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From YouTube: House Standing Committee on Education (2-7-23)
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A
There's
there
there
are,
you
need
to
sign
up.
There
is
a
sign,
a
sign-in
sheet
and
I
assume
that's
at
the
back
of
the
room,
correct
the
sign-in
sheet
at
the
back
of
karoon
of
the
room.
The
additional
testimony
will
be
at
the
Chairman's
discretion,
based
on
how
much
time
we
have
also
just
to
remind
everybody.
As
always,
there
are
no
signs
permitted
in
the
committee
rooms.
A
I
would
like
to
bring
the
members
up
to
a
few
a
few
guidelines
we're
going
to
go
by
during
this
session
during
the
session
members
can
join
the
meeting
remotely
for
informational
purposes,
but
you
cannot
vote
to
vote
on
a
matter
and
we
have
nothing
to
vote
on
today,
but
in
future
meetings
you
have
to
be
here
in
present
to
vote
committee
substitutes
and
committee.
Amendments
must
be
submitted
to
committee
staff
by
4
pm
on
the
day
prior
to
the
meeting.
So
most
of
the
time,
our
regular
scheduled
meetings
are
Tuesday
mornings.
A
A
I
have
often
heard
people
say
well,
I
didn't
know
we
had
a
committed
sub
where
they
will
be
sent
to
you.
You
are
responsible
for
checking
those.
We
do
have
several
new
members
on
the
committee
this
year.
Actually
we
have
10
new
members
and
if
we
could
do
this
very
very
briefly,
I'd
like
to
give
all
of
our
new
members
an
opportunity
to
if
you
could
just
quickly
introduce
yourself
in
what
district
you
represent.
A
Where
are
you
from
and
if
one's
in
one
sentence
and
I
know
it's
hard
for
you,
but
in
one
sentence,
could
you
just
share
with
us
why
you
wanted
to
serve
on
the
education
committee
and
I've
got
in
no
particular
order
here,
one
of
her
Vice.
Also
we
we
have
two
Vice
chairs
this
year,
representative
Shane,
Baker
and
representative
Tim
Truitt
are
serving
as
Vice
chairs
this
year
and
representative
Truett
is
new
to
the
committee
and
and
also
for
the
freshmen,
when
you
speak,
be
sure
that
your
green
light
is
on.
A
B
Well,
I
am
representative
Truitt
I
am
the
89th
District
representative
represent
Jackson
Lee
Wolf
Part
of
Madison,
part
of
Laurel
I'm
excited
to
be
on
the
education
committee,
because
this
is
one
thing:
I
actually
know
a
little
bit
about
I'm
an
elementary
principal,
so
I
love
public
education
and
I'm
here
to
try
to
help
it
any
way
possible.
C
Thank
you
Mr
chairman,
my
name
is
representative
Jared.
Baughman
I
represent
the
Southwest
portion
of
Jefferson
County,
also
known
as
District
28.
thrilled
to
be
here
with
you
this
morning
and
excited
to
serve
on
the
education
committee.
I
wanted
to
serve
on
this
committee
to
help
students
and
teachers
improve
performance
in
public
education.
A
Okay,
representative
is
representative
Josh
Callaway,
please
your
new
to
the
committee
this
year.
D
Sir,
my
name
is
representative
Josh.
Callaway
I
represent
the
10th
District
as
all
of
Breckenridge
County,
and
also
a
portion
of
Hardin
County
and
have
always
loved
and
been
involved
in
in
any
way
that
we
could
possibly
help
our
kids
and
so
I'm
excited
to
serve,
and
if
it's
okay,
chairman
I'd,
also
like
to
welcome
a
superintendent
from
Breckenridge
County
Mr,
Nick
Carter
is
here
this
morning
and
so
we're
honored
for
him
to
be
able
to
be
here
my
first
day
serving
on
this
committee.
Thank
you.
You're.
E
Thank
you,
sir
I
am
representative
Emily
Callaway
I'm
from
District
37,
which
is
Southern
Jefferson
County
areas
called
Fairdale,
Okolona,
Hillview
and
Valley
Station,
and
two
of
those
are
in
Bullitt
County
as
well.
So
I'm
grateful
to
be
here
and
have
this
opportunity
to
come
alongside
our
teachers
who
I
work
with
and
our
students
who
I
have
two
up.
So
thank
you.
F
A
G
Thank
you
Mr
chairman
Kevin
Jackson,
District
20,
which
is
Bowling
Green
and
part
of
Warren,
County
and
I
wanted
to
serve
on
this
committee,
because
I
spent
32
years
in
education
and
coaching
and
then
another
five
years
on
the
Warren
County
school
board.
So
37
years,
total
in
education
and
I
might
say
that
representative,
Riley
and
I,
one
of
our
Math
teachers
from
high
school,
is
here
today:
Miss
Brenda
McGowan,
so
welcome
Ms
McGowan.
Thank
you.
Mr
chairman,
okay,.
H
Hello,
I'm
candy,
maceroni
I
am
from
Nelson
County
District
50.
I
am
very
passionate
about
education
and
her
children.
That's
why
I
feel
very
blessed
to
be
on
the
education
committee
and
chairman
I
would
also
like
to
welcome
or
one
of
our
superintendents
Mr
Ryan
Clark
and
his
staff.
Today,
okay,.
I
Thank
you,
I'm
Josie
Raymond
I've
been
trying
to
get
on
this
committee
for
five
years.
I
made
it
so
I
represent
Atherton
High,
School
Saint
X,
High
School
and
Assumption
High
School
in
Louisville
and
house
district
41.
I'm,
a
former
Middle
School
teacher,
current
substitute
teacher
and
I'm
a
public
school
mom.
J
A
K
Yes,
thank
you
very
much.
I
would
like
to
introduce
my
intern
this
morning,
I'm,
not
sure
if
she's
made
it
into
the
room.
Yet
her
name
is
Emily
Crowell.
She
is
a
junior
at
the
University
of
Louisville.
Her
major
is
Political
Science
and
criminal
justice.
So
we'll
have
lots
to
talk
about
this
year
and
I'd
also
welcome
my
colleagues.
Raise
your
hand
if
you're,
a
JCPS
teacher
we've
got
quite
a
few
JCPS
teachers
in
the
room
and
I
welcome
you
and
invite
you
to
check
in
with.
A
L
Well,
I
see
my
superintendent
here
from
Shelby
County
Sally
Sugg,
if
I,
if
she
weren't
my
superintendent
I,
would
know
her
because
she's
often
here
maybe
every
single
time,
but
often
as
a
presenter,
because
she's
an
expert
in
public
school
matters,
and
thank
you
for
being
here,
I'm
sure
you
have
a
staff
with
you
so
welcome
to
all
of
you.
Thank
you.
M
Timony
Mr,
chairman
I:
don't
have
anyone
I'd
like
to
recognize
as
far
as
in
the
audience,
but
during
our
introductions
today,
one
of
our
members
left
out
something
very
important
and
I'm
going
to
embarrass
him.
Vice
chair
Truitt
mentioned
that
he
is
a
Elementary
principal,
but
he
left
out
the
part
that
the
school
that
he
runs
is
a
blue
ribbon
elementary
school.
So
not
only
do
we
have
his
expertise
as
a
principal
but
at
a
high
level
and
I
think
that's
worth
noting
and
I
think
it's
worth
celebrating.
