Transcript Highlights:

• And then $60,000 for a teacher task force.
• The $2.5 million for teacher prep affordability is a separate discussion.
• Also, common course numbering work for our teacher prep programs.
• And so they're teaching our teachers how to teach college-level courses.
• Our teachers are licensed under PED.

Bills: SB37, SB29

Keywords: high-quality literacy instruction, science of reading, structured literacy, reading instruction, literacy assessment, dyslexia screening, phonics, phonemic awareness, fluency, vocabulary, comprehension, biliteracy, English language learner, ELL, bilingual education, dual language program, reading intervention, reading difficulty, reading improvement plan, literacy coach

Transcript Highlights:

• what kind of special qualifications has a physician that is the, I don't know how to say that, the teacher

Bills: SB37, SB29

Keywords: high-quality literacy instruction, science of reading, structured literacy, reading instruction, literacy assessment, dyslexia screening, phonics, phonemic awareness, fluency, vocabulary, comprehension, biliteracy, English language learner, ELL, bilingual education, dual language program, reading intervention, reading difficulty, reading improvement plan, literacy coach

Transcript Highlights:

• So many teachers took the letters training. 10,000 teachers have done that. I am proud of them.
• I mean, teachers always test. Teachers have to test. It's part of their curriculum.
• They work with all the teachers. They work with the bilingual teachers. So we will.
• They work with all the teachers. They work with the bilingual teachers.
• more teachers.

Bills: SB29, SB37

Keywords: SB29, math requirements for teaching license, teacher licensure, teacher endorsement, mathematics methods, elementary education, secondary education, special education, early childhood education, reciprocity, Public Education Department, Mathematics and Science Education Act, mathematics instructional leadership framework, professional learning plan, K-3 screening, mathematics screening assessment, mathematics difficulty, support plan, multilevel support, intervention

Transcript Highlights:

• always consider kind of the 30-day session, like coming back from winter break, those of you that are teachers
• It just reflects that the interim Legislative Education Study Committee endorsed this piece of legislation
• Allowing our school teachers to pay 20% and the district to pay 80% for their insurance benefits.
• Recruitment is critical for our teachers in the schools.
• And those are the kinds of things that, to be able to retain a lot of these amazing teachers who are

Bills: SB29, SB64

Keywords: SB29, math requirements for teaching license, teacher licensure, teacher endorsement, mathematics methods, elementary education, secondary education, special education, early childhood education, reciprocity, Public Education Department, Mathematics and Science Education Act, mathematics instructional leadership framework, professional learning plan, K-3 screening, mathematics screening assessment, mathematics difficulty, support plan, multilevel support, intervention

Transcript Highlights:

• It's got pieces in it to set up teachers being trained to teach math, both at the elementary, Teachers
• teacher, I became a better teacher in all subjects.
• ATF recently surveyed all teachers in APS.
• math endorsement to complete six hours of mathematics methods coursework. ...or secondary math endorsement
• Our work with teachers in Farmington and Gadsden and other districts shows that when teachers understand

Bills: SB29, SB64

Keywords: SB29, math requirements for teaching license, teacher licensure, teacher endorsement, mathematics methods, elementary education, secondary education, special education, early childhood education, reciprocity, Public Education Department, Mathematics and Science Education Act, mathematics instructional leadership framework, professional learning plan, K-3 screening, mathematics screening assessment, mathematics difficulty, support plan, multilevel support, intervention

Transcript Highlights:

• Moving to background on teacher certification endorsements, an endorsement authorizes a certificated
• All teacher certificates must include at least one endorsement.
• Turning to literacy teacher endorsement standards, the PESB must adopt revised standards for teacher
• program requirements, and then once those endorsements are updated, the teacher preparation programs
• I think this highlights for all of us the tension that... the teacher endorsement competencies.

