Transcript Highlights:

• I started teaching at Smith Vocational and Agricultural High School.
• be attractive to parents who want to teach but can't sustain the dual demands of full-time teaching
• I have been teaching for 25 years. Thank you. My name is Dora Golding.
• I have been teaching for 25 years.
• teaching when our youngest started public school at age four.

Keywords: 995, all

Summary: The committee heard testimony on a range of public retirement and municipal health insurance bills. Mass Retirees and the American Federation of Teachers supported House 2890/Senate 1848 on transparency in municipal health insurance, arguing that broker and consultant roles should be clearly defined, commissions disclosed, and dual roles prohibited to reduce conflicts of interest and costs. They also supported House 2799/Senate 1848 on protecting municipal retirees from future premium contribution increases, House 2854 on voting rights for surviving spouses in retirement board elections, and Senate 1917 on updating the definition of veteran for retirement purposes. Committee members discussed whether the veteran definition should simply conform to the federal definition going forward. Educators testified in support of House 2769/Senate 1921, which would allow teachers with at least 20 years of service to buy back creditable service for periods when they worked part-time while raising children. Multiple teachers described the financial and retirement penalties they experienced after stepping down to part-time work for child care, calling the current system inequitable and a “mom tax.” Sponsors and supporters said the bill is intended to correct that disparity and help retain teachers, while one committee member noted it appeared neutral on an actuarial basis. The committee also heard strong support for Senate 1908, which would raise the cap on outside income for public pension recipients, from retired State Police troopers who said the current limit is outdated and unfair to those forced into disability retirement after line-of-duty injuries. Another State Police representative supported House 2910 on state police pensions, citing recruitment and retention problems under current pension rules. In contrast, Hampden County Regional Retirement System officials and the Massachusetts Association of Contributory Retirement Systems opposed House 2745, a bill to restructure the Hampden County system’s governance, arguing it would weaken PERAC oversight and create an unworkable local system. They instead supported House 2813, which would extend the time to fill a vacant fifth member seat on retirement boards. At the end of the hearing, the committee voted to adjourn the hearing.

Transcript Highlights:

• teaching, then we what you saying you're teaching, then we what you saying you're teaching, then we
• log and teach it to students be able to log and teach it to students be able to log and teach it to
• we don't have to teach computer science don't have to teach computer science don't have to teach computer
• to teach it the program already teach to teach it the program already teach to teach it the program
• don't teach don't teach it.

Bills: HJR 4, HJR 6, HB 195, HB 13, HB 143, HB 135

Keywords: occupation tax, securities, financial regulation, tax exemption, legislative amendment, capital gains tax, realized gains, unrealized gains, investment income, asset sale, capital assets, wealth tax, estate tax, trust tax, tax limitation, constitutional amendment, Texas Constitution, Article VIII, property tax, sales tax

Transcript Highlights:

• It prohibits teaching about them or having content related to them unless you are teaching that they
• We do have to teach American history.
• <00:16:50.480> is might have advised them yes teaching is might have advised them yes teaching
• And to be a teacher, to teach culturally responsively, to teach in a community-sustaining way is to say
• :49.279> to<00:32:49.440> teach teach culturally responsively, to teach teach culturally

Keywords: 1191, senate, all

Transcript Highlights:

• So my goal has been to help teachers teach this history.
• The reason I teach this history is not because it's my history.
• Coordination will help address labor market shortages, like in teaching.
• It doesn't tell teachers how to teach.
• But where is the class that teaches us to be informed, engaged voters?

Summary: The Assembly Education Committee heard a series of bills focused largely on school safety, immigrant student protections, Holocaust and genocide education, civic engagement, and workforce pathways. SB 631 would expand the charter school revolving loan fund by increasing loan amounts and broadening eligibility, including for charter schools affected by natural disasters; it drew support from the Treasurer’s Office and the California Charter Schools Association and was advanced on a 4-0 vote, with the bill held on call. SB 472 would reinforce Holocaust, slavery, and genocide education requirements and create or expand teacher training and grants; it received strong support from survivors, educators, and Jewish organizations and passed 6-0, with several members asking to be added as coauthors. The committee also took up a package of immigration-related school bills. SB 48 would bar school officials from allowing immigration enforcement access to campuses without a judicial warrant and protect student records; it was backed by Superintendent Tony Thurmond, teachers, school districts, and many advocacy groups, and passed 5-0 to the Judiciary Committee. SB 98 would require K-12 schools and higher education institutions to notify campus communities when immigration enforcement is present; it also drew broad support from student groups, colleges, and education organizations and passed 3-0 to Higher Education, with the bill held on call. Both measures were presented as responses to recent immigration enforcement activity near schools and the chilling effect on attendance and student well-being. Other measures advanced included SB 848, which would strengthen protections against employee sexual misconduct in schools by updating safety plans, training, reporting, and misconduct tracking; it was supported by education groups and a survivor who described grooming at her high school, and passed 6-0 to Public Safety. SB 638 would create a statewide coordinating entity for education and workforce programs and support career pathways, with testimony emphasizing the need to align fragmented funding and improve access for underserved communities; it passed 7-0 to Higher Education. SB 316, on high school voter registration and pre-registration, passed 8-0 to Elections after testimony from students and civic engagement advocates, and SB 334, which would add sexual harassment prevention content and a Sexual Harassment Safety Week to school curriculum, was presented with support from student advocates and AAUW, with no opposition noted in the portion of the transcript provided.

