH
HAVING ELECTED LEADERSHIP ON A
LEADERSHIP TEAM THAT DOES
REQUIRE ADDITIONAL COMPENSATION
BECAUSE PEOPLE ARE VOLUNTARILY
PICKING UP EXTRA WORK. THEY ARE
WORKING WITH THEIR COLLEAGUES TO
MAKE SURE THAT THE PROFESSIONAL
DEVELOPMENT AND THE FOCUS OF THE
SCHOOL IS GEARED TOWARDS THE
STUDENTS THAT THEY SERVE IN THAT
COMMUNITY. AS MANY OF YOU
PROBABLY KNOW, SOMEONE IS VERY
LARGE DISTRICT AND QUITE
DIVERSE. WE ALSO HAVE WHAT WE'RE
REALLY EXCITED ABOUT. WE STARTED
THIS YEAR A PROGRAM CALLED
CULTIVATING LEADERS. THE
INTENTION OF THIS IS TO IDENTIFY
POTENTIAL LEADERS OR EXISTING
LEADERS IN OUR SYSTEM AND
PROVIDE THEM HIGH QUALITY
PROFESSIONAL DEVELOPMENT UNLIKE
ANYTHING THEY'VE EXPERIENCED IN
OTHER PREPARATION PROGRAMS
BECAUSE THEY FOCUS OUR
TRAINING'S FOCUS SPECIFICALLY ON
INTERPERSONAL AND INTRA PERSONAL
SKILLS. WHEN WE THINK ABOUT
CREED AND WELCOMING ENVIRONMENTS
FOR STAFF WHEN WE THINK ABOUT
WHAT IT MEANS, SORRY STAFF AND
STUDENTS AND WHAT WE THINK ABOUT
WHAT IT MEANS TO SUPPORT
STUDENTS. THOSE IT'S NOT JUST
ABOUT HAVING A BUDGET. IT'S NOT
JUST ABOUT DEALING WITH THE
PERFUNCTORY PARTS OF THE JOB. WE
ARE IN THE BUSINESS OF WORKING
WITH HUMAN BEINGS, AND PEOPLE
WHO ARE IN ADMINISTRATION NEEDS
SPECIFIC SUPPORTS AROUND
INTERPERSONAL AND INTERPERSONAL
SKILLS THAT MAY NOT BE PROVIDED
IN OTHER PLACES. SO WHAT CAN THE
STATE DO? WE ARE VERY HAPPY THAT
THE FUNDING THAT CAME FORWARD
THIS YEAR WAS SIGNIFICANT AND
DID HELP US MAKE PROGRESS.
HOWEVER WE NEED TO CONTINUE THAT
FUNDING COMING IN. IN OTHER
WORDS, THE WORK IS NOT DONE. THE
COMPETITIVE SALARIES AS YOU'VE
HEARD ARE ESSENTIAL. WE NEED TO
INCREASE STAFFING. UM IT CAN'T
STAND IT. IT KIND OF SOUNDS LIKE
A CATCH 22, BUT WE DON'T HAVE
PEOPLE. SO HOW DO WE INCREASE
STAFFING AND WHAT I WOULD SAY IS
THAT AS WE GET PEOPLE IN, AND
THEY SEE RELIEF COMING, I THINK
THEY WILL BE WILLING TO HOLD ON
. BUT WE HAVE TO MAKE THE WORK
SUSTAINABLE AGAIN. FOR THE
PEOPLE THAT ARE IN THESE ROLES.
OTHERWISE WE WILL BE CONTINUING
TO BRING NEW PEOPLE INTO THE
PROFESSION. AND AS WE KNOW IT
TAKES A FEW YEARS TO BE ABLE TO
GET TO THE SAME LEVEL AS PEOPLE
WHO HAVE BEEN IN THE SYSTEM.
THANK YOU. OKAY. THANK YOU. GOOD
TO SEE YOU. TO NEXT SPEAKER,
PLEASE. GOOD AFTERNOON CHAIR.
MCCARTY THANK YOU FOR HAVING US
HERE TODAY TO TALK ABOUT THIS
IMPORTANT TOPIC. MY NAME IS
CHRIS MYERS ON THE ASSISTANT
DIRECTOR OF GOVERNMENT RELATIONS
FOR THE CALIFORNIA SCHOOL.
EMPLOYEES ASSOCIATION. WE
REPRESENT A QUARTER MILLION
CLASSIFIED SCHOOL EMPLOYEES IN
CALIFORNIA. MORE THAN HALF OF
OUR MEMBERS MAKE LESS THAN
$30,000 A YEAR. A MAJORITY OF
OUR MEMBERS ARE WOMEN AND PEOPLE
OF COLOR. UM, AS WE TALKED ABOUT
TODAY, TEACHERS ARE IMPORTANT.
BUT IT IS OUR MEMBERS WHO ENSURE
STUDENTS GET TO SCHOOL, PROVIDE
NUTRITIOUS MEALS, ASSIST OUR
STUDENTS AND TEACHERS IN THE
CLASSROOM, ESPECIALLY ONE ON ONE
HELP. UM ALSO ASSIST OUR
TEACHERS WITH SPECIAL NEEDS, UM
, ENSURE OUR CAMPUSES REMAIN
SAFE AND CLEAN AMONGST MANY
OTHER IMPORTANT JOBS. THESE JOBS
THAT HELPED CREATE A POSITIVE
LEARNING ENVIRONMENT FOR OUR
STUDENTS, AS WE'VE ALL SEEN IN
THE NEWS AND AN ORANGE
COMMUNITIES, MANY CRITICAL
SCHOOL JOBS ARE GOING UNFILLED.