Bills: HB1295, HB2007, HB2262, HB2636

Keywords: reading instruction, structured literacy, early literacy, dyslexia, phonics, phonological awareness, language comprehension, vocabulary, fluency, oral language, orthographic knowledge, multi-tiered system of supports, MTSS, screening assessments, intervention, reading intervention, elementary education, kindergarten, first grade, second grade

Summary: The committee first took up a motion from Ranking Member Root to promptly schedule public hearings on two citizens’ initiatives. Members argued over the constitutional role of initiatives and whether the committee should hear them, but the motion failed on a voice vote. The committee then began public hearings on several education bills, suspending and returning to some as time allowed. House Bill 1295, dealing with evidence-based literacy instruction for K-4 students, drew extensive briefing and testimony. The substitute bill would require evidence-aligned literacy curricula, update teacher endorsement standards, and require some literacy-related continuing education for certificate renewal. Supporters, including the sponsor, a parent advocate, a Puyallup district administrator, PESB staff, and a speech-language pathologist, said the bill would improve reading outcomes, align teacher preparation with the science of reading, and help districts adopt coherent literacy systems. Opponents and critics testified that alternative reading methods such as Read-Write have worked for them and warned against over-prescribing one approach. The hearing on HB 1295 was suspended and left open for additional testimony. House Bill 2262 would require a standalone high school civics course to include instruction on producing a legible, repeatable signature and how signatures are used in elections. The sponsor and supporters, including a county auditor, said the bill could reduce ballot rejections caused by signature mismatches, especially among younger voters, and improve civic participation. Questions focused on whether the bill should specify cursive or account for different writing systems and whether printed signatures are less unique; the auditor said uniqueness helps verification but that printed signatures can still be matched. The committee closed the hearing after hearing strong public support and a small amount of opposition. House Bill 2636 would create a new commission, staffed by JLARC, to review education mandates and funding over time to identify ineffective or underfunded requirements. The sponsor said the goal was to address unfunded mandates and reduce administrative burdens on districts. Testimony from a Seattle resident, a citizen, and a rural education leader supported the idea of reviewing mandates and funding, though one witness suggested narrowing the scope and moving the start date up. The public hearing closed with a large majority of sign-ins in opposition. The committee then began House Bill 2007, which would expand competency-based graduation pathway options. The sponsor and student witnesses said the bill would give students more flexible ways to demonstrate readiness and better align graduation requirements with student strengths. The State Board of Education testified neutrally, supporting competency-based opportunities but saying the bill would add work during its ongoing Future Ready graduation-requirements review and suggesting the legislature wait for those recommendations or name the assessment more specifically to simplify implementation.

Transcript Highlights:

• endorsement standards for literacy-related competencies, by removing the requirement to complete the
• with related duties, and the primary grade reading program that was established in 1987 to improve teacher
• who have completed the required literacy focus continuing education the number of teachers who have
• And thirdly, having teachers, um...
• Curriculum, and thirdly, having teachers, when they do their clock hours, if it's relevant to their endorsements

Bills: HB1295, HB2262, HB2551, HB2593, HB2594, HB2636

Keywords: reading instruction, structured literacy, early literacy, dyslexia, phonics, phonological awareness, language comprehension, vocabulary, fluency, oral language, orthographic knowledge, multi-tiered system of supports, MTSS, screening assessments, intervention, reading intervention, elementary education, kindergarten, first grade, second grade

Summary: The House Education Committee briefed and took executive action on several bills. House Bill 1295, relating to comprehensive literacy programs and educator literacy training, was revised through a proposed substitute and several amendments. The substitute updated literacy curriculum alignment requirements, changed educator recertification provisions, restored some prior literacy-related state duties, and added reporting and implementation timelines. After debate over whether the bill should create a mandate for districts, the committee adopted one amendment and then passed the bill 17-0. House Bill 2262 would require high school civics instruction to include cursive signature instruction and related election-signature content. Amendments were adopted to allow culturally or linguistically appropriate signature forms, add historical context about marginalized communities, remove the requirement that students produce a legible cursive signature as a graduation condition, and eliminate State Board monitoring of compliance. The committee passed the bill 14-0. House Bill 2551, allowing certain school districts to sell real property with superintendent authorization, was also passed after members debated whether it was a prudent response to district financial pressures; the final vote was 10-4. House Bill 2593, dealing with school district minimum fund balances and monthly financial reporting to OSPI, was amended to remove a provision allowing withholding of apportionment payments for reporting failures. The substitute shifted the bill toward formal financial monitoring, technical assistance, and reporting requirements, and the committee passed it 11-3. House Bill 2594, establishing state requirements to ensure homeless students have equal access to public education, was amended to remove duplicative OSPI provisions and clarify McKinney-Vento alignment; it passed 14-0. House Bill 2636, creating a JLARC-based review process for public education policy and funding, was amended to keep a null-and-void clause from advancing, and the committee passed the substitute 14-0. The committee then adjourned after announcing a future meeting date.

