Transcript Highlights:

• Paul to teach our students.
• Paul to teach our students.
• Paul to teach our students.
• Paul to teach our students.
• Paul to teach our students.

Bills: HF3119

Keywords: teacher compensation, educational staff, unlicensed staff, minimum wage, inflation adjustment, education finance, 1183, house

Transcript Highlights:

• <00:21:57.080> and can ensure that they are teaching and can ensure that they are teaching
• <00:26:57.960> kids that's teaching kids that's teaching kids I<00:26:59.720> want<
• <01:05:44.039> individuals farmon high school I teach individuals farmon high school I teach
• It didn't teach students how to read. Let me repeat that: it didn't teach students how to read.
• <01:23:37.840> someone that allows a teacher to teach someone that allows a teacher to teach

Keywords: 1183, house

Transcript Highlights:

• and learning, and promote teaching to the test.
• I teach in response to a curricular need.
• I teach in response to a curricular need.
• And sometimes people don’t realize that we teach.
• That’s what we teach. That’s what these standards address.

Keywords: 995, all

Summary: The Joint Committee on Education heard testimony on several bills centered on school accountability, receivership, graduation requirements, charter school access, community schools, school libraries, and student voting rights. Much of the discussion focused on the Thrive Act, S. 374, which would end state receivership and change the state’s accountability approach. Supporters, including educators, parents, advocacy groups, and students, argued that receivership has not improved outcomes in districts such as Lawrence, Holyoke, Southbridge, Boston, and the Dever, and that local communities should have more control, with greater emphasis on community schools, wraparound services, and broader measures of school quality. They also supported related bills on community schools and school library standards, and several witnesses backed a bill to expand student representative voting rights on school committees. Opponents of S. 374, especially charter school leaders, parents, students, and some education advocates, focused on Section 4 of the bill, which would change the charter school net school spending cap in the lowest-performing districts. They argued that the provision would reduce access to charter seats in communities where families are seeking more options, and that schools such as Roxbury Prep, Excel Academy, Brook, Veritas Prep, and Libertas Academy have produced strong results for students, including students of color, low-income students, and students with special needs. Several witnesses said the section would force schools to shrink or close and would remove opportunities for families in districts with long waitlists. Committee members questioned witnesses on both the effectiveness of receivership and the charter school cap language. Chair Lewis and Chair Gordon emphasized the need for a better accountability system and noted concerns about whether current measures, including MCAS-based designations, accurately reflect school quality. Some witnesses said they had discussed the possibility of removing Section 4 from the Thrive Act and suggested it might be addressed in separate charter reform legislation. No votes were taken during the hearing; testimony was received and the committee later closed testimony on S. 374 and several related bills before moving on to the student voting rights bill, S. 367.

Transcript Highlights:

• finish their their get their teaching finish their their get their teaching certificate<00:07:56.639
• Um, talk—let's talk about how we're teaching these kids in high school to become teachers.
• knowledge base that you've developed over time that enables you to teach the child?
• teach? How can we protect that? teach? How can we protect that?
• have around 40 students in our teaching have around 40 students in our teaching and<00:28:42.399

Keywords: Call to Order and Roll Call - 00:55 26RS SB 22 – 04:52 26RS SB 46 – 0:34:36, 958, all