A
F
P
A
I
will
note
representative
Raymond
Calvin
this
morning
had
issued
home
with
the
family
had
to
be
taken
care
of
she
apologized
for
her
absence
this
morning.
She
made
it
here:
okay,
now
Rayburn
Felicia,
sorry
I
talk
country.
Sometimes
it's
hard
to
understand
all
the
time.
All
the
time.
Okay,
yes,
representative,
Timmy
has
another
point:
Thank.
M
You,
chair
and
I
apologize
I
won't
talk
a
whole
lot
in
this
committee.
Actually,
I
can't
make
that
promise,
but
I
think
it's
also
important
that
we
recognize
our
new
chair
chairman
Tipton.
You've
done
a
lot
of
excellent
policy
work
in
education
and
we
look
forward
to
your
leadership.
Well,.
A
The
purpose
of
our
meeting
today,
of
course,
is
just
for
discussion
only
for
informational
purposes
and
I
recently
was
in
a
constituent
meeting
in
my
district
and
we're
talking
about
this
issue
of
the
shortage
of
teachers
and
a
constituent
said:
do
we
really
have
a
teacher
shortage
so
I
think
it's
important
for
us
to
get
the
information
out
there
to
have
the
accurate
information
out
there,
the
details
so
that
we
as
policy
makers,
can
make
appropriate
decisions,
and
so
we've
got
some
guests
today.
The
first
person
on
our
agenda
is
Bo.
A
I
will
make
a
note
that
I
have
made
a
decision.
As
chairman
when
I
was
chair
of
the
budget
review
subcommittee
for
post-secondary
education,
I
started
to
practice.
All
presenters
were
sworn
in
and
I
will
continue
that
practice.
As
chair
of
the
education
committee.
I
just
want
to
make
a
note
of
that
Mr
Barnes.
Will
you
introduce
introduce
yourself
for
the
record
and
then
I
will
swear
you
in
yes,.
Q
A
Q
As
of
the
most
recent
evaluation
performed
by
our
independent
actuary
for
the
fiscal
year,
ending
June
30th
2022
I'm
just
going
to
focus
on
one
number
here
to
the
far
right,
58.8
percent,
that
is,
the
funded
status
of
TRS
as
of
June
30th
and
while
by
not
much
that
is
the
highest
funded
level.
That
TRS
has
had
in
several
years
and
I
need
to
acknowledge
here.
How
appreciative
and
critically
important
the
additional
funding
tiers
has
been
receiving
since
2017.
Q
Is
it
helps
us
not
only
with
our
investments
and,
for
example,
we
now
have
liquidity,
so
we
can
take
advantage
of
down
markets
like
we've
had
since
about
starting
about
this
time
last
year
and
hit
rock
bottom
in
the
summer
we
can
now
Buy
Low
and
sell
High,
which
is
what
we
continually
do.
So
we're
very
appreciative
of
that.
Q
This
additional
funding
also
allows
us
to
implement
our
funding
plan
to
pay
off
this
Legacy
unfunded
liability
that
is
over,
that
was
over
a
30-year
period,
we're
now
into
the
amortization
period,
so
we
have
less
than
30
years
to
go
and
just
very
quickly
on
this
slide.
This
shows
the
projections
of
over
about
30
years,
for
where
we're
going
to
be
and
where
we're,
headed
and
just
very
quickly
here
all
these
projections
are
our
assumed
rate
investment
rate
return
at
7.1
percent,
a
very
conservative
return.
Q
It
doesn't
mean
we
have
to
get
7.1
percent
every
year.
It
means
over
the
long
term.
We
have
to
average
seven
one
point,
seven
point:
one
percent,
and
historically
we
have
done
better
than
7.1
percent.
So,
just
very
quickly
here,
focusing
on
The
Bold
blue
line,
that
is
the
funded
status
of
TRS,
and
you
see
to
the
far
less
side
of
this
graph.
It's
pretty
flat.
Q
You
know
that's
where
we
are
today,
the
58.8
percent
growing
slowly,
and
this
is
typical
with
pension
plans,
and
then
you
see
after
a
few
years
it
starts
growing
sharply
until
we
reach
100
percent
funded
status
and
the
reason
it
grows.
Flow
value
is
an
analogy
just
like
when
you
have
a
home
mortgage
in
those
early
years,
you're
paying
more
interest
in
principal
and
then
slowly
you
start
building
up,
and
then
you
reach
a
Tipping
Point.
You
start
paying
more
and
more
principal
down.
Q
Same
thing,
same
analogy
applies
to
pension
plan,
so
we
can
see
there
is
a
100
funded
level
there
in
the
future
of
the
Bold
Gold
Line
shows
the
unfunded
liabilities.
You
see
in
just
a
few
years
we're
going
to
start
seeing
a
sharper
downward
trend
on
those.
Until
we
get
to
the
point,
we
have
no
unfunded
liabilities,
at
which
point
we're
100
percent
funded
and
at
that
point
the
cost
of
the
Commonwealth
for
TRS.
Q
When
we're
100
funded-
and
we
don't
have
to
put
all
this
money
into
paying
off
these
unfunded
liabilities,
these
Legacy
and
funded
liabilities
in
today's
dollars,
less
than
Social
Security,
okay,
less
than
what
they
come
with
paid
for
Social
Security.
So
and
that's
reflected
in
the
bow
green
line
at
the
bottom.
You
see
the
contributions
rise
steadily
over
the
amortization
period
and
then
declined
sharply
when
we
pay
off
the
unfunded
liabilities
and
100
funded.
Q
This
slide
just
briefly
shows
that
TRS
actually
has
four
different
retirement
account
types
and
they
all
depend
on
when
the
individual
entered
the
system
and
for
our
news
retirement
account
type
trs4.
It
is
for
individuals
who
enter
TRS
for
the
first
time
on
or
after
January
1st
2022..
Q
This
slide
just
shows
who
our
membership
is
in
the
system
and
by
far
it's
the
171
school
districts.
95
of
our
membership
are
the
school
districts
and
then
most
of
the
rest
of
that's
going
to
be
the
five
universities.
And
then
we
have
a
very
much
smaller
population
of
members,
Department
of
Education
tech,
ed
school
School
for
the
Blind
School
for
the
Deaf.
Q
That's
those
make
up
a
very
small
sliver
of
our
overall
membership:
okay,
trs4
so
trs4
again
for
individuals
who
become
members
of
TRS
honor
after
January
1st
2022
trs4
is
a
hybrid
plan.
Okay,
and
what
I
mean
by
that
is,
it's
part
defined
benefit,
it's
part
defined
contribution,
and
if
we
go
through
these
bullet
points,
I'll
show
you
how
that
works
in
the
first
bullet
point
you'll
see
foundational
benefit,
and
that
is
the
name
given
to
the
Divine
benefit
component
by
Statute
and
by
that
I
find
benefit.
Q
We're
talking
about
it's
a
defined
benefit
pension
that
provides
a
lifetime
annuity
based
on
a
set
formula,
although
it
is
not
identical
to
the
formula
for
TRS
one
to
three:
it's
very
similar:
it
works
the
same
way
years
of
service
retirement
factors,
lifetime
annuity.
Q
The
second
bullet
point:
supplemental
benefit,
that's
a
defined
contribution
savings
account
and
remember
an
employer
contributions
go
into
this
account,
just
as
they
do
for
the
foundational
benefit
and
at
retirement.