Bills: HF2393, HF2052, HF2218, HF2307, HF2003, HF2366, HSB725, HF2078, HSB554, HSB676, HSB717, HF2270, HSB718, HF2306, HSB746, HF332, HF460, HSB680, HF2051, HSB677, HF2187, HSB719, HF2123, HF2451, HF621, HSB608, HSB683, HSB735

Keywords: education savings account, general fund, school districts, funding flexibility, teacher salary, professional development, preschool, education, community-based providers, instruction, school district agreements, special education, classroom cameras, video surveillance, school safety, student privacy, FERPA, Iowa school districts, charter schools, innovation zone schools

Summary: The provided text contains only brief expressions of thanks and does not include any legislative committee or floor meeting content. No bills, topics, testimony, motions, votes, or actions are mentioned. As a result, there is no substantive meeting transcript to summarize.

Bills: SB 26

Keywords: teacher compensation, education funding, public school educators, teacher retention, teacher designation

Transcript Highlights:

• The goal of the Teacher Residency Act changes is to support teacher recruitment and retention in New
• A residency program is a one-year program where we work with the soon-to-be teacher and an expert teacher
• The teachers who come out of this program gain a level of confidence that most teachers don't have.
• The index minimum stipend for teacher residents will be adjusted to a minimum level one teacher salary
• I am a former elementary teacher and a member of the New Mexico Alliance for Teacher Residencies, a group

Bills: HB30, HB120, HJR1, SB210, SB306

Keywords: teacher residency, Teacher Residency Act, public schools, teacher preparation, educator pipeline, teacher recruitment, teacher retention, student teachers, apprenticeship, co-teaching, mentor teachers, residency stipend, teacher salary, level one teacher, charter schools, school districts, New Mexico education, teacher workforce, principal stipend, cohort model

Transcript Highlights:

• IEPs, which are sometimes the bane of teachers' existence.
• I'm a public school teacher. My husband is disabled.
• I'm also a former special education teacher at high school level.
• We’re training teachers, and teachers are part of that training through the RECs.
• several other endorsements.

Bills: HB30, HB120, HJR1, SB210, SB306

Keywords: teacher residency, Teacher Residency Act, public schools, teacher preparation, educator pipeline, teacher recruitment, teacher retention, student teachers, apprenticeship, co-teaching, mentor teachers, residency stipend, teacher salary, level one teacher, charter schools, school districts, New Mexico education, teacher workforce, principal stipend, cohort model

Transcript Highlights:

• It also gives our teachers who come out of this great confidence that most teachers don't have.
• The index minimum stipend for teacher residents to a minimum level one teacher, which is $55,000.
• The index minimum is going to, for a teacher resident, to a minimum level one teacher salary at 65% for
• So what are we doing to help the teacher? put the teacher in the hospital.
• But what are we doing to help the teacher? What are we doing to help the teacher?

Bills: HB30, HB120, HJR1, SB210, SB306

Keywords: teacher residency, Teacher Residency Act, public schools, teacher preparation, educator pipeline, teacher recruitment, teacher retention, student teachers, apprenticeship, co-teaching, mentor teachers, residency stipend, teacher salary, level one teacher, charter schools, school districts, New Mexico education, teacher workforce, principal stipend, cohort model

