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From YouTube: Interim Joint Committee on Education (7-18-23)
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A
C
C
C
A
D
Mr
chairman
I
picked
up
a
young
man
on
the
way
up
this
morning.
Just
happened
to
be
my
grandson,
and
this
is
Brooks.
Henry,
Jackson
and
Brooks
is
eight
years
old,
he's
a
oldest
of
our
four
grandkids
and
he
was
nice
enough
to
ride
up
with
me
this
morning.
He
will
be
a
third
grader
at
Cumberland,
Trace,
Elementary
School
starting
next
month,
and
his
favorite
subjects
are
reading
and
math
and
he's
really
good.
D
They
move
him
up
a
couple
of
grades
for
reading
and
math
and
we
figured
out
he
got
it
from
his
mother's
side
of
the
family,
not
from
ours,
but
we're
just
glad
that
he's
smart,
no
matter
where
it
came
from.
So
thank
you.
Mr
chairman
glad.
E
F
Thank
you,
Mr
chairman
I,
have
with
me
today.
Daniel
kabite.
F
If
you
raise
your
hand,
Daniel
Daniel
is
a
rising
Junior
he'll
be
a
senior
next
year
at
the
University
of
Louisville,
he's
majoring
in
Psychology
and
a
number
of
other
things
that
appears
that
I'm
not
adapt
to,
but
I
think
he's
going
to
be
an
attorney
and
I,
don't
know
if
that's
good
or
bad,
but
I
think
from
just
interacting
with
him
and
engaging
with
him
he's
following
me
today
that
we're
going
to
have
a
good
one
on
our
hands
here,
very
sharp
young
man.
Thank
you
for
coming
Daniel.
Thank.
A
Right,
yeah
right
right,
any
other
members
with
introductions,
seeing
none
I'm
going
to
make
an
announcement
and
just
to
let
everybody
know
the
process.
The
interim
committee
we're
running
this
just
like
the
session
committee.
If
you
want
to
speak
in
this
committee,
you
have
to
sign
up
at
the
back,
we'll
we'll
leave
the
sign
up
sheet
open
until
11
15
and
then
we'll
collect
that.
So,
if
you
want
to
speak
today,
you
must
sign
up
at
the
back
first
next
item
on
the
agenda.
We
need
a
motion
to
accept
the
minutes.
A
Do
we
have
a
motion?
We
have
a
a
second.
This
is
a
voice
vote.
All
those
in
favor
of
approving
the
minutes
say
aye
aye
opposed,
nay
eyes
have
it
minutes
are
accepted
right
into
our
agenda.
We
have
chemistry,
education
and
career
Pathways
in
Kentucky,
so
we
have
a
hundred
more
with
the
CEO
of
plasma
games.
If
looks
like
you're
on
your,
your
buyer
self
buy
your
lonesome
today,
so
I
think
you've
presented
before,
but
our
microphones
are
kind
of
weird
here.
A
So,
whenever
you're
ready,
you
got
to
turn
the
green
light
on,
make
sure
it's
on
pull
it
close
and
announce
your
name
for
the
record
and
proceed.
G
Excellent,
thank
you.
Mr
chairman,
my
name
is
Hunter
Moore
and
I.
Thank
you
all
for
giving
me
the
opportunity
to
present
today
I'm
very
excited
to
share
with
you
all
how
plasma
games
helps
States
build
a
Workforce
that
drives
economic
growth,
a
little
on
my
background.
First,
to
give
you
kind
of
the
Genesis
of
plasma
games.
I
have
an
undergraduate
and
Masters
in
robotics
and
microelectronic
mechanical
systems.
I've
done
Nano
research
with
Sandia
National
Labs,
a
jet
engine
research
with
Pratt
and
Whitney
commercial
aircraft,
manufacturing
Boeing
and
software
with
IBM
before
starting
plasma
games.
G
I
started
plasma
games
because
at
all
of
these
stem
corporations,
we
had
a
hard
time
finding
qualified
Americans
for
the
open
jobs.
Frequently
I
was
the
only
American
in
the
room
and
I
started
digging
into
why
this
was
and
I
found
out
that
it
was
because
the
United
States
ranks
25th
in
the
world
in
science,
we're
getting
dominated
by
third
world
countries
like
Estonia,
Vietnam
and
Slovenia
and
I
realized
very
quickly.
This
was
not
sustainable
for
our
economy,
our
national
security
or
our
children's
future.
G
So
I'm
going
to
make
the
biggest
possible
impact
that
I
could
in
doing
so,
I
looked
at
the
sector
that
would
create
the
biggest
economic
impact
which
the
Intel
video
that
was
sent
out
highlights
this
even
further
on
the
direction
we're
going
to
go,
but
I
looked
at
the
sector
that
would
create
the
highest
paying
highest
highest,
paying
highest
quality
jobs,
being
high
growth
industries
and
difficult
to
Offshore.
G
That's
because
we're
looking
at
long-term
economic
growth
and
with
that
chemistry,
related
jobs,
came
to
the
very
top
of
the
list,
even
though
I
hated
chemistry
coming
through
school.
But
it's
where
the
research
led
me
and
that's
because
it's
in
all
the
high
growth
industries,
whether
it
be
agriculture
with
your
herbicides,
pesticides,
insecticides
and
fertilizers,
your
Aerospace
all
of
energy
is
chemistry,
whether
it
be
with
your
petroleum
refineries,
your
batteries
or
nuclear
Pharmaceuticals,
100
chemistry
driven
a
semiconductor
manufacturing.
Your
silicon
chip
manufacturers
are
coming
back
even
Cosmetics.
Almost
97
of
all
manufacturing
involves
chemical
Manufacturing.
G
Also,
these
chemistry-based
jobs
are
harder
to
Offshore
and
automate
than
computer
science.
I
know
that's
a
big
push
right
now,
but
at
IBM
we
offshored
almost
all
of
our
development
work
to
India
and
the
Philippines,
quite
frankly,
because
you
can
get
a
better
quality
product
for
pennies
on
the
dollar.
It's
a
very
flat
industry.
G
Also,
whenever
you
get
a
Chemical
Corporation
to
your
state
or
region,
you're,
getting
thousands
of
jobs
in
addition
to
all
the
chemistry,
chemical
engineering,
mechanical
engineering,
electrical,
the
stem
jobs
you're,
also
getting
the
high
paid
skilled
labor,
so
the
welders,
the
plumbers,
the
HVAC,
the
electricians.
So
it
really
creates
this
giant
Regional
effect
of
economic
prosperity
and
upward
Mobility.
G
Chemical
corporations
are
especially
impactful
for
Rural
Economic
Development,
and
this
is
because
you're
not
going
to
put
a
chemical
manufacturing
plant
in
a
downtown,
Atlanta
or
Chicago.
You
know
it's
going
to
go
outside
of
a
medium-sized
City
and
employ
people,
five,
six
counties
around
and
that's
actually,
where
I've
had
so
much
traction
in
North
Carolina
and
about
10
other
states
right
now,
as
because
these
states
are
actively
trying
to
recruit
these
chemical
corporations
to
their
state
or
District.
But
the
pushback
is,
is
you
don't
have
the
chemistry
Talent?
G
We
need
in
order
to
justify
relocating,
so
we
were
a
big
help
in
building
out
this
Workforce
pipeline.
The
top
five
highest
paying
college
majors
are
all
chemistry
based,
so
it's
petroleum
engineering,
chemical
engineering,
chemistry,
pharmaceutical
science
and
minerals
and
Mining
engineering.
As
a
result,
the
teacher
pay
Gap
is
the
largest,
so
there
are
very
few
qualified
teachers
in
the
classroom
for
this
and,
as
a
result,
is
the
least
light
subject
by
students,
so
it's
their
biggest
economic
need
is
where
well
as
our
biggest
educational
challenge.
G
So
the
next
step
was
to
interview
thousands
of
students
and
teachers
and
asked
what
the
teachers
said.
Their
biggest
challenge
was
student
engagement.
As
you
can
imagine,
students
borrow
for
entertainment.
These
days
is
100
times
higher
than
even
when
I
was
in
school.
I
saw
a
Nintendo
switch
right
over
there.
That's
what
we're
competing
with.
Also
we
heard
that
teachers
wanted
to
connect
the
learning
to
the
real
world
to
provide
purpose
and
meaning.
G
So
with
that
we
took
all
of
the
charts,
the
graphs,
the
equations
and
the
learning
standards
and
transform
them
from
this
into
this.
A
first
of
its
kind,
3D
game-based
learning
platform,
there's
nothing
on
the
planet.
That's
even
close
to
this.
Everything
else
show
I've,
seen
or
heard
of
is
just
simple
gamification
and
what
I
mean
by
that
is
in
gamification
you're,
answering
a
quiz
question
correctly
and
then
your
race
car
goes
faster
or
you
jump
higher,
something
fundamentally
different
than
the
learning
happens.
G
We
don't
do
any
of
that.
In
contrast,
we
fuse
the
game,
mechanics
and
the
learning
standards
so
they're.
One
of
the
same,
so
you
can
drive
the
engagement
and
the
learning
with
the
same
mechanism.
For
example,
this
is
the
boreham
all
the
atom
and
how
far
the
electron
falls
down
determines
the
energy
and
frequency
that
your
laser
emits.
So
it's
the
exact
learning
standard
inside
an
engaging
game
mechanic
and
it's
actually
how
lasers
really
work
granted.
There
are
more
components
to
this
to
a
laser,
but
it's
the
one
that
applies
directly
to
the
standards.
G
So
that's
the
formula
for
every
detail
in
our
game.
It's
learning,
standard
game,
mechanic,
real
world
technology
application
all
in
one
another
example:
you
can
see
on
the
screen.
This
is
the
thermochemistry
curve
and
this
acts
as
the
armor
and
cover
so
the
Laser's
energy
will
be
absorbed,
increasing
the
temperature
until
it
reaches
the
melting
temperature
of
the
actual
element
that
the
armor
is
made
out
of
and
then,
when
you
get
to
the
liquid
region,
the
alien
gets
beamed
up
and
you've
defeated
the
bad
guy.
G
The
next
pillar
of
what
we're
doing
is
when
you
save
these
scientists
and
Engineers
as
part
of
the
narrative,
you
get
to
learn
about
their
college
majors
where
they
went
to
school,
the
Cool
Jobs
they
had
the
corporations,
they
work
at
salary,
information
full
on
stem
career
paths
and
for
each
state
we
go
into.
We
completely
customize
this,
so
students
would
see
Kentucky
community
colleges,
Kentucky
universities,
Majors
corporations
and
jobs,
so
they
can
see
themselves
studying
in
Kentucky
and
then
working
in
Kentucky
to
build
that
Workforce
pipeline
that
drives
economic
growth.
G
G
Two-Thirds
of
our
team
are
female,
with
a
minority
female
protagonist
I
did
that
because
China
graduated
two
million
Engineers
last
year
to
our
hundred
thousand
China
alone,
is
putting
out
20
times
the
number
of
Engineers
that
we
are
every
single
year
and
they
we
used
to
just
say
that
they're
not
Innovative,
they're,
just
stealing
our
technology,
but
they
now
have
Hypersonic
missiles
and
we
do
not
that's
like
going
into
World
War
II
without
a
nuclear
weapon
and
your
opponent
having
one.
G
This
is
a
very
real
problem,
so
the
jump
boots
Nicole
used
to
get
up
there.
You
actually
get
the
engineer
in
the
lab
which
I'll
show
you
in
just
a
second,
but
you
see
how
easy
it
is
to
calibrate
your
laser
and
see
the
relationship
between
energy
frequency
and
electron
positioning
with
this
kids
as
young
as
seven
years
old,
have
been
able
to
learn
high
school
chemistry
playing
the
game
notice
when
it
gets
to
the
liquid
region.
This
is
20
kilograms
of
bismuth.
They
get
beamed
up,
so
there's
no
blood
or
Gore.
G
It's
completely
School
friendly
the
dash
boots.
That
Aki
is
using
right
here.
You
also
get
to
engineer
in
the
lab
which
I'll
show
you
in
just
a
second
in
a
well-designed
game.
Failure
can
be
a
positive
learning
experience
so,
for
example,
Aki
just
melted
his
own
armor
here
by
oh,
maybe
lead,
wasn't
the
best
choice.
So
what
I
would
do
is
I'd
go
back
in
the
lab
and
reevaluate
my
decision,
so
this
is
exploratory
experimental
and
experiential
learning
at
its
finest.
G
So
just
like
in
Blockbuster
Entertainment
Games
students
can
upgrade
their
gear
in
between
missions,
but
we've
made
this
the
actual
learning
standards
as
well.
So,
for
example,
this
is
the
armor
and
at
the
beginning
of
the
game,
students
can
only
choose
between
zinc,
10
and
Lead,
all
of
which
have
low
melting
temperatures
and
low
energy
to
melt
as
they
progress
through
the
game.
They
get
better
choices
like
copper,
silver,
gold,
Platinum,
tungsten,
has
the
highest
melting
temperature
and
niobium
has
the
highest
energy
to
melt.