When
the
member
retires,
this
foundational
benefit,
they
may
choose
to
take
a
lump
sum
disbursement
of
their
supplemental
benefit.
All
the
earnings
and
interest
that
accrue
to
it
or
a
partial
disbursement,
or
they
may
choose
to
annuitize
it
and
to
provide
a
lifetime
annuity
or
they
may
leave
it
in
there
and
continue
to
draw
interest.
Q
Another
component
of
the
supplemental
benefit
is
that
the
statute
allows
for
voluntary
contributions
by
the
member
and
by
the
employer,
so
they
can
build
up
even
more
retirement
savings
over
their
career
and
then
all
of
these
contributions
are
professionally
managed
at
TRS
at
very,
very
low
cost.
Trs4
also
provides
access
to
the
same
health
insurance.
The
trs123
members
receive,
and
it
also
increases
somewhat
the
life
insurance
benefit
that
is
available
to
trs4
members
contributions.
This
shows
the
this
is
the
employee
of
the
trs4
members
contributions.
Q
Q
On
this
slide
in
viable
contract,
I
think
most
of
our
members
have
heard
about
that
statutory
and
viable
contract
that
protects
the
benefits
for
tiers.
One
to
three
members,
there's
also
inviable
contract
application
for
trs-4
members.
In
that
what
they
have
earned
cannot
be
reduced.
It
cannot
be
taken
away
or
reduced
or
suspended
and
of
all
the
very
significant
things
that
the
bill
did,
that
set
up
trs4
and
it
made
a
lot
of
important
changes.
Q
The
most
important
one
it
did
by
far
is
to
make
sure
that
this
benefit
for
these
trs-4
members
is
always
going
to
be
well
funded
at
or
very
nearly
at
a
hundred
percent
funded
and
hand
in
glove
with
that
that
the
Commonwealth
would
not
have
any
responsibility
for
any
unfundable.
Any
small
measure
of
unfunded
liability
that
might
develop
for
trs4
members
ever
the
way
that
works.
We
have
a
new
benefit
here
at
start,
even
though
the
money
that
comes
into
this
benefit
tier
those
monies
are
co-mingled
for
investment
with
tr's
one
to
three
members.
Q
It
is
accounted
for
differently,
so
we
have
trs4
starting
just
last
January.
It
starts
out
at
100
percent,
funded
and
the
contributions
the
funding
coming
in
for
this
it's
very
well
funded,
so
our
actuaries
don't
see
it
ever
going
below
or
much
below
100
percent
funded
long
term,
but
the
statute
provides
that
if
something
happened
and
this
the
funded
level,
this
were
to
go
below
90
percent.
Q
Our
Board
of
trust
trees
would
have
to
take
action
prospectively,
not
adjust
benefits
already
earned,
but
prospectively
there
are
certain
actions
they
would
have
to
take
and
before
it
got
to
90
funded,
the
board
could
take
action.
So
what
kind
of
action
could
the
board
take?
Well,
first,
as
I
said,
trs4
is
very
well
funded
and
the
statute
that
or
the
bill
that
set
up
this
new
tier
provided
for
something
called
a
stabilization
Reserve
account,
and
that
is
like
a
rainy
day
fund
we're
going
to
be
getting
over
the
years.
Q
Q
So,
very
importantly,
this
trs4
is
designed
to
make
sure
that
this
benefit
is
well
funded
for
our
trs4
members,
and
this
is
my
last
slide.
It's
on
our
retirements
over
the
last
several
years
dating
back
to
2009.
They
changed
from
year
to
year
for
various
reasons,
but
you
see
fairly
consistent.
If
you
look
at
our
most
recent
retirement
year,
2022
right
in
line
with
past
years,
2020
and
2021
were
down
just
a
little
bit,
don't
know
with
certainty
the
reason
for
that
anecdotally.
Q
A
You
could
you
keep
that
slide
up
there
for
just
a
moment,
and
and
really
this
was
the
main
reason
purpose
I
wanted
you
to
come
today
and
share
this
information,
because
we
hear
a
lot
about
in
relation
to
the
teacher
shortage.
What
teachers
were
retiring
earlier,
they're
getting
out
and
I
wanted
us
to
have
the
actual
number
on
what
the
retirement
pattern
is,
so
it
appears
to
be
fairly
stable.
Q
R
A
Q
Well,
we
made
several
changes
were
made
many
years
ago
to
entice
teachers
to
teach
longer.
Part
of
that
is
very
focused,
Outreach
by
our
retirement
counseling
staff
that
you
may
be
able
to
retire
to
file
that
retirement
application
at
27
years.
But
are
you
financially
ready?
So
we
do
a
lot
of
counseling
with
our
members
about
the
advantages
of
teaching
longer.
Some
of
those
advantages
include
what
I'll
call
a
carrot.
Q
You
really
need
to
wait,
that's
good
for
them,
because
they,
when
they
do
retire,
they're
going
to
be
better
financially
able
to
do
that,
they're
going
to
have
a
better
pension,
and
it's
good
actually
for
the
retirement
system,
because
we
are
delaying
paying
out
pension
and
health
insurance
benefits.
There
are
other
ways
that
we
try
to
encourage
them
to
teach
longer
too,
for
our
there's
a
well,
it's
a
two
and
a
half
percent
retirement
factor
that
is
applied
to
their
retirement.
Q
So,
for
example,
someone
who
retired
for
30
years
of
service
that
2.5
percent
applies
to
every
year,
2.5
times
30
they
get
75
percent
of
their
final
average
salary,
it's
more
on
their
highest
three
salaries,
as
opposed
to
their
highest
five
salaries.
That's
why
they
wait
to
age
55.,
but
for
years
of
service
in
excess
of
30
just
years
in
excess
of
30.,
it
goes
from
2.5
to
3.0
to
encourage
them
to
teach
longer.
Q
We
also
really
tightened
up
returned
to
work
in
2002,
so
that
teachers
wouldn't
retire
as
soon
as
they
got
27
years
and
a
result
of
all
of
this
that
I've
just
discussed
we've
seen
the
average
retirement
age
rise
from
about
age
54
when
I
joined
the
retirement
system
over
20
years
ago
to
closer
to
59
now,
so
it's
a
remarkable
change
and
again
that's
to
the
benefit
of
the
teachers
and
the
system.
A
And
by
the
way,
especially
for
the
new
members,
you
have
a
question
or
comment
just
make
it
raise
your
hand,
let
staff
know
in
regard
to
the
the
new
system.
I
have
this
question.
Of
course
everybody
understands
that
the
teachers
do
not
are
not
eligible
for
Social
Security.
That
was
a
decision.
It
was
made
many
many
years
ago
now
it's
my
understanding
that
any
benefit
plan
that
we
offer
for
the
teachers
is
required
to
be
what's
referred
to
as
a
qualified,
Social
Security
replacement
plan.
Yes,.
Q
A
A
Okay
and
just
for
reference
back
in
2013
Senate
Bill
2
for
our
Kentucky
retirees,
County
retirees
for
employees,
that,
after
January
1st
2014,
they
are
in
a
hybrid
cash
balance
plan.
So
sometimes
we
have
to
understand
these
systems
are
different.
The
terminology
gets
co-mingle.
Sometimes
I
just
wanted
to
be
clear
on
that.
Thank
you
for
your
presentation.
The
other
members
have
any
questions
at
this
time
for
Mr
Barnes.
S
A
Okay,
please
raise
your
right
hand.
