Transcript Highlights:

• paraprofessionals, substitute teachers, teacher candidates, Tier 2 teachers, anybody that really they
• teachers?
• student teacher support funds should go to Tier 2 teacher candidates or to student teachers who are
• on teachers of color and American Indian teachers.
• on teachers of color and American Indian teachers.

Bills: HF846 , HF1538 , HF1959

Committee: House Education Finance

Transcript Highlights:

• teacher education.
• So what actually works in teacher preparation and what helps teachers stay?
• teachers and that they stayed far less than your average new teacher.
• Teacher residencies work for students, for teachers, ...teacher preparation works.
• classroom teachers.

Committee: House House Education Committee of Reference

Summary: The Committee on Education first heard a presentation from Dr. Victoria Dyson Homer on the Arizona Teacher Residency Program. She argued that Arizona faces a teacher retention and certification crisis, with high attrition and many uncertified or underprepared teachers, and said research shows practice-based residencies improve retention, teacher confidence, and student outcomes. She described the Arizona Teacher Residency as a year-long, cohort-based, district-partnered program with mentoring, coursework, and induction support, and said its early data show very high retention and positive student and teacher feedback. Committee members asked about how the program differs from traditional student teaching, salary schedules, and whether residency graduates outperform traditional preparation pathways; the presentation was generally well received. The committee then took up SCR 1006, a ballot referral dealing with school restroom and locker room accommodations and pronoun/name use for students. The sponsor framed it as a parental rights and student safety measure, while opponents from education, legal, and advocacy backgrounds argued it was discriminatory, unnecessary, and harmful to transgender and non-binary students. After public testimony and member debate, the committee approved SCR 1006 on a 7-5 vote. Members then considered SB 1126, which would require schools to provide certain student records and information to Department of Child Safety caseworkers and prohibit schools from blocking staff from speaking with DCS during abuse or neglect investigations. DCS testified neutral, saying the bill would help clarify information sharing and support child safety; the committee passed the bill 10-0 with two members present. Finally, the committee heard SB 1210, which would require certain out-of-state private postsecondary institutions offering fully online programs to Arizona residents to register with the state board unless they participate in a reciprocity agreement, and to comply with student tuition recovery fund requirements if they collect prepaid tuition. Supporters said the bill closes a regulatory loophole and protects students and the state’s oversight of online providers. The committee approved SB 1210 on an 11-1 vote. The meeting then adjourned.

Transcript Highlights:

• “No, this would be for licensed teachers. Just for teachers.”
• teachers who applied, the other 23 teachers.
• teacher fellowship.
• teachers who applied, the other 23 teachers.
• We have probably 45 teachers, and out of that 45 teachers, I mentored one brand new teacher this year

Summary: The committee approved the March 9 and 10 minutes and then heard a presentation from the Arkansas Department of Education on the Arkansas Excellence in Teaching Fellowship, featuring three third-grade teachers from Cabot, Poyen, and Drew Central who are also teacher merit pay recipients. The teachers described the fellowship as a year-long Zoom-based collaboration with about 23 educators statewide, focused on sharing classroom strategies, data use, and professional support. Members asked about the teachers’ experience, how they share what they learn with their districts, the range of grades represented in the fellowship, and the relationship between the fellowship and merit pay. The teachers emphasized building relationships with students, using data to drive instruction, early intervention, and collaboration across grade levels, while the secretary said the program is intended to identify and elevate high-performing teachers and spread their practices. A major portion of the discussion focused on third-grade reading, retention, and the new ATLAS testing system. Teachers and the secretary said students are screened and progress monitored throughout the year, families are notified early if students are at risk, and schools are using interventions, tutoring, and individualized reading plans. They said ATLAS results are now available much faster than in the past, often within 24 hours or a few days, allowing teachers and parents to respond quickly. Members asked about the impact of poverty, trauma, foster care, DHS involvement, IEPs, and critical shortage areas; teachers said relationship-building, small-group instruction, and coordination with counselors and special education staff are key. The secretary said the fellowship is a small subset of a broader merit pay program, that participation was voluntary, and that the state is trying to build a coherent system with literacy coaches, high-impact tutoring, and clearer standards rather than teaching to the test. Members also discussed broader policy issues, including the need for more positive public messaging about public education, teacher input in decision-making, and support for early childhood education. Several legislators asked whether the state should expand funding for early learning and whether more literacy or academic coaches are needed in districts that improve and then lose eligibility for state support. The secretary said the state has committed literacy coaches to D and F schools and is still working through how to sustain support as schools improve. He also said the administration would look at data and return on investment before supporting additional funding, and he encouraged legislators to help recruit eligible teachers into future fellowship cohorts. After the teacher panel concluded, the committee moved on to the adequacy resource allocation study, where Bureau of Legislative Research staff began a presentation on state and local education funding sources, categorical funds, and district spending patterns.