Summary: The Senate Education Committee began with announcements about likely upcoming meetings and a reminder that public testimony could be limited if bills drew large crowds. Members also introduced student shadows and briefly recognized them. The committee then took up House Bill 30, which would revise the Teacher Residency Act to strengthen teacher recruitment and retention by tying resident stipends more closely to minimum level-one teacher salaries, increasing support for residents who already hold bachelor’s degrees, and giving residents more flexibility to complete their service in any public school rather than only the sponsoring district. The sponsor and supporters from educator preparation programs, unions, and advocacy groups said the bill would make residency programs more sustainable, help rural districts, and improve teacher preparation. The bill received support from the Public Education Department and several education organizations, and the committee voted due pass. The committee next heard House Bill 120, as amended, which would clarify and limit the use of restraint and seclusion in schools. The sponsor explained that the bill came from a task force and is intended to clarify existing law rather than create a new mandate, with clearer definitions, stronger documentation, family notification, and limits on dangerous practices such as prone, mechanical, or chemical restraint. Supporters included PED, the special education ombuds office, disability rights advocates, teachers’ unions, parents, and civil rights groups, who emphasized student safety, trauma prevention, and better training for staff. One opposition witness from the school superintendents’ association argued the bill could add burdens and that more time was needed to implement current law. Committee members raised concerns about protecting teachers and aides during violent incidents; sponsors responded that the bill is meant to give staff clearer guidance and emergency-response tools, not replace disciplinary procedures. The committee voted due pass. House Joint Resolution 1, a constitutional amendment to create nominating commissions for university regents, was then presented. The sponsor said the goal is to reduce purely political appointments by having nonpartisan commissions recommend regent candidates, while also changing how student regents are selected so students have a direct voice rather than the university president choosing the student regent. AFT New Mexico supported the measure, citing concerns about donor or insider appointments and backing student representation. Committee members questioned how many commissions would be created, who would appoint their members, and how many names would be sent to the governor; the sponsor said those details would be set later in enabling legislation. The committee approved the resolution on a due pass vote, sending it onward in the process. The committee also quickly passed Senate Bill 306, which would align state higher education accreditation language with federal terminology by removing the distinction between regionally and non-regionally accredited institutions and changing reporting and fee requirements for smaller private institutions. Finally, Senate Bill 210, an appropriation for athletic and related facilities at New Mexico Highlands University, drew the most debate. Supporters said the university’s athletic facilities are outdated and inadequate, especially for women’s soccer and track, and that the project would help student-athletes and Title IX compliance. Committee members questioned the $80 million request, noting that only $3 million was currently in the budget for the three Division II schools and expressing concern about priorities amid other education funding needs. The sponsor and university president said the project could be phased and that private fundraising is also being pursued. Despite reservations and some no votes, the committee ultimately voted due pass. The chair closed by reminding members to plan on meeting Monday at 9 a.m. and said the committee was adjourned.

Transcript Highlights:

• I'm a public school teacher. My husband is disabled.
• We feel it in teacher preparation.
• We're training teachers, and teachers are part of that training through the RECs.
• several other endorsements.
• So... ...with the early childhood endorsement and several other endorsements.

Bills: HB30, HB120, HJR1, SB210, SB306

Keywords: teacher residency, Teacher Residency Act, public schools, teacher preparation, educator pipeline, teacher recruitment, teacher retention, student teachers, apprenticeship, co-teaching, mentor teachers, residency stipend, teacher salary, level one teacher, charter schools, school districts, New Mexico education, teacher workforce, principal stipend, cohort model

Summary: The committee first heard Senate Bill 64, which would codify the existing Office of Special Education within the Public Education Department, create a deputy secretary position, and formalize responsibilities for enforcing special education law, monitoring disability protections, and supporting a statewide online IEP system. The sponsor and PED officials said the bill would provide continuity, improve compliance with IDEA, help students who move between schools, and keep gifted education unchanged in its current curriculum-and-instruction placement. An amendment requiring quarterly consultation with superintendents and charter school leaders was also described as a way to improve collaboration and continuous improvement. Testimony was overwhelmingly supportive from educators, disability advocates, parents, superintendents, unions, and charter school representatives, who said the bill would improve accountability, transparency, and services for students with disabilities. One parent testified in opposition to the gifted-education language, warning that removing gifted students from the special education umbrella could weaken protections and services. Committee members asked about cost, the office’s current structure, the role of 504 plans, and how the bill would affect military and foster students; PED said the office is already staffed and funded primarily through federal IDEA dollars and that 504 enforcement remains separate, though the office may monitor related protections. The committee then voted do pass. The committee next heard House Bill 256, which would require schools to include cardiac emergency response procedures for athletic activities and ensure AEDs are clearly marked and accessible at those events. Supporters, including the American Heart Association, nurses, and school leaders, emphasized that AEDs and trained staff can dramatically improve survival in sudden cardiac arrest cases. Questions focused on how many AEDs schools would need, whether schools already have them, and how the bill would affect middle school athletics and budgets; the sponsor said schools would determine the best placement, with at least one AED available for athletic events. The committee voted do pass. Finally, the committee heard House Memorial 43, which asks LESC and PED to study how New Mexico and other states measure school performance, including the use of the Lexile reading framework. Superintendents argued that Lexile provides a more consistent, apples-to-apples comparison than some state accountability measures and could better reflect student growth. There was no opposition, members asked about possible study costs, and the memorial passed on a do pass motion.