G
G
As
I
was
saying
earlier,
I
believe
teachers
are
the
most
important
part
of
our
society,
so
we
provide
teachers
with
all
kinds
of
supports
and
curricular
activities
to
implement
this
in
their
classroom
with
ease
the
research
is
off
the
charts,
so
North
Carolina
State
University
is
a
large-scale,
independent
third-party
research
study
and
they
found
best
in
the
world
results
for
any
resource
for
any
subject
ever.
G
This
is
one
of
the
reasons
why
we
won
first
place
in
the
world,
so
here's
I
won't
go
over
all
these
for
sake
of
time,
but
some
of
the
key
ones
there
was
a
19
increase
in
end
of
the
year
test,
score
questions.
After
just
one
time
of
30
minutes
of
gameplay.
This
is
absolutely
unprecedented.
Learning
gains
and
I
attribute
it
to
the
fusion
of
game
plan.
Learning
kids
are
learning
stuff
in
video
games
all
the
time.
We've
just
made
it
exactly
the
learning
standards
we
want
them
to
learn.
G
My
favorite
stat,
though,
is
100
of
the
teachers
in
the
study
wanted
to
keep
using
it.
I've
never
seen
a
hundred
percent
of
anything
in
a
large
scale
study,
and
this
just
shows
that
how
excited
teachers
got
when
they
saw
their
students
to
one?
Oh,
my
gosh
I
can
make
lasers
and
make
200
000
a
year
as
a
chemical
engineer
and
cure
brain
cancer.
I
mean
it
just.
G
The
excitement
of
a
student
is
a
teacher's
dream
that
can
actually
do
something
with
that
North
Carolina's
Department
of
Commerce
funded
another
study
to
see
the
impact
on
the
economy.
They
found
fantastic
results
as
well.
I
just
showed
this
one.
There
was
a
students
that
used
plasma
games
were
five
times
more
likely
to
want
to
pursue
a
chemistry
related
career
than
those
that
did
not
use
plasma
games,
and
this
minus
85
percent
is
what
we're
seeing
across
the
country.
Students
interest
in
science
in
middle
school
starts
to
wane
and
then
in
high
school.
G
Hundreds
and
hundreds
of
educator
testimonials
as
you'd
expect
saying
stuff.
Like
this
product
changes,
life
trajectories
towards
fulfilling
stem
careers,
motivation
and
participation
hire
my
students,
increase
student
learning
and
retention.
Students
will
run
to
class
to
play
these
games.
But
my
favorite
are
stories
like
this
one,
my
students.
When
they
come
to
class
the
only
jobs
they
know
are
servers
and
restaurants
or
grocery
stores.
They
just
want
to
leave
school
when
they
reach
their
legal
age
to
work
because
of
plasma
games.
G
I
have
seen
an
increase
in
students
aiming
to
finish
a
college
or
university
degree.
I
love
that
that's
why
we
started
this
company,
it's
great
to
know
we're
making
the
impacts
that
we
intended
again.
Hundreds
and
hundreds
of
these
so
I'm
out
of
Georgia
I,
just
love
this.
This
last
one
makes
it
impossible
not
to
learn.
The
3D
game
platform
makes
wise
use
of
every
minute
of
instructional
time.
I
love
that
one
especially
teachers
times
precious.
G
We
want
to
give
them
a
potent
and
Powerful
tool
that
are
disposal
to
really
move
the
needle
on
academic
standards
and
learning
South
Carolina,
Student,
Success,
necessary
part
of
my
class
gets
the
lower
level
students
interested.
That's
been
a
big
part
of
this
I'm
going
to
just
fly
through
the
sake
of
time.
Right
now
we
cover
high
school
chemistry,
High,
School,
physical
science
and
middle
school
science.
We
would
expand
into
physics,
biology,
computer
science
and
math
and
we'll
be
launching
Ed,
Sports,
they're
kind
of
like
Esports,
with
our
Educational
game-based
Learning
platform.
A
Quick
question
before
we
get
another
questions
you
may
have
stated
it
earlier,
but
refresh
my
memory
on
the
age
levels
of
the
the
program.
Yes,.
G
Sir,
so
we
cover
middle
school
and
high
school
chemistry
and
physical
science.
That
said,
some
districts
have
given
it
to
younger
students
that
more
advanced.
We
don't
cover
those
standards,
but
instead
of
kind
of
tilling
their
thumbs
during
class,
it
allows
students
to
accelerate
Beyond
where
the
class
is
at
gotcha.
H
Okay,
so
you
answered
question
one
just
now
for
Senator
West
question
two
is:
is
there
a
demo
version
on
your
site
that
teachers
can
try
out.
G
It's
not
directly
available
on
the
site
because
we
found
people
other
than
teachers,
but
but
any
teacher
that
would
like
they're
welcome
to
reach
out
more
happy
to
work
with
them.
Thank
you.
Yes,
ma'am.
C
Thank
you,
Mr,
chair
and
Hunter
appreciate
you
being
here
today.
This
is
this
is
exciting
I'm,
not
very
good
with
my
thumbs,
but
the
young
people
are.
You
mentioned
North
Carolina?
How
many
states
is
this
involved
in
now
and
I?
Guess
you
kind
of
answered
the
question
the
different
grade
levels.
Do
you
use
you
implement
the
varying
standards
based
on
the
grade
level
of
the
students,
and
would
you
describe
I'm
asking
a
lot
of
questions?
This
is
basically
tier
one
type
instruction
versus
intervention,
correct.
G
Yes,
sir,
it's
it
can
be
core
instruction
or
supplementary.
It's
very
interesting
how
it
can
be
used.
We
have
a
prescribed
method
with
pacing
guides,
so
teachers
can
easily
pick
it
up,
but
can
also
be
used
to
drive
instructions
so
that,
as
you
saw
in
the
lab
in
the
game
you
can
have,
we
have
worksheets
for
lack
of
a
better
term
that
drive
the
student
back
into
the
game
to
find
the
answers
like
they
would
in
a
textbook
or
in
the
videos.
They
can
also
use
the
lab
section
to
like
a
lab.
G
G
Sir,
thank
you
we're
in
a
North
Carolina
South
Carolina,
Georgia,
Alabama,
Tennessee,
Missouri,
Indiana,
Nebraska
and
West
Virginia
loved
it
so
much.
They
are
purchasing
a
lifetime
license
and
then
we've
had
two
years
of
funding
or
with
Kentucky,
has
funded
two
years
for
arpa
funds
for
KDE
for
game-based
chemistry,
education,.
C
I
Thank
you,
Mr
chairman
coach,
here,
Tipton
almost
answered
my
question
there.
Look
at
on
the
back
on
the
budget.
I
know
everybody's
got
an
ask
is
the
is.
The
of
the
state
you
mentioned
is
about
1.5.
What
every
state
has
got
allocated
and
budget
for
this,
or
some
doing
more
than
that
or
yes,.
G
Sir
excellent
question
I
got
so
1.5
is
the
by
below
the
normal.
The
lowest
we
usually
go
is
2
million.
Other
states
are
upwards
of
five
and
or
to
ten.
So
that's
a
very,
very
special
price
for
Kentucky
good
I.
J
Thank
you
Hunter.
That
was
such
a
great
presentation.
Much
like
Senator,
wise
I
was
looking
at
the
same
kind
of
budget
number,
but
wondering
when
we're
talking
with
the
Kentucky
Department
of
Education.
Where
are-
and
you
may
not
know
this,
but
this
will
be
a
question
for
KDE.
Where
are
those
dollars
being
spent?
Currently
that
provides
the
learning
process
for
chemistry
and
then
would
we
reallocate
those
towards
this?
Perhaps
this
is
not
a
new
ask
of
new
money
that
we're
asking
the
taxpayers
to
fund
but
reallocating.
What's
currently
already
in
the
budget.
A
I
know
from
our
I
think
that
would
be
it's
hard
enough
for
me
to
understand
the
Kentucky
budget.
That's
probably
an
internal
education
budget
question
for
KDE
that
Hunter
probably.
G
K
C
The
the
funds
that
we're
allocating
the
budget
were
arpa
dollars,
so
we're
talking
about
one-time
dollars
to
try
this
to
start
to
see
how
it
works
and
any
future
after
those
Arbor
dollars
are
used
up
any
future.
If
we
continue
with
this,
it
will
require
dish
funding
from
an
additional
source.
G
A
A
Foreign
committee
staff
is
handing
out
your
printout,
so
we'll
have
that
information
divvied
out
you've
got
about
an
hour,
but
I
would
stay
within
that
45
minute
range
for
45
50
minutes
for
allow
for
questions
so
you're
all
set
whenever
you're
ready
all.
L
L
We
put
our
heads
together
back
in
probably
2019
we
saw
the
Anita
rising
to
grow,
grow
your
own
teachers.
L
We
started
it
prior
to
coven
it's
starting
to
pay
dividends
after
coven.
As
we
see
the
need
continue
to
grow.
So
we
tried
to
keep
this
simple.
L
We
tried
to
keep
it
local
and
we
wanted
to
guarantee
productivity.
We
wanted
to
be
productive
and
many
times
when
I
tackle
a
problem.
It
comes
down
to
these
three
things
you
have
to
have
relationships,
there
has
to
be
relevance
and
there
has
to
be
rigor.
L
If
you
can
tie
those
three
things
and
attack
a
problem
in
that
way,
a
lot
of
times
you
can,
you
can
attack
that
problem
and
you
can
solve
that
problem
and
I
think
we've
we're
starting
to
see
that
happen
in
Greene
County
and
we're
excited
about
what
we're
seeing
and
one.
Once
again,
this
this
is
has
been
100
local
representative
Timothy.
As
a
distance
Runner
a
lot
of
times.
They
say
the
magic
is
in
the
miles
right.
L
L
I
would
love
to
have
had
our
teacher
leader
with
us
today.
That
leads
this
program.
She
is
on
vacation
out
of
state,
but
I
will
say
this.
The
magic
is
with
her.
You
get
the
right
person,
you
can
do
a
lot
of
great
things
and
that's
what
we're
going
to
try
to
hit
on
here
today
with
the
grow.
Your
own
program
here
in
Greene,
County
first
thing
is,
is
relationships
and
a
couple
things
you
have
to
have
good
relationships.
You
have
to
have
a
good
post-secondary
partner
back
in
2019.
We
found
one.
L
L
So
we're
going
to
talk
about
those
first
and
just
kind
of
highlight
some
of
those
things.
Mr
Bean,
you
jump
in
whenever
you
need
to
our
post-secondary
partner
that
came
to
us
in
2019
Senator
wise
was
none
other
than
Campbellsville
University
and
they've
been
a
they've
been
a
good
partner
with
us
in
this,
and
we've
started
to
work
with
them
in
2019..
L
I'll,
be
honest:
we've
kind
of
created
a
monster
in
that
we're
starting
to
see
students
come
back
to
us.
L
L
We
only
have
so
many
jobs
in
Greene,
County
I.
Do
what
any
good
superintendent
would
do?
I
would
I
say:
I,
don't
do
the
hiring
go,
see
the
principal
that's
where
Mr
Ben
comes
in
so
anyway.
It's
it's
a
good
problem
to
have,
but
we're
starting
to
see
a
lot
of
people
come
back
and
that's
been
through
this
program
that
are
wanting
jobs
in
Greene
County.
L
L
Dr
Murphy-
we
just
did
this
not
too
long
ago,
so
Courtney
Mooney
is
the
leader
of
this
program
and
Western
Kentucky
University
each
and
every
year
they
do
distinguished
educator
Awards.
She
was
the
2023
teacher
Mentor
teacher
of
the
year
and
Dr
Murphy.
How
many
districts
does
that
involved.
L
Okay,
so
it's
you
know
it's
it's
a
nice
award
to
get
so
that
not
too
long
ago
they
came
by
and
they
recognized
Courtney
Mooney
with
this
award
the
definition
of
this
as
an
educator
who
goes
above
and
beyond
and
guiding,
leading
and
supporting
new
teachers,
and
that's
exactly
what
she
has
done.
She
is
doing
today
and
she
will
do
in
the
future
that
that's
her.
In
a
nutshell.
That's
that's
a
that's
a
great
description
of
her
as
a
person,
so
you
have
to
have
a
good
local
teacher.
L
L
So
though,
that's
the
relationships
component,
relevance
when
you
talk
about
relevance,
it's
important
to
the
matter
at
hand
and
I.
Think
each
of
you
here
today
would
say
teacher
shortage,
that's
an
important
matter,
that's
at
hand
in
the
state
of
Kentucky
in
the
United
States.
It
is
very
relevant.
L
L
This
is
all
local
to
become
a
part
of
this
program.
So
we're
going
to
talk
about
that
just
for
a
minute,
but
to
elevate
that
you
can
see,
we
have
a
teacher
teacher
teaching
and
learning
pathway.
That's
something
that
the
students
look
at
Mr
Bean.
Do
they
see
that
as
early
as
Middle
School,
probably
they
do
they're
able
to
see
these
Pathways?
We
try
to
promote
that.
L
We
try
to
advertise
that
make
that
pathway
of
available
for
our
students,
something
we
put
out
in
front
of
them
as
they
come
into
middle
school
as
they
start
in
high
school.