Transcript Highlights:

• “No, this would be for licensed teachers. Just for teachers.”
• teachers who applied, the other 23 teachers.
• teachers who applied, the other 23 teachers.
• teachers who applied, the other 23 teachers.
• We have probably 45 teachers, and out of that 45 teachers, I mentored one brand new teacher this year

Transcript Highlights:

• for our teachers. 95% of our teachers are certified.
• our current teacher workforce.
• of teachers.
• journey to become a teacher.
• However, the teacher saw me and said to go to your teacher, but she had no work for him.

Bills: HB2 , HB2

Committees: Senate Education , Senate Education K-16

Transcript Highlights:

• We're a teacher preparation, we're a teacher licensing board.
• that</c><00:59:33.119><c> would</c> teacher mentor teacher what that would teacher mentor teacher what
• </c> on the teacher compact. on the teacher compact.
• to stay teachers and become teachers.
• Uh, stay teachers and become teachers.

Bills: HF3635 , HF3638

Committee: House Education Policy

Transcript Highlights:

• Most teacher candidates complete two to three courses, six to nine credit hours, while teacher candidates
• That I forget the master teacher, the university program teacher, a more robust thing, and I hate to
• The teacher preparation programs as an understanding of where teachers need To realize their kids are
• But when you have some teachers in reserve, you have some teachers in Eddy County, you have Some teachers
• By event, I mean, teachers bring their whole class for a literacy activity or event, or the teachers

Transcript Highlights:

• So these three teachers, I was saying earlier, I think saying three of the best teachers in the state
• , a chemistry teacher.
• It doesn't matter if you're a band teacher. It doesn't matter if you're a PE teacher.
• teachers who applied, the other 23 teachers, and we meet once every couple of months.
• school, we have probably 45 teachers, and out of those 45 teachers, I mentored one brand new teacher

Summary: The committee first approved the March 9 and 10 minutes, then heard a presentation from the Arkansas Excellence in Teaching Fellowship Program featuring three third-grade teachers from Poyen, Drew Central, and Cabot, along with Department of Education Secretary Jacob Oliva. The teachers described the fellowship as a year-long collaboration among 23 merit-pay recipients from across the state, focused on sharing classroom strategies, data use, and professional support. Members asked about teacher experience, how the fellowship information is shared locally, the role of merit pay, and how teachers are addressing third-grade reading and retention concerns under the ATLAS assessment system. The teachers emphasized early intervention, relationships with students, small-group instruction, progress monitoring, and communication with families; they also described community supports such as churches, food backpacks, and local donations. Several members raised broader questions about poverty, trauma, social services, DHS involvement, and whether similar professional learning should be expanded to more teachers. Secretary Oliva said the fellowship is a small subset of a larger merit-pay program, that participation was voluntary, and that the state is working to improve literacy supports, clarity, and alignment across grades. He also said ATLAS results are now available to schools and families much faster than in the past, often within 24 to 72 hours, and that the state is using the data to identify at-risk students earlier and support intervention before retention decisions are made. The committee then moved to the adequacy/resource allocation presentation from the Bureau of Legislative Research. Staff explained that the report is part of the statutory adequacy review and focuses on state funding sources beyond foundation aid, including categorical and supplemental funds. They noted that districts and charters spent more than $7 billion in the 2025 school year, with roughly 49% from foundation funding and 51% from other sources over the last three years. The presentation outlined the four categorical funds—Alternative Learning Environment, English Learners, Enhanced Student Achievement, and Professional Development—describing their restricted uses, student-based funding formulas, and the ability of districts to transfer some money among categoricals while keeping it within allowable purposes. Staff said categorical funds account for about 4% of total spending, or less than $300 million, and reviewed superintendent feedback on whether those funds met district needs, with responses varying by category and district.