MUCH OF THE NEWS FOCUSES. ON THE
TEACHER SHORTAGE LIKE THIS
HEARING TODAY, WE SEE THE SAME
ISSUES IN THE CLASSIFIED SPACE.
SEVEN DIFFERENT DIFFICULTIES ARE
MORE ACUTE AND LOW INCOME AND
RURAL DISTRICTS. THERE'S BEEN
RECENT NATIONAL STUDIES HAVE
CONFIRMED WHAT WE ALREADY KNOW
THERE ARE TOO FEW CANDIDATES
APPLYING FOR OPEN POSITIONS, AND
THE CANDIDATES WHO DO APPLY
OFTEN DON'T TAKE THE JOB. WHY
IT'S BECAUSE JOB SEEKERS FIND
OUT THE SALARY AND BENEFITS FITS
OFFERED FOR THESE POSITIONS ARE
NOT ENOUGH. IN CALIFORNIA. WE'VE
SEEN EDUCATION FUNDING INCREASE
TO HISTORICAL HISTORIC LEVELS.
WHICH WE APPRECIATE.
UNFORTUNATELY, IN MANY DISTRICTS
, THIS FUNDING DOESN'T TRICKLE
DOWN TO CLASSIFIED STAFF. SADLY
THE HISTORIC 6.56 QUOTA HAS
LARGER, LARGELY NOT MADE ITS WAY
TO OUR MEMBERS SALARIES. WHEN
THE STATE PROVIDES PROFESSIONAL
DEVELOPMENT DOLLARS. THOSE
DOLLARS ARE RARELY SPENT ON OUR
STAFF. AND WHEN THE STAFF
PROVIDES ONE TIME FUNDING IN
SOME CASES, THOSE DOLLARS ARE
USED FOR RECRUITMENT AND
RETENTION BONUSES. DID NOT
RESULT IN PERMANENT SALARY
INCREASES. I THINK IT'S REALLY
IMPORTANT NOTE THAT THERE'S NOT
A SHORTAGE OF PEOPLE CAPABLE OF
PERFORMING THESE JOBS IN
CALIFORNIA, BUT THERE'S A
SHORTAGE OF PEOPLE WILLING TO
WORK ON THE CONDITIONS CURRENTLY
AVAILABLE. THE ANSWER TO OUR
SCHOOL WORKFORCE ISSUES TO
IMPROVE WORKING CONDITIONS AND
PROVIDE BETTER WAGES AND
BENEFITS, MORE HOURS AND MORE
PROFESSIONAL DEVELOPMENT
OPPORTUNITIES. WHILE WE FULLY
ACKNOWLEDGE THAT THERE IS
BUDGETARY IN FISCAL UNCERTAINTY
, ONE THING WE DO KNOW IS THAT
INVESTING IN YOUR WORKFORCE
BENEFITS NOT ONLY THE EMPLOYEES,
BUT THE STUDENTS AND
COMMUNITIES. AS THE SAYING GOES,
OUR MEMBERS WORKING CONDITIONS
ARE OUR STUDENTS LEARNING
CONDITIONS, THANKFULLY, OR
LEGISLATURE AND GOVERNOR HAVE
MOVED THE BALL DURING THESE
DIFFICULT TIMES. THE CLASSIFIED
SCHOOL EMPLOYEE SUMMER
ASSISTANCE PROGRAM IS NOW
PERMANENT. ONGOING AND HAS BEEN
EXPANDED TO INCLUDE COMMUNITY
COLLEGES. THE ABILITY FOR OUR
MEMBERS TO BRIDGE THE SUMMER
MONTHS BY SAVING DOLLARS FROM
THEIR OWN PAYCHECKS TO BE
MATCHED BY THE STATE. MAKES A
HUGE DIFFERENCE FOR FAMILIES
LIVING CHECK TO CHECK, BUT ONLY
ONE THIRD OF DISTRICTS
PARTICIPATE IN THIS PROGRAM.
DESPITE OF THE FACT THAT IT
COSTS ELIA IS VERY LITTLE TO
TAKE PART. THOSE DISTRICTS THAT
DO PARTICIPATE WELL, THEY USE
THE PROGRAM AS A SELLING POINT
TO RECRUIT AND RETAIN CLASSIFIED
STAFF. SOME PIPELINES HAVE BEEN
CREATED, ESPECIALLY IN THE
NUTRITION SPACE WITH PRE
APPRENTICESHIP AND
APPRENTICESHIP PROGRAMS LIKE THE
CHEF AND FOUNDATION'S WORK. BUT
THE CALIFORNIA COMMUNITY
COLLEGES ON THE HEALTHY SCHOOL
FOOD PATHWAY PROGRAM. THIS
PROGRAM NOT ONLY BRINGS NEW
EMPLOYEES TO THE FOOD NUTRITION
SPACE BUT ALSO PROVIDES
PROFESSIONAL DEVELOPMENT FOR
THOSE ALREADY ON STAFF. BUT WE
NEED MORE. THIS PAST YEAR, THE
LEGISLATURE PASSED AFFORDABLE
HOUSING LEGISLATION THAT WILL
HOPEFULLY PROVIDE ARE EMPLOYEES
WITH THE ABILITY TO LIVE IN THE
COMMUNITIES THAT THEY SERVE. BUT
STILL MORE WORK NEEDS TO BE
DONE. WITH SOME OF OUR MEMBERS
LIVING OUT OF THEIR CAR BECAUSE
THEY CANNOT AFFORD TO LIVE WHERE
THEY WORK IS TRAGIC. BECAUSE
HALF OUR MEMBERS MAKE LESS THAN
$30,000 A YEAR, RISING COSTS
DISPROPORTIONATELY AFFECT THEM.