Summary: The Senate Standing Committee on Education met with a quorum and opened the session by recognizing staff and an intern before taking up SB 22, relating to the dual credit scholarship program. Senator Jimmy Higdon presented the bill with Laura Arnold of Nelson County Schools, explaining that it is a narrower version of a prior proposal that had been too broad and had drawn an unfavorable fiscal note. The bill would create a Grow Your Own teacher apprenticeship scholarship for students in registered teacher apprenticeship programs, beginning in the 2027-2028 school year, allowing up to 20 dual credit courses total and no more than eight per year. It requires a district-approved commitment form, annual completion of at least one teaching-and-learning pathway course, and maintenance of a 2.75 GPA on scholarship-funded coursework. Students who withdraw or fail to meet academic requirements would lose eligibility and could be required to repay scholarship funds, though waivers for cause are included. The sponsor said the estimated costs were relatively modest at first and could grow over time, and described the program as a way to address the teacher shortage and help students earn an associate degree in high school and then complete teacher certification with less debt. Testimony from Nelson County Schools described the Lead Nelson model as a partnership among the district, Elizabethtown Community and Technical College, and Western Kentucky University, with students beginning education coursework in high school, earning dual credit, and receiving clinical hours in classrooms earlier than in traditional preparation programs. Witnesses said the model includes key assessments, university oversight, and collaboration on curriculum and outcomes, and that it has already produced at least one teacher who returned to Nelson County. Members asked about the GPA cutoff, possible reinstatement after academic recovery, federal funding opportunities, the amount and structure of apprentice pay, and the role of postsecondary partners. Mary Taylor of the Kentucky Department of Education said there appears to be federal support for similar apprenticeship efforts and noted a possible U.S. grant opportunity, while the presenters said high school apprentices are paid hourly and adult apprentices average about $24,000 annually. No vote or final committee action was taken in the portion of the meeting provided.

Transcript Highlights:

• I teach third grade at Poyen Elementary. I'm Melanie Brotherton.
• I teach third grade at Drew Central Elementary in Monticello.
• And so we're owning teaching and learning.
• One, I teach literacy, and my co-teacher teaches math and science, and then we have the other two third
• I teach everything, so... So you are the cross-curriculum PLC? Yes, I teach everything.

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:

• I teach third grade at Drew Central Elementary in Monticello.
• And so we're owning teaching and learning.
• One, I teach literacy, and my co-teacher teaches math and science, and then we have the other two third
• I teach everything, so— So you are the cross-curriculum PLC? Yes, I teach everything.
• So they don't know the why behind her teaching at all.

Keywords: 1204, all

Summary: The Senate and House Education Committee approved the March 9 and 10 minutes and then heard a presentation on the Arkansas Excellence in Teaching Fellowship Program from Department of Education staff and three third-grade teachers from Cabot, Poyen, and Drew Central. The teachers described the year-long fellowship for high-performing merit pay recipients, saying it provided collaboration with educators across the state, shared resources, and ideas they brought back to their districts. Members asked about the teachers’ experience levels, how they shared information locally, and whether the program should be expanded to more teachers and districts. A major focus of the discussion was third-grade reading, the new ATLAS testing system, and the state’s third-grade retention law. The teachers said they do not teach to the test, but use standards, data, interventions, small groups, and relationships to help students grow. They described progress monitoring throughout the year, early screening in K-2, and interventions such as before-school tutoring, RTI meetings, and co-teaching. One teacher reported that six students in a small group improved 10 to 15 points on ATLAS, and another said a student who started the year reading four words per minute improved significantly with targeted support. Secretary Jacob Oliva said the state is trying to create clarity and alignment through Arkansas Learns, science-of-reading support, literacy coaches, and faster test-result turnaround, with student scores now available within about 24 hours and district-level results expected later in the summer. Members also asked about student poverty, trauma, ACEs, DHS involvement, social workers, community supports, and the role of counselors. The teachers emphasized that relationship-building is essential, especially for students facing unstable home situations, and described local supports such as backpack food programs, church donations, fire department incentives, and family assistance. Oliva said the fellowship was intentionally small in its first year because it targeted top-tier merit pay recipients, but he expects participation to grow. He also said merit pay and fellowship eligibility spans many grade levels and subjects, including kindergarten and hard-to-staff areas, and that D and F schools receive state literacy coaches. No additional committee votes or formal actions were taken beyond approving the minutes.

Transcript Highlights:

• <00:51:24.319> Your teach reading." They sat there. Your teach reading." They sat there.
• in how to do reading and how to teach in how to do reading and how to teach reading
• experience dedicated to teaching experience dedicated to teaching literacy<01:05:22.960> in
• new perspective on teaching.
• Uh teach students to structure.