If
they
have
some
interest
in
that,
hopefully
they
get
into
this
grow
your
own
program,
not
only
that
my
board
has
been
100
behind
this
over
on
the
right
side,
you'll
see
an
academics
committee
they've
made
this
a
part
of
our
strategic
plan,
so
this
is
something
that
back
in
2019
and
2020
when
we
were
writing
this
plan.
L
This
is
something
my
board
saw,
a
need
for,
and
they
made
this
a
part
of
our
strategic
plan
that
they
wanted
to
provide
this
opportunity
for
our
students,
as
you
can
see
down
there
in
number
four
Roman
numeral
number
four
recruit
hire
and
retain
quality
staff
number
four
below
that
grow
your
own
program
and
that's
what
we
have
done,
we've
followed
through
on
the
Strategic
plan.
So
that's
how
we've
tried
to
elevate
and
highlight
this
need
within
the
Greene
County
School
District
within
our
community
incentivize,
not
everybody's,
going
to
have
this.
L
They
both
started
teaching
in
a
one-room
schoolhouse
in
Greene
County
later
on,
they
moved
to
Jefferson
County
Morris
Ingram
became
a
a
teacher
there
later
on
an
administrator
there,
Leona
Ingram
became
a
teacher
there
in
Jefferson
County,
you
might
say,
did
he
did
you
earn
all
this
money
in
education?
He
also
dabbled
in
real
real
estate.
I
will
say
this,
but
it's
kind
of
amazing
to
me
that
he
saw
this
need
before
we're
talking
about
it
today.
L
He
saw
this
need
years
ago.
He
left
one
million
dollars
to
the
Greene
County
School
District,
one
million
dollars.
This
is
all
local
effort,
one
million
dollars
he
left
to
the
Greene
County
School
District.
He
was
so
passionate
about
the
kids
of
Greene
County
that
he
bequeathed
one
million
dollars
that
we
would
give
this
in
scholarships
to
Future
educators,
priority
to
families
that
had
students
that
were
first
generation
college
students.
L
L
You
know
there
was
tears.
It's
just
kind
of
amazing
that
someone
is
that
passionate
about
education
and
this
family
was
they
left
one
million
dollars.
Last
year
we
were
able
to
give
three
students
that
left
Green,
County
High
School,
that
graduated
a
ten
thousand
dollar
scholarship
each
when
they
left,
and
we
do
we've
done
that
on
an
annual
basis
for
several
years
now,
and
we
have
a
committee
that
that
determines
that,
so
we
try
to
incentivize
that
and
two
and
two
with
the
with
the
regular
rigor
we
try
to
be
extremely
thorough.
L
L
We
knew
they
had
to
be
changed.
We
knew
there
was
needs.
We
try
to
put
our
heads
together
and
and
come
up
with.
How
are
we
going
to
attack
this?
How
are
we
going
to
do
that?
L
L
L
Many
of
them
will
be
freshmen
in
college
this
coming
year,
but
that's
probably
Mr
being
about
an
average
we've
had
about
20
students
in
the
cohort
every
year
and
and
when
I
look
at
those
students.
In
this
picture,
I
see
Elementary
teachers
I
see
Middle
grades,
teachers,
I
see
High
School
teachers
I
see
related
arts
teachers,
I
see
teachers
that
are
going
to
be
coming
back
in
about
three
to
four
years
asking
for
a
job,
because
the
neat
thing
is
what
I
found
with
this
cohort.
L
With
a
scholarship
we
don't
stipulate,
you
have
to
come
back
to
Greene
County,
but
many
of
them
go
into
education
because
they
they're
passionate
about
their
Community.
They
love
the
community
community
that
they
live
in
and
they
just
they
want
to
come
back.
They
want
to
help
the
future
Generations
in
Greene,
County.
L
All
right,
that's
the
local
answer
that
Greene
County
schools
has
has
come
up
with
to
attack
this
problem
and,
like
I
said,
we've
had
discussions
with
Western
with
the
discussion
that
the
presentation
that
they're
getting
ready
to
present
and
we've
written
a
letter
of
support
to
them
as
well
we're
excited
about
where
we're
at,
but
we
never
become
complacent.
We
always
want
to
continue
to
expand
if
possible,.
M
Thank
you,
superintendent
Hodges,
that
was
that
was
really
helpful,
I'm,
actually
going
to
lean
on
on
some
of
the
remarks
that
he
made
within
his
presentation
so
good
morning,
I
think
it's
still
morning,
I'm
on
different
time
zone.
M
Thank
you
for
inviting
us
today
we're
very
excited
about
the
work
that
we're
going
to
share
with
you.
Our
task
was
to
make
sure
you
had
an
update
as
to
where
we
were
with
the
implementation
of
the
apprenticeship
model,
with
Nelson
County
schools
and
WKU,
and
the
request
I
think
comes
from
some
earlier
conversations
that
we
had
this
year,
January
February.
We
had
an
opportunity
to
discuss
with
several
of
you
what
we
had
envisioned
as
far
as
the
apprenticeship
work
and
I
will
tell
you.
M
If
ever
there
was
a
project
that
went
quickly.
This
was
that
project.
We
are
farther
than
I
think
anyone
anticipated
in
that
work
and
so
I'll
pull
that
up
here.
M
Some
of
you
were
not
involved
in
those
conversations,
so
I
will
briefly
lay
the
groundwork
for
what
apprenticeship
at
the
K-12
teacher
looks
like,
so
that
you
have
some
context
as
to
where
we
actually
are
in
the
process.
M
There's
also
some
drawbacks
to
that
model
because,
as
many
of
you
have
had
conversations
over
the
last
year,
we
don't
just
have
a
teacher
shortage.
We
have
a
people
shortage
and
so
anywhere
you
look
in
a
hiring
moment
for
a
district.
They
could
be
hiring
for
front
office
staff,
kitchen
staff,
bus
drivers
and
teachers
all
in
one
foul
swoop,
and
so
when
you
use
your
own
instructional
assistance
to
become
teachers,
you
create
shortages
in
other
areas.
So
the
opportunity
that
we're
really
looking
for
is
net
gains.
How
do
we
gain
people
into
our
systems?
M
We
know
that
when
we
talk
about
teacher
shortages,
when
we
talk
about
hiring,
we
also
talk
about
retention,
the
idea
that
we're
preparing
highly
talented
teachers
to
teach
Reading,
Writing,
math
and
chemistry-
yes,
I-
really
enjoyed
that
first
presentation,
but
preparing
those
people
and
also
making
sure
that
they
stay.
We
want
them
to
be
invested
in
the
district
and
the
community,
and
so
you
know
in
a
nutshell.
We
all
know
this.
We
need
teachers
who
have
strong
ties
to
the
school
in
the
community
who
want
to
be
teachers.
This
is
not.
M
We
shouldn't
be
dragging
you
along.
We
shouldn't
be
trying
to
convince
you.
You
want
to
be
a
teacher,
and
I
can
tell
you
first
graders
and
second
graders.
You
walk
into
that.
Gymnasium
say
how
many
people
want
to
be
a
teacher.
Ninety
percent
of
their
the
kids
raise
their
hand
and
something
happens
between
then
and
high
school
and
it
goes
down,
and
so
we
know
that
there
are
people
out
there
who
want
to
be
teachers.
M
They
also
need
to
demonstrate
significant
potential
as
an
educator,
maybe
they're,
a
natural
peer
mentor,
maybe
they're
a
natural
tutor
they,
and
we
also
know
that,
in
order
to
prepare
these
people,
it
has
to
be
built
on
Partnerships
and
I.
Think
superintendent
Hodges
definitely
demonstrated
that
point.
M
So
we
want
them
to
stay,
and
we
know
that
we
have
to
do
this
together
also
want
to
make
sure
that
we
know
that
we're
still
talking
about
University
prepared
Educators,
we're
talking
about
people
who
are
meeting
the
standards
that
are
set
forth
for
Teacher
preparation,
including
literacy,
mathematics,
science,
the
content
areas
and
so
we're
talking
about
high
school
students.
So
this
slide
just
really
represents.
M
And
so
again
it
is
a
Department
of
Labor,
approved
work
process
and
so
there's
two
parts
to
it:
you're
in
a
paid
employee
in
the
district
working
learning
all
in
the
same
spot,
but
you're
also
getting
the
philosophy
and
the
content
knowledge
related
to
becoming
a
teacher
as
part
of
that
work
experience.
So
those
two
things
go
hand
in
hand
as
we're
preparing
these
high
schoolers
to
enter
into
education
programs,
complete
those
education
programs
and
become
the
next
generation
of
teachers,
and
so
there's
four
components
to
the
apprenticeship.
There's
the
Department
of
Labor
work
process.
M
That's
the
competency-based
mentoring
model,
there's
dual
credit
coursework,
so
all
of
these
students
will
be
taking
dual
credit:
coursework,
there's
University
coursework,
the
advanced
University
coursework
that
happens
junior
senior
year
and
clinicals,
and
there's
a
student
teaching
component.
Whether
that
student
teaching
component
looks
like
a
semester
or
a
year
long,
it's
a
tail,
you
can
tailor
it.
M
Who
are
the
partners
within
this
work?
It's
the
district,
the
University,
our
kctcs
partners,
and
so
we
do
have
a
lot
of
dual
credit
opportunities
there,
but
also
a
new
player
in
the
land
of
teacher
preparation
and
that's
the
Kentucky
office
of
employer
and
apprenticeship
Services,
because
all
Kentucky
apprentices
go
through
that
particular
unit
and
very
very
proud
to
have
a
new
partner
on
board.
M
As
we
do
this
work,
and
so
Nelson
County,
in
conjunction
with
WKU
over
the
last
six
months,
has
applied
to
be
a
sponsor
for
K-12
apprenticeships
and
they've
been
approved,
so
they
made
that
application
through
the
office
of
employer
and
apprenticeship
services
and
they've
been
approved,
and
so
when
we
look
at
the
contributions
to
the
model
by
partner,
we
know
what
oeas
has
already
done.
M
Ectc
is
our
partner
in
this
as
well
they're
doing
9
to
12
grade
dual
credit,
and
so
students
who
complete
the
full
apprenticeship
as
we've
laid
it
out,
will
actually
at
the
point
that
they
enter.
Wku,
have
completed
60
credit
hours
of
universe,
City
coursework
prior
to
that
very
freshman
that
first
day
their
freshman
year
at
WKU
and
then
WKU.
We
are
the
Epp
provider
as
in
we
are
doing
all
the
certification,
we're
checking
field
placements,
we're
collaborating
with
the
Nelson
County
faculty
and
we're
also
offering
advanced
coursework.
M
This
is
just
something
for
you
to
read
in
your
spare
time.
Some
of
you
may
need
some
help
sleeping
it's
it's
one
of
those
kinds
of
documents,
but
it
is
the
outlined
of
the
work
process
as
defined
at
the
Department
of
Labor
level,
and
so
the
work
process
itself
covers
professionalism.
It
covers
planning,
it
covers
environment
and
uncovers
instruction,
and
so
all
of
the
apprenticeship
components
fit
into
these
four
areas.
M
So
what
we
do
is
we
map
everything
that
we
do
both
in
the
teaching
and
learning
pathway
that
superintendent
Hodges
talked
about
earlier,
but
also
with
our
other
courses
as
well.
So
we
mapped
the
apprenticeship
competencies
against
the
university
coursework.
There
is
credit
applied
to
students
of
Nelson
once
they
get
to
WKU
that
they've
earned
they
will.
They
will
not
have
signed
up
for
a
particular
class,
but
they
will
have
earned
credit
for
that
class
because
they've
gone
through
a
robust
experience
at
Nelson
County,
that's
defined
by
that
work
process.
M
So,
if
you're,
looking
at
that
curriculum
mapping,
there's
just
a
couple
of
easy
questions
that
folks
need
to
ask
when
you're
looking
at
the
district,
do
they
already
have
a
teacher
education
pathway?
Nelson
was
yes.
Do
they
offer
a
robust
internship
program
that
also
lends
itself
to
Preparing
teachers
for
Nelson
County?
The
answer
to
that
was
absolutely:
yes.
They
have
what's
called
Ed
collab,
which
is
a
very
extensive
teacher
preparation,
internship
opportunity
for
their
high
school
students.
M
We
mapped
the
apprenticeship
work
process
to
both
the
pathway
and
that
internship
experience,
and
then
they
had
to
identify
their
dual
credit
partner
and,
for
the
most
part,
that's
ectc
for
University.
What
we
had
to
do
was
map
our
existing
undergraduate
coursework
to
that
apprenticeship
process.
So
you
can
see
where
it's
bolded,
that
apprenticeship
process
is
almost
like
a
translator.
M
It's
a
communicator
between
the
district
and
the
university
to
make
sure
that
we're
all
on
the
same
page
and
then,
of
course,
we've
built
our
memorandum
of
understanding
about
who
is
this
affecting
who's
teaching
and
where
is
all
this
happening?
Nelson
County
also
had
to
think
through
their
payment
structure,
and
this
is
where
things
can
become
challenging,
but
part
of
this
program
earn
and
learn
is
the
idea
that
you
are
a
paid
professional
within
the
district,
and
so
we
really
want
that
for
our
students.