Transcript Highlights:

• So if we teach AI in schools and we teach students how to use it as a tool, then we'll dissuade them
• AI is very good at teaching students how to code.
• So we might as well go ahead and teach kids how to use it.
• It's the Center for Teaching Excellence, but we have a lot of AI teaching trainings for professors and
• The Woodson Center teaches about lesser-known African Americans.

Summary: The meeting opened with a report on annual solvency certification for institutions of higher education, which required no action and was to be distributed later. The main presentation focused on artificial intelligence in K-12 and higher education, delivered by students from Arkansas State University, the University of Central Arkansas, and Valley View High School. They argued that AI is becoming central to education and the workforce, especially as Arkansas adds major data center investments, and said students should be taught to use AI responsibly so they can compete for jobs, improve internships, and keep talent in-state. They also emphasized concerns about academic integrity, cybercrime, and the need for ethics training and district-level guidance. The presenters shared survey findings from educators in several Arkansas districts, saying most teachers support teaching responsible AI use, believe students without access to AI will be disadvantaged, and want training and district-level management. They described existing AI uses at Arkansas colleges, including AI tutors, AI-generated practice exams, homework feedback tools, and classroom applications in business, climate science, and urban forestry. They also proposed an AI library built on the state’s Access Act infrastructure so K-12 and college students could access shared AI tools and resources across Arkansas. Committee members asked about student attitudes, classroom concerns, and whether AI could help standardize course materials and objectives across institutions. The presenters said reactions among students are mixed, with arts students especially worried about copyright and originality, but that many recognize AI’s real-world value. A UCA representative added that faculty training, ethics discussions, and academic dishonesty guidance are already underway there. The chair thanked the students, noted their work on related research projects, and then moved to a second presentation from Pine Bluff community leaders. The Pine Bluff group described community-based school support efforts, including the Pastors on Patrol program, mentoring, anti-bullying and nonviolence training, drug and vaping education, leadership clubs, and a youth diversion effort for students at risk of detention. They said their work is aimed at improving school climate, encouraging citizenship and scholarship, and reducing negative behavior. Members praised the group’s efforts and asked about expanding the programs to other districts; the presenters said their model and curriculum can be shared and adapted. The meeting ended after the chair thanked both groups and adjourned with no further business.

Transcript Highlights:

• <01:02:05.680> Um to pursue teaching long term. Um to pursue teaching long term.
• >> She did it student teaching. >> She did it student teaching.
• She's already teaching. these people? She's already teaching.
• <01:57:44.000> teach<01:57:44.400> student she did her teaching teach student she did
• her teaching teach student teaching<01:57:45.119> already.

Bills: HB2185, HB2621, HB2179, HB2534, HB2168, HB2427, HB2560, HB2565, HB2172, HB2298, HB2304

Keywords: sports officials, referees, umpires, athletic directors, school administrators, league administrators, coaches, assault, first-degree assault, substantial bodily injury, temporary restraining order, TRO, private counsel, Department of Education, DOE, sports safety, school sports, amateur athletics, professional sports, public schools

Transcript Highlights:

• Of those 234 teachers, 151 of them were teaching in a public or charter school.
• My mom is 520 certified level 2, and she teaches within a public school district.
• We can think of... ...other ways to teach the language.
• We're actually teaching the language and culture.
• This would also include 12 semester hours in teaching bilingual education.