Transcript Highlights:

• Paul teachers. Thank you chair St. Paul teachers.
• Paul teachers.
• Paul teachers. It's for about for St. Paul teachers.
• A teacher in St.
• A teacher in St. Paul can the age of 52. A teacher in St.

Transcript Highlights:

• It's what teachers want and need.
• , our licensed teachers.
• And now we just barely have enough for one Zuni language teacher, cultural teacher.
• teachers, would be paid at the same level as the state is paying their teachers.
• teacher, I became a better teacher.

Bills: SB234 , SB210 , SB243 , SB244 , SM16 , HB8

Committee: House House Education

Keywords: foster children, school transportation, education funding, public education, child welfare, New Mexico Highlands University, soccer field, women's sports, infrastructure improvement, funding allocation, student athletes, appropriation, New Mexico State University, nutrition, travel support, funding, education, university support, financial assistance, parenting students

Transcript Highlights:

• This will just prevent the teachers This will just prevent the teachers union basically from using taxpayer
• But teacher, the word teacher doesn't appear, I think, until page six.
• But do all teachers, do you know if all teachers get that same stipend? Mr.
• But do all teachers, do you know if all teachers get that same stipend? Mr.
• I have had wonderful teachers, my children have had wonderful teachers, and there are great teachers

Committee: House Commerce and Human Resources

Transcript Highlights:

• , an experienced teacher, a great teacher, a high flyer, just to kind of pop in their room, say, hey,
• which means you are a a tenur teacher which means you are a teacher<00:28:19.240><c> that</c><00:28:
• </c> um to me has some impact on the teacher um to me has some impact on the teacher uh<00:29:28.720>
• </c> every 3 years teachers are observed every 3 years teachers are observed multiple<00:30:03.799><c
• , new teachers, and districts.

Summary: The committee first took up House Bill 44, “Landon’s Law,” sponsored by Rep. Candy Massaroni. The bill would allow schools to keep anti-choking devices such as LifeVac on hand while limiting liability. Testimony from Equal First Aid and LifeVac emphasized that choking is a leading cause of death for children, that the devices are noninvasive and FDA-registered, and that updated Red Cross guidance allows their use when standard rescue protocols fail or are not feasible. Lauren McCubbins, Landon McCubbin’s mother, gave emotional testimony about her 8-year-old son’s death from choking at school and urged the committee to give schools an added rescue option. Members asked questions about how the device works, whether the Heimlich maneuver remains part of the protocol, and whether the bill is limited to LifeVac or applies to similar devices. The bill was reported favorably, with a roll call vote showing unanimous support from members present. The committee then heard a bill sponsored by Rep. J. Baker aimed at reducing administrative burdens in schools and supporting teacher recruitment and retention. The measure would lengthen the required evaluation cycle for tenured teachers from every three years to every five years, provide teachers a copy of their employment contract upon request, streamline professional development provisions, update continuous school improvement plan filing requirements, restore schools’ ability to use Title II funds for certain programs after an unintended consequence of prior legislation, and require KDE to review reporting requirements and eliminate those not required by law. Rep. Baker said the bill was developed with teachers and administrators through a working group and is intended to reduce “check-the-box” tasks so educators can focus on instruction. Amanda Butler of Spencer County Schools and other educators testified that the changes would save time, preserve funding for mentor and induction programs, and reduce repetitive paperwork. Rep. Fleming asked for clarification on the longer evaluation cycle, and an educator witness explained that each evaluation involves pre-observation, observation, and post-observation time and that districts would still retain flexibility to evaluate more often if needed. No final vote on this bill was included in the transcript excerpt.