M
We
also
want
it
for
our
students,
as
they
go
through
undergraduate
experiences,
so
that
they're
not
having
to
work
at
the
bar
until
two
o'clock
in
the
morning
or
at
some
other
part-time
job,
so
that
they
can
focus
on
teaching
and
preparation
and
learning.
All
of
the
content
and
components
of
of
teaching,
and
so
you'll
see
the
payment
structure
for
Nelson
County.
They
have
both
youth
apprenticeships
and
then
they
also
have
adult
apprenticeships.
Adult
apprenticeships
kick
in
Junior
and
Senior
year,
depending
upon
what
high
school
you
are
and
what
county
you
are.
M
Each
County
will
be
able
to
do
this
slightly
differently
and
then
those
paid
positions
continue
through
their
undergraduate
experience.
So
if
you
look
at
it
on
a
timeline
right
now,
now
we've
already
done
the
first
six
months
and
the
next
six
months,
which
was
the
mapping
the
identification
of
Partners
and
the
application
to
oeas
they've,
also
recruited
students.
M
We
have
six
brand
new
first
ever
apprentices
that
we
have
interviewed
and
identified,
who
will
begin
their
work
as
apprentices
in
Nelson
County
Schools,
and
then
they
will
complete
that
work
and
then
come
to
Western
as
University
students
when
I
say
come
to
Western,
though,
if
ever
I
could
put
something
in
quotations,
it's
come
to
Western
because
they
will
stay
in
Nelson
County.
They
will
complete
their
entire
undergraduate
experience
in
Nelson
County.
We
will
work
together
with
Nelson's
faculty,
and
some
Nelson
faculty
will
actually
teach
WKU
courses
at
Nelson.
M
M
By
the
time
we
get
to
the
last
box,
where
they've
actually
completed
their
bachelor's
degree,
it
will
only
be
two
years
post
the
time
that
they
graduated
high
school.
So
two
years
after
they
graduate
high
school,
they
will
be
a
certified
teacher.
They
will
have
well
they'll,
be
enough.
They'll
have
an
undergrad
degree,
they'll
be
a
certified
teacher.
They'll
also
have
their
associate's
degree
and
they
will
have
completed
the
Federal
Department
of
Labor
work
process
for
K-12
teachers.
That
is
a
national
credential
that
they
could
go
to
another
University
and
say
I've
completed
this.
M
It
is
not
a
certification
itself
and
it's
not
a
degree.
You
still
need
this.
The
certification,
you
still
need
the
degree,
but
it
is
certainly
a
portable
credential,
as
defined
by
the
Department
of
Labor,
and
then
they
will
join
the
faculty
of
Nelson
and
be
really
invested
high
quality
highly
prepared
teachers.
One
of
the
things
that
we've
really
talked
about
a
lot
over
the
years
is
the
quality
of
our
teachers.
This
model
is
not
meant
to
replace
anything
it.
M
This
model
has
the
potential
to
help
us
start
recruiting
students
into
the
concept
of
Education
as
early
as
Middle
School,
maybe
never
losing
that
momentum
that
we
had
when
they
were
first
and
second
graders
to
say:
I
want
to
be
a
teacher,
and
so
we're
excited
about
it.
There
are
costs
that
are
associated
with
this.
This
is
not
new
to
anyone,
but
their
significant
costs.
The
apprenticeship
wages
are
first
and
foremost
the
biggest
barrier
to
schools
being
able
to
implement
this
on
a
large
scale.
M
We
talked
about
six
apprentices
at
Nelson,
County,
there's,
actually
the
potential
for
40
plus
apprenticeships
at
Nelson
County.
That's
how
many
students
are
involved
in
the
high
quality
internship
Ed
collab
that
they
have,
but
right
now
the
funding
source
is
instructional,
Aid
positions
that
are
unfilled.
M
It
cannot
be
the
case
that
we
use
unfilled
positions
to
fund
apprenticeships.
Apprentices
are
not
employees
that
are
going
to
be
there
37
and
a
half
hours
a
day
or
with
a
day
a
week,
they're
not
going
to
be
there
37
and
a
half
hours
a
week,
they're
going
to
be
there
as
a
function
of
their
earning
and
learning
so
they're
still
having
learning
obligations.
M
They
still
have
to
go
to
class
or
they
have
to
take
content
and
study
content,
and
so
they
may
go
to
class
on
Tuesdays
and
Thursdays
and
they
may
Apprentice
Monday,
Wednesdays
and
Fridays,
but
they're
not
going
to
be
your
Monday
through
Friday
Workforce,
and
so
what
we
can't
do
is
rely
solely
on
empty
positions
and
turn
those
into
apprenticeship
dollars.
Nor
are
they
full-time
they're
still
going
to
be
students,
so
the
apprenticeship
wages
are
one
of
the
biggest
barriers
to
expanding
this
into
a
full-blown
program,
Mentor
remuneration.
So
that
content,
that's
delivered.
M
That's
teachers
in
Nelson,
County
schools,
offering
additional
background
philosophy
and
context
for
all
of
the
competencies
that
those
students
are
completing,
and
so
there
does
need
to
be
some
recognition
of
the
mentor
information
or
the
mentor
work.
University
curriculum
design,
redesigns
universities
are
not
yet
prepared
to
do
this
on
a
large
scale.
Digital
delivery
in
a
high
Flex
model
that
includes
Partners
across
districts
was
not
how
we
transitioned
over
the
last
30
years,
but
we've
done
it
we're
doing
it,
but
it
does
take
costs.
M
It
does
cost
to
redesign
those
programs
each
each
partner
needs
a
coordinator.
You
need
one
single
point
of
contact
to
get
this
done
so
that
all
questions
can
go
to
one
person.
Otherwise,
you've
got
too
many
thoughts
and
too
many
people
trying
to
contact
each
other,
and
you
miss
each
other
in
the
moment.
So
each
partner
does
need
a
coordinator
and
then,
of
course,
the
students
themselves,
there's
tuition
costs,
there's
licensure
costs
and
all
of
those
things.
M
We
have
applied
for
external
Grant
support
in
order
to
scale
this
model
up
for
more
institutions,
not
more
Institute
for
more
districts,
because
we
have
districts
who
are
very
interested
in
leveraging.
This
model,
and
so
we
have
done
that,
we're
looking
for
an
opportunity
for
Commonwealth
seed
funding.
Honestly,
we
need
some
pilot
funding
that
would
help
scale
this
model
in
a
way
that
more
districts
can
participate.
M
That
Nelson
County
itself
can
actually
grow
to
the
potential
of
the
students
who
are
showing
interest
in
participating
in
this
and
then
also
because
this
is
the
first
time
that
we've
really
linked
teacher
certification
to
K-12
to
apprenticeship
it's
a
Department
of
Labor
opportunity,
and
so
there
will
be
opportunities
and
we're
looking
for
those
opportunities
to
apply
for
federal
funds,
but
over
the
long
term.
That's
how
many
apprenticeships
in
this
country
are
funded
is
from
Department
of
Labor,
but
we
don't
have
the
pilot
data
yet
to
do
it.
M
I
can
tell
you
that
over
all
more
than
16
Indian
states
have
already
launched
into
this.
So
that's
a
very
high
number
of
states
in
such
a
short
period
of
time,
because
again
last
year
was
when
it
was
approved,
States
those
16
States,
most
of
them
have
line
item
budgets
now
that
are
supporting
the
pilot
work
for
this.
M
Those
range
between
two
and
four
million
dollars
or
amount
of
dollars
per
student
we've
seen
headcount
of
Thirteen
thousand
dollars
per
student
participant,
and
so
it
does
range,
but
there
is
a
need
if
we
want
to
scale
this
in
a
way,
and
so
it's
it's
a
pretty
much
a
tidal
wave
across
the
country
of
people
interested
in
doing
this,
and
so
we
have
an
opportunity
here:
I
think
to
re-establish
education
as
a
first
choice,
profession
for
our
young
people,
and
so
we're
excited
we're
really
excited
about
it,
superintendent,
Bradley
or
Karen.
P
Mrs
Lee
speak
a
little
bit.
Oh
I
have
Miss
Lee
speak
a
little
bit
just
about
the
process.
I
think
it's
important
also
to
know
that
we're
very
fortunate
in
Nelson
County
to
have
a
few
people.
P
They
were
able
to
take
this
work
and
activate
the
application
process
that
many
districts
don't
necessarily
have,
and
we
have
miss
Karen
Lee
who's
been
thinking
about
this
work
for
decades
and
really,
unfortunately,
while
she'll
be
transitioning
in
a
few
weeks
to
retirement
has
brought
things
to
the
Nelson
County
Community,
like
the
teacher
apprenticeship
model,
through
a
very
lengthy
Federal
process
and
a
significant
amount
of
time
and
energy
that
she
put
forth
and
I
think
allowing
Miss
Lee
to
speak
a
little
bit
about
that
process
is
important
because
you
don't
just
snap
your
fingers
and
make
this
application
happen.
O
Thank
you.
We
passed
around
a
handout
that
talks
a
little
bit
about
our
logic
model
and
it's
just
a
brief
snapshot
that
provides
representation
of
what
the
process
looks
like
and
so.
Kentucky
had
the
existing
program
of
studies
for
a
teaching
and
learning
pathway
where
high
school
students
were
taking
four
courses,
and
that
is
standardly
issued
across
many
of
the
districts
in
the
state
and
in
Nelson
County.
O
We
took
that
model
and
chose
to
put
our
students
into
groups
for
three
academic
periods
of
the
day
and
they
work
together
as
a
cohort
across
all
four
years.
They
both
take
their
education,
coursework
and
they're
also
completing
their
English
credit
while
they
are
there.
So
we
have
need
for
an
English
teacher.
The
person
who
provides
the
Dual
credit
instruction
and
then
typically
they're
picking
up
an
additional
elective
credit,
and
so
what's
important
about
this-
is
that
our
students
are
engaged
in
field
experiences.
O
We
are
not
looking
to
cut
Corners
just
to
get
more
teachers
in.
We
were
most
concerned
with
the
quality
of
the
experience,
because
we
want
in-depth
Education
and
Training
for
our
students,
and
so
when
they
spend
that
half
day.
To
give
you
an
example,
they
may
go
into
a
course
on
Monday
and
learn
about
a
fundamental
element
of
educational
pedagogy.
Then
they
go
see
it
in
the
classrooms
and
we
have
a
robust
structure
of
what
is
done
weekly
so
that
our
students
get
that
field
and
clinical
experience.
O
You
hear
about
teacher
training
while
they
are
in
high
school
and
it
both
gives
them
an
opportunity
to
observe
strong
teachers
because
we're
selecting
the
classrooms
that
they
go
into,
and
it
also
provides
that
student
an
opportunity
to
see
if
this
career
really
is
for
them
and
I.
Think
that
the
greatest
success
we've
seen
is
in
being
able
to
connect
students
who
did
not
think
they
had
the
means
to
become
Educators
because
they
could
not
access
post-secondary
or
afford
it
and
they've
been
able
to
see
themselves
in
this
lot
and
I.
O
Think
that
is
such
a
great
piece
for
this
profession.
And
when
you
look
at
our
apprentices,
the
six
that
we
have
and
those
that
are
also
completing
egg
collab,
most
of
those
students
will
say,
I
did
not
think
that
I
could
become
a
teacher,
and
now
they
see
themselves
in
those
excuse
me
in
those
roles
with
those
leadership
opportunities.
P
Also
I
wanna
shout
out
representative
Tipton,
representative
maceroni.
You
were
part
of
that
celebration
at
the
Nelson
County
Schools
kicking
off
the
first
ever
apprentices
in
the
state
of
Kentucky.
Just
a
few
months
ago,
broadly
I'll
say
superintendent,
Hodges
and
Miss
Murphy
said
so
much
already
about
the
importance
of
this
work.
I
think
will
spoke
very
poignantly
about
relationships,
and
this
model
is
about
local
people
working
together
to
solve
local
problems
of
fulfilling
a
local
need,
I.
P
This
is
a
common
sense
approach
to
investing
in
the
pipeline
for
teachers.
Not
only
is
it
a
part
of
the
Federal
Department
of
Labor
and
the
support
that
comes
down
from
Washington,
but
it's
something
that
local
universities
and
communities
can
really
get
behind.
As
you
see
on
the
paper
that
we
passed
out
looking
at
long-term
sustainability,
as
you
guys
know,
often
they
say
you
get
what
you
pay
for,
and
in
this
case
the
Nelson
County
Schools
to
fully
fund
this
and
allow
this
to
continue
to
grow
over
the
next
three
to
five
years.
P
In
the
same
way,
I
think
the
other
statement
around
money
is
it
takes
money
to
make
money
and
that's
our
reality
as
we
think
about
the
re,
the
importance
of
accessing
Federal
Department
of
Labor
opportunities
and
continue
to
build
an
ecosystem
across
Kentucky.
That
is
systematic
in
nature
that
we
don't
have
to
all
get
lucky
and
fortunate
from
the
generosity
of
a
family
like
Greene
County
had
where
they
got
a
million
dollar
endowment.