MANY OF OUR MEMBERS WOULD LOVE
FULL TIME WORK. BUT ARE INSTEAD
OFFERED SPLIT SHIFTS WITH NO
BENEFITS. OFTEN DRIVING HOURS
EACH DAY TO WORK AT DIFFERENT
SCHOOL SITES OR DIFFERENT
DISTRICTS SO THEY CAN MAKE ENDS
MEET. SCHOOLS ARE COMPETING WITH
THE PRIVATE SECTOR FOR EMPLOYEES
. IN FACT, WHEN TALKING TO SOME
OF OUR BUS DRIVERS WHO OFTEN
WORKED PART TIME SPLIT SHIFTS.
THEY'VE TOLD US. THEY SEE JOB
POSTINGS FOR BETTER PAY MORE
HOURS AND BENEFITS AT THEIR
LOCAL FAST FOOD RESTAURANT IN
ONE DISTRICT. THEY SOLVE THEIR
TRANSPORTATION ISSUES BY
OFFERING BUS DRIVERS FULL TIME
WORK. BUT THAT IS THE EXCEPTION,
NOT THE RULE. NOW REMEMBER,
STILL DO THE WORK BECAUSE THEY
LOVE WHAT THEY DO, BUT THAT'S
THE REALITY OF WHY IT'S HARD TO
RECRUIT AND RETAIN SCHOOLING
PLAYS. AS FAR AS WHAT CAN BE
DONE. THE SIMPLEST SOLUTION IS
FOR SCHOOL DISTRICTS TO OFFER
MORE COMPETITIVE WAGES AND
BENEFITS AND BETTER WORKING
EDITIONS. YOU'VE GIVEN THEM THE
RESOURCES DO SO. SO LET'S FIND
OUT WHY SOME DISTRICTS PREDATORY
PRIORITIZING OUR STAFF
APPROPRIATELY. LET'S ENSURE
RESOURCES YOU PROVIDE IN A WAY
THAT VALUES THE IMPORTANT WORK
OF CLASSIFIED STAFF. LET'S VALUE
OUR STAFF BY OFFERING MORE HOURS
, GIVEN THE EMPLOYEES TO WORK IN
ONE PLACE FULL TIME WOULD BE A
HUGE WOULD MAKE A HUGE
DIFFERENCE IN MANY DISTRICTS.
PROVIDING FUNDING SPECIFICALLY
FOR PROFESSIONAL DEVELOPMENT FOR
CLASSIFIED EMPLOYEES WOULD ALSO
DEMONSTRATE RESPECT AND
IMPORTANCE OF OUR MEMBERS,
PROFESSIONS. THE LAST DEDICATED
FUNDING FOR PROFESSIONAL
DEVELOPMENT SPECIFICALLY FOR
CLASSIFIED STAFF WAS 50 MILLION
IN 2018 2019. THANKS TO YOUR
WORK. CALIFORNIA SCHOOL
DISTRICTS HAVE THE INCREASED
RESOURCES TO END THIS WORKER
CRISIS. WE LOOK FORWARD TO
WORKING TOGETHER TO MAKE THAT
HAPPEN FOR OUR MEMBERS AND THE
STUDENTS WE SERVE. THANK YOU FOR
YOUR TIME. OKAY. THANK YOU. YES,
PLEASE. HELLO AGAIN. OBAMA FROM
THE COLLEGE OF EDUCATION AT
SACRAMENTO STATE. FOR THIS
PANEL. I'M GOING TO FOCUS ON TWO
THEMES. UM, ONE IS THE
IMPORTANCE OF THE ECOLOGY AND
THE CONTEXT THAT SUPPORTS NEW
TEACHERS. STRONG PREPARATION AND
ROBUST INDUCTION SUPPORT FOR
ADMINISTRATORS, SCHOOL
COUNSELOR, SCHOOL PSYCHOLOGIST
AND PARAPROFESSIONALS ALSO
SUPPORTS NEW TEACHERS, AND I
SUPPOSE I SHOULD ALSO ADD OTHER
STAFF ALSO LOCAL SCHOOL
DISTRICTS AND COLLEGES OF
EDUCATION NEED EACH OTHER, LIKE
NEVER BEFORE DEEP, SUSTAINED AND
SUFFICIENT RESOURCES ARE NEEDED
TO INCENTIVIZE LONG TERM AND
SYSTEMIC COLLABORATION. AND I
THINK THERE'S SOME PROGRAMS THAT
THE STATE HAS PROMULGATED AND
FUNDED. THAT REALLY ILLUSTRATE
THESE THEMES VERY VIVIDLY. FIRST
OF ALL, WE'VE HEARD A LOT TODAY
ABOUT THE GOLDEN STATE TEACHER
AWARD. THIS PROVIDES EXCELLENT
SUPPORT TO FUTURE TEACHERS AND
ON OUR CAMPUS AS I MENTIONED
EARLIER, WE'VE BEEN WORKING
DILIGENTLY TO MAKE SURE THAT THE
AWARD IS WIDELY PROMOTED AND
ACCESSES STREAMLINED. BUT I'D
ALSO LIKE TO HIGHLIGHT HOW
IMPACTFUL IT IS THAT PEOPLE
PERSONNEL SERVICES CREDENTIAL.