Bills: HF3421

Keywords: early literacy, reading instruction, teacher preparation, teacher candidates, teacher licensure, educator licensing, Professional Educator Licensing and Standards Board, PELSB, field experience, supervised practicum, evidence-based reading, science of reading, literacy methods, teacher training, preservice teachers, school-based experience, reading intervention, Minnesota education policy, 1183, house

Transcript Highlights:

• The most important thing that a school does is teach academics.
• We don’t stop teaching because the state test has been taken.
• so with that I am a public schools, we absolutely are still teaching.
• until the end. ...to study, and they're like, we teach until the end.
• I hear from educators that they don't have enough time to teach what we are already asking them to teach

Keywords: 1182, all

Summary: The committee first heard House Bill 2266, which would change school district and charter governing board policy from permissive to mandatory for excusing students for religious instruction during the school day. The sponsor and supporters framed it as a parental-choice and religious-liberty measure that preserves release-time programs, while opponents argued it would reduce local control, take students out of core instruction, create peer pressure and bullying, and raise constitutional concerns. After testimony from Secular AZ, a LifeWise Academy board member, and a school board president, the committee voted 7-5 to give HB 2266 a do pass recommendation. The committee then took up House Bill 2193, a cleanup measure related to student directory information and parent organizations such as PTOs/PTAs/APTs. Supporters said the bill would restore parent-to-parent communication that had been unintentionally limited by prior privacy legislation, while some members raised concerns about how the information could be used and suggested narrowing the language to prevent political or lobbying uses. The bill advanced on a 10-1 vote, with members generally supporting school-community communication but asking for possible amendments. Finally, the committee heard House Bill 2075, which requires public school districts to submit superintendent and other top administrator contracts or attestations to ADE and have the information posted in a searchable database. The sponsor and Goldwater Institute supporters said the bill is a transparency measure because base salary reports do not show total compensation, benefits, or allowances; opponents from school administrator groups and rural districts argued the bill singles out districts while ignoring charters and other publicly funded education providers, and they said superintendent pay is already publicly available in other forms. Discussion also touched on whether the bill should be expanded to charters and private schools. The sponsor closed by emphasizing transparency and the committee continued discussion of the measure.

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.
• Paul schools who are aspiring educators to pursue their undergraduate degree in teaching licensure.

Keywords: 1183, house

Transcript Highlights:

• We also teach digital citizenship.
• We also teach digital citizenship. We We also teach digital citizenship.
• library media specialists say they teach library media specialists say they teach digital<00:19:
• media specialists report teaching media specialists report teaching technology<00:19:58.480>
• specifically prepares them to teach specifically prepares them to teach students<00:21:03.760>

Keywords: 1187, senate, all

Transcript Highlights:

• We enjoy being out, not only teaching to our students, but not teaching to our elderly and to our constituency
• I teach at the LSU Lab School. I teach AP government and business management. Mr. D'rato.
• They started to teach it less and less.
• They started to teach it less and less.
• teaching it.

Summary: The Louisiana Commission on Civic Education met with a quorum, approved the minutes from its prior meeting, and unanimously approved the 2026–27 membership slate for the Legislative Youth Advisory Council after hearing that more than 300 students applied. The commission also approved LIAC’s budget and mileage reimbursement guidelines, which were updated to reflect the IRS rate increase. Members thanked the Legislature for continuing to fund LIAC after earlier years of sponsor-based support. The meeting featured several civic education presentations tied to the nation’s 250th anniversary. Brandon Burris of the Lieutenant Governor’s office described state parks, museums, library backpack programs, Keep Louisiana Beautiful, and Homework Louisiana as civic and educational resources. Liam Julian of the Sandra Day O’Connor Institute discussed national trends in civics education, teacher discomfort with controversial topics, and the institute’s teacher training, student camps, debate programs, and civics app. Louisiana Public Broadcasting’s Katie Stark and Nancy Torren presented America 250-related materials, including a PBS Kids feature on a Louisiana child and a PBS Learning Media series on Bernardo de Gálvez and Spanish Louisiana, along with teacher training events. LIAC members John Parker and Brandon Routon reported on their work over the year, including school safety efforts, digital service-hour tracking, AP self-study access, minor work permits, AI-generated harassment of minors, and school advisory councils. The Louisiana Center for Law and Civic Education reported on Law Day and Constitution Day programming reaching thousands of students, its summer institute, student and teacher awards, and a proclamation marking the 250th anniversary of the American Revolution. Barry Irwin also reported that legislation to clean up the commission’s membership and quorum provisions had passed the House and been heard in Senate Education. The commission adjourned after thanking staff for managing the meeting during severe weather.