As
you
recognize,
that's,
not
a
sustainable
systemic
practice.
A
A
H
Okay,
so
the
comment
is
just
sort
of
from
my
gut.
If
I
understood
correctly,
you
said
in
in
the
program
students
can
have
up
to
60
hours
of
college
credit
before
they
graduate
from
high
school,
and
what
my
gut's
telling
me
is:
when
are
our
kids
going
to
be
kids
and
when
is
too
much
College
during
High
School
too
much,
and
that's
just
something
I
had
to
share
it.
H
Just
sort
of
is
weighing
heavily
on
me
and
I
know
it's
not
so
many
kids
when
I
went
to
high
school
many
moons
ago,
we
went
to
high
school
in
high
school,
and
we
went
to
college
in
college
and
I
know
that
it
was
much
different
as
far
as
funding
College,
but
anyhow,
that's
just
something
I
wanted
to
share.
My
question
is
for
superintendent,
Hodges
and
superintendent
Bradley
in
light
of
grow,
your
own
programs.
P
Also
speak
on
behalf
of
Nelson
County
without
a
question
the
hard
to
staff
positions
that
we
know
we
had
the
plasma
games
conversation
here
earlier.
Science
and
math
well
will
and
have
been
and
continue
to
be,
a
uniquely
difficult
to
staff.
We've
been
fortunate
this
year
to
be
able
to
feel
nearly
every
all
of
our
positions.
P
At
the
same
time,
we
think
about
math
and
science
in
particular,
and
some
of
those
outlying
specialized
areas,
the
teacher
shortage
in
those
areas
has
been
around
for
decades.
This
is
not
a
secret,
so
I
would
say
that
we've
been
fortunate
and
we've
been
fortunate,
because
our
our
schools
have
really
been
creative
and
thinking
about
Staffing,
but
we
still
face
all
the
same
unique
challenges
and
you
know
geographically
Nelson
County
right
in
the
center
of
Kentucky
there's
school
districts
all
around
us.
You
got
bullet
Jefferson,
Harden,
major
districts,
it's
a
highly
competitive
region.
A
I'm
gonna
jump
in
real
quick.
My
question
is:
for
Dr
Murphy
refreshed
my
memory
on
the
the
grants
themselves.
What
is
the
lifespan
of
those
grants
and
is
there
if
we
do
something
as
a
state?
Is
there
a
split?
What
kind
of
state
split
would
that
be?
If,
if
we.
M
So
the
the
one
particular
grant
that
we
applied
for
most
recently
that's
a
three-year
Grant
and
I.
Think
it's
a
two
million
dollar
Grant.
It's
about
two
million
dollar
Grant,
that
is
through
the
Kentucky,
not
Kentucky,
it's
through
the
Department
of
Education,
the
U.S
Department
of
Education.
So
it's
not
even
a
U.S
Department
of
Labor
Grant.
It
was
a
work
based
grant
that
the
apprenticeship
program
felt
fell
very
nicely
into
so
that
just
happened
to
be
an
opportunity.
M
M
O
I
Thank
you,
Mr
chairman
will
good
to
see
you
again.
Thank
you
also
Mr
Bradley,
for
being
here,
Dr
Bradley.
My
question
is,
is
basically
maybe
for
both
of
you
all
when
Mr
Hodges,
you
were
talking
about
the
picture
of
the
young
people.
That's
a
future
social
studies,
teacher
language,
arts
teacher.
I
What
about
Career,
Technical
education
you've
got
a
wonderful
educator
at
Mr,
Stephen
Thomas
there
who
are
the
next
Stephen
Thomas
is
coming
up
and
how
difficult
do
you
all
see
it
is
or
is
not
of
getting
someone
to
go
into
coding
or
getting
to
someone
to
go
into
one
of
those
technical
career
Pathways,
because
the
work
that
you
all
do
I
know
in
Greene
County
is
exceptionally
good
there.
Do
you
see
that
being
a
difficult
area
to
recruit
students
into
those
pathways.
L
Absolutely
and
and
this
kind
of
answers
the
question
over
here
as
well
in
Greene
County,
we
have
maybe
two
positions
remaining
to
fill
I
feel
like
those
will
be
filled
within
the
next
week.
Our
biggest
challenge
this
summer
has
been
filling
a
career
in
technical
education
teaching
position
so
that
anytime,
Senator
wise
those
come
open.
That's
a
concern
a
lot
of
times
those
are
filled
through
individuals
that
are
going
through
a
work
based
certification,
many
times
which
you
know.
That's
that's
great,
because
you
know
they.
L
They
bring
us
certain
expertise
to
those
students
but
you're,
exactly
correct
in
in
your
thought
there
that
that
is
always
a
worry
and
I.
Think
that's
going
to
going
to
continue
to
be
a
worry
and
and
when
we
hired
that
person
they
had
worked
in
the
field
for
probably
30
years,
you're-
probably
not
going
to
get
a
young
person
because
they
can
make
much
more
money
by
working
in
the
field,
but
we
typically
find
someone
that
is
ready
to.
L
O
Instructional
assistant
position
when
those
become
available
when
there's
a
vacancy,
but
those
mostly
exist
in
special
education
or
kindergarten
which
does
not
address
our
high
need
area
of
high
school,
and
so
that
is
a
challenge
that
districts
are
looking
at
and
implementing
apprenticeship
models
is
how
do
you're
having
to
add
a
position
when
you
do
this,
because
the
person
is
not
Standalone
in
a
classroom,
they
must
work
under
an
expert
teacher,
and
so
in
doing
so.
How
do
we
add
those
positions
at
the
middle
and
high
school
levels,
particularly
Math,
Science
and
CTE?
K
P
Ct
I
think
it's
a
great
example
of
where
we
as
a
state
need
to
continue
to
be
much
more
creative
in
the
way
we
think
about
compensating
those
positions
and
also
the
way
we're
thinking
about
the
public-private
partnership
models.
There.
P
We
recognize
that
you
know
when
will
and
I
are
looking
for-
let's
say,
hypothetically,
a
new
coding
teacher
or
a
new
welding
teacher
that
the
experts
are
in
that
work
in
large
and
that
we
want
to
be
able
to
continue
to
find
ways
to
have
decentralized
models
that
allow
for
students
to
learn
off-site
on-site
and
also
partner
with
those
businesses
in
a
way
that
allows
them
some
Revenue
Source,
rather
than
just
doing
it
to
feed
their
own
pipelines,
and
that's
a
missing
component
currently
so.
P
E
C
Appreciate
you
all
being
here
today,
I
appreciate
the
initiative,
if
you
take
it
in
your
local
District
to
address
a
problem,
that's
out
there
in
the
work
that
you're
doing
question
Dean
Murphy,
when
you
compare
a
traditional,
four-year
University
student,
your
teacher
prep
program
to
one
of
these
students
who's
going
through
the
apprenticeship
model.
How
would
you
compare
the
clinical
experience
in
terms
of
the
amount
of
experience
and
the
quality
of
their
clinical
experience?
C
M
Programs
have
to
have
high
quality
experiences
right,
so
we
all
have
a
set
of
standards
that
we
have
to
make
sure
that
they're
meeting.
So
those
are
already
a
very
high
quality
experience
with
intentionality
around
where
the
students
are
placed,
what
they're
learning
how
it
aligns
with
our
current
coursework.
M
When
you
look
at
the
apprenticeship
model,
it
ramps
that,
up
by
five
it
it
allows
students
to
become
part
of
that
Community,
as
opposed
to
a
visitor
of
that
Community.
It
requires
a
consistency
in
their
dispositions
that
they
demonstrate
within
those
classroom
experiences
that
is
extensive.
You
don't
get
to
turn
it
off
when
you
are
an
apprentice,
because
you
are
working
and
earning
you're
already
part
of
that
district
and
I
think
the
alignment
that
is
now
threefold
right.
So
you
have
the
work
process.
M
You
have
the
high
school
highly
constructed
internship,
that's
meant
to
support
students
interested
in
teaching,
and
then
you
layer
that
onto
the
university
coursework
it
just
explodes
that
the
the
quality
and
the
amount
of
opportunity
and
experience
those
students
are
having
within
that
work.
Setting
going.
M
C
Q
C
Could
you
share
a
little
bit
about
the
how
many
districts
were
interested
in
that
and
had
any
idea
about
how
many
districts
are
serious
about
replicating
this.
M
Yes,
so
WKU
did
host
a
Statewide
apprenticeship,
Summit
on
probably
the
worst
day
that
you
could
possibly
host
a
school
related
to
Summit
because
it
was
June
22nd,
and
the
last
thing
that
anybody
really
wants
to
think
about
who's
been
working
in
a
high
intensity
school
year
is
more
more
ways
to
engage
our
work
on
June
22nd,
so
we
held
it
in
over
30
districts.
130
plus
people
participated
universities
over
10
universities
were
represented
as
well,
and
there
is
already
requests
to
start
so
you'll
see
also
within
your
PowerPoint
slides
Grayson.
M
County
now
also
has
an
approved
apprenticeship
program.
They
went
through
the
same
process.
A
similar
process
to
Nelson
Hancock
has
already
signed
on
to
continue
and
and
the
list
grows
from
there.
So
we
are
excited
about
it.
We
do
think
that
it
is
a
scalable
model
once
you
get
into
the
revised
coursework
once
you
get
into
looking
at
the
clinical
models
as
examples
there's
a
lot
for
districts
to
pull
from
it's
also
very
tailorable,
very
customizable.
M
Let's
call
that
word
instead,
so
it's
customizable
in
the
idea
that
a
district
who
doesn't
have
necessarily
the
same
robust
internship
opportunity
that
Nelson
County
has
can
still
base
this
off
of
the
pathways
if
they
partner
with
the
university
on
the
educator
pathway
and
that
four
course
sequence.
So
there's
a
lot
of
variability
that
will
be
allowed
within
each
apprenticeship,
and
so
it
will
look
District
different
District
by
District.
C
I'll
ask
one
more
because
I
know
we
need
to
proceed
last
interim
Tennessee
Department
of
Education
presented
on
their
apprenticeship
model
and
I
guess.
My
question
aligns
to
that.
What
has
to
take
place
in
Kentucky
for
us
to
be
able
to
utilize
and
draw
down
Federal
wheel
of
dollars
is
what
are
there
additional
steps
that
need
to
take
place
to
put
us
in
that
position?
So.
M
That's
a
question
that
we're
going
to
work
with
oeas
on
as
far
as
what
can
we
do
when
there
aren't
costs
in
existence
right
now,
there
is
no
RFP
from
the
Department
of
Labor
to
which
we
can
apply,
but
I
do
think
that
we
need
to
pursue
how
to
get
those
dollars
into
the
state.
I,
don't
think
that
it's
a
short
process,
I
I,
don't
see
that
happening
anytime
within
the
next
18
to
24
months,
but
I
think
we
will
be
working
with
our
partners.
M
Michelle
de
Johns
and
KDE
ehler,
we'll
be
looking
we'll
be
looking
to
collaborate
together
on
how
to
request
funding
without
Theory
in
ours.
I
do
think
it's
important
that
we
do
that.
Simultaneous
though
I
do
think.
We
have
to
show
it
to
state
that
this
is
a
model
that
we
are
supporting
and
looking
to
enhance
the
infrastructure
within
the
state
and
we're
going
to
need
State
dollars
to
do
that.
P
Representative
and
I'll
just
go
back,
it
takes
money
to
make
money
and
I
think
having
some
skin
in
the
game
with
some
pilot
districts
it
sounds
like
is
a
really
healthy.
First
step.
A
F
Mr,
chairman
representative
Tipton,
actually
asked
my
questions,
but
I
do
wanna.
He
had
several
questions
that.
F
Noticed
that
out,
I
do
want
to
say
this
is
to
me,
sounds
very
impressive:
to
go
down
this
road
where
there's
an
obvious
need,
and
of
course
the
conundrum
is
going
to
be,
the
funding
which
you
say
over
and
over
again,
and
how
does
this
proceeding?
I
would
suggest
that
this
is
going
to
change
a
whole
lot
if
we
really
step
up
to
meet
what
this
means
to
Kentucky.
But
congratulations
on
your
work
and
very
impressive.
Thank
you.
R
Thank
you
very
much.
I
think
this
is
a
great
program
getting
our
kids
going
on
these
apprenticeship,
apprenticeships
and
getting
real
world
experience.
I
did
want
to
meet
the
representative
about
kids
being
kids,
because
I
delayed
my
children's
education
for
years,
so
they
could
be
kids.
R
However,
I
think
by
the
time
they
got
to
high
school,
they
were
ready
to
stop
being
kids
before
I
was
ready
for
them
to
stop
being
kids
and
I
I
think
we
have
a
lot
of
high
school
students
that
actually
may
be
bored
with
their
current
curriculums
and
actually
have
the
capacity
and
the
desire
to
learn
anymore.
Much
more
so
that's
my
statement.
P
Correct
me,
if
I'm
wrong,
but
that's
currently
the
student
payment
for
the
apprenticeship
process.
I
will
say
that
Western
has
worked
with
us
and
is
willing
to
match.