Transcript Highlights:

• You know, there are great teachers. Not every teacher is great. Like, I mean, that's the case.
• actual people, actual teachers.
• I just, on that last point, we had the finance guy use the category of teachers—actual teachers—and that's
• They want better funded teachers.
• I want their teachers compensated well.

Bills: HB2035 , HB2041 , HB2611 , HB2860 , HB4004 , HB4049 , SCR1032

Committees: Senate Government , Senate Senate Government Committee of Reference

Keywords: kinship care, child welfare, foster care, relative placement, child protection, child neglect, financial resources, behavioral health, Christian Science treatment, parental rights, child safety, oversight, independent committee, transparency, accountability, systemic review, child abuse, neglect, protective parent, investigation

Transcript Highlights:

• :31.680><c> teachers</c> classroom teach teachers K12 teachers classroom teach teachers K12 teachers
• and special ed intervention teachers and special ed teachers teachers teachers curriculum<00:13:41.320
• </c> teachers were trained phase two teachers teachers were trained phase two teachers have<00:16:05.319
• </c><00:43:03.000><c> of</c> teacher Union the United teachers of teacher Union the United teachers of
• teacher um high school chemistry teacher teacher um high school chemistry teacher um<00:43:35.079><c>

Committee: Senate Education Finance

Transcript Highlights:

• </c> emergency hired teacher or not. emergency hired teacher or not.
• Teacher.
• Teacher.
• Teacher.
• Teacher.

Summary: The committee on Education heard testimony on HB 1895, which would add education-worker protections by expanding harassment-related offenses. The Department of Education, HSTA, HGA, and several school employees and principals testified in support, describing increased harassment and threats toward teachers and staff, especially since COVID, and saying the bill would help deter bad actors. The Office of the Public Defender opposed the measure, saying the language was vague and overbroad, could criminalize ordinary parental advocacy or speech, and might not survive constitutional scrutiny. In response to questions, the public defender said existing statutes already cover threatening or assaultive conduct against educational workers, while DOE representatives said the bill was aimed at excessive and repetitive disruptive behavior. No vote or final action was taken in the excerpt. The committee then took up HB 1592, concerning protections for educational workers and sports officials. DOE, the Charter School Commission, HGA, HSTA, school principals, athletic programs, and many individual testifiers supported the bill, with several describing threats, harassment, and aggressive behavior at schools and athletic events. One principal said he had repeatedly involved law enforcement after threats and incidents on campus, and a teacher testified about the need to keep school environments safe and orderly. The Office of the Public Defender again opposed the bill, arguing that current law already enhances penalties for assaults and terroristic threatening against educational workers and sports officials, and that new offenses would have little deterrent effect. Committee members questioned whether the bill should be a separate statute and how to distinguish passionate advocacy from harassment; DOE said the line was crossed when conduct became excessive and repetitive, while the public defender urged clearer drafting and more emphasis on prevention, education, security, and de-escalation. No vote or final action was announced in the excerpt.

Transcript Highlights:

• <01:25:40.040><c> teacher</c><01:25:40.480><c> and</c> a classroom teacher and a classroom teacher and
• so teachers from International teacher so teachers from the<01:27:13.760><c> Philippines</c><01:27:14.719
• teacher.
• teacher.
• teachers a year.