CANDIDATES CAN NOW APPLY FOR
THIS AWARD. THIS TRULY ADDRESSES
THE REALITY THAT TEACHERS ARE
PART OF AN ECOLOGY. THE STRONGER
THE SCHOOL TEAM IS WITH WELL
PREPARED ADMINISTRATORS, SCHOOL
COUNSELOR, SCHOOL SOCIAL WORKERS
AND THE LIKE, ALL PRESENT AT A
SCHOOL SITE. THE BETTER TEACHERS
WILL BE ABLE TO DO THEIR
TEACHING JOBS. I WANTED TO JUST
SHARE AN EXAMPLE FROM SEX STATE
. WE HOLD AN ANNUAL DAY LONG
EVENT WHERE CANDIDATES FROM ALL
OF OUR 12 CREDENTIAL PROGRAMS
MEET ON A SATURDAY AND ENGAGE IN
A SIMULATION DESIGNED TO HELP
THEM HONE COLLABORATION SKILLS
AND LEARN MORE ABOUT WHAT EACH
DOES TO SUPPORT STUDENTS WHO
NEED SPECIAL EDUCATION SERVICES.
WE HOPE THIS PERHAPS THEM TO
SEEK EACH OTHER OUT AND
COLLABORATE FOR THE BENEFIT OF
THEIR STUDENTS ONCE THEY ARE ALL
IN THEIR IN SERVICE POSITIONS.
UM I'D ALSO LIKE TO TALK ABOUT
TEACHER RESIDENCIES WITHIN THE
CONTEXT OF THESE TWO THEMES. AND
I'D LIKE TO SAY THAT WE AT SAC
STATE SUPPORT TO TEACHER
RESIDENCIES, AND WE JUST GOT
WORD YESTERDAY. THANK YOU. C T.
C THAT WE CAN START A THIRD
RESIDENCY, SO WE'RE VERY, VERY
EXCITED ABOUT THIS. THE
RESIDENCIES ARE ACTUALLY HELPING
US HAVE A VERY DIFFERENT
CONVERSATION WITH OUR DISTRICT
PARTNERS THAN WE'VE HAD IN THE
PAST, AND WE'RE ABLE
COLLECTIVELY TO RESPOND TO, UH,
TO SOME BIG AND ESSENTIAL
QUESTIONS IS HOW DO WE SELECT
AND SUPPORT MENTOR TEACHERS?
THAT'S NOT JUST THE TECHNICAL
QUESTION. IT'S ACTUALLY A FAIRLY
PHIL PHILOSOPHICAL QUESTION. BUT
IN THE END WHEN WE CONSTRUCT
RESPONSES TO THIS QUESTION, WE
IMPROVE THE STUDENT TEACHING
EXPERIENCE FOR OUR TEACHER
RESIDENTS. BUT WE ALSO PROVIDE
IN SERVICE TEACHERS WITH
OPPORTUNITIES TO IMPROVE THEIR
INSTRUCTION. ANOTHER BIG A
CENTRAL QUESTION. WHAT SHOULD A
NEW TEACHER KNOW AND BE ABLE TO
DO ON DAY ONE OF HER FIRST
TEACHING PROFESSION? THIS
QUESTION AND A RESIDENCY PROGRAM
FOCUSES THE TEACHER PREP
CURRICULUM, THE STUDENT TEACHING
EXPERIENCE AND THE INDUCTION
PROGRAM ON THE KNOWLEDGE AND
SKILLS THAT ALL PARTNERS
PRIORITIZE. AND THEN WE FIGURE
OUT HOW TO SHARE. UM, THE
DIFFERENT PARTS OF CREATING
THESE PROGRAMS THAT SUPPORT
THOSE KNOWLEDGE AND SKILLS.
WE'RE VERY ENCOURAGED BY A
RESIDENCY PROGRAMS, BUT WE ALSO
ARE SEEING THAT IT TAKES TIME
FOR ALL THE PARTNERS TO MAKE
CHANGES AT THE SYSTEM LEVEL SO
THAT RESIDENCIES CAN MEET THEIR
FULL POTENTIAL. AND FINALLY THE
PAIR PROFESSIONAL TO CREDENTIAL
PROGRAMS. THERE'S A LOT OF
EXCITING CONVERSATION AND WORK
AROUND THIS AT SEX STATE. WE
HAVE DISTANCE LEARNING PROGRAM
THAT HELPS PAIR PROFESSIONALS.
COMPLETE THEIR BACHELOR'S
DEGREES AND THEN BE READY TO
ENTER INTO CREDENTIAL PROGRAMS.