For
example,
if
the
Nelson
County
Schools
is
committed
to
supporting
for
eight
thousand
dollars,
Wester
amino's
halfway
and
would
cover
the
cost
of
that,
which
is
something
we're.
Certainly
so.
R
P
What
I
hear?
Currently?
That's
that's
what's
on
paper,
but
we
do
recognize
that
we
want
to
continue
to
to
to
honor
the
reality
that
the
twenty
two
thousand
dollars
and
the
twenty
three
thousand
dollars
they'd
be
making
their
first
and
second
year
as
an
as
an
apprentice,
would
not
quite
allow
them
a
living
wage
and
that
we
recognize
that
we're
going
to
have
to
find
lots
of
ways
to
incentivize.
As
will
said.
M
And
I
will
say
that
I
want
to
talk
about
skin
in
the
game.
At
this
point
districts
and
Western,
as
we
have
we've
invested
in
this,
so
the
matching
program
for
grow.
Your
owns,
extends
you
know
to
Greene
County,
Nelson,
County,
all
the
way
out
to
I
believe
we
have
a
newest
agreement
with
Pike,
County
and
Hazard.
So
we've
we've
got
grow
your
own
Partnerships
that
do
have
the
matching
dollars
to
say
if
a
district
puts
in
so
much,
we
will
batch
them
one
dollar
for
dollar,
because
we
fully
recognize.
M
This
is
not
a
K-12
problem.
This
is
a
K20
problem.
If
we
do
not
prepare
the
next
generation
of
teachers,
the
universities
will
not
have
the
next
generation
of
Highly
prepared
students
to
accept.
So
we
look
at
this
as
a
K20
situation
that
we
have
to
resolve,
and
so
everybody
has
skin
in
this
game.
At
this
point,.
R
A
You
I
have
one
final
question:
this
will
be
the
end
of
this
segment:
great
presentation
on
a
on
a
very
important
topic,
but
I
just
thought
of
this.
So
this
program,
I
believe,
brings
up
a
pretty
interesting
Dynamic
within
the
school.
So
you
have
an
apprentice
that
is
paid
some
level
of
pay,
but
you
also
at
the
same
time
in
the
same
school,
may
have
a
student
teacher
that
doesn't
have
that
pay.
So
could
you
comment?
Maybe
the
superintendent's
on
that
this?
A
P
Makes
choices?
Currently,
you
know
that's
a
choice
that
someone's
making
I
I
think
we
all
recognize
an
education
that
the
six
months
of
student
teaching
isn't
nearly
enough
and
that
the
apprenticeship
model
that
we
have
is
really
a
four
to
six
year.
Conversation
with
that
that
individual
and
their
Journey
as
an
educator
before
they
become
a
teacher
which
we
feel
like
is
a
much
more
robust
experience
in
terms
of
student
teaching
experience
and
you
know
which
would
that
create
some
tension.
M
Can
I
just
add
something
to
that
from
a
university
sure,
so
we
see
student
teachers
in
all
of
these
districts
right
and
we
see
districts
desperately
wanting
to
to
have
student
teachers.
Our
surrounding
states
do
allow
for
paid
student
teaching
and
currently
16
Kar
section
five
item.
Seven
says
you
in
Kentucky.
You
cannot
pay
a
student
teacher
that
does
need
to
change.
It
absolutely
needs
to
change
and
I've,
spearheaded
a
waiver
request
to
the
licensing
board
with
districts.
M
Many
districts
signing
on
supporting,
saying
that
we
we
waive
that,
especially
for
instructional
assistants
who
are
participating
and
grow
your
own
programs
who
are
currently
being
paid
by
the
district
and
having
to
step
away
from
their
duties
or
their
pay
or
their
benefits.
In
order
to
complete
that
student
teaching
experience,
student
teaching
is
critical,
it
cannot
be
skipped.
M
It
can
be
modified
and
done
in
interesting
ways,
but
it
cannot
be
skipped,
and
so
we
need
to
pay
people
the
way
that
we
pay
for
business,
externships
and
internships
and
those
sorts
of
things,
especially
if
we're
going
to
be
competitive
in
making
education,
a
First,
Choice
profession,
so
pretty
passionate
about
that
one.
But
that
one
does
need
to
change.
A
A
A
A
You
for
coming
I
promised
30
minutes.
You
got
35
minutes,
so
you're
you're
good
to
go
proceed.
Would.
Q
Thank
you
so
much
for
having
us
here
this
morning,
I'm
Rhonda
Caldwell
with
the
Kentucky
Association
of
school
administrators
and
we'd
like
to
start
out
this
morning.
Simply
by
saying
thank
you
to
you,
chairman
West,
and
to
you
chairman,
Tipton,
and
everyone
here
in
this
room,
one
for
the
time
you've
already
put
in
this
morning,
but
your
continued
support
of
public
education
in
Kentucky,
we
became
came
before
the
house
education
Committee
in
February,
with
the
first
round
of
recommendations
from
the
coalition
to
sustain
the
education
profession
and
the
recommendations
that
we
put
before
you.
Q
Then
you
move
them
from
insight
to
action
through
bills
like
Senate,
Bill,
3,
House,
Bill,
32,
House,
Bill,
319
and
House
Bill
538,
just
to
name
a
few,
and
so
these
are
solid,
First
Steps,
in
bringing
some
solutions
to
the
challenges
that
we
face
each
day
and
a
big
thank
you
from
all
of
us
here
at
this
table.
We
are
so
grateful
for
the
partnership
that
we
share
with
you.
Q
The
Coalition
continues
its
work.
The
group
is
comprised
of
about
150,
plus
corporate
and
Community
leaders.
Also,
legislators
such
as
yourself,
representative,
Tipton,
Senator,
West,
Senator
Givens,
have
all
been
active
Partners
in
this
work
and
Educators
parents
and
others
and
you're
going
to
meet
these
folks
today
through
the
stories
and
the
work
that
they
share
with
you,
and
some
of
them
have
actually
driven
four
hours
to
be
here.
Q
So
really
really
appreciate
them
for
making
this
work
today,
and
so
right
now,
this
group,
to
give
you
a
status
check,
we
started
the
work
last
fall
and
right
now
we
are
wrapping
up
round
two
of
the
work
and
anxious
to
share
with
you
where
we
are
with
it
today
in
terms
of
recommendations
that
bring
more
solutions
to
us,
and
so
yesterday
you
should
have
received
a
copy
of
the
executive
summary
of
that
work,
and
it
is
a
full
report
that
is
titled
looks
like
this.
Q
Q
As
you
can
imagine,
our
deadline
was
June
30th
to
get
all
of
the
recommendations
in
it's
taken
a
little
bit
of
an
effort
to
round
up
all
of
the
input
from
150
people,
and
so
there
are
17
recommendations
listed
in
the
summary
document.
But
today
we
are
only
going
to
focus
on
three
that
are
essential
to
sustaining
the
profession
and
why
it's
really
important
why
this
is
an
important
topic
to
Kentucky
business
and
to
our
Kentucky
employers
and
so
very
quickly.
Q
Our
very
first
recommendation
is
around
teacher
compensation,
paying
our
teachers,
a
salary
that
provides
them
with
a
living
wage,
ensures
that
most
importantly
ensures
that
our
quality
educators
are
at
the
helm
of
every
single
classroom
and
keeps
Kentucky
on
par
with
neighboring
states
who
actively
recruit
our
quality
teachers
every
single
day.
K
Being
a
superintendent
in
2023
is
is
a
is
a
bit
like
nothing
I've
ever
imagined.
Somebody
once
told
me
when
I
got
this
job,
it's
the
toughest
job
in
any
Community
across
the
state
and
the
reason.
Why
is
because
you're
not
going
to
make
everybody
happy
and
you
also
through
Schools
Employees
students,
Guardians,
grandparents,
Aunts,
Uncles
taxpayers.
You
touch
every
part
of
a
community
whether
you,
a
Community
member,
has
no
part
of
the
school
at
all.
They
could
live
next
to
a
school
and
be
affected
by
the
traffic
or
they
could
pay
school
taxes.
K
But
it
needs
to
be
quicker
and
then
again
trust
the
superintendents
that
we're
not
just
lobbying,
because
we
can't
do
it
we're
allowing
because
we
do
it
the
right
way
and
we
want
to
adapt
to
what
we're
dealing
with
in
the
classroom.
So
they
have
to
look
look
from
our
perspective
through
us
down
into
the
classrooms
where
the
teacher
in
the
classroom,
students
are
interacting
and
what
the
barriers
are
and
right
now
those
are
the
barriers.
K
You
know
social
media,
mental
health,
teacher
shortage
safety
I
mean
we're
dealing
with
a
lot
of
different
variables
that
no
one's
ever
dealt
with
when
they
were
in
school.
Before
we
got
to
get
back
to
the
face-to-face
conversations
and
the
professional
conversations
and
the
problem.
Solving,
not
the
finger,
pointing
so
being
a
school
superintendent
is
is,
is
like
being
a
CEO
of
a
very
large
corporation
and
having
a
board
of
directors.
But
it's
a
public
corporation
and
everybody
has
to
say-
and
you
have
to
answer
to
everybody,
because
tax
dollars
are
are
at
stake.
Q
Q
So
this
message
from
superintendent
Benzel
brings
a
a
wonderful
opportunity
to
when
he,
when
you
talk
about
it's
a
public
corporation,
it
is
my
segue
into
the
introduction
of
Mr
Jim
Allen
to
my
right
ear,
who
is
the
vice
chairman
of
Baird
Corporation
and
if
you're
not
familiar
with
Baird
Corporation,
it
is
a
multi-billion
dollar
Corporation.
V
Thank
you
very
much,
and
just
by
way
of
a
little
bit
of
clarity
and
background,
so
r.w
Baird
acquired
Hilliard
lions
in
2019,
so
I
was
previously
the
chairman
and
CEO
of
Hilliard
for
15
years
prior
to
our
merger,
with
RW
buried
in
2019,
and
the
transition
from
Hilliard
to
Baird
has
been
really
an
outstanding
one.
V
Our
values,
our
culture,
our
commitment
to
the
communities
where
we
live
and
work
has
remained
unchanged
and
so
excited
about
where
we
are
I
have
also
spent
10
years,
plus,
probably
more
like
12
as
a
member
of
the
Jefferson
County
public
education
foundation
and
done
a
lot
of
work
there
and
actually
spent
a
lot
of
time
in
JCPS
schools.
And
by
virtue
of
that.
V
Just
over
10
years
ago,
we
instituted
the
Hilliard
Lions,
now
Baird
teacher
excellence
awards
where
we
honor
between
40
and
50
Public
School
teachers
each
year
nominated
by
their
peers
for
outstanding
work
in
the
classroom.
So
we're
big
Believers
in
trying
to
return
respect
to
this
role
and
appeal
to
being
part
of
it
and
I
look
at
it
through
the
lens
of
a
of
a
corporation
and
how
we
would
address
this.
If
this
were
our
issue,
the
data
is
is
extremely
telling.
V
When
you
look
at
the
2122
data,
that's
the
most
recently
available,
23
2223
will
be
available
in
the
fall,
but
for
that
21-22
school
year
you
had
teacher
turnover
within
the
state
of
Kentucky
at
20.4
percent.
I
can't
imagine
running
a
business
and
having
that
kind
of
turnover
that
was
on
the
heels
of
four
years
of
between
16
and
18
percent
turnover
rates
within
Kentucky
schools
for
teachers
again,
a
big
number
and
unacceptable
number.
V
In
my
view,
over
that
same
time,
frame,
what's
interesting
is
that
teacher
tenure
within
the
state
stayed
in
the
12
point,
just
over
12
years,
dipped
to
11.8
in
the
21
22
school
year,
which
tells
me
the
math
suggests
that
a
lot
of
the
turnovers
coming
from
the
younger
teachers,
who
aren't
necessarily
as
well
prepared
or
who
aren't
you,
know,
ready
for
what
they're
going
to
encounter
in
the
classroom.
V
So
there
is
a
real
need
for
in
investment
in
preparation
and
I,
really
think
compensation
is
a
big
part
of
the
equation
here
when
I
look
at
it
through
the
lens
of
a
of
a
corporation
in
what
we
would
pay
for
acquiring
talent
that
is
coming
out
of
undergraduate
or
graduate
educations
and
and
the
starting
salaries
for
those
individuals
again.
This
is
something
that
there's
not
a
silver
bullet.
What
we
heard
previously
today,
I
think
addresses
a
lot
of
the
issues
as
well.
V
Quality
of
life
mentoring
support
again
the
challenges
that
teachers
encounter
today
are,
unlike
anything
they
have
previously.
This
was
a
problem
that
was
brewing
prior
to
covet,
but
clearly
covet
has
accentuated
it
emphasized
it,
and
so
it's
an
issue
that
I
think
that
we
need
to
Rally
around,
not
just
as
a
school
district
or
a,
but
as
a
state
as
a
community
was
referenced.
V
That
student
teaching
stipends
were
something
that
was
was
referenced
in
the
last
presentation
and
as
I've
discussed
this
with
the
various
deans
of
colleges
of
Education
they're,
all
in
favor
of
that
they've
seen
declines
in
enrollment
declines
in
interest
and
being
able
to
sort
of
work.