Transcript Highlights:

• for the Office of Teaching and Learning. for the Office of Teaching and Learning.
• that are pediatric teaching hospitals.
• reference to define pediatric teaching reference to define pediatric teaching hospital.<00:27:20.080
• 27:22.720> and pediatric teaching hospital and pediatric teaching hospital and establish<00:27
• hospitals that are pediatric teaching hospitals that are pediatric teaching hospitals.<00:27:28.880

Keywords: :54 – Board of Pharmacy 2:00 – Board of Social Work 3:44 – Board of Licensure for Occupational Therapy 4:43 – Board of Registration for Professional Geologists 7:27 – Board of Imaging and Radiation Therapy 8:33 – Board of Emergency Medical Services 10:38 – Department of Fish & Wildlife Resources 17:37 – Transportation Cabinet 18:37 – Department of Education 25:00 – Department of Workplace Standards 27:06 – Cabinet for Health & Family Services, 958, all

Summary: The Administrative Regulation Review Subcommittee met with a quorum, approved the minutes, and then reviewed a series of agency regulations, most of which had staff-suggested amendments. The Board of Pharmacy regulation on remote prescription processing was amended to make grammatical and KRS Chapter 13A compliance corrections, and the Board of Social Work regulation on continuing education, telehealth training, waivers, and related fees was deferred at the agency’s request. The Occupational Therapy Compact rule update and the Professional Geologists fee increase regulation both received staff amendments and were approved, with the geologists’ board explaining the increases were driven by rising oversight costs and declining revenue. The committee also reviewed emergency regulations from the Board of Medical Imaging and Radiation Therapy, the Board of Emergency Medical Services, the Transportation Cabinet, and the Department of Workplace Standards. The EMS package covered licensing classifications, compliance audits, ambulance service rules, and electronic forms; the Transportation Cabinet’s emergency rule established procedures for street-legal special purpose vehicles; and Workplace Standards’ emergency rules updated Kentucky requirements to align with federal standards and House Bill 398, including shortening the discrimination complaint filing deadline from 120 days to 30 days and adjusting appeal procedures. Staff amendments were approved where offered, and members asked several clarifying questions about the rationale and effect of the workplace and EMS changes. The Department of Fish and Wildlife Resources explained rules on aircraft and drone use in taking wildlife and on reciprocal hunting and fishing agreements with neighboring states. The agency said the drone restriction was intended to align with federal law and address hunter complaints, while the reciprocal agreement rule was a cleanup of older agreements that had lapsed or been overlooked; the committee deferred the wildlife regulation 301 KAR 2:031 at the agency’s request. The Department of Education also presented multiple KHSAA-related and standards updates, including academic eligibility, sports timing, health and physical education standards, and career studies/financial literacy standards; staff amendments were approved, and members questioned the athletic forms and the designation of KHSAA as the state’s athletic agent. Finally, the Cabinet for Health and Family Services presented emergency regulations to support a pediatric teaching hospital expansion and related certificate-of-need changes, which the agency said were aimed at improving pediatric and neonatal access to care; staff amendments were approved, and the committee concluded by setting its next meeting for October 13 at 1:00 p.m.

Transcript Highlights:

• We've had the same problem in the teaching of reading.
• I was, I wasn't told my job was to teach reading; it was to teach.
• I can read but not teach reading, just to be clear.
• They want to be a teacher and they teach and they teach and then they decide maybe they wanna try to
• You know, I spent my career teaching special education.