AND WE FEEL LIKE THIS PATHWAY
HAS TREMENDOUS POTENTIAL. BUT
FROM MY VANTAGE POINT, WE MUST
GO DEEPER WITH WHAT HAS BEEN
INITIATED WITH ALL THESE
IMPORTANT POLICIES AND PROGRAMS
. UM AND HERE'S A FEW IDEAS. SO
ECHOING WHAT? UM PRIOR PANELISTS
HAVE MENTIONED WE REALLY DO NEED
A STATEWIDE CAMPAIGN ABOUT THE
IMPORTANCE OF ALL PROFESSIONALS
AND THE PUBLIC EDUCATION SPHERE
. UM AND PARTICULARLY, I THINK
IT'S IMPORTANT TO EMPHASIZE THE
SIGNIFICANT WAYS THAT THE STATE
IS INVESTING IN THEM AND THEIR
DEVELOPMENT AND THEN TO MOTIVATE
THEM TO INVEST IN THEMSELVES SO
THAT THEY CAN BE QUALIFIED AND
WELL PREPARED EDUCATION
PROFESSIONALS. WE CONTINUE TO
NEED INCENTIVES AND SUPPORTS TO
SUSTAIN DEEP COLLABORATIONS
BETWEEN UNIVERSITIES AND SCHOOL
DISTRICTS AND TO EXPAND THESE
COLLABORATIONS FROM A FOCUS
SIMPLY ON PRE SERVICE EDUCATION
TO LONG TERM EMPHASIS ON IN
SERVICE, PROFESSIONAL
DEVELOPMENT OR THE LEARNING TO
TEACH CONTINUUM. THIS CAN BE A
REAL WIN WIN FOR UNIVERSITIES
FOR UNIVERSITIES AND DISTRICTS.
THE UNIVERSITY FACULTY BECOME
MORE ENGAGED IN SUPPORTING THE
LONG TERM. PERFORMANCE AND
RETENTION OF THEIR ALUMNI AND
SCHOOL DISTRICT'S GAIN EASIER
AND ALSO CHEAPER. I SHOULD HAVE
HAD ACCESS TO THE FACULTY
EXPERTISE FROM THEIR LOCAL OR
REGIONAL CAMPUS. VERY IMPORTANT
TO CONTINUE TO SUPPORT MULTIPLE
HIGH QUALITY PATHWAYS TO PREPARE
NEW TEACHERS. UM, WHAT TARUN
MENTIONED ABOUT REALLY STARTING
CAREER EXPLORATION IN THE HIGH
SCHOOL YEARS IS CAN'T BE
OVERSTATED, AND WE WELCOME ALL
OF THESE DIVERSE PATHWAYS
BECAUSE THEY APPEAL TO DIFFERENT
MEMBERS OF OUR COMMUNITY, AND
THEY PROVIDE SPECIFIC SPORTS
SUPPORTS. BASED ON WHO THE
FUTURE TEACHER IS AND WHERE THEY
ARE IN THEIR TRAJECTORY. AND
FINALLY I WANT TO PICK UP ON
WHAT MR DE GEAR AND ALSO WHAT
TARA SAID ABOUT REALLY
ARTICULATING AND BRAIDING
TOGETHER A LOT OF OPPORTUNITIES
RIGHT NOW, UM, THERE ARE SO MANY
OPPORTUNITIES. IT'S HARD TO KNOW
WHICH ONE TO PURSUE, AND I THINK
WHETHER IT'S A STUDENT OR
DISTRICT OR A UNIVERSITY. TRYING
TO CREATE A COHERENT PICTURE
ABOUT HOW WE MIGHT WORK TOGETHER
TO PURSUE ALL OF THIS GENERAL.
GENEROUS FUNDING WILL GET US A
MORE COHERENT STRATEGY IN THE
END LIKE TO CONCLUDE, UM, JUST
BY SAYING, I FEEL VERY HOPEFUL
ABOUT THE WAYS IN WHICH SEX
STATE IS WORKING WITH. REGIONAL
PARTNERS TO ADDRESS THE EDUCATOR
SHORTAGE, BUT ALWAYS DO MORE,
AND WE COULD ALWAYS BE BETTER,
OF COURSE, BUT MY ENTHUSIASM
ABOUT WHAT LIES AHEAD IS DOING
LARGE PART TO THE SIGNIFICANT
AND FLEXIBLE STATE SUPPORT IN
THE LAST THREE YEARS, THAT HAS
HELPED US TO BE MORE THAN SIMPLY
REACTIVE TO ALL OF THE DEFICITS
AND CHALLENGES. ALL THE PROGRAMS
I'VE HIGHLIGHTED TODAY AND
OTHERS HAVE SPOKE TO AS WELL
ALLOW US TO RESPOND TO THE
EDUCATOR SHORTAGE. IN WAYS THAT
MAY ACTUALLY BUILD NEW AND
BETTER SYSTEMS AND SHIFT US AWAY
AS PARTNERS FROM INEFFECTIVE
PRACTICES. I'D LIKE TO SAY HAVE
CONFIDENCE IN THE ROAD MAP SO
SKILLFULLY CREATED THE VARIOUS
POLICIES AND PROGRAMS MAKES SO
MUCH SENSE FROM A PRACTITIONER
STANDPOINT, BUT THEY DO REQUIRE
SIGNIFICANT CHANGE. AND THOSE
SIMPLY TAKE TIME AND PATIENCE.
THANK YOU VERY MUCH. OKAY. THANK
YOU. AFTER OUR FINAL SPEAKER.