The
solemnly
swore
affirmed
the
testimony
about
to
give
is
the
truth,
the
whole
truth
and
nothing,
but
the
truth
so
help
you
God
I
do
Mr,
chair.
Okay,
thank
you,
Mr,
commissioner,
for
being
here
and
I
know,
this
is
an
issue
we
have
talked
about
a
lot
in
the
recent
weeks
and
months
and
I
asked
you
to
kind
of
just
get.
I
wanted
us
to
have
a
true
picture
of
what
our
teacher
employment
status
is
or
shortages.
So
please
proceed.
S
Thank
you.
We
had
a
PowerPoint.
Is
it
on
this
computer
here
looks
like
we'll
see
if
this
is
the
right
one?
Yes,
yes,
thank
you
all
right.
This
chair
I
appreciate
the
opportunity
to
speak
with
you
today
about
the
state
of
the
teaching
profession
in
Kentucky.
Yes,
some
of
you
may
know
I'm
a
third
generation
Kentucky
educator
both
of
my
parents
and
my
grandmother
were
Kentucky
teachers.
S
My
sister
is
a
teacher
in
Warren
County,
my
wife
teaches
in
Fayette
County
and
when
you're
the
commissioner
of
education
and
you
marry
you're
married
to
a
teacher,
you
want
to
talk
about
accountability.
I
have
accountability
so
when
it
comes
to
teaching
this
is
our
family
business
and
something
that
I
care
deeply
about.
I
know
it's
also
something
that
you
care
deeply
about.
Everyone
has
an
interest
in
making
sure
that
their
Community
Schools
have
an
abundance
of
quality,
supported
professional
Educators.
S
S
There
has
been
a
lot
said
about
the
status
of
the
teaching
profession,
with
my
time
with
you
I
hope,
to
present
some
data
that
we
have
on
the
current
state
of
the
teaching
profession
in
Kentucky,
in
hopes
that
it
will
be
informative
to
you
as
you,
deliberate
I
know
that
the
representatives
of
the
Kasa
task
force
are
also
here,
and
they
will
bring
recommendations
on
action.
Steps
for
you
to
consider
so
I'll
avoid
going
into
that
area,
because
I
know
that
they'll
spend
their
their
time
on
that.
S
Rather,
please
consider
what
I'm
going
to
present
to
you
a
high
level
high
altitude,
look
at
the
numbers
relating
to
the
educator
Workforce
or
the
labor
market
in
Kentucky,
so
the
pressures
on
the
labor
market
are
complex
and
layered.
However,
one
way
to
think
about
it
is
in
terms
of
how
many
educators
are
coming
in,
how
many
are
leaving
and
what
step
schools
are
taking
to
solve
the
growing
shortfall
between
those
two
numbers.
S
Over
the
past
10
to
15
years,
we've
seen
a
decline
of
about
a
third
in
the
number
of
people
entering
teacher
education
programs
according
to
the
American
Association
of
colleges
of
teacher
education,
which
represents
the
schools
and
universities
that
prepare
Educators
around
the
country.
But
we
also
know
that
the
teacher
Workforce
is
highly
State,
specific
meaning
most
of
the
teachers
here
in
Kentucky
come
from
Kentucky
and
while
there
are
some
state-line
crossers,
both
coming
in
and
going
out
for
the
most
part,
the
educator
Workforce
comes
from
the
state
that
it's
in
so
here
in
Kentucky.
S
Most
of
our
educators
are
from
Kentucky
and
they're
trained
here
in
Kentucky.
In
terms
of
teacher
preparation,
numbers
we've
seen
some
stability
over
the
past
five
years,
as
you
can
see
from
this
slot,
and
that's
not
to
say
that
stability
has
been
uniform.
The
University
of
Kentucky
and
Western
Kentucky
University
have
increased
their
program
numbers,
while
other
programs
around
the
state
have
largely
dropped
in
enrollment.
We
also
see
modest
increases
in
the
number
of
alternative
pathway,
completers,
the
vast
majority
of
which
come
through
what
is
known
as
our
option.
S
Programs
is
the
increased
enrollment
in
both
the
teaching
and
learning
career
Pathways
and
in
the
educator,
Rising
Career
and
Technical
student
organizations
at
Kentucky's
high
schools.
As
you
can
see
here,
the
current
enrollment
and
the
teaching
and
learning
pathway
has
grown
to
more
than
2
000
students,
and
there
are
now
102
educated
Rising
chapters
across
the
Commonwealth.
This
year's
educator
Rising
competition,
is
expected
to
double
the
number
of
attendees
and
triple
the
number
of
competitors
compared
to
last
year.
S
S
S
I
know
that
many
of
you
have
experience
owning
your
own
businesses
or
operating
organizations,
and
you
can
imagine
the
difficulty
of
keeping
things
running
if
you're
losing
one
out
of
four
or
five
employees.
Each
year,
poor
teacher
retention
has
shown
to
negatively
impact
students,
educational
achievement
and
high
teacher
turnover
has
been
associated
with
notable
drops
in
academic
performance
of
students,
particularly
in
Reading
in
the
tested
areas
of
reading
and
math.
While
we
can't
be
sure
why
so
many
of
our
teachers
are
leaving
the
classrooms,
we
know
that
they
are
more
stressed
than
they
have
been.
S
According
to
the
2022
impact
Kentucky
working
conditions
survey,
teachers
are
reporting,
increased
stress
for
themselves
and
concern
for
their
colleagues
along
with
reduced
job
satisfaction.
Any
of
you
could
visit
the
teachers
in
your
community
and
hear
from
them
yourselves
about
why
they
are
considering
leaving
or
why
some
of
their
colleagues
are
thinking
about
leaving.
S
So
shortages
in
critical
areas
are
not
new,
such
as
in
early
childhood,
special
education,
math
or
science,
but
we're
also
seeing
a
troubling
increase
in
the
stress
in
in
the
areas
where
we
already
had
shortages
so
where
we
had
shortages
before
math
science,
special
education,
Early
Childhood,
those
shortages
are
becoming
even
more
severe
than
they
were
before.
A
critical
shortage
area
is
defined
as
having
a
lack
of
certified
teachers
on
a
particular
subject,
area
or
grade
level
using
the
prior
years.
S
Hiring
data
KDE
reports,
these
critical
shortages
to
the
U.S
Department
of
Education
annually
from
2018
through
2021.
The
reported
critical
shortage
areas
remain
relatively
constant
at
around
42
areas.
A
year,
however,
this
past
year
the
number
of
reported
critical
shortage
areas
has
had
a
marked
increase,
while
we've
always
been
seeing
shortages
in
in
those
areas
of
math
science,
special
education
and
highly
specialized
teaching
roles.
We're
now
seeing
shortages
in
areas
such
as
Elementary
education
and
so
social
studies,
which
historically
have
had
an
abundance
of
applicants.
Representative,
Tiffany
and
I
were
a
social
studies
teacher.
S
We
feel
fortunate
that
we
were
able
to
find
jobs
when
we
were
searching
for
them,
but
because
of
the
glut
of
applicants
that
were
in
those
positions.
That
is
not
the
case
any
longer.
These
challenges
are
particularly
tough
in
rural
areas,
which
will
count
for
the
vast
majority
of
Kentucky's
171
school
districts,
as
you
can
see
here,
those
critical
short
where
those
critical
shortage
areas
are
showing
up
and
we're
seeing
in
them
in
all
parts
of
the
state,
both
in
urban,
suburban
and
in
rural
parts
of
Kentucky.
