Dave Lent — Dave Lent is referenced as the chairman in a brief exchange about concerns he had raised regarding an earlier version of the bill, and he is then directly addressed as Mr. Chairman as the discussion continues.
Chris Mathias — Addressed as Representative Matthias in a question and response context.
Chris Mathias — Representative Chris Mathias asked Dr. Blevins about pathways to becoming a teacher in Idaho, including teacher preparation routes and what percentage of current classroom instructors attended the represented institutions; the question was then repeated back to him as part of the same exchange.
Clint Hostetler — Addressed as Representative Hostetler in the question being answered.
Quinn Perry — Introduced self as Deputy Director of the Idaho School Board's Association and testified in support of House Bill 515.
Dr. Blevins / Brooke Blevins — Introduced herself as Brooke Blevins, dean of the College of Education at the University of Idaho.
Brooke Blevins — Brooke Blevins introduced herself as the dean of the College of Education at the University of Idaho and a parent with children in Moscow public schools, underscoring her personal stake in education. She thanked the committee for its service and emphasized her shared commitment to Idaho’s schools. She then urged members to reflect on how early educational experiences shape future aspirations, arguing that investments in K-12 classrooms have lasting effects and that educator preparation is essential to Idaho’s future workforce and community leadership.
Kent Marmon — Representative Marmon references a prior committee vote on a literacy program and asks whether educator preparation programs spend significant time teaching teachers how to teach reading. The response then begins addressing his question, making this a single connected exchange about literacy instruction and teacher preparation.
Mrs. Blevins / Dr. Blevins — The witness is addressed as the person expected to answer the question.
Dr. Blevins — Dr. Blevins answers that future educators do receive substantial preparation in the science of reading and early literacy practices.
Dr. Blevins — Explains that the $50 million literacy initiative went to the Department of Education.
Dr. Blevins — Is called on to respond to the concerns about literacy instruction.
Dr. Blevins — Responds that statewide focus is needed to ensure continuity in instruction and acknowledges some value in whole language elements.
Dr. Blevins — Says Idaho's collaborative approach is rare and contrasts it with Texas.
Dr. Blevins — Thanked for responding and helping the committee understand the issue.
Dr. Blevins — Addressed as the witness being questioned.
Dr. Blevins — Responds that some colleges of teacher education are researching student success and college/career readiness frameworks.
Dr. Blevins — The speaker says they would be interested in helping facilitate student success efforts.
Dr. Blevins — Said there are many pathways into teaching and that he may need to follow up on the percentage question.
Dr. Blevins — Explained that teachers in Idaho can be prepared through multiple pathways, beginning with traditional educator preparation programs.
Dr. Blevins — Described traditional educator preparation programs and alternative authorizations for teacher certification.
Dr. Blevins — Explained institutional recommendation and alternative programs such as Teach for America and ABCTE.
Dr. Blevins — Discussed alternative certification routes and noted changes affecting registered apprenticeship programs.
Dr. Blevins — Added registered apprenticeships and graduate-level certification routes, including a Master of Arts in Teaching.
Dr. Blevins — Explained graduate certification routes and CTE pathways, then cited a statistic about where current Idaho teachers were educated.
Dr. Blevins — Reported that 63% of current Idaho teachers were educated through institutions of higher education or educator preparation programs.
Dr. Blevins — Agreed that early field experiences help candidates determine whether teaching is the right profession.
Dr. Blevins — Explained that field experiences begin in the first class and continue throughout the program.
Dr. Blevins — Described evaluating candidates' dispositions, ethics, and commitment to education as part of teacher preparation.
Dr. Blevins — Said commitment to education is important for teacher retention and that programs aim to build resiliency.
James Woodward — Representative Marmon is referenced in connection with an earlier question about the $50 million literacy initiative and whether the funding and program fall under the Department of Education rather than universities and colleges.
Douglas Pickett — Representative Pickett thanks Dr. Blevins and praises rural student-teaching placements, then launches into a sustained critique of literacy policy. He questions the emphasis on whole language versus phonics, cites the cost of the state’s literacy initiative and teacher training, references his own experience learning a foreign language to argue that phonics is essential, and expresses skepticism that the state must repeatedly spend large sums to teach teachers how to teach reading. He closes by saying the Senate bill on phonics was surprising and thanks Dr. Blevins for helping the committee understand the issue.
Clay Handy — Representative Handy asks Dr. Blevins about how colleges and universities assess the effectiveness of different education modes and whether students are being adequately prepared as more educational pathways and funding options emerge. The exchange continues with related discussion of evaluating success across modes and broader concerns about public money, micromanagement, and how the issue will be taken back for further discussion with university administrators, the State Board, and the Department of Education.
Jack Nelsen — Representative Jack Nelsen commented on teacher preparation, praising the emphasis on classroom management and early classroom exposure. He argued that students should get early exposure to classrooms, even in high school, so they can determine whether teaching is the right profession and ensure the right people are placed in classrooms.