MARY SANDY ONLINE? YES, GOOD
AFTERNOON, CHAIRMAN MCCARTY,
MEMBERS OF THE CHANNEL. IT'S A
PLEASURE TO BE WITH YOU THIS
AFTERNOON AS THE CLEANUP HITTER
FOR THIS PANEL. I JUST LIKE TO
UNDERSCORE THE IMPORTANCE OF THE
IDEAS AND ISSUES THAT HAVE BEEN
SURFACED THUS FAR IN THIS
CONVERSATION, THE STATE HAS MADE
SIGNIFICANT INVESTMENTS IN IN A
NUMBER OF THINGS THAT ARE GOING
TO HELP AND AS DESIREE CARVER
THOMAS MENTIONED EARLIER, WE CAN
ALREADY SEE PROGRESS BEING MADE
WE'VE INVESTED IN GROWING OUR
INFRASTRUCTURE. PERMANENT
INFRASTRUCTURE FOR INTEGRATED
UNDERGRADUATE PROGRAMS FOR
RESIDENCY PATHWAYS INTO TEACHING
. WE'VE INVESTED IN GROWING
PARTICULAR RECRUITMENT PATHWAYS
THAT TARGET POPULATIONS THAT
THAT SHOW PROMISE, INCLUDING
CLASSIFIED STAFF AND THE ARRAY
OF DIFFERENT UM, UM, TYPES OF
RECRUITMENT STRATEGIES AND
DEPLOYED UNDER THE LOCAL
SOLUTIONS GRANT FROM A COUPLE OF
YEARS AGO. WE'VE INVESTED IN
GROWING OUR SUPPORT FOR
NAVIGATING ENTRY INTO THE
TEACHING PROFESSION. THE GOLDEN
STATE TEACHING GRANT IS A HUGE
BOON FOR THAT EFFORT. THE
INVESTMENTS IN THE NATIONAL
BOARD FOR PROFESSIONAL TEACHING
STANDARDS, CERTIFICATION EFFORTS
AND THE DEPLOYMENT OF STRATEGIC
DEPLOYMENT OF THAT HIGHLY
ACCOMPLISHED TEACHING FORCE INTO
OUR HIGHEST NEEDS SCHOOLS. OUR
KEY KEY INVESTMENTS. THE
INVESTMENTS THAT THE COMMISSION
IN DEVELOPING A CORE OF CAREER
COUNSELORS AND IN OUR OWN ROAD
MAPPING AND UPDATING THE
INFORMATION AND WEBSITE, AND YOU
KNOW ALL OF THE THINGS THAT
SOMEONE NEEDS TO KNOW TO
NAVIGATE THEIR WAY INTO TEACHING
. WE ARE MAKING STRIDES HERE TO
HELP THE POPULATION THAT WOULD
LIKE TO TEACH ACTUALLY GET THERE
. GET FROM HERE TO THERE. WITH
THESE INVESTMENTS. WE HAVE THE
POTENTIAL TO CREATE PERMANENT
HIGH RETENTION PATHWAYS TO
TEACHING. 20 TO 30,000 NEW
TEACHERS INTO OUR INDOOR
CLASSROOMS OVER THE NEXT FIVE
YEARS. WE NEED TO ALSO BE
THINKING ABOUT THE LEAKY BUCKET
THAT SHELDON MENTIONED EARLIER
AND THINK ABOUT WHAT IS THE
NATURE OF TEACHING? WHAT'S THE
NATURE OF THE WHAT? WHAT IS THE
MINDSET OF INDIVIDUALS COMING
INTO TEACHING IN TERMS OF LONG
TERM COMMITMENT TO THIS FIELD TO
MEET THE NEED AND TO BEAT BACK
SHORTAGES WILL REQUIRE FOCUSED,
COORDINATED AND STEADY EFFORTS
ON ALL FRONTS. AND WHILE EACH OF
THESE INVESTMENTS HAS THE
INCLUDES OPPORTUNITY, FUNDING
FOR LOCAL OUTREACH AND
RECRUITMENT, I THINK YOU'VE
HEARD ACROSS THE BOARD ALL FOUR
PANELS RECURRING THEME THAT
WHAT'S MISSING IS A LARGER
STATEWIDE RECRUITMENT OUTREACH
MESSAGING EFFORT THAT ATTRACTS
FUTURE TEACHERS THAT SHIFTS THE
NARRATIVE ABOUT TEACHING IN WAYS
THAT COULD BE VERY COMPELLING TO
PEOPLE WHO DON'T EVEN YET NO THE
TEACHING IS FOR THEM. WE'VE SET
THE TABLE FOR AND WE ARE READY
TO MOVE ALL OF THESE RESOURCES
INTO SIGNIFICANT PLAY. NOW WE
NEED TO INVITE THE PEOPLE. TO
COME IN AND PARTICIPATE IN IN
THIS IN THIS WORK THAT WE'VE
BEEN STUDYING THE STAGE FOR. WE
NEED TO DOUBLE OUR OUTPUT OF
TEACHERS. AND I'VE SAID THIS
BEFORE IN THIS ROOM, UM AND WE
NEED TO ADDRESS ALSO, THE
SHORTAGES OF ADMINISTRATORS AND
THE SHORTAGES OF COUNSELORS IN
THE INVESTMENT STRATEGIES HAVE
BEEN PAYING SOME ATTENTION TO
THAT MORE ATTENTION COULD BE
PAID TO THAT OVER TIME. WE NEED
TO MAKE SURE THAT OUR
PREPARATION SYSTEM HAS THE
CAPACITY TO GROW AND MEET THIS
NEED IF WE'RE GOING TO DOUBLE
THE NUMBER OF TEACHERS WERE
PREPARING IN THE STATE AND
CREDENTIALING IN THE STATE. WE
ABSOLUTELY HAVE TO MAKE SURE WE
HAVE THE CAPACITY TO DO SO
WITHIN OUR TEACHER PREPARATION.