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

Keywords: education, special education, apprenticeship, funding, grants, intermediate school districts, teacher apprenticeship, registered apprenticeship, teacher licensure, teacher shortage, workforce development, education finance, K-12 education, higher education, Professional Educator Licensing and Standards Board, PELSB, Tier 3 license, teacher preparation, mentor teacher, school district

Transcript Highlights:

• That rulemaking also includes an endorsement for social studies teachers because there's significant
• That rulemaking also includes an endorsement for social studies teachers because there's significant
• for social studies an endorsement for social studies teachers<00:43:20.400><c> because</c><00:43:20.720
• that</c><00:59:33.119><c> would</c> teacher mentor teacher what that would teacher mentor teacher what
• to stay teachers and become teachers.

Bills: HF3635, HF3638

Keywords: teacher mobility, interstate compact, licensure, military spouses, education, teacher regulation, teacher qualifications, state sovereignty, educator licensing, paraprofessional credentials, mental health, professional development, data sharing, 1183, house

Transcript Highlights:

• 51.279><c> quickly</c> This information helps teachers quickly This information helps teachers quickly
• </c> see that we address foundational teacher see that we address foundational teacher knowledge.<00:
• </c><00:32:49.279><c> It</c> preparing teachers in that space. It preparing teachers in that space.
• </c> teachers is essential for achieving it. teachers is essential for achieving it.
• They also add early endorsements.

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

Bills: SB3263, SB3261

Keywords: student-athletes, name image likeness, NIL, compensation, transparency, University of Hawaii, Title IX, funding, protections, athlete agents, student athletes, endorsement contracts, professional representation, registration requirements, sports law, 912, senate, all

Summary: The joint Senate Committee on Education and Committee on Health and Human Services heard testimony on several bills related to student health and safety, University of Hawaii programs, and workforce development. For SB 2969, which would appropriate funds for the University of Hawaii to expand and sustain the Maui Wildfire Exposure Study and Maui Health Registry, testimony was overwhelmingly supportive. Witnesses described the ongoing physical and mental health impacts of the August 2023 Maui fires, said the study has identified serious untreated conditions and connected participants to care, and emphasized its role in serving survivors and training students. The committee also heard support from the Department of Health, the Alzheimer’s Association, the American Lung Association, Maui residents, and study staff. No vote was taken during the hearing. The committee then heard SB 2657, which would establish an Alzheimer disease and related dementia research center at the University of Hawaii John A. Burns School of Medicine. University of Hawaii and Alzheimer’s Association representatives supported the bill, saying a local center would improve coordination of existing research, build state capacity, and help Hawaii compete for future NIH designation and federal funding. A family member affected by Alzheimer’s also testified in support, citing the disease’s impact in Hawaii. In response to questions, the university said the proposal would follow a five-year phased plan, with the first year funding used to recruit a senior neuroscientist and staff person, at an estimated cost of about $375,000, and that the effort would still strengthen Hawaii’s research infrastructure even if federal funding is not secured. For SB 2612, which clarifies immunity for Department of Education employees and agents who assist students with medication administration under certain conditions, the Department of Education said the bill is intended to protect volunteers and help ensure students can participate in school activities even when staffing is limited. The committee discussed how volunteers would be selected and whether every school would have someone available, and DOE said schools currently rely on health attendants, nurses, and trained volunteers. The committee also briefly discussed liability language and gross negligence exceptions. The hearing then moved to SB 2412, which would fund a bachelor’s degree program in sign language and sign language interpretation at UH Mānoa with a future master’s pathway. Testimony from interpreters, educators, and university officials emphasized the shortage of interpreters, the need to retain local talent, and the program’s role in building a pipeline; university representatives said the initial request would fund a faculty/staff position as a first step, with additional funding needed later. No final committee action or votes were announced in the transcript.