S
So-
and
you
can
see
the
shortage
areas
here,
that
we
have
in
the
most
recent
submission
to
the
U.S
Department
of
Education.
S
So
what
are
districts
doing
when
the
number
of
openings
is?
Increasingly,
the
number
of
openings
is
increasing,
especially
in
those
critical
shortage
areas,
but
the
number
of
candidates
increasing
is
not
increasing.
The
number
of
candidates
is
holding
steady,
but
the
number
of
openings
is
increasing
and
the
turnover
is
increasing.
Well,
one
effect
is
that
districts
are
having
to
be
less
choosy.
When
it
comes
to
selecting
teacher
candidates,
some
superintendents
have
told
me
they
feel
fortunate
to
get
one
applicant
for
its
some
positions.
S
Districts
are
also
increasingly
relying
on
emergency
certifications
which
allow
people
to
teach
in
areas
outside
of
their
so
outside
of
their
certification
to
fill
open
positions
which
leads
to
this
next
slide.
The
education
Professional
Standards
Board
granted
383
one-year
emergency
certificate
certificates
during
the
2017-18
Academic
Year.
So
that's
that
number.
At
the
bottom,
this
year,
epsb
approved
1156
emergency
certifications,
more
than
a
200
percent
increase
and
the
EP
epsb
doesn't
just
hand
emergency
certifications
out
to
be
eligible
for
an
emergency
certificate.
Districts
must
assure
that
diligent
efforts
have
been
made
to
recruit
a
qualified
teacher.
S
No
qualified
teachers
have
applied
for
the
position,
the
position
and
the
position
will
be
filled
by
the
best
qualified
person
available.
While
we
appreciate
those
working
in
these
emergency
roles,
make
no
mistake.
These
individuals
are
less
qualified
than
the
teachers
we
have
had
in
these
roles
in
the
past.
The
surge
in
the
need
for
emergency
certifications
is
a
troubling
trend
for
Kentucky
and
for
our
students.
International
and
National
Studies
have
shown
that
out
of
field
teaching
is
negatively
related
to
student
achievement,
particularly
around
mathematics.
S
So
again,
out
of
teachers
who
are
teaching
out
of
field
can
provide
short-term
solutions
to
staffing
issues,
but
the
effect
is
that
we're
hiring
more
people
into
teaching
roles
who
are
less
prepared
and
qualified
than
we
have
had
in
the
past,
and
these
out
of
field
teachers
are
being
placed
where
they're
being
placed
is
also
a
concern,
as
you'll
notice
by
this
Slide.
The
number
of
students
being
taught
by
an
out-of-field
teacher
is
not
evenly
distributed
across
the
state
during
the
last
school
year,
which
is
the
most
recent
data
that
we
have.
S
3.6
percent
of
Kentucky
students
attending
a
non-title
one
school
or
being
taught
by
an
out-of-field
teacher
for
students
attending
Title
1
schools,
which
are
schools
that
are
serving
larger
numbers
of
economically
disadvantaged
students
as
measured
by
those
qualifying
for
free
or
reduced
lunch.
That
number
jumps
to
almost
eight
percent,
so
not
only
these
students
typically
come
in
further
behind
with
more
challenges,
they're
more
than
double
likely
to
have
more
than
doubly
likely
to
have
a
less
qualified
teacher
working
with
them.
S
So
what
can
we
do?
There
are
good
reasons
to
be
concerned
about
the
state
of
the
teaching
profession,
but
we
should
also
take
heed
of
that
Maxim
often
attributed
to
Sir
Winston
Churchill.
Never
let
a
good
crisis
go
to
waste.
Now
is
the
time
for
Kentucky
to
take
meaningful
steps
towards
supporting
the
teaching
profession
and
commit
to
the
long-haul
effort
that
it
will
take
for
us
to
restore
teaching
to
the
desirable
role
that
we
all
want
it
to
be.
S
The
reasons
for
this
shortage
are
complex
and
long-standing.
One
issue
relates
to
the
total
compensation
level
of
our
Educators
after
years
of
erosion
of
the
pay
and
benefit
levels
of
our
Educators,
coupled
with
a
weakening
of
individual
retirement
incentives
to
remain
in
the
profession.
We
shouldn't
be
surprised
that
the
teacher
labor
market
is
presenting
us
with
a
shortage.
This
is
a
basic
and
predictable
economic
result.
S
A
second
issue
relates
to
the
complexity
and
the
demands
of
the
job
as
Kentucky's
failed
to
provide
funding
increases
to
schools
to
keep
up
with
inflation.
Districts
must
respond
by
eliminating
positions
and
supports,
yet
the
need
for
these
roles
remain
and
they
fall
upon
those
left
working
in
the
building.
So
when
schools
are
de-staffed
over
a
period
of
years,
class
sizes
increase
and
the
workload
on
those
remaining
in
the
building
becomes
all
the
more
demanding,
and
the
third
reason
that
we're
seeing
teacher
shortages
relates
to
the
politicization
of
Education
over
the
past
few
years.
S
As
debates
over
what
to
do
when
it
comes
to
covet
area,
policies
became
increasingly
partisan.
Educators
were
often
caught
in
the
middle
of
intensely
personal
attacks,
where
there
were
no
solutions
that
would
appease
everyone
as
distressing
as
all
of
this
may
be.
The
origins
of
the
problem
are
also
the
potential
Solutions,
at
least
in
my
estimation,
it
all
comes
down
to
these
three
things:
pay,
support
and
respect
if
we
work
on
increasing
total
compensation,
support
for
our
Educators
and
respect
for
our
Educators
I
believe
we
can
begin
turning
the
tide
on
this
difficult
issue.
S
I
also
think
that
we
have
to
be
clear-eyed
about
the
magnitude
of
the
challenges
that
we
Face.
We
didn't
get
into
this
problem
overnight
and
requirement
is
going
to
take
a
focused
and
multi-year
effort.
If
we
want
to
see
Real
Results,
we
have
to
be
wary
of
quick
fixes,
small
scale
Solutions,
which
will
look
good
on
paper,
but
will
not
create
the
magnitude
of
impact.
You
need
to
make
a
debt
in
this
enormous
challenge.
In
short,
we
need
Solutions
at
the
scale
of
the
problem.
Thank
you,
Mr
chair.
A
Thank
you,
commissioner,
appreciate
you
highlighting
this
importance
of
this
issue
and
where
we
stand,
commissioner
I'll
be
remiss
if
I
didn't
ask
you
the
question
I'm
getting
ready
to
ask
you.
In
the
last
few
days
there
have
been
media
reports
and
seems
to
be
some
confusion
about
some
data,
some
numbers
that
have
been
presented
to
individuals
and
it's
about
the
comment
that
we
have
11
000
teacher
vacancies.
I
understand
where
that
number
comes
from
I.
Think
it's
important
for
the
members
everybody
to
understand.
S
Sarah,
thank
you.
Mr
chair,
the
Kentucky
educator
placement
system
or
the
cap
system
captures
certified
vacancies
across
a
number
of
different
roles,
and
so
it
includes
classroom
teachers
but
also
includes
other
roles
as
well.
So
it's
not
a
good
measure
of
classroom
teacher
openings,
but
it
is
a
good
measure
of
certified
openings.