Keywords: 996, all

Transcript Highlights:

• They teach them about culture and place.
• teachers who can instruct, but teaching teachers who can instruct, but teaching goes<00:33:53.120
• <00:34:08.320> experience, lot of of Jess's teaching experience, lot of of Jess's teaching
• Miss Yamasato teaches both of my children, and they are very literally her biggest fans.
• > my<00:35:05.560> children, Yamasato teaches both of my children, Yamasato teaches both

Bills: HR204, SB2925, SB2798, SB2320, SB2800, SB1230, SB2706, SB3233, SB2405, SB3320, SB2543, SB3097, SB3096, SB3140, SB2593, SB2567, SB2466, SB2140, SB2088, SB3090, SB608, SB2795, SB3294, SB3263, SB3001, SB2907, SB3251, SB2074, SB2360, SB2354, SB2908, SB2353, SB3045, SB2047, SB3254, SB3246, SB3133, SB2425, SB2671, SB3229, SB2969, SB1166, SB896, SB2391, SB2125, SB3118, SB3325, SB2613, SB2614, SB494, SB2376, SB3326, SB2001, SB2599, SB3048, SB3169, SB2002, SB3247, SB3253, SB2155, SB2192, SB3187, SB2190, SB2398, SB2424, SB3028, SB2338, SB3219, SB2981, HCR14

Keywords: H.R. 204, House Resolution, Hawaii LifeSmarts, LifeSmarts State Competition, student competition, academic recognition, congratulatory resolution, Iolani School, Kalani High School, Waipahu High School, personal finance, consumer rights, health and safety, technology education, environmental education, National Consumers League, Department of Commerce and Consumer Affairs, Hawaii Credit Union League, youth achievement, high school teams

Transcript Highlights:

• were given easy access to books, teaching guides, websites, and whatever, they would be able to teach
• I just relied on my expertise to actually teach these students.
• And one of the things about teaching.
• The Made to Teach Grow Your Own program in our district gives them an opportunity to explore teaching
• The science says phonics is the best way to teach reading.

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

Keywords: instructional materials, public schools, Education Code, adoption, rejected materials, local funds, open educational resources, Texas Education Code, school districts, open enrollment charter schools, funding restrictions, environmental regulation, business compliance, local authority, economic development, state preemption, local control, open education resources, SB 762, Texas public schools

Transcript Highlights:

• <00:30:12.399> um teachers to be in the field teaching um teachers to be in the field teaching
• <00:31:26.519> how<00:31:26.639> to<00:31:26.760> teach can't actually teach
• how to teach can't actually teach how to teach reading reading reading if<00:31:28.639> you<00
• ready to be in the classroom to teach ready to be in the classroom to teach reading<00:33:10.519
• This is from a teacher who actually teaches literacy.

Keywords: 1183, house

Transcript Highlights:

• SECTION 29 SENATE BILL 716 IS TRAINING CLINICAL HEALTH TEACH FUNDING PROGRAM.
• IN TERMS OF TEACH PROGRAM THERE IS A NUMBER OF STEPS.
• SECTIONS NINE, TEN, AT 11 THE SENATE BILL 330 BEHAVIORAL HEALTH TEACHING HOSPITALS.
• FOR BEHAVIORAL TEACHING HOSPITALS.
• I WANT TO TALK ABOUT THE FRAME AND TEACH PROGRAM.