ENTERPRISE WE NEED TO CONSIDER
THE NEED AND OTHER MEMBERS OF
THIS PANEL HAVE RAISED THIS
ISSUE THE NEED FOR REGIONAL
SUPPORT AND TECHNICAL ASSISTANCE
. THE SIGNIFICANT AMOUNT OF
FUNDING THAT'S BEEN MADE
AVAILABLE FOR TEACHERS EXCUSE ME
FOR SCHOOL DISTRICTS TO ATTEND
TO THE WHOLE ARRAY OF NEEDS
THEY'RE FACING. IT'S MASSIVE.
IT'S SIGNIFICANT. IT'S
IMPRESSIVE. SORTING THROUGH THAT
AND CATCHING HOLD OF THE
WORKFORCE DEVELOPMENT
RECRUITMENT RETENTION THREAD MAY
REQUIRE SOME EXTRA SUPPORT, BUT
DISTRICTS ARE NOT NOT REALLY
READY FOR NOT STAFFED
SUFFICIENTLY, UH, TO GET TO SO
WE MAY WANT TO BE CONSIDERING
AGAIN IN THE FUTURE. THE NEED
FOR REGIONAL FOCUS ON WORKFORCE
DEVELOPMENT AND TRENDS. AND
FINALLY, AND I THINK EVEN MOST
IMPORTANTLY, PERHAPS, IS THE
NEED FOR US TO REALLY DOUBLE
DOWN ON WHAT'S HAPPENING WITH
RETENTION. SO APPRECIATE THE
WORK OF THE UCLA THAT KIND
MATTHEWS REPORTED ON EARLIER, UH
, AND THE LIGHT THAT IT SHEDS ON
THE EXPERIENCES THAT TEACHERS
ARE HAVING THE, UH IS THAT YOU
KNOW, THE WORKFORCE NEEDS AND
THE YOU KNOW CONDITIONS OF DOING
THIS WORK RIGHT NOW, UM, REALLY
NEED OUR ATTENTION IN WAYS THAT
THAT SOME IDEAS HAVE HIT THE
TABLE TO TALK, YOU KNOW, SHED
LIGHT ON HOW WE MIGHT MOVE
FORWARD TO IMPROVE WORKING
CONDITIONS, BUT LONG TERM
RETENTION IS CRITICAL TO FILL
SOME OF THE HOLES IN THE LICKY
BUCKET. AND TO MAKE GOOD ON THE
RESOURCES WERE INVESTING RIGHT
NOW TO BRING IN THE WORKFORCE
THAT WE NEED. SO THANK YOU FOR
THE OPPORTUNITY TO BE PART OF
THIS GREAT GROUP IN THIS
CONVERSATION. HAPPY TO ANSWER
ANY QUESTIONS. OKAY THANK YOU.
I'M I'M JUST GONNA TRY TO MOVE
THIS ALONG BECAUSE WE HAVE
ANOTHER HEARING. AND, UM UH, I
JUST. SO THAT WE WON'T HAVE
PUBLIC COMMENTS. SO IF YOU HAVE
PUBLIC COMMENT, UNFORTUNATELY,
YOU CAN JUST EMAIL TO OUR
OPPOSITE BUDGET SUB TWO AT
ASSEMBLY. THAT'S CA.GOV. MY
QUESTION IS KIND OF KEY QUESTION
. DO WE HEAR FROM THIS PIECE AND
THE PRESENTATION EARLIER ON THE
SURVEY. THAT TALKED TO EDUCATORS
AS FAR AS WHAT THE CHALLENGES
ARE SO HEARD FROM THEM. IT'S
ABOUT PAY AND COMPENSATION CLASS
SIZES, STAFFING, PREP
PROFESSIONAL DEVELOPMENT. UM AND
KNOWING THAT THAT THE MASSIVE
INCREASE THAT WE PUT IN THE
BUDGET LAST YEAR 15% L C F F
INCREASE IN THE ONE TIME FOR THE
LEARNING RECOVERY BLOCK GRANTS,
UM, HAS FLEXIBILITY TO SPEND ON
THESE FIVE THINGS SO YOU KNOW,
WHAT ARE WE DOING? THIS QUESTION
IS PROBABLY FOR LIKE, YOU KNOW,
ACCENT CSP A, TOO AND THE WHOLE
LED COALITION. BUT HOW'S IT
GOING SO FAR? TO USE THESE
MONIES TO ADDRESS THESE ISSUES
THAT TEACHERS ARE SAYING HELP WE
NEED. WE NEED SOME SUPPORT. SO I
KNOW THE SAN JUAN REP MENTIONED
THAT, UM, HER PRESENTATION, SO
DOES ANYBODY ELSE WANT TO TAKE A
CRACK? I GUESS I'LL GO. UM I
THINK THERE ARE SOME GOOD THINGS
HAPPENING LOCALLY AS YOU'VE SEEN
ONE EXAMPLE HERE, BUT I DO THINK
THAT YOU KNOW, WE ARE VERY
APPRECIATIVE OF THE SIGNIFICANT
INCREASE IN THE LAST YEAR TO, UM