It's
also
not
a
a
good
point
in
time
measure.
So
districts
will
upload
or
add
vacancies
to
that
they
may
remove
them
in
a
batch.
S
So
while
there's
some
accuracy
over
a
period
of
time
at
any
point
in
time,
it's
not
a
good
dipstick
for
the
number
of
of
openings
that
are
in
the
state.
The
number
the
10,
800
or
11
000
number
that's
often
bandied
about-
represents
the
total
number
of
openings
over
an
entire
year.
It
doesn't
represent
the
number
of
openings
that
we
have
at
any
one
time
like
the
kepts
is
an
older
system
and
it
had
a
purpose
when
it
was
initially
created.
S
It
does
give
us
a
look
into
how
many
openings
we
have
in
the
state
and
where
they're
coming
from,
but
it's
not
in
a
real-time
data
system.
That
could
be
something
that
we
could
look
at
as
changing
the
structure
of
that
system,
so
that
we
have
more
accurate,
better,
more
timely
data
on
the
number
of
openings,
the
11,
000
or
10.
S
A
Committee
and
certainly
be
appreciated
as
far
as
a
moment
in
time,
I
actually
reached
out
to
your
staff,
the
first
of
the
year
and
asked
the
question
how
many
current
openings
do.
We
have
and
I
got
an
email
back
and
the
response
was
as
of
January
10th
of
this
year
there
were
1517
certified
vacancies
on
K
on
the
keps
system.
A
Like
you
say,
that's
just
one
day
in
time,
but
just
and
I'm
sure
that
number
is
going
to
vary
is
probably
much
it'd
be
also
be
interesting
to
know
if
we
could
know
sailing
that
August
1st
before
school
started
how
many
openings
there
were
at
that
point
in
time.
Just
so,
we
know
right
when
school's,
getting
ready
to
start
and
and
and
also
how
many
of
these
openings
I've
heard
teachers
say
or
principal
superintendents
tell
me:
they've
had
openings
that
haven't
been
filled
all
year.
A
K
Yes,
thank
you,
chair
Tipton
I
also
was
wondering
how
many
actual
vacancies
there
are
right
now
and
okay
and
a
trend
line.
You
know
if,
if
we're
looking
at
a
looming
teacher
shortage,
how
has
that
number
changed
over
time
and
I'd
also
like
to
share
from
my
position
as
a
classroom,
teacher
I
think,
at
least
in
my
building?
K
We
are
having
more
stress
over
substitute
teacher
vacancies
than
we
are
over
certified
vacancies,
and
that
really
disrupts
a
day
when
someone
who's
an
ESL
teacher
or
an
intervention
teacher,
has
to
drop
what
they're
doing
or
the
special
Area
Teachers
and
take
over
for
a
class.
So
if
there's
any
data
on
districts
and
their
availability
of
substitute
teachers,
it
might
be
something
that
we
want
to
address.
S
Yeah,
thank
you,
representative.
Bojanowski.
The
one
of
the
challenges
with
the
historical
kept
system
is,
it
is
not
an
applicant
tracking
system
or
a
job
posting
system,
so
district
will
have
one
system
where
they
post
jobs.
They
accept
applications
they
track
through
who's,
getting
placed
in
what
role.
That's
not
the
kept
system,
so
the
cap
system,
at
any
point
in
time,
may
not
reflect
the
number
of
actual
postings
in
the
state.
S
It
eventually
will
catch
up,
but
it
will
lag
behind
and
there
will
be
postings
that
will
stay
on
the
kept
system
for
a
period
of
time
until
the
district
closes
them
out.
So
it's
not
a
perfect
measure
over
a
period
of
time.
You
can
get
some
useful
information
from,
but
it's
not
that
good
dipstick
of
how
many
openings
are
available
right
now
and
to
your
point
around
the
substitutes.
S
This
is
a
refrain
we've
heard
for
some
time:
it's
not
a
new
issue
to
have
challenges
with
substitute
teachers,
but
we're
certainly
hearing
more
struggles
with
that
and
I.
Think
some
of
that
relates
to
the
sort
of
triedemic
that
we're
experiencing
right
now
with
covid
and
RSV,
and
the
flu
have
been
particularly
rough
on
districts
is
here:
we've
seen
High
numbers
of
student
absences
and
also
so
when
communities
are
their
illnesses
going
around.
That
also
affects
the
teacher
Workforce.
So
there's
pressure
on
our
substitute
roles
because
of
that
as
well.
T
I
want
to
bring
up
some
information
that
I've
gotten
in
talking
with
teachers
who've
reached
out
to
me
to
talk
about
I,
guess
the
current
status
of
of
the
school
system
and
I
know
you
have
the
the
points
that
you've
listed
here
as
responding
to
the
shortage
I'm
going
to
share
with
you
what
they've
have
shared
with
me,
and
they
give
you
an
opportunity
to
comment
on
that.
T
Maybe
with
the
with
the
second
item
on
your
list,
support
what
they're
telling
me
does
not
line
up
with
what
you're
sharing
with
us
today
and
I'm
going
to
go
through
these.
The
number
one
issue
that
I
hear
from
teachers
who've
talked
to
me
is:
they
do
not
feel
supported
by
the
administration
they
express
concerns.
T
Those
concerns
are
largely
ignored
and
I'm
going
to
tell
you
today
why
they
say:
they're
ignored,
they're
ignored
because
they're
told
that
they
will
not
get
that
the
local
system
will
not
be
supported
by
the
Kentucky
Department
of
Education
they're,
not
interested
in
hearing
what
they
have
to
say
and
I
guess.
The
idea
is,
you
may
upset
the
apple
cart
by
reaching
out
to
you
or
your
department.
So
that's
the
number
one
issue
that
I
hear
from
teachers.
T
T
The
second
issue
is
discipline
and
and
I've
had
teachers
tell
me
that,
since
we've
returned
to
in-person
classrooms
across
the
state
that
folks
are
seeing
a
major
uptick
in
discipline,
principals
teachers
spend
all
of
their
time
working
with
the
same
disciplinary
problems
over
and
over
and
over
again,
and
it
takes
the
time
away
that
they
want
to
teach
in
the
classroom.
So
that's
the
second
item
that
I
hear
from
teachers
in
the
classroom
and
the
third
one
is.
They
do
not
feel
safe.
T
T
So
my
message
today
is
this:
to
you,
commissioner:
glass
I
think
that
you
all
need
to
step
back
and
take
a
deep
dive
and
a
t
and
a
deep
look
at
the
classrooms
across
the
state
of
Kentucky
and
find
out
what
the
real
issues
are.
That
teachers
are
confronting
because
I
look
at
your
list
here
and
those
may
be
factors.
Those
may
be
legitimate
factors
for
a
large
number
of
people
in
the
classrooms
that
go
down
the
list.
T
But
I
will
tell
you
they
are
not
the
top
three
and
when
I
have
a
school
teacher
who
has
been
in
the
classroom
for
over
20
years.
Tell
me
that
she
told
two
younger
individuals
that
had
gone
through
their
higher
education
and
we're
looking
at
a
career
in
public
education
in
the
classroom,
and
she
advised
them
to
look
at
other
career
options.
T
That's
a
problem,
that's
a
serious
problem
and
we
have
to
I
think
as
public
policy
leaders.
We
have
to
look
at
the
reason
for
that.