Keywords: 996, all

Transcript Highlights:

• commissioner for the office of teaching commissioner for the office of teaching and<00:04:48.120
• coaching supports needed to teach coaching supports needed to teach foundational<00:07:59.520>
• but why they are teaching it.
• , was vital in teaching reading—but is there any work in the READ Act on the art of teaching, you know
• > is was vital in in teaching reading but is was vital in in teaching reading but is there<00:

Keywords: 1187, senate, all

Transcript Highlights:

• I mean, the question is, if teaching is a noble profession, if teaching is an important profession, you
• Let's teach our kids.
• They were teaching children to read and write and do arithmetic.
• But I think teaching every part of our history is important.
• Can you imagine them teaching, these people teaching our kids in classrooms across America and they come

Keywords: educational reform, federal grants, bureaucracy, wealth disparity, public testimony

Summary: The committee meeting engaged in discussions focused primarily on educational reform, the influence of federal grants on local education systems, and the growing disparities in wealth and access to quality education. Members expressed concerns about the bureaucracy surrounding federal funding that hampers schools' ability to obtain necessary resources for improvement. Several members highlighted personal anecdotes from constituents, emphasizing the urgent need for reform to help students succeed in both K-12 and higher education environments. The meeting included public testimonies that provided insights into various community perspectives on these pressing issues.

Transcript Highlights:

• We run the TEACH program.
• We need to give as much money to Teach as possible. We use Teach in our programs.
• You want to cover wait list and I'll cover Teach? Okay, well, I'll start with Teach first.
• Teach, actually, we watch our data pretty closely.
• Our statewide turnover rate right now for Teach is 8%.

Summary: The Education Administration Subcommittee held an introductory meeting focused largely on member introductions and “homework” reports about education issues in each district. Members raised a wide range of concerns and priorities, including early childhood care and VPK access, school choice and school closures, teacher recruitment and retention, conflict resolution and school safety, early literacy and preparedness, technology and AI/STEM instruction, attendance and mental health, ESE services, dual enrollment and career/technical education, caregiving youth, and real-time student enrollment/funding tracking. Several members also emphasized local challenges such as housing-driven teacher turnover, disaster-related attendance problems, and funding inequities across counties. The committee then heard a detailed presentation on Florida’s early learning system from Chancellor Carrie Miller of the Department of Education’s Division of Early Learning. She outlined the structure and funding of School Readiness, VPK, and the Gold Seal Quality Care program, the role of early learning coalitions and DCF, and the state’s quality and accountability measures. She highlighted the importance of kindergarten readiness, teacher quality, and the new School Readiness Plus program, which helps families transition off subsidy more gradually. Additional panelists from the Children’s Forum, the Early Learning Coalition of Miami-Dade/Monroe, and a Tallahassee child care provider discussed workforce shortages, low wages, provider turnover, the TEACH scholarship program, Help Me Grow, local coalition operations, and the need for more providers and more consistent regulation. During questions, members asked about wait lists, special needs services, teacher retention, provider onboarding, and DCF regulation. The panel said Miami-Dade’s wait list was about 4,000 children and described priority categories for service; they also said children with disabilities are screened and referred for support, though not given a separate priority category. Panelists reported that TEACH has helped reduce turnover through education support and service commitments, but said wages and career pathways remain major issues. Members also pressed for clearer, more consistent licensing standards and more support for new providers entering the field. No formal votes or committee actions were taken in the meeting.

Transcript Highlights:

• And recently, my daughter was asking ChatGPT not to do her problem, but to teach her.
• They also called for additional AI teaching and learning and faculty development.
• They also called for additional AI teaching and learning and faculty development.
• of us teaching race, gender, or power.
• Like, I've been teaching for almost 20 years, I'm still here to learn.

Summary: The Assembly Committee on Higher Education and the Assembly Privacy and Consumer Protection Committee held an oversight hearing on the California State University’s AI-empowered initiative, including the systemwide rollout of ChatGPT EDU and broader AI integration across CSU campuses. Opening remarks emphasized both the promise of AI for student success, workforce preparation, and access, and the need to address risks such as bias, privacy, misinformation, environmental impacts, and mental health harms. CSU representatives said the initiative grew out of Academic Senate recommendations and a systemwide generative AI committee, and that the goal was to provide equitable access, training, governance, and workforce alignment across the 23-campus system. CSU officials described systemwide contracts for AI tools, the AI Commons training hub, and faculty grant programs supporting AI-related curriculum innovation. They said more than 93,000 ChatGPT EDU accounts had been activated, over 4,300 faculty had taken voluntary training, and $3 million had been awarded to 63 faculty-led projects from more than 400 submissions. San Jose State University highlighted its own AI-focused programs, courses, orientation training, faculty fellows, student ambassadors, and interdisciplinary efforts to build AI literacy and responsible use into instruction and co-curricular programs. CSU also said it was tracking metrics on adoption, academic outcomes, workforce outcomes, and environmental impacts. Faculty, staff, and student representatives welcomed the educational potential of AI but raised concerns about the rollout, saying it had moved quickly and without enough consultation or consistent systemwide policy. They urged stronger protections for academic freedom, intellectual property, privacy, equity, and worker input, and warned about bias, surveillance, job displacement, and the environmental cost of AI. Legislators pressed CSU and OpenAI representatives on training requirements, data privacy, bias reporting, discipline for misuse, liability, sycophancy, and safeguards against harmful uses such as non-consensual imagery or self-harm-related interactions. CSU said interactions in the licensed tool are private, data are not used to train models, and campuses retain their own conduct processes; members also asked CSU to follow up on systemwide training, policy consistency, and additional safeguards.

