Transcript Highlights:

• <00:03:57.519> cultural premise that teaching cultural premise that teaching cultural perspectives
• I've been teaching since 1996, but have spent the last 26 years teaching 9-12 at the D.
• I have been teaching for 45 years, and this includes teaching high school, even though my doctorate is
• I have been teaching for 45 years, and this includes teaching high school, even though my doctorate is
• it, families can teach it.

Keywords: 1183, house

Transcript Highlights:

• I teach a class there, so I hope to meet you at some point. Just a few questions.
• My grandma wanted me to use this as an opportunity to teach us in Yiddish.
• And so I teach a class on critical race theory.
• Levin to teach, or like Jonathan and Jeremy.
• never to target individuals, they always have an effect on individuals.

Keywords: 995, all

Summary: The Special Commission on Anti-Semitism met for its 11th meeting and approved the minutes from its August 7 meeting. Co-chairs said the commission had recently completed preliminary K-12 recommendations and would continue work on higher education, with additional topics such as workplace issues, the medical sector, and the arts to be addressed before the November 30 reporting deadline. They also said another public comment meeting would be held this fall. The first testimony came from Dr. Mark Posnansky of Harvard Medical School, who described anti-Semitism affecting STEM, research, and higher education. He said Jewish and Israeli students and faculty reported ostracism, gaslighting, intimidation, discrimination, and hiding Jewish identity, and he urged clear leadership statements, mandatory anti-Semitism education, and stronger reporting and discipline procedures. Commissioners asked about Harvard training, spillover into teaching hospitals, and whether anti-Semitic climates were causing students to leave; he said some students had turned down opportunities because of the environment and that concerns also affected healthcare settings. Lindsey Gabbo, a Harvard Law student and mother, testified that campus discourse after October 7 had made Jewish and Zionist students feel isolated and unwelcome, with protests, defaced hostage posters, and a student council BDS vote contributing to the climate. She said Harvard had sent some emails acknowledging anti-Semitism but that she had not seen meaningful steps to restore dialogue, and she argued the school needed more structured venues for conversation. Commissioners also asked about campus security, the effect on students’ mental health, and the impact of chants and protests that she said many Jewish students understood as calls to violence. A panel of concerned Jewish faculty and staff then offered contrasting views. Professor Jeremy Menchick argued the commission should use data carefully, include non-Zionist Jews in its analysis, and avoid reinforcing divisions within the Jewish community. Professor Hilary Lustick described restorative-practice approaches and said structured dialogue could address conflict without immediate punishment. Professor Jonathan Feingold warned that anti-Semitism was being weaponized by the Trump administration and right-wing groups to attack universities and DEI, and he urged the commission not to adopt approaches that could be used to undermine civil rights institutions. Commissioners pushed back on claims that the problem was being exaggerated or reduced to a “problem” rather than a “crisis,” and the discussion ended with continued debate over data, context, and how to balance anti-Semitism concerns with broader civil-rights protections.

Transcript Highlights:

• I often teach onomatopoeia as well.
• will effectively opt in?
• When you are teaching the faith and when you're proselytizing, you are teaching somebody how to find
• was it to teach the faith?
• We can teach them something.

Bills: HB4, HB54, SB 10, SB 24, HB4, HB54, HB775, HB850, HB 1122, HB 1249, HB1405, HB2336, HB2757, HB3372, HB3622, HB4442, HB4687, HB4893, HB5089, HB5515, HB5606, SB10, SB24, HB1573, HB3369

Keywords: district composition, congressional election, Texas, legislature, voting districts, citizenship, U.S. citizen, non-citizen, public office, advisory board, task force, state government, local government, political subdivision, commission board, appointment eligibility, officeholder qualifications, public service, naturalization, Texas Government Code

Transcript Highlights:

• that aim to aim to help teachers teach that aim to help<00:25:16.039> teach<00:25:16.279>
• teach history, he can't teach those other ones; he needs 18 credits in all those areas, and of course
• teach history, he can't teach those other ones; he needs 18 credits in all those areas, and of course
• teach history, he can't teach those other ones; he needs 18 credits in all those areas, and of course
• teach history, he can't teach those other ones; he needs 18 credits in all those areas, and of course

Bills: HF984, HF921, HF922

Keywords: education funding, nonpublic schools, counseling services, guidance services, transportation for students, HF921, tax increment financing, TIF, excess tax increment, school district aid, levy adjustment, property tax levy, education finance, Minnesota education aid, decertification, local government finance, school funding formula, state aid reduction, referendum equalization aid, debt service equalization

Transcript Highlights:

• And right now we've got five former Ed Fellows that are teaching with us.
• They can complete student teaching as an educator fellow, however.
• They can complete student teaching as an educator fellow, however.
• It's back to COVID teaching for those of you that did it.
• It's back to COVID teaching, for those of you that did it.