WITH REGARDS TO THE L C F F AND
ONGOING FUNDING, BUT, YOU KNOW,
WE'RE WORKING WITH DECADES OF
UNDERFUNDING OUR SCHOOLS, AND SO
I THINK WE DID. IT JUST HAS TO
BE A CONTINUED EFFORT. UM, SO
THAT SCHOOLS KNOW THAT IT'S
GOING TO BE THERE IN A LONG TERM
WAY. I JUST LIKE TO PICK UP ON A
POINT THAT MARY MADE. UM I DO
THINK THAT THERE IS TECHNICAL
ASSISTANCE. NEEDED BY SOME
DISTRICTS TO TRY TO FIGURE OUT
HOW DO WE WHERE ARE WE TRYING TO
GET AND HOW DO WE ACTUALLY
ACCESS TO DIFFERENT FUNDS AND
THE SANTA CLARA COUNTY OFFICE OF
EDUCATION HAS A VERY NICE MAP
THAT SHOWS SORT OF HOW YOU COULD
ACCESS DIFFERENT FUNDS TO
ACHIEVE DIFFERENT KINDS OF
WORKFORCE. UM DEVELOPMENT GOALS
, BUT I DO THINK IN WORKING WITH
OUR LOCAL DISTRICTS, AND THIS IS
WHERE WE HOPE TO DO MORE AND
MORE PARTNERSHIPS, UM, THAT
THERE REALLY IS A WAY TO CREATE
A LOCAL REGIONAL ECOLOGY AROUND.
HERE'S WHERE WE'RE TRYING TO GET
HERE ARE THE WORST FORCE NEEDS
THAT WE HAVE SACKS STATE. PLEASE
HELP US, UH, BOTH SUPPLY THOSE
WORKFORCE NEEDS AND THEN ALSO
LOOP BACK AND TRAIN THE FOLKS
THAT WE HIRE AND ALSO, UM, DO
SOME RESEARCH WITH US TO SEE IF
THIS IS ACTUALLY AN EFFECTIVE
PATHWAY, BUT I DO THINK THAT
THERE IS, UM IT'S DIFFICULT FOR
SOME DISTRICTS TO TRY TO FIGURE
OUT WHICH FOOT TO PUT FORWARD
FIRST. UM AND THAT'S A STRANGE
PROBLEM TO HAVE, BUT I HAVE
OBSERVED THEM. OKAY AND I'LL
JUST, UH, JUST TIME ENOUGH FOR
THE FOR THE CLASSIFIED SPACE,
YOU KNOW, AS I SAID, IN MY
TESTIMONY, WE APPRECIATE THE
HISTORIC FUNDING THAT YOU YOU
GUYS ARE PROVIDED, BUT WE JUST
DON'T SEE THAT TRICKLE DOWN TO
OUR MEMBERS. AND SO, UM YOU KNOW
, LIKE I SAID, WHAT'S THE REASON
MR RISES BECAUSE IT'S SO FRESH
THAT THIS JUST HAPPENED IN JULY
AND RIGHT NOW OR FOUR MONTHS
INTO THE FISCAL YEAR, AND THAT'S
THE NEXT CONTRACT. THAT'S UP OR
WHAT? WHAT'S THE REASON FOR THE
LAG? YEAH, NO, AND I THINK
BECAUSE SOMETIMES WHEN YOU
PROVIDE THAT ONE TIME FUNDING,
IT DOESN'T BUT WE PROVIDED AN
ONGOING INCREASE IN 15% LCF ACT
AND LIKE I SAID IT JUST
HISTORICALLY DOESN'T GET DOWN TO
OUR MEMBERS. EVEN THE 6.56 QUOTA
DOESN'T TRICKLE DOWN TO OUR
MEMBERS. AND SO THAT'S
SOMETHING. OBVIOUSLY WE
NEGOTIATE THE LOCAL LEVEL. SOME
DISTRICTS ARE BETTER THAN OTHERS
THAT WE'VE HAD TO NEGOTIATE
WITH. BUT GENERALLY SPEAKING,
THOSE THAT MONEY JUST DOESN'T
GET DOWN TO OUR MEMBERS. THAT'S
WHY AS PART OF MY TESTIMONY, YOU
KNOW, I SAID, FOR PROFESSIONAL
DEVELOPMENT DOLLARS. WE WANT
THOSE DOLLARS TARGETED
SPECIFICALLY FOR CLASSIFIED
EMPLOYEES, BECAUSE THAT'S
SOMETIMES THE ONLY WAY THAT WILL
GET THOSE DOLLARS. OKAY WELL,
THANK YOU. WE WISH WE COULD HAVE
MORE ENGAGEMENT ON THIS. UM THIS
IS A HOT TOPIC THAT WE'VE TALKED
ABOUT EVERY YEAR AND WE WILL
MAKE SURE THAT WE UM INCORPORATE
SOME OF THE SUGGESTIONS AND
IDEAS INTO OUR BUDGET PLAN FOR
2023. MAYBE LOOK AT LEGISLATION
AS WELL. SO THANK YOU ALL FOR
YOUR PARTICIPATION. THANK YOU.