Keywords: 999, senate, all

Transcript Highlights:

• addition to teaching students. Right? addition to teaching students. Right?
• for in addition to teaching students. for in addition to teaching students.
• And I remember thinking that as much as I love teaching, I did not want to spend my final days teaching
• can teach as many credits as they want. can teach as many credits as they want.
• <01:31:56.080> full-time knew I didn't want to teach full-time knew I didn't want to teach

Bills: HF4479, HF4368, HF4889

Keywords: higher education, public university, college campus, postsecondary institution, Minnesota State Colleges and Universities, University of Minnesota, town hall, town hall meeting, elected official, legislator, public forum, constituent meeting, campus access, free meeting space, parking fees, civic engagement, public outreach, chapter 135A, HF4368, Minnesota State

Summary: The committee approved the April 9 minutes and then took up House File 4479, which would require public postsecondary institutions to make space available for town halls and similar official events by elected officials, with limits intended to keep the events on the official side and not campaign-related. Representative Frederick said the bill is meant to prevent universities from creating barriers such as fees or parking charges and to ensure a neutral, accessible venue for community conversations. The bill was laid over for possible later action. The committee heard supportive testimony from Jim Dimmick of Minnesota State University, Mankato, who argued that town halls should be public, open, moderated, and dialogic rather than speeches, and said universities should be centers for public discourse. He also said charging fees can undermine neutrality and that using partisan student groups to sponsor events can create the appearance of bias. Minnesota State official Mr. Omen said campuses often host these events, fees are set locally to cover costs, and student government sponsorship can sometimes avoid charges; he also noted the fee at Mankato is discounted and depends on room size. Several members raised concerns about the bill. Representative Scott, Chair Robbins, Representative Schwarz, Representative Allen, and others argued that campuses should not be required by statute to give legislators special treatment, that fees and parking costs cover real expenses, and that universities should remain focused on education rather than political events. Questions also focused on who would decide what room size is reasonable, how disputes would be handled, and who would pay for security if protests or safety issues arose. Representative Frederick responded that room selection would be a good-faith partnership with the university, that the bill does not require a town hall or guarantee a specific room, and that security funding is not spelled out in the bill.

Transcript Highlights:

• It teaches cooperation, discipline, creativity, and innovation. So what exactly does music teach?
• It teaches more than just the notes on the page. It teaches... So what exactly does music teach?
• It teaches more than just the notes on the page.
• I loved teaching up until the day that I left it.
• So I have family members that teach rural North Dakota. Love it.

Keywords: 908, all

Summary: The meeting began with a student performance from Horizon Middle School Show Choir, including songs from an eighth grade concert and the show choir piece “The Body Electric.” After the performance, Deputy Superintendent Donna Fishbeck spoke on behalf of State Superintendent Kirsten Baesler in support of music education, emphasizing its benefits for creativity, collaboration, school climate, and student development, and noting the department’s support for music grants and professional development. She also highlighted the North Dakota Music Educators Association’s role in expanding access and quality in music education. The committee then heard a presentation from Vital Network, introduced as a DPI-funded effort focused on teacher retention. Nate Eklund and Dr. Aaron Rob described the organization’s work with schools and districts to reduce educator burnout by improving workplace conditions, especially around time management, voice in decision-making, and care/support. They said the program uses surveys, dashboards, advisory support, and facilitated school and district processes to identify local friction points and help educators and leaders solve them, with examples ranging from simplifying material requests to improving PLC time and communication. They stressed that retention is driven more by workplace conditions than pay alone, and that solutions must be local rather than one-size-fits-all. Members asked about rural teacher overload, sustainability after grant funding ends, and whether the model could inform broader policy or continuing education reforms. Vital representatives said the work is designed to be embedded in district systems and strategic plans so it can continue beyond their direct involvement, and that the approach aligns with the state’s teacher retention and recruitment task force recommendations. They reported serving about half of North Dakota educators across roughly 50 districts, with partnerships through regional education associations to reach rural areas. No formal votes or legislative actions were taken during the discussion.

Transcript Highlights:

• We have a lot of teachers who maintain their license who no longer teach in our state or they teach at
• many years of full-time teaching many years of full-time teaching experience.<00:26:09.440> So
• have regulated the J1 pathway teaching have regulated the J1 pathway teaching um,<01:49:04.320><
• requirements like how do you teach requirements like how do you teach reading?
• we teach kids how to read and write. we teach kids how to read and write.

Keywords: 910, house, all