Summary: The committee first heard a presentation on strategic resource management in public education. LESC staff and PED officials argued that New Mexico has increased school funding, but local budgeting and planning remain fragmented and overly compliance-driven. They described long-term pressures including declining enrollment, rising special education costs, falling cash balances, changes in federal funding, and leadership turnover, and said schools need more intentional multi-year planning tied to student outcomes. They also outlined the many disconnected planning requirements schools must complete, compared New Mexico’s current approach with Ohio’s three-year budget forecasting model, and recommended continuing multi-year appropriations, adding $2.5 million for state grants in the unified application, and directing LESC, LFC, and PED to develop a long-term financial planning proposal. PED said it is working to reduce administrative burden through school accreditation, a unified application for federal and state funds, and internal alignment of guidance and coaching, with pilot schools reporting time savings and better alignment. Members raised concerns about four-day school weeks, the burden on small districts, the need for outcomes and return on investment, and whether the state should move toward a two-year or three-year planning cycle; staff clarified that the proposal was to streamline or eliminate redundant requirements, not add another layer. The committee then received an update on the Educator Fellows program. PED described it as a Grow Your Own pipeline that employs candidates as supplemental educational assistants while they work toward licensure, providing salary, benefits, paid leave, mentoring, and coursework support. Officials said the program helps address teacher shortages, improves student-to-teacher ratios, increases workforce diversity, and supports the Martinez-Yazzie action plan. They reported 370 current fellows across 86 LEAs and about 180 schools, with many fellows being people of color, first-generation college students, or second-career educators; roughly 85 are expected to become certified this year. A local HR director from Belen testified that the program has been especially valuable in small communities, where fellows are already rooted in the community and several have moved into teaching roles. Members asked about high school recruitment, tuition, retirement and benefits, the relationship to the Higher Education Department’s Grow Your Own scholarship, and the role of university partners. PED said fellows choose among accredited higher education partners, the program is separate from the scholarship but complementary, and the state is also building an apprenticeship model and seeking to expand the program to more LEAs, though some districts are on a waiting list because of funding and local match requirements.

Transcript Highlights:

• effectively too much work. effectively too much work.
• teach them phonics, and we have to teach teach them phonics, and we have to teach them<03:10:55.000
• not teach spelling in our schools. not teach spelling in our schools.
• teach them how to use spell check. teach them how to use spell check.
• teaching and keep reintroducing. teaching and keep reintroducing.

Keywords: 916, all

Transcript Highlights:

• today apprenticeship is new to teaching today apprenticeship is new to teaching as<00:21:17.960>
• Thomas's registered apprenticeship program for teaching in partnership with Dr.
• Thomas's registered apprenticeship program for teaching in partnership with Dr.
• We have been building an apprenticeship program for teaching.
• or pel's 2023 standards of effective or pel's 2023 standards of effective practice<00:30:23.960>

Keywords: 1183, house

Transcript Highlights:

• I THINK A PART OF IT IS JUST THE SYSTEM WE SEE AROUND TEACHING AND LEARNING.
• THEM TO ENSURE THAT OUR TEACHERS AND LEADERS UNDERSTAND HOW TO EFFECTIVELY IMPLEMENT THE SCIENCE OF
• TEACHING IS A BIG JOB AND THERE'S A LOT OF THINGS THAT WE HAVE TO HELP TEACHERS UNDERSTAND.
• I'VE HEARD ONE OF THE PROGENITORS SAME TEACHING IS A COMPLEX THING AND IT IS.
• TEACHERS NEED TIME TO TEACH. KIDS TO READ. THE MOST IMPORTANT SUBJECTS THERE IS.

Transcript Highlights:

• There's a teaching with AI and there's the teaching about AI.
• We can support teaching and personalize and enhanced learning for kids.
• Next, around teaching and learning.
• And so we have a whole pathway on how we teach AI literacy to our students.
• Why do we even teach in subjects anymore?