Transcript Highlights:

• Teachers are teaching comprehension, vocabulary, fluency.
• Teachers need more time to teach. Students need more time to learn.
• Teachers need more time to teach. Students need more time to learn.
• Do I need to change my teaching moving forward?
• Teaching math effectively is truly an art.

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

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 program teaches teachers how to encourage their awareness of their mouth by teaching them to describe
• This program teaches teachers sounds.
• Thank you. administrators about teaching. administrators about teaching.
• teach in New Hampshire."
• <02:31:43.600> the saying that they we can't teach the saying that they we can't teach the

Keywords: 1191, senate, all

Transcript Highlights:

• standards. qualifications and years of teaching qualifications and years of teaching experience<00:40
• credits of intensive practice teaching credits of intensive practice teaching or<00:40:54.160>
• Teaching six, seven, and eight in my school means I have three different curriculums to teach, while
• Teaching six, seven, and eight in my school means I have three different curriculums to teach, while
• I didn't take the Praxis, and I've been teaching for 19 years through Teach For America.

Keywords: 910, house, all

Summary: The committee heard testimony on HB 627, which concerns Department of Education school safety funding and staffing. DOE said the bill would restore two positions and related funding that had been removed from the governor’s budget: a targeted violence prevention and threat assessment program manager and a security technology manager. DOE described ongoing work on school vulnerability assessments, fire suppression measures, security camera research, panic buttons, and active shooter prevention training. Testifiers from DOE, the Department of Law Enforcement, fire services, HSTA, and an individual witness all supported the bill, with the individual citing a past school shooting experience as a reason to increase school resource officers and safety measures. Members asked about the positions’ duties, how the request differed from existing security funding, and the status of active shooter training; DOE said it would provide more information on training statistics. The committee then took up HB 249, relating to Executive Office on Early Learning family child interaction learning programs. The Early Learning Board, EOEL, Commit to Kids, Early Childhood Action Strategies, Partners in Development Foundation, and others testified in support. EOEL said it currently spends about $800,000 annually on FCI program contracts and supports expanding state funding for FCIL programs, including infant and early childhood mental health, if the appropriation covers the broader scope. Testifiers emphasized that FCIL programs are trauma-informed, evidence-based, and help families and children, with one provider sharing a long-term example of a parent and child benefiting from the program. Members asked how many programs are supported, whether FCIL exists on all islands, and whether the request was in the governor’s budget; EOEL said the expansion was requested by the office but not included in the governor’s budget. HB 429, concerning pre-K expansion, drew broad support from the Lieutenant Governor, EOEL, HSTA, and community groups. Supporters said the Ready Keiki initiative has already opened more than 50 classrooms and would add another 50 over the next two years, including Hawaiian immersion classrooms. EOEL said it currently administers 72 public pre-K classrooms across 74 campuses and that the bill’s funding was included in the governor’s budget request. Testimony stressed kindergarten readiness, affordability for working families, equity across islands, and inclusion classrooms. Members asked about national quality benchmarks, with EOEL stating Hawaii meets 10 of 10 benchmarks and that only five states had done so at the time referenced. The Lieutenant Governor also described construction and delivery efforts, including refurbishing existing classrooms, modular options, possible use of state buildings, and even collaboration with libraries to expand child care access. Finally, the committee heard HB 439 on J-1 teacher licensure. DOE supported the bill, while the Hawaii Teacher Standards Board opposed it, arguing licensure standards are not place-based and should remain rigorous and uniform for all educators. The Attorney General’s office offered technical comments, including replacing “educators” with “teacher” and clarifying the bill’s language on issuance and renewal conditions. Several organizations and individuals testified in support, including school, cultural, business, and educator groups. One witness, a teacher from the Philippines, said J-1 educators are highly qualified and described the rigor of teacher preparation in the Philippines. No votes were taken in the portion of the meeting provided.