Transcript Highlights:

• We know those who are certified are compensated at a higher level, and teacher compensation helps teacher
• compensation helps teacher and teacher compensation helps teacher retainment.<01:01:31.280><c> Um</c
• :01:34.720><c> this,</c><01:01:34.960><c> it's</c> teachers have gone through this, it's teachers have
• </c><01:03:12.520><c> that</c> Number of charter school teachers that Number of charter school teachers
• uh engaging with students and teachers uh engaging with students and teachers um um um you<01:11:47.480

Bills: SB3263, SB3261

Keywords: student-athletes, name image likeness, NIL, compensation, transparency, University of Hawaii, Title IX, funding, protections, athlete agents, student athletes, endorsement contracts, professional representation, registration requirements, sports law, 912, senate, all

Summary: The joint committees heard testimony on Senate Bill 3263, which would create a state-supported endowment for University of Hawaii athletics NIL (name, image, and likeness) funding. University of Hawaii Athletics Director Matt Eliott supported the bill, saying NIL requires both immediate funding and a longer-term sustainable solution. He asked for several changes: lowering the initial endowment target from $10 million to $2 million so the fund could start sooner, allowing NIL reporting by team rather than by individual student-athlete, and clarifying that athletes may choose whether to use an agent, while still allowing certified agents or a parent/guardian if desired. Committee members raised concerns about using taxpayer dollars for athlete compensation, the burden on a small-state budget, and whether the university could realistically raise the required matching funds. Several senators questioned whether the university had a concrete fundraising plan and whether the endowment would meaningfully help UH compete with larger programs. Eliott said UH is already fundraising privately for current NIL obligations, had raised more than $1.6 million toward a $3 million annual goal, and would continue fundraising for both short-term needs and the endowment match. He also said the university is not trying to compete with Power Five schools on the same scale, but to be successful at its own conference level. Members also discussed transparency and privacy, with some senators arguing that if state money is used, the public should know how it is spent, while Eliott said individual student-athlete NIL information should remain private and team-level reporting would be preferable. He confirmed international student-athletes are eligible for NIL and said about 60 to 70 UH athletes are currently participating, with more than 100 expected next year. The discussion also touched on UH’s Mountain West media rights and local TV rights, with Eliott explaining that the conference distribution is expected to remain around $3.5 million and that local TV rights would be negotiated separately. No vote or final action was taken during the portion of the hearing provided.

Transcript Highlights:

• </c><00:16:22.399><c> don't</c> in place, but what the teachers don't in place, but what the teachers
• </c><01:24:09.360><c> teacher</c> our professional teachers teacher our professional teachers teacher
• </c><01:37:05.840><c> I</c> the interstate teacher compact. I the interstate teacher compact.
• </c> into our communities find uh teachers into our communities find uh teachers that<01:37:53.679><c
• </c><01:47:29.040><c> most</c> level license that the teacher most level license that the teacher most

Bills: SF0035, SF0090, SF0072

Keywords: education, cell phones, smart devices, school policy, student conduct, school property, rental fees, youth activities, education policy, Wyoming legislature, teacher licensure, teacher mobility, interstate compact, education compact, licensure reciprocity, reciprocal certification, teacher certification, professional teaching standards board, out-of-state teachers, military spouse

Transcript Highlights:

• Well, teachers make that determination?
• and train teachers toward engaging in this way, shouldn't we?
• She said the question is if something is really important and we can help teachers and train teachers
• I'm a teacher here in Cheyenne.
• </c><01:32:30.159><c> or</c> appreciate firefighters or teachers or appreciate firefighters or teachers

Bills: SF0035, SF0090, SF0072

Keywords: education, cell phones, smart devices, school policy, student conduct, school property, rental fees, youth activities, education policy, Wyoming legislature, teacher licensure, teacher mobility, interstate compact, education compact, licensure reciprocity, reciprocal certification, teacher certification, professional teaching standards board, out-of-state teachers, military spouse