Summary: The Senate Committee on Education Pre-K through 12 met to hear a panel discussion on artificial intelligence in K-12 education. Dr. Maya Israel of the University of Florida gave an overview of AI literacy, the benefits of AI for personalized learning and teacher support, and the risks involving data privacy, overreliance, hallucinations, and misuse. She described the Florida K-12 AI Task Force, which published statewide guidance in March and is now providing professional development, case studies, surveys, and resources for teachers and families. She also noted that teacher preparation programs and microcredentials are being developed, but there is not yet a statewide baseline standard for teacher AI training. Superintendents Van Ayers of Hillsborough County and Kevin Hendrick of Pinellas County described district policies and implementation efforts. Hillsborough adopted an AI governance policy, created an implementation guide, and set rules barring generative AI use for students in pre-K through 7th grade while allowing limited, teacher-approved use for older students with district-vetted tools. Pinellas emphasized digital responsibility, parent transparency, data-use agreements, and a governance process for approving tools. Both districts said AI is being used for lesson planning, tutoring, reading-level adjustments, scheduling, and other administrative tasks, but they do not yet have reliable evidence that AI is improving academic performance. They also discussed teacher training, stipends, and certification efforts, including partnerships with universities and vendors such as Microsoft, Google, Magic School, and Gemini. Drew Allen of FSU Inspire offered an industry-focused perspective, arguing that AI is not new but that education must adapt more quickly to industry needs. He described Inspire’s workforce and research mission, its AI and robotics training for teachers, and the need to build teacher comfort and confidence through incentives and applied training. Committee members raised concerns about student dependence on AI, academic integrity, mental health, moral decision-making, data privacy, and whether schools should return to more paper-based testing. The panel generally agreed that AI should be used with strong guardrails, human oversight, and a balance between technology use and traditional learning. No legislation was considered, and the meeting ended with a motion to adjourn, which was adopted without objection.

Transcript Highlights:

• But that is one of the side effects that you can see.
• I teach civics right now.
• These are the things that high school athletics teach.
• I moved to Winfield to coach and teach. I'm not from Winfield. My wife is.
• And this is going on my 24th year of teaching and coaching in this state.

Keywords: 994, senate, all

Summary: The committee met, approved the prior minutes, and removed House Bill 5537 from the agenda. It then took up three House bills. House Bill 4002, creating the West Virginia Collaboratory at Marshall University to connect higher education research with state and local government, was explained by counsel and advanced to the full Senate with a do pass recommendation after brief supportive discussion. House Bill 4573, requiring the Department of Human Services to share information with the Department of Education and county boards about post-secondary transition programs for students with foster care experience, was also reported to the full Senate with a do pass recommendation. The most extensive discussion centered on House Bill 4425, which would repeal the current code section allowing students one transfer during their four years of secondary school while retaining athletic eligibility. Counsel explained that the repeal would return transfer eligibility decisions to the West Virginia Secondary School Activities Commission (SSAC). Several athletic directors, principals, and coaches testified in support of repeal, arguing the current rule has led to recruiting, instability, competitive imbalance, and harm to school communities and team culture. They cited examples of transfers affecting rosters, community support, and competitive balance, and said the rule has created a “free agency” atmosphere in high school sports. SSAC director Wayne Ryan testified that the legislature’s current code has limited the association’s ability to address the issue, and said the SSAC wants the rule repealed so it can adopt an emergency rule and then work with its membership to craft a better system. He said bona fide residential moves remain eligible and described the waiver process for hardship cases. After discussion from senators on both sides about school choice, fairness, and the need for a better long-term solution, the committee voted to report House Bill 4425 to the full Senate with a do pass recommendation, then adjourned.

Transcript Highlights:

• as making our teacher retirement system actuarially unsound the language where it says actuarial effects
• Our teaching working conditions are our students' learning conditions.
• And I don't... dispute anything you just said with regard to the effect that pay raises have, but it
• My name is Mallory Vinson, and I teach second grade in Austin. and ISD.
• Thank you for teaching. And thank you for your testimony.

Bills: HB2, HB2

Keywords: public education, teacher compensation, certification, funding, school finance, educator rights, education funding, charter schools, staff compensation, state aid, retention allotment, disaster preparedness, emergency management, flooding, mass fatality, mass casualty, fatality tracking, body recovery, autopsy, justice of the peace

Transcript Highlights:

• There is a definition for written curriculum that identifies the sequences used to teach the Arkansas
• So the charts are going to show us the percentage of effective teachers as determined by tests, which
• to teach in the state of Arkansas, meeting certain criteria.
• I have a question about the... as was the average year of teaching experience.
• Is that what alternative teaching certificate is?