Why
would
a
teacher,
with
over
20
years
of
experience
in
the
classroom,
advise
two
younger
individuals
wanting
to
enter
the
classroom
to
look
elsewhere
for
a
career
and
I'm
going
to
just
implore
you
today
and
those
that
are
here
to
step
back
and
take
a
deep
dive
talk
to
these
teachers?
T
S
Thank
you,
representative.
Weber
I
appreciate
your
remarks
and
certainly
when
it
comes
to
the
Kentucky
Department
of
Education,
we
seek
to
be
a
service
agency
in
support
of
our
schools,
our
administrators
and
and
our
teachers,
and
anyone
working
in
our
schools
and
our
parents.
So
if
there
are
specific
circumstances
where
that
has
not
occurred,
I
want
to
know
about
that,
because
it's
something
that
I
can
do
something
about.
S
I,
don't
know
the
circumstances
of
the
situation
that
you
talked
about,
but
if
there
was
an
an
instance
where
my
agency
was
not
of
service,
it's
something
that
I
would
like
to
appreciate.
I
would
appreciate
knowing
about
so
that
I
can
I
can
take
action
on
that.
The
other
issues
that
you
related
are
are
you
raised
or
really
related
the
discipline
issues
and
the
disruptions
in
schools
the
need
for
seclusion
restraints.
Some
of
that
is
a
rising
sort
of
postcovid.
S
We
saw
a
lot
of
disconnected
students
and
that
didn't
have
the
benefit
of
supportive
environment
around
them,
and
so
it's
taking
us
some
time
to
work
through
that.
We're
certainly
seeing
an
increase
in
the
number
of
discipline
incidents
in
schools.
The
increased
need
for
proactive,
as
well
as
reactive,
supports
in
place
the
need
for
things
like
seclusion
and
restraints
and
trainings
around
that
and
supports
for
educators
around
that
I
I
think
you're,
absolutely
right
that
those
are
at
a
high
point
right
now.
I'm
hearing
that
as
well.
S
I
also
appreciate
your
remarks
that
we
need
to
listen
to
the
teaching
profession.
I
absolutely
agree
with
that,
and
so
the
points
that
you've
raised
around
the
Department
of
Education
needing
to
be
a
very
service
oriented
organization,
and
that
we
need
to
take
a
close
look
at
the
discipline
and
supports
in
place
for
teachers.
I
completely
agree
with
those
points
as
well.
A
B
Thank
you,
commissioner
glass
for
your
presentation.
I've
got
a
question
and
then
I've
got
a
statement.
I
guess
that
I
want
to
address
first
off
question.
You
talked
a
little
bit
about
option.
Six,
that's
a
that's
a
program
that
I
actually
pursued
to
become
principal,
so
I
I'm
familiar
with
a
little
bit
about
it,
but
I'm
wondering
how
many
do
you
have
the
numbers
of
teachers
that
are
currently
pursuing
option?
Six.
S
Not
off
the
top
of
my
head
I
can.
We
can
certainly
provide
those
to
you
on
the
number
of
alternative
candidates
that
we
have
so
there
were
500
and
some
that
were
in
this
most
recent
year.
The
vast
majority
of
them
are
in
option
six,
but
so
between
that
option,
six,
the
university
connected
alternative
pathway
and
the
traditional
pathway
that
accounts
for
the
vast
majority
of
teachers
working
in
the
state
come
through
those
two
routes.
B
Okay,
thank
you.
The
next
statement
I
have
basically
is
and
and
I
want
to.
You
know
we
talked
about
those
three
areas
of
concern.
The
one
that
stands
out
to
me
most
is
the
respect.
B
25
years
ago,
when
I
pursued
education,
a
teacher
was
a
respected
field
and
I've
seen
a
decline
in
that
over
the
last
25
years.
B
So
I
challenge
everybody
in
this
room,
legislators,
Educators
administrators,
to
change
that
you
know
and
I
think
we
can
do
that
by
a
lot
of
times
telling
our
story,
you
know,
I've
got
the
best
job
in
the
world,
I'm
an
elementary
principal
I,
get
about
400
hugs
every
single
day
this
morning.
It
would
be
much
easier
on
me
to
come
straight
here
from
home,
but
you
know
what
I
want
to
do:
I
popped
in
my
school
all
right
they
were
coming
off.
B
The
bus
popped
in
got
got
a
couple
were
quick
hugs
a
couple
fist
bumps
and
a
tough
thing
about
education
is
that
you
know
I'm
I'm,
one
of
only
750,
so
770,
so
elementary
schools
in
the
state.
My
issues
are
not
the
same
issues
they're
having
in
other
districts.
You
know
representative
Weber
talking
about
you,
know,
issues
with
a
third
grade
student.
You
know,
I've,
never
had
a
third
grade
student,
try
to
assault
me
or
harm
me
or
a
teacher
in
my
building.
B
B
You
know
other
than
the
fact
that
you
know
we
need
to
talk
about
the
celebrations.
We
need
to
talk
about
the
good
things
in
education
and
I
believe
if
we
can
do
that
that
we
can
change
a
mindset
instead
of
you
know,
one
thing
that
kills
me
most
is:
is
we
talk
about
Educators?
Who
talk
about
and
try
to
talk?
People
out
of
going
into
the
field
kills
me
as
an
educator.
B
Just
listen
education,
like
I,
said
teaching
being
principles,
the
best
job
I've
ever
had
and-
and
it
gives
me
joy
in
life
and
it's
one
of
those
things
that
I
think
that
we
as
a
group
can
change
that
mindset
by
talking
more
positive
about
education,
talking
more
positive
about
it,
teachers.
So
I
just
challenge
our
whole
group
to
to
do
that.
Thank
you,
commissioner.
U
Thank
you,
Mr
chair,
commissioner,
as
representative
Weber
talked
about
the
concerns
reason.
Teachers
are
perhaps
leaving
their
profession
or
not
going
into
profession.
I've
heard
similar
things
to
what
he's
heard:
behavior
issues,
the
red
tape
of
it
and
the
politics
that
respect
issue
that
you
mentioned
is
very
valid,
but
we
had
a.
We
had
a
conversation
back
a
number
of
months
ago
on
the
consideration
for
using
preferred
names
that
doc.
That
document
is
on
the
KDE
website.
It's
been
revised.
U
It
was
revised
a
few
months
ago
after
we
had
this
conversation,
but
politics
has
entered
way
too
much
into
education.
Education
should
not
be
about
politics,
I
think
there's
no
question
about
that.
Unfortunately,
it
gets
put
in
there
over
and
over
and
over
during
that
conversation
that
we
had.
We
talked
about
that.
If
a
teacher
did
not
want
to
abide
by
the
guidance
provided
by
KDE
and
call
a
child
by
a
name
or
a
pronoun
that
they
are
not
lie
and
mislead
to
that
kid,
you
were
asked
the
question.
U
S
We
had
clear
policies
around
how
to
handle
situations
such
as
those,
and
it
was
the
expectation
that
I
had
that
the
employees
and
the
expectation
that
the
Board
of
Education
had
that
the
employees
in
the
district
would
execute
policies
set
forth
by
the
district
that
were
in
alignment
with
best
practice
and
often
in
alignment
with
federal
and
state
law.
So,
sir
I
stand
behind
that
statement.
S
If
a
teacher
cannot
execute
the
policies
of
the
district,
if
they
can't
execute
the
laws
in
the
state
or
in
in
our
nation,
they
do
need
to
find
something
else
to
do.