Your
way
through
the
process
is
one,
that's
just
economically
very
difficult
for
them
to
to
tackle.
V
So
when
we
look
at
this,
too
I
think
it's
important
to
not
necessarily
frame
it
as
an
expense,
but
really
an
investment
in
our
future,
and
this
is
something
that
is
really
really
critical.
I
believe
that
Kentucky
and
the
midsection
of
the
country
has
a
real
opportunity
right
now
for
economic
growth
and
development
is,
there
is
a
migration
from
the
coast
and
we
can
look
at
the
blue
oval
investment
just
down
the
road
from
here
or
go
a
little
bit
north
to
Columbus,
Ohio
and
Intel.
V
Very
large
Plant
there
and
Amazon
has
just
announced
a
nearly
seven
billion
dollar
investment
and
so
I
think
there's
an
opportunity
for
Kentucky
to
lead
and
take
some
steps
here
to
ensure
that
we
have
an
attractive
state
from
an
education
standpoint
and
can
capitalize
on
the
opportunities
that
are
out
there.
So
I'll
stop
there
for
right
now.
Thank
you.
Oh.
Q
Thank
you
in
addition
to
Mr
Allen.
We
also
have
an
educator
crew
that
we
have
here
today
that
we've
brought
and
to
Mr.
Allen's
right
is
Dr
David
meinshein,
who
is
co-chair
of
the
Coalition
and
also
superintendent
of
the
Livington
Livingston
County
schools,
and
he
is
going
to
lead
us
through
a
deeper
dive
of
these
recommendations,
along
with
one
of
his
teachers,
a
master
teacher,
Miss,
Priscilla
Keller
to
my
left
and
also
principal
Nate,
Jepson
down
on
the
the
far
end
here,
who
is
a
principal
of
the
Shelby,
County
Schools
and
so
Dr
mindshine.
T
Thank
you
for
having
us
today.
I
first
want
to
say
this
to
the
members
of
the
Senate
that
are
here
in
the
earlier.
In
the
spring,
you
confirmed
my
appointment
to
the
Murray
State
Board
of
Regents,
and
for
that
I'm
appreciative
it
gives
me
another
look
at
how
to
Be
an
Effective
educator
and
an
educational
leader
within
our
state
and
within
my
district,
so
I.
Thank
you
very
much.
T
What
strikes
me
as
interesting
is
to
2022
was
the
Centennial
year
of
Murray
State
University
100
years
and
then
in
a
conversation
with
President
Bob
Jackson.
It
was
brought
up
with
with
Dr
Carr.
One
of
the
founders
in
rainy
T
Wells
be
happy
with
what
they
see
today.
I
reflected
on
that
and
if
you
look
back,
Murray
State
began
as
a
teacher
college.
First,
the
region
was
cut
off
from
the
rest
of
the
state.
T
It
was
very
remote,
almost
Wilderness,
like
is
the
way
it's
described
at
that
time,
and
I'll
laugh
about
that
now,
because
it's
very
thriving,
but
it
started
as
a
teacher
College
think
about
that.
Just
for
a
moment
now
think
about
that
region
and
think
about
the
growth
that
it's
seen
over
the
years,
it's
been
tremendous,
but
it
started
as
a
teacher
college
and
I
would
submit
to
you
that
that
economic
investment
into
Western
Kentucky
and
into
Murray
caused
that
growth
exponential
growth.
T
Almost
so
I
just
say
that
to
say
this
is
a
wonderful
topic
to
wrap
our
minds
around
I'm
excited
to
be
here
to
share
just
a
few
things.
You've
heard
many
statistics
I'm
going
to
keep
mine
to
a
minimum,
but
Nationwide
teacher
preparation
programs
have
seen
enrollment
declines
of
about
35
percent
over
the
past
10-year
period
and
that
exacerbates
our
turnover
rate,
but
our
terminal
rate
did
jump
this
year
in
the
state
of
Kentucky
from
16.2
percent
to
20.4
percent
that
that
is
up.
Obviously,
by
about
four
percent.
T
Now
our
colleges
of
Education
are
reporting.
Fewer
students
are
pursuing
degrees
in
education.
A
superintendents
are
seeing
smaller
pools
of
qualified
applicants
for
Teacher
positions,
particularly
in
our
unfilled
or
our
critical
needs
to
go
unfilled.
It's
getting
harder
and
harder
to
attract
people
into
our
profession,
as
you
heard,
from
Mr
Allen.
The
business
Community
is
also
alarmed
about
the
teacher
shortage
and
the
ready
to
go
to
work
to
resolve
this
problem.
T
They
know
that
their
Workforce
and
economy
rely
on
us
getting
our
hands
around
this
what's
interesting
is
a
lot
of
states
are
also
tackling
this
issue.
At
the
same
time,
I
don't
think
we're
necessarily
behind,
but
some
of
them
are
already
addressing
some
of
the
major
concerns
that
we're
bringing
today,
for
instance,
the
Arkansas
governor
Sarah
Sanders,
assigned
a
bill
into
law
setting
her
state's
minimum
teacher
salary
at
fifty
thousand
dollars
a
year.
In
a
few
years,
South
Carolina
and
Tennessee
will
have
increased
their
starting
salaries
to
fifty
thousand
dollars
a
year.
T
The
average
beginning
teacher
salary
in
Kentucky
last
year
was
38,
000
10,
and
you
can
imagine
the
impact.
When
the
states
around
us
will
have
a
fifty
thousand
dollar
starting
salary.
It
will
make
it
even
harder
for
us
to
retain
our
teachers.
Other
states
are
also
proposing
percentage
increases
or
bonuses
to
attract
and
retain
teachers.
These
states
all
recognize
the
Perils
of
a
teacher
shortage,
their
economy
and
future
growth.
T
Now
these
these
states
have
taken
some
bold
steps
to
address
their
shortages
and
I,
think
it
they'll
find
it
much
easier
to
grow
their
economies
in
the
year
ahead
because
of
that
investment.
We
must
always
keep
in
mind
that,
while
education
is
great
for
kids,
it's
essential
for
business.
I
say
that
I
am
Economic.
Development
I
am
the
first
line
of
defense
for
economic
development
period.
That
is
my
role.
T
It
is
my
job
as
an
educator
and
as
a
superintendent
is
to
ensure
that
I'm
producing
a
product
that
can
walk
into
our
Workforce
ready
to
go
to
work
immediately
or
ready
to
go
into
post-secondary
education,
whether
it
be
certificate
two-year
a
four-year
School.
My
students
must
have
skills
that
are
immediately
transferable
into
the
marketplace:
I'm
Economic
Development,
it's
where
it
begins
and
I
have
to
have
those
great
teachers,
both
in
Career
and
Technical
education,
I'm,
not
sure
who
asked
that
question
or
referenced
career
and
Tech
teachers
vital
vital
vital
to
what
we
do.
T
You
have
in
your
folders
a
summary
of
18
recommendations.
The
Coalition
has
made
and
believe
that
are
necessary
to
sustain
our
profession.
They'll
be
fleshed
out
in
a
more
final
data-driven
format
in
the
next
few
weeks,
while
the
150
members
who've
logged
hours
and
hours
on
this
believe,
each
recommendation
is
essential.
T
We
need
to
focus
on
just
a
few.
This
will
be
a
multi-year
phased
in
Journey
for
us
and
for
our
legislative
partners,
and
for
that
reason
we're
asking
with
only
the
first
three
for
today's
presentation,
I'll
be
asking
Mr,
Jepson
and
Miss
Keller
and
Mr
Allen
to
join
in
as
I
kind
of
go
through
those
recommendations.
Here's
the
first
one,
the
first
one,
the
Coalition,
proposes
the
state
adopt
a
Statewide
minimum
salary
scheduled
based
on
a
beginning
teacher
salary
of
forty
five
thousand
dollars
funded
by
legislators
at
the
start
of
the
24-25
school
year.
T
T
So
we've
stated
before
higher
minimum
salary
schedules
being
adopted
by
other
Southern
States,
particularly
Tennessee,
will
further
hamper
our
ability
to
recruit
and
retain
those
teachers.
If
we
do
not
keep
Pace
Mr
Allen.
V
No
I
I
totally
agree.
It
makes
sense
and
and
I
think
this
is
something
then
that
we
can
present
and
a
ride
that
we've
stepped
up
to
do
this,
that
we've
placed
a
priority
on
education
and
that
we're
willing
to
invest
in
it,
and
could
you
put
that
microphone
a
little
turned
it
off
so
that
I
wouldn't
get
give
him
feedback.
V
It
also
sends
an
important
message
to
teachers
too,
that
that
they
matter
and
I
think
there's
there's
been
a
a
lot
of
concern
expressed
about
just
their
their
sense
of
worth
and
feeling
I
talked
to
one
of
the
colleges
of
Education
in
in
Louisville,
and
they
said
that
a
student
teacher
had
gone
out
and
it
happened
on
more
than
one
occasion
and
got
into
a
classroom
and
the
existing
teacher.
There
said
you
shouldn't
pursue
this
career,
so
it
was
that
kind
of
a
of
a
situation.
V
So
I
think
we
really
need
to
step
up
and
provide
support,
not
only
financially
but
in
other
ways
as
well
to
put
the
you
know,
put
the
prestige
back
in
this
position.
So
thanks.
A
U
You
so
Nate
Jepsen
principal
of
Martha
Lane,
Collins
High
School
in
Shelby,
County
Public
Schools.
Speaking
from
my
school,
we
had
12
of
our
60
teaching
positions
turnover
this
year.
That's
right
on
20,
so
we're
we're
with
the
national
average
there.
U
Maybe
my
I
did
have
a
social
studies,
opening
that
had
a
couple
young
candidates
that
had
gone
a
traditional
route,
but
we're
getting
several
teachers
from
middle
school
that
are
interested
in
moving
up
to
high
school
have
never
taught
it
before,
but
that
we
can
get
the
certification
somewhere
we're
doing
an
emergency
certification
year,
where
they'll
study
I've
got
one
say,
example-
is
going
to
study
Physics
this
year
as
she's
teaching
it
on
the
Fly.
We
can
do
an
emergency
route,
certainly
that's
not
the
best
plan,
but
it's
going
to
work
and
I.
U
This
is
a
teacher
that
I'm
confident
is
going
to
stick
around
for
a
few
years
and
grow
and
develop.
I
didn't
have
any
other
applicants
for
that.
We
talked
about
chemistry,
history.
Earlier
really
neat
presentation,
I'm,
not
sure
when
they
were
showing
their
careers,
that
any
of
them
said
high
school
chemistry
teacher,
the
the
pay
is
just
so
substantially
different.
I'll
have
two
this
year
one's
coming
up
from
a
middle
school
position
for
chemistry,
my
other
chemistry
teacher,
the
day
he
applied
last
year.
This
would
be
his
second
year.
U
He
said
my
full
intention
is
to
go
to
medical
school
he's
an
Alum
from
my
school
great
Dynamic.
Young
guy
has
a
chemistry
degree
from
Bellarmine.
If
you
can
imagine
most
folks
that
have
a
chemistry
degree
from
Bellarmine
can
go,
make
a
lot
more
money
than
they
could
teach
in
high
school.
So
he's
his
plan
is
to
finish
his
applications
this
year
and
his
hope
is
to
make
it
into
medical
school.
So
it's
it's
definitely
challenging.
You
guys
already
know
the
areas
math,
science,
special
education.
U
We
talked
about
Career,
Tech,
Ed
I
lost
two
teachers,
promising
teachers
that
had
done
well
this
summer
to
other
fields.
Altogether
one
was
a
career
changer
and
a
Career
Tech.
Yet
I
had
a
culinary
teacher.
He
he's
said
financially.
It
was
just
hard
on
his
family
to
make
that
switch
from
the
restaurant
business
he's
working
in
a
nursing
home
today,
making
more
money.
The
the
other
one
was
a
science
teacher
and
he's
got
a
job
in
computer
programming,
and
you
can
imagine
that
it
was
a
financial
decision.
U
He
was
about
to
get
married
they're
talking
about
kids
and
they're.
Looking
down
the
road
saying
hey,
this
will
be
a
better
support
for
our
family,
no
hard
feelings
and
this
guy
loves
children.
He's
he's
worked
trying
to
work
out
a
deal
with
his
new
boss
to
where
he
can
have
occasional
time
off
to
come
substitute
to
reconnect
with
kids
and
to
be
there
he's
told
me
he's
going
to
be
out
the
ball
games
and
that's
good
for
our
community.
U
Last
year
we
had
10
classes
that
had
to
be
online
because
we
were
at
a
shortage
right
now
we're
looking
at
five
for
math,
but
last
year
we
had
five
math
classes,
three
chemistry
and
two
physics,
and
we
try
to
be
strategic
about
it.
We
can
we
can
do
some
senior
money,
skills
and
business
math,
where
some
of
those
kids
have
some
Independence
and
they're
already
taking.
U
Maybe
some
online
dual
credit,
or
you
know
that
works
out,
but
if
you're
you're
taking
chemistry
or
physics
and
you're
an
underclassman,
you
really
need
that
expert
in
the
room.