Keywords: 1204, all

Summary: The committee received a Bureau of Legislative Research presentation on Arkansas academic standards, accountability, and achievement as part of the adequacy study. Staff reviewed how state curriculum and standards have evolved from the 1997 Public Education Act, the 2003 Quality Education Act, and the 2017 Educational Support and Accountability Act, including required course offerings, graduation requirements, career and technical education pathways, and recent additions such as success-ready pathways, Arkansas history, firearm safety, and fetal growth and development instruction. Members asked for a comparative chart showing how the laws and requirements changed over time, and staff agreed to provide one. The presentation then turned to the federal ESSA plan and Arkansas’s state accountability system. Staff explained the state’s long-term goals for 2030, including 80% proficiency in ELA and math, 52% of English learners on track to English proficiency, and 94%/97% four- and five-year graduation rates. They reviewed 2025 assessment results showing proficiency rates generally in the 30s, with English learners and students with disabilities performing lowest and white students highest. They also discussed school support and improvement categories, equitable access to educators, and report card/public reporting requirements, noting that some ESSA-related measures such as the school index, equity labs, and certain 2024 report card data were not currently available or not being calculated. Members questioned whether those ESSA commitments were being met and asked staff to follow up with DESE, including whether the legislature can revise the ESSA plan. The committee also reviewed the Arkansas Accountability Act and related assessment data. Staff described the Atlas assessment system, alternate assessments for students with significant cognitive disabilities, ELPA 21 for English learners, ACT results, and NAEP comparisons. They reported that no student group met the 80% proficiency goal in 2025, Arkansas’s ACT composite score declined slightly over time, and Arkansas generally trailed national and SREB averages on NAEP. Members asked for additional data, including historical highs and lows, the number of assessments students take by grade, dropout data, and comparisons with other states. The meeting ended with agreement to invite the Department of Education to a future meeting to answer questions about missing data, equity labs, report cards, and ESSA compliance.

Transcript Highlights:

• And then what are some effective programs?
• Extremely critical to be able to make this effective here in California.
• It has to be somebody that's qualified to teach.
• Through our Center for Effective Teaching and Learning, we have designed the B.A. degree to be offered
• And I have In training and teaching these individuals.

Summary: The hearing opened the Select Committee on Effective Postsecondary Career, Technical Education, and Workforce Development Programs at Santa Ana College, with Assemblymember Mike Fong emphasizing the need for affordable, accelerated pathways into high-demand careers and noting his bill AB 1098 creating the California Interagency Education Council. Chancellor Marvin Martinez welcomed the committee and urged changes to AB 927 to remove the “duplication” barrier for community college bachelor’s degrees, arguing that applied baccalaureate programs can lead to high-wage jobs and expand access for low- and middle-income students. The first panel focused on statewide workforce trends and policy. California Community Colleges Vice Chancellor Anthony Cordova highlighted credit for prior learning, Strong Workforce funding, dual enrollment, and apprenticeship growth, asking the Legislature to restore and increase Strong Workforce funding and expand applied baccalaureate degrees. LAEDC’s Josep Bilayo described regional labor market data showing growth in health care, education, construction, bioscience, and clean energy, while stressing the need for employer-led, data-driven programs, wraparound supports, and flexible funding. Andrew Gonzalez of the Building and Construction Trades Council argued that registered apprenticeship must be paid, combine classroom and on-the-job training, and end in a portable credential; he also promoted apprenticeship readiness programs, community workforce agreements, and stronger exposure to trades starting in K-12. Eric Morrison Smith of the Alliance for Boys and Men of Color discussed the California Opportunity Youth Apprenticeship Grant Program and related youth apprenticeship recommendations, including bridge programs, intermediary infrastructure, reduced employer barriers, and better coordination of state funding. A later panel highlighted Santa Ana College’s fire technology and firefighting academy programs. President Annabelle Neri and Vice President Jeffrey Lamb said the college is one of the state’s largest fire training providers, with strong partnerships with local fire agencies, law enforcement, and the U.S. Forest Service, and with high job placement and six-figure starting salaries for some graduates. They also described related certificates, advanced officer training, wellness services, and workforce preparation such as mock interviews and sponsorships. Throughout the hearing, members and panelists repeatedly stressed the importance of aligning education with labor market demand, expanding apprenticeships and work-based learning, and using regional collaboration to connect students to living-wage careers.