Committee: Senate Education

Summary: The joint Committee on Education and Committee on Public Safety and Military Affairs heard Senate Bill 422, which would authorize the Department of Education to award a high school diploma to qualified people whose schooling was interrupted by military service or wartime practices during World War II, the Korean War, or the Vietnam War. The Department of Education testified in support, noting a prior law that created the Kono diploma program before it sunset in 2020. Several members of the public also testified in support. Both committees later recommended passage of SB 422 without amendments, and the recommendation was adopted by voice votes. The committees then heard Senate Bill 530 on Braille literacy. The bill would establish Braille literacy as state policy, require Braille-related literacy assessments for eligible blind and low-vision students, authorize DOE rulemaking, create a Braille Literacy Resource Center, and appropriate funds. DOE and the Department of Human Services supported the measure, as did the National Federation of the Blind, Hawaii Disability Rights Center, and a blind testifier who described the importance of early Braille instruction. The Attorney General’s office raised concerns about statutory language requiring yearly assessments and suggested revisions so annual decisions remain with IEP teams. The committees voted to pass SB 530 with amendments, including the Attorney General’s suggested changes, and adopted the recommendation. The next measure was Senate Bill 532, which would allow school staff and agents trained by a licensed clinician to volunteer to administer medication to students in public schools under certain conditions and clarify who may prescribe such medication. DOE and Department of Health testimony supported the bill. The Attorney General recommended replacing the term “licensed clinician” with the defined term “health care professional.” The Hawaii Academy of Physician Assistants supported the bill but asked that physician assistants be included among providers who may prescribe medications for school administration. After questions about current school health aide duties and field-trip medication procedures, the committees voted to pass SB 532 with amendments, including the Attorney General’s terminology change, and adopted the recommendation.

Transcript Highlights:

• I'm not a teacher. I was... The problems that we had as parents, I'm not a teacher.
• , our licensed teachers.
• , our licensed teachers.
• And now we just barely have enough for one Zuni language teacher, cultural teacher.
• teacher.

Bills: SB234 , SB210 , SB243 , SB244 , SM16 , HB8

Committee: House House Education

Summary: The committee heard Senate Bill 37, the High-Quality Literacy Instruction Act, which would strengthen reading instruction and educator preparation around the science of reading. The sponsor and supporters said the bill requires evidence-based, culturally and linguistically responsive literacy instruction, including support for English learners and students in bilingual and dual-language programs, use of approved high-quality instructional materials for K-3 reading and interventions, a K-3 reading assessment, literacy coaches, and parent progress reports. An amendment package was adopted to clarify biliteracy language, broaden references to bilingual/dual-language and Indigenous language settings, remove awkward phrasing, and adjust reporting requirements from monthly to four times per school year. The committee then moved forward with the amended bill. Public testimony was largely supportive. Students, educators, school leaders, advocacy groups, and tribal representatives said structured literacy has improved reading outcomes and can help struggling readers, including students with dyslexia and multilingual learners. Several speakers emphasized that the amended bill better protects bilingual, dual-language, and Native language programs, and some noted the importance of parent communication and early intervention. Supporters also cited recent literacy gains in New Mexico and said the bill aligns teacher preparation, materials, assessment, and coaching. Opposition focused mainly on concerns that the bill could still privilege English over Indigenous languages, that high-quality materials requirements may be too restrictive or costly for districts, and that testing and reporting could add workload. Tribal speakers from Acoma and Taos said they could not support the bill without further changes to explicitly protect Native language revitalization. Other opponents raised concerns about funding for materials and coaches, the burden on teachers, and whether the assessment and HQIM requirements would be flexible enough for local needs. In committee discussion, the sponsor and PED said existing funds and staff could support implementation, that the assessment would be formative and teacher-focused, and that the bill was intended to complement, not replace, Native and bilingual education programs.

Transcript Highlights:

• The student teacher stipend program is meant to basically provide student teachers with compensation
• Student Aid Commission, while the Student Teacher Stipend is the Commission on Teacher Credentialing's
• . for teacher residency programs as one effective strategy for addressing teachers shortages statewide
• , including the Teacher Residency Grant Program, the Student Teacher Stipend Program, and the Golden
• State Teacher Grant.

Transcript Highlights:

• teacher preparation.
• Filling teacher vacancies, splitting classes when there's no teacher coverage.
• And so I've had the opportunity to look at the teacher shortage and preparation of teachers. teachers
• teacher crisis in Texas.
• on teacher preparation.

Bills: SB451 , SB762 , SB1490 , SB1262 , SB1459 , SB1750 , SB1962 , SB2252 , SB2253 , SB2365

Committees: Senate Education , Senate Education K-16

Transcript Highlights:

• So, where are the teachers? Where are the teachers located? Senator, Mr.
• teachers and math teachers?
• and a gifted teacher.
• I was a math teacher, a representative of Sariano, a math teacher.
• I believe Japanese teachers have.