The
online
teacher
is
struggles
to
answer.
Questions
I
had
a
guy
who
coaches
soccer
and
his
substitute
taught
for
us
great
guy,
but
his
background
in
those
hard
Sciences
just
isn't
there
to
be
able
to
help
and
we
try
to
create
systems
to
support
kids,
but
ultimately
having
that
expert
in
the
room
is
so
valuable.
U
The
other
challenge
that
we
face
and
I
know
you
guys
know
this,
but
the
substitute
teachers
teachers
get
sick.
It
happens
right.
You
you're
exposed,
especially
if
you're,
a
new
teacher
suddenly
you're
in
a
building
with
we
have
about
1200
kids.
A
lot
of
them
have
younger
brothers
and
sisters,
a
lot
of
new
germs
for
you
and
and
teachers
get
sick.
We
only
had
about
10
percent
of
our
days
last
year,
where
we
did
not
have,
or
rather
where
we
did
have
substitutes,
at
least
covering
all
the
teacher
absences.
U
So
that
requires
me
as
a
principal
to
to
call
a
teacher
and
say:
hey.
I
need
part
of
your
planning
period
today.
I
need
all
of
your
planning
period
today
time
when,
especially
so
much
about
a
quarter
of
my
staff
has
three
years
or
fewer
experience,
and
we
can
pay
him
a
little
bit.
You
know
that
that
helps
for
them
giving
up
that
planning
period,
but
that's
time
where
they
have
to
now
plan
after
school,
because
I'm
paying
them
to
just
shift
their
day,
I'm,
not
just
paying
fresh
work,
and
that
means
their
their
meetings.
U
Their
professional
development
gets
moved.
It
gets
put
on
the
back
burner.
It
becomes
challenging
one
of
the
things
we
do
to
combat
that,
because
I
want
to
keep
teachers.
Retention
is
huge
right.
If
I
can
keep
a
teacher
a
couple
years,
we
can
get
some
momentum
and
we're
not
having
to
start
fresh
and
so
I
actually
pay
one
of
my
teachers.
One
of
my
allocations
is
to
cover
he
has
a
huge
classroom
and
he
can
cover
two
classes
at
a
time
that
saves
me
the
first
two
uncovered
subs
from
having
to
say
hey.
U
We
need
both
the
chemistry
teachers
to
come
and
sub
this
period
and
watch
those
kids
well.
I
can
move
those
that's
creative
Management
on
my
part,
but
wouldn't
it
be
better.
If
I
could
have
that
certified
teacher
in
a
classroom
teaching
he's
a
special
education
certified
teaching
somebody
meantime
it
works
kids
come
in
and
he
tells
them
hey.
U
T
S
I'm
speaking
on
the
teacher's
perspective,
Steve
Job
once
said,
I
was
at
all.
Thank
you.
Steve
Jobs
said.
The
only
way
to
do
great
work
is
to
love
what
you
do
in
this
room
today.
You
have
Educators
and
administrators
that
love
what
they
do,
but
some
of
them
and
their
colleagues
are
being
having
the
difficult
choice
of
doing
a
job.
They
are
called
to
do
but
quitting
to
obtain
a
job
that
will
financially
meet
their
needs.
I
have
a
close
friend
that
is
leaving
teaching
this
year.
Her
last
day
was
not
too
long
ago.
S
She
and
I
went
to
school
together
and
we
both
love
teaching
Elementary.
Her
Paramount
reason
for
leaving
teaching
is
the
profession.
If
the
profession
is
to
pay
gone,
are
the
years
of
teachers
being
at
school
with
their
whole
career
teachers
are
making
decisions
on
where
to
teach
solely
based
on
income.
She
could
teach
when
she
was
looking
at
other
places
to
move.
She
had
to
look
at
the
pay
scale.
Teachers
are
being
priced
out
of
the
classroom
just
like
in
real
estate.
When
you
are
priced
out
of
the
market.
S
We
are
pricing
teachers
out
of
the
classroom
to
hold
a
place
as
a
teacher,
you
must
have
a
40-year
degree
price
past
your
practice
and
alone.
That
alone
can
be
crippling
debt
and
adding
a
car
to
get
you
to
and
from
school
professional
dress,
rent
housing
Etc.
We
ask
teachers
to
constantly
be
the
most
educated,
the
most
most
professional,
the
most
available,
but
do
not
compensate
them.
Appropriate
plus,
most
teachers
help
Supply
their
classroom
with
basic
needs.
Like
crayons
markers
Etc
in
Kentucky,
approximately
45
percent
of
our
students
are
in
a
title
one
school
Statewide.
S
That
means
in
a
few
short
years
that
we
will
have
fewer
teachers
serve
students
who
come
at
as
risk.
The
majority
of
the
teachers
that
currently
teach
at
the
school
want
to
help
children
by
extension,
help
their
families,
but
they
need
to
make
sure
their
home
fires
are
cared
for.
First
I
just
want
to
leave
you
with
a
saying.
It
says
that
most
saying
or
most
teacher
sayings
are
supposed
to
be
cute
and
anecdotal,
like
teachers
are
in
it
for
the
outcome,
not
the
income
and
a
good
teacher
is
like
a
candle.
S
It
consumes
itself
and
lights
away
for
others,
but
just
think
about
that
for
a
moment.
Think
about
that
when
others
are
saying
teaching
is
a
lost
art
but
regardless,
but
regards
for
it
is
a
lost
tradition.
When
teachers
are
not
able
to
make
ends
meet
at
a
professional
job
with
multiple
degrees
we
have
lost
regard
and
respect
for
teaching.
The
last
thing
I
will
lead
you
with
is
that
you
cannot
pour
up
an
empty
cup.
T
Before
I
go
to
the
second
bullet,
I'm
going
to
speak
to
to
miss
Keller,
which
is
probably
going
to
embarrass
her
she's,
a
quiet
Soul
by
nature
and
I
brought
her
for
that
reason
too.
So
she's
a
leader.
She
never
asked
me
for
more
compensation
and
she's,
followed
me
to
the
second
district.
I've
worked
in
so
I'm
appreciative,
Miss,
Keller,
I,
hope
you
stay
this
year
as
well.
T
T
These
are
in
addition
to
her
normal
responsibilities,
so
you're
hearing
from
someone
who
sets
herself
above
she's
truly
in
the
top
one
percent
of
teachers
sitting
in
the
state
she
never
grumbles.
She
never
complains
she's,
a
foundational
teacher
for
me
who
I
consider
a
mentor
and
teaching
as
well
and
I.
I
appreciate
her
I.
Just
want
you
to
know
who
she
is
because
she's
not
going
to
tell
you
the
the
second
thing
that
we're
proposing
is
to
renew
the
Kentucky
new
educator
program.
A
No,
let
me
jump
in
just
a
second:
we've
got
about
five
minutes
left,
so
it
if
you
guys
want
to
hit
on
some
I
want
to
allow
the
opportunity
for
some
questions.
Nobody
signed
up
yet
I
have
one
question:
we
do
have
a
question,
so
I
would
just
wrap
it
up
in
about
a
minute
and
then
open.
T
It
up
for
questions
yes,
sir
I
can
do
that
and
the
the
third
is
is
proposing
bonuses
to
attract
teachers
in
low
performing
schools
and
critical
needs.
The
difficulty
in
Staffing,
low
performance
goals
and
critical
knee
positions
represents
some
of
the
weakest
links
in
our
education
system.
I'm,
gonna,
I'm
gonna,
say
this.
I've
had
the
opportunity
to
work
in
an
inner
city
school
in
Georgia
that
was
failing.
T
You
said
earlier:
there's
not
a
silver
bullet
I,
don't
think
there
is
for
this
solution,
but
there's
a
silver
bullet
to
education
and
that's
high
quality
teachers
period,
Bar
None
they're
it
they'll
shouldered
on
their
shoulders
and
sometimes
on
their
backs.
We've
got
to
recruit
and
retain
the
best
when
Hunter
Moore
spoke
earlier.
I
duly
noted
what
he
said
about
where
we
rank
in
the
United
States,
duly
noted,
with
science
and
math
scores,
but
also
Dooley
noted
for
me,
was
I
was
going
through
my
brain:
how
to
recruit
him
to
come
teach
in
my
district.
T
N
Thank
you,
Mr
chairman
I
I,
really
just
want
to
thank
you
for
this
presentation
today.
I
especially
want
to
thank
you
for
including
teacher
voice.
We
got
a
lot
of
presentations
where
we
really
don't
hear
directly
from
teachers
and,
as
the
superintendent
has
said,
that's
that's
the
magic
ingredient.
That's
really!
What's
going
to
turn
things
around,
so
I
really
appreciate
that
we've
been
hearing
for
a
long
time
about
how
dire
this
situation
is.
N
I
appreciate
that
you've
come
to
us
today
with
some
very
concrete
recommendations
and
I'm,
really
just
looking
forward
to
working
together
in
a
bicameral
bipartisan
way
in
the
session
to
us
to
establish
what
you
guys
are
recommending.
Certainly,
a
minimum
teacher
salary
makes
so
much
sense,
Mr
Allen,
thank
you
for
bringing
the
business
perspective
to
that.
N
I,
really
appreciate
that
the
work-life
balance
I,
you
know,
I,
don't
know
how
we
fix
that,
but
certainly
paying
people
adequately
is
is
a
good
start
for
that,
so
I'm,
just
really
looking
forward
to
the
work
ahead
and
I
think
you
guys
have
given
us
a
great
road
map
for
what
we
need
to
do
legislatively
so
just
want
to.
Thank
you.
Thank
you,
representative.
A
W
W
Mine
shine.
That
was
an
excellent
compliment
for
your
teacher.
That
was
awesome
to
hear
like
that
was
inspirational.
Thank
you.
It's
leadership
like
that
that
will
secure
school
districts.
So
thank
you
for
that
name
of
the
game.
I'm
former
teacher
former
principal
name
of
the
game
is
a
number
of
applicants
for
positions.
It's
not.
We
have
2100
openings.
W
W
I've
been
monitoring
the
states
around
Kentucky
and
I
know
that
I
know
co-chair,
threw
it
behind
me
and
I
have
had
several
conversations
about
starting
pay
and
median
level
pay
in
some
districts
and
how
Tennessee
that's
a
scary
number
50
000,
because
that's
that's
above
the
median
level
pay
in
most
districts,
so
I
feel
like
your
presentation,
and
your
ask
was
very
reasonable.
Thank
you.
X
Thank
you
for
your
presentation
as
well.
I
do
have
one
question,
though,
about
how
you
came
to
that
number
for
your
recommendation
of
forty
five
thousand.
It
seems
that
that
still
puts
us
below
all
the
other
states
in
your
presentation
and
well
below
all
the
other
careers
that
are
eating
our
lunch
and
taking
folks
out
of
the
education
sector.
So
how
or
why
did
you
come
to
that
as
your
recommendation?
It
seems
to
me
it
should
be
more.
Q
I
I
really
appreciate
the
question.
This
is
I'm
Dr,
Rhonda
Caldwell,
the
executive
director
at
k-a-s-a
and,
as
we
shared
earlier,
there
are
150
Folks
at
work
on
this,
representing
all
facets
of
our
society
today,
and
that
number
right
that
number.
How
do
you
grab
a
hold
of
numbers
when
we
know
that
the
lowest
paid
in
the
state
of
Kentucky
is
sitting
at
34
000,
and
we
also
know
that
we
have
24
year
olds.
Q
We
all
have
examples
in
our
lives
today
who
have
just
taken
that
job
for
seventy
thousand
dollars
mediocre
grades
at
best,
if
you're
in
my
family,
possibly
but
and
and
I,
have
a
career
trajectory
now
that
is
ahead
of
me.
Q
When
I
presented
to
superintendents
in
June,
there
was
a
sigh
of
relief
that
I
wasn't
jumping
out
with
the
number
of
sixty
thousand
or
seventy
thousand,
and
so
in
all
honesty,
it's
a
number
that
was
born
of
practicality.
But
it
is
not
one
that
I
think
any
of
us
in
this
room
would
want
and
that
we
could.
Certainly,
we
can
bring
you
another
number
if
you'd
like
in
in
the
next
round
in.
T
The
in
the
summer
of
recommendations
it
does,
it
does
address
The
increased
compensation
for
teachers
and
the
increase
in
the
next
bienniums
as
well
to
finally
reach
that
50
000
and
then
to
keep
adjusting
is
necessary
as
we
move
forward
to
the
future.
So
the
the
goal
is
to
get
to
that.
Fifty
thousand
dollar
mark
But.
The
first
ask
was
in
the
24-25
year
to
to
get
to
forty
five
thousand.
Thank.
A
You
thank
you,
representative,
Bowman
that'll,
be
the
final
word
great
presentation
today
very
important
topics.
Thank
you
for
presenting
and
teacher
and
principal,
especially
thank
you
for
being
here.
The
next
Education
meeting
will
be
held
two
weeks
from
now
on:
Tuesday
August
1st
at
11
A.M
any
other
business
to
come
for
the
committee
see
none.
This
meeting
is
adjourned.