Transcript Highlights:

• High School teacher for 25 years, teaching history, special education, science, and career technical
• Jade Fam has had an impressive background within her teaching career.
• He has been teaching math since 2011 and is the head baseball coach.
• Mahalo. teaching and ability to connect with teaching and ability to connect with each<00:12:49.079><
• in congratulating the 2024 mil and teach in congratulating the 2024 mil and teach of<00:12:59.639

Keywords: 912, senate, all

Transcript Highlights:

• , and any other subject that we teach, and any other subject that we teach, until<00:35:20.079>
• So teaching with in the classroom.
• and how we actually support the teaching and how we actually support the teaching profession<00:
• because they'll think, "Oh, I can teach because they'll think, "Oh, I can teach it.<01:06:30.960
• speaker doesn't mean that you can teach speaker doesn't mean that you can teach it.<01:07:52.400

Keywords: Call to Order and Roll Call - 00:13 Approval of Minutes - 4:07 Kentucky Academic Standards for Reading and Writing - 5:18 Math Improvement Committee Report - 21:02 ETS Praxis Exam - 41:47 KDE Performance Review Data - 1:15:04 Adjournment - 1:57:54, 958, all

Summary: The committee heard a presentation from KDE on the revised Kentucky academic standards for reading and writing. KDE explained the statutory six-year review process, the public comment periods, and the main revisions, including updates tied to the science of reading, decodable text, encoding/decoding, and an updated vision statement. KDE said 308 responses were received on the initial public comment, most respondents favored keeping standards as-is, and about 12% of standards were revised. The department also said the document was streamlined by removing repeated graphics and reducing its size by about 24%, and that a later comment period drew more than 400 responses. No new standards were flagged for review. Members asked about alignment between standards, curriculum, assessments, and NAEP, and KDE said instructional resources should be aligned to standards, KSA assessments are aligned to the standards, and screeners/diagnostics help identify student needs. Representative Truett raised the idea of a textbook-to-standards crosswalk, and KDE said publishers and a future repository partner should provide such crosswalks for local districts. Representative Bojanowski asked why foundational reading skills are not directly assessed on the third-grade KSA; KDE responded that the assessment is designed to measure end-of-grade expectations, while screening and diagnostics are used earlier to identify decoding needs. Representative Gel asked about early childhood supports, and KDE said it is working with early learning and special education offices and promoting LETRS professional learning for both teachers and preschool educators. The committee then received the mathematics improvement committee report. KDE said the mathematics committee unanimously approved a new strategic plan for improving math achievement from pre-K through grade 20 and adult education. The plan centers on six priorities: student empowerment, effective mathematics teaching and learning, continuous educator development and growth, a continuum of learning, community and family partnerships, and teacher recruitment and retention. KDE said the plan is intended as a living document with goals, recommended actions, and evidence bases, and that it aligns with the Kentucky Numeracy Counts Act by supporting high-quality instructional resources, professional learning, and family resources. In response to Senator Thomas, KDE explained that the professional learning recommendation means districts should tailor teacher training to classroom needs and instructional materials so math teachers are better equipped to implement standards and support students.

Transcript Highlights:

• So, what does that mean for, for us and for our teaching?
• It says, what does this mean for our teaching?
• We can, we can teach kids how to read.
• teachers how to teach reading.
• This is what happens when you specifically teach reading.

Transcript Highlights:

• But how do we teach our young people to understand, like anything else?
• So, there is a learning curve for us as we teach our students.
• So we get reading specialists to teach our reading courses.
• So we just run workshops on Saturdays when they're not teaching.
• We tell our students if you want a teaching degree, you can get a teaching degree at UNM.

Transcript Highlights:

• , teachers to teach computer science or come into the teaching profession to teach computer science.
• Several years ago I was teaching at a school in Long Beach and I taught physics and I used to teach physics
• There's no pedagogical training to teach English learners, to even teach the subject matter they're teaching
• Certain districts of fully prepared teachers who are not in in Teaching positions there in non teaching
• Sarah Lois with Teach Plus California in support.

Keywords: 988, house, all

Transcript Highlights:

• And that's for any school, whether they teach for us or they teach for any of the other NDUS.
• And I really would like our faculty to teach a load regardless of how they're teaching their courses.
• to teach that course.
• And I really would like our faculty to teach a load regardless of how they're teaching their courses.
• Well, that's just teaching, right?

Keywords: 908, all