Transcript Highlights:

• So it's sort of like a domino effect in some of those areas.
• So it's sort of like a domino effect in some of those areas.
• A good high school coach teaches discipline, teamwork...
• Their salaries did not increase while teaching salaries did.
• On top of a starting teaching salary of $47,000, On top of a starting teaching salary of $47,500, a head

Summary: The committee heard a presentation from Florida High School Athletic Association Executive Director Craig Damon, joined by student athletes Sydney Daniel and Taylor White, on current issues in high school sports. Damon said the association received more than 309 allegations this year, including 113 recruiting complaints, but only two coaches were suspended for recruiting violations, and those were self-reported. He focused on rising sportsmanship problems, violent incidents, and ejections, saying the association is working with coaches and athletic administrators on prevention and positive-behavior campaigns. He also discussed mental health pressures on student athletes, the effects of frequent transfers and school choice on team stability and community pride, and the need for more qualified coaches on campus who understand interscholastic rules and student support responsibilities. Senators asked about the transfer system, violent conduct, and whether the association would propose changes; Damon said he would support guardrails that protect school choice while limiting midseason athletic transfers. The committee then took up a panel on high school coaches’ compensation led by Florida Coaches Coalition Executive Director Dr. Andrew Ramgett, with Coach Mike Hickman, Coach Charlie Ward, and superintendents from Okaloosa and Walton counties. Ramgett argued that coaching supplements are outdated, often amounting to very low hourly pay despite year-round duties, and said Florida’s system has not kept pace with increased responsibilities, inflation, or neighboring states. He also criticized restrictions on booster-club support, minimal coaching certification requirements, and turnover among coaches, and urged changes that would allow coaches to negotiate fairer compensation and receive external funding. Hickman and Ward emphasized the long hours, family strain, and mentoring role of coaches, while the superintendents said districts face finite budgets and must balance coach pay against teacher, bus driver, and other staffing needs; they also warned that booster-funded pay could create inequities between wealthy and less affluent communities. Senators discussed whether booster-club funding should be allowed, whether compensation should vary by performance, and whether any new funding should be categorical. Public comment followed from Florida Athletic Coaches Association Executive Director Shelton Cruz and former coach Tyrone McGriff, both of whom stressed the broader educational and safety impact of coaches and asked lawmakers to support the next generation of coaches. After the presentations, the committee took up confirmation hearings for appointments on tabs 3 through 6 and, by a single roll-call vote, recommended all appointees favorably. The meeting then adjourned.

Transcript Highlights:

• This would be effect effective throughout all schools.
• Would they still be required to teach? >> You're recognized. Thank you, Mister.
• I am a common my 44th year teaching and I'm a wrestling coach and I'm still coaching.
• They they go from teaching to maybe bartending make more money.
• And thank you for all the years and you put both into teaching and coaching.

Transcript Highlights:

• Nothing is side effect-less.
• > of<00:13:38.120> this like what are the side effects of this like what are the side effects
• nothing is like drug has a side effect nothing is like side<00:14:41.279> effect<00:14:41.639
• <00:26:51.120> through<00:26:51.320> the come into teaching through the come into teaching
• Innovative school and teaching ideas—things that schools come and talk about.

Keywords: 1187, senate, all

Transcript Highlights:

• To ensure that we use them in an appropriate, efficient, and effective way.
• We have a 13 to 1 teaching ratio, and 24% of our faculty, that's 98 faculty. members who teach 1,031
• Including the recruitment, retention, and teaching of students.
• Again, if you want to be in a teaching hospital, there are three ways to do it.
• One is you partner with an executive. teaching hospital.

Bills: SB1, SB 1

Keywords: appropriations, budget, state funding, education, healthcare, infrastructure, campground safety, youth camp regulations, flood safety, emergency evacuation, health and safety standards, 1185, senate, all

Transcript Highlights:

• So maybe you excel at teaching math and you can teach math.
• Another teacher excels at teaching English literature; they can teach English literature.
• We can actually see if those are having an effect.
• How are we going to be able to evaluate the data to see the effectiveness of these programs? Mr.
• Some of this drop may be a cohort effect related to the post-pandemic recovery gap.

Transcript Highlights:

• Effective principals are able to combine all of the...
• And just because it was challenged, that teacher couldn't teach the book.
• effect with K-12 high school in particular and higher education.
• And when I was teaching, citizenship grades existed.
• They want the data that actually helps them teach their students.

Keywords: 985, all

Transcript Highlights:

• then I teach.
• Today, the state effectively spends no money.
• The question of the day is, is teaching to STAAR?
• and therefore more... ...likely to actually stay teaching.
• As everyone here knows, when you effectively roll out regional rates at the same time, we effectively

Bills: SB1, SB 1

Keywords: appropriations, budget, state funding, education, healthcare, infrastructure, campground safety, youth camp regulations, flood safety, emergency evacuation, health and safety standards, 1185, senate, all