U
C
Thank
you
Mr
chairman,
and
thank
you,
commissioner
glass
for
your
testimony
today.
I
wanted
to
ask
you
how
long
you've
been
in
the
profession.
How
long
have
you
been
a
teacher.
S
S
I
think
it
had
a
lot
to
do
with
my
upbringing,
so
I
grew
up
around
Schools
running
around
school
buildings
and
and
being
around
the
school
community.
So
it
was
always
sort
of
part
of
what
we
did,
but
I
also
had
a
real
interest
in
the
policy
side
of
things.
So
I
sort
of
worked
myself
into
a
career
that
married
those
two
interests
together:
excellent.
C
So
you,
you
gave
us
a
nice
presentation
with
a
lot
of
data
on
the
front
end
supported
by
this
is
what
we
should
do
based
on
the
data.
C
The
data
clearly
identified
the
problem
and
we
we
skipped
over,
though
the
part
as
to
to
why,
where
we're
really
analyzing
the
problem
to
to
understand
deeply,
why
we
have
a
gap
in
teachers
entering
the
profession
and
teachers
leaving
the
profession
but
number
one
on
your
list
was
pay,
and
so,
if
that's
the
the
number
one
counter
measure,
you
said
the
KDA
can't
be
certain
why
teachers
are
leaving,
and
so
my
question
is
you:
why
can't
we
be
certain.
S
Well,
I
also
said
that
there's
a
variety
and
multi-layers
to
this,
and
if
you
talk
to
an
individual
teacher,
you
may
get
some
reason:
that's
driving
for
them.
That
isn't
doesn't
apply
to
someone
else.
So,
for
example,
representative
Weber
talked
about
the
pressures
that
schools
are
feeling
or
people
working
in
schools
around
student
discipline.
That
may
be
an
issue
that
was
the
driving
force
for
that
person,
but
overall
I
I
think
that
those
areas
that
I
talked
about
in
terms
of
total
compensation.
So
it's
not
just
the
it's,
not
just
the
pay
level.
S
It's
the
starting
pay.
Are
we
an
attractive
field?
Do
we
move
people
toward
a
middle-class
standard
of
living?
Do
we
support
them
toward
retirement
with
dignity?
Where
does
that
Stack
Up
in
terms
of
other
competitive
job
opportunities
that
are
out
there?
The
labor
market
elements
make
a
difference.
Those
support
roles
or,
what's
how
manageable
is
the
job?
What's
the
stress
load,
what
are
the
hours
required,
or
the
supports
around
a
teacher?
Those
things
things
matter
a
great
deal.
S
I
would
include
the
elements
that
representative
Weber
talked
about
and
in
terms
of
student
discipline
as
a
support
element
and
then
the
whole
conversation
that
seemed
we
seem
to
be
having
in
the
country
right
now
around
the
politicization
of
Education
that
represent
Baker
alluded
to
I
I.
Think
those
three
things
are
three
broad
areas
that
we
could
look
at
for,
where
the
reasons
fall
for
why
teachers
are
leaving,
but
there
may
be
others
so.
C
S
Different
districts
may
have
exit
interviews
or
exit
surveys,
so
that's
not
something
that
we
collect
at
the
State
Department
of
Education.
We
do
have
the
impact
Kentucky
survey,
so
it's
an
attitudinal
survey
of
of
teachers
every
year.
We
ask
a
lot
of
questions
about
stress
and
workload,
and
pressure
is
on
that
we
are
seeing
increased
pressures
or
teachers
reporting
increased
stress,
increased
concern
about
their
colleagues,
I
referred
to
that
data,
so
that
is
one
piece
of
data
that
we
know.
We
can
also
look
at
the
data
of
what's
inflation.
S
What's
our
initial
starting
pay
compared
to
other
professional
opportunities
that
college
graduates
may
have,
how
does
the
education
profession
Benchmark
against
that?
So
I
think
there
are
a
number
of
ways
that
you
could
look
at
pay
support,
respect
using
different
data
sources
to
try
and
triangulate
toward
what
are
the
reasons
that
someone
may
be
leaving
the
profession
representative.
A
We
do
have
other
members
for
future
protocol
and
now
we've
got
a
lot
of
new
members
in
here
after
you
ask
a
question:
if
you
want
to
ask
another
question,
you
should
direct
that
question
to
the
chair.
Permission
ask
a
second
question.
I
know
I
know:
I
gave
you
some
Grace
today,
but
for
future
protocol
and
and
I
apologize.
We
do
have
a
time
constraint
today,
but
thank
you
for
your
questions.
Representative
Josh
Callaway.
D
Yes,
sir,
thank
you,
commissioner
glass
for
your
presentation.
I
did
have
a
question
and
then
maybe
a
brief
addition.
If
it's
okay,
Mr
chair,
but
my
first
question
is:
in
the
2022
budget,
there
were
increases
that
were
made
to
the
seek
amount
that
allowed
the
districts
to
assess
and
to
begin
some
wage
increases.
Do
we
know
what
the
impact
of
that
is
and
in
Coalition
with
that,
if
we've
begun
that
process
and
it's
making
an
impact?
What
would
be
your
suggestion,
suggestions
around?
S
You
the
we're
grateful
for
the
increases
and
supports
that
the
legislature
provided
to
education.
In
the
last
legislative
session.
There
were
particularly
supportive
increases
that
were
made
not
just
to
seek,
but
also
to
school
construction
and
the
Career
Technical
education,
so
I
think
you'll.
If
you
talk
to
our
Educators
in
the
state,
they
will
say
that
those
made
are
making
a
positive
impact.
S
It
has
to
be
I,
think
evaluated
in
terms
of
some
historical
decisions,
so
we
know
that
seek
has
not
kept
up
with
inflation
for
several
of
the
past
years,
that
creates
pressures
on
school
districts
and
and
the
inequities
that
led
to
the
Sikh
formula
being
created
in
the
first
place
between
High
property
value,
districts
and
low
property
value
districts.
If,
if
the
state
doesn't
keep
up
on
its
end,
all
of
those
inequities
that
were
in
place
before
the
rose
decisions
start
coming
back
and
I.
S
Think
a
good
argument
can
be
made
that
we
have
returned
closer
to
that
place
than
we
ever
have
been
before.
So
the
state
has
to
keep
up
on
the
Sikh
side
of
the
equation.
It
also
has
to
be
I,
think
evaluated
in
terms
of
what's
inflation.
Doing,
of
course,
this
past
year
we
saw
really
high
inflation
around
the
country.
S
Where
were
their
budgeting
allocations
made
some
districts
put
more
resources
into
salaries,
others
put
it
into
construction
needs,
others
put
it
into
the
salaries
for
their
classified
staff
or
adding
staff
to
deal
with
some
of
the
challenges
that
that
we've
talked
about
in
terms
of
behavior.
So
I
think
what
you
will.
What
you
see
is
a
real
Variety
in
the
ways
that
school
districts
applied
those
available
funds,
but
I
think,
overall,
we
did
not
see
increases
to
educator
salary
that
kept
pace
with
the
inflation
that
we
saw
last
year.
D
In
in
regard
to
I
I've
heard,
the
same
thing
we
know
needs
are
different
in
different
areas
in
different
districts.
Representative
Baker
alluded
to
a
a
real
issue
that
people
have
reached
out
to
me
about,
and
the
pressure
that's
been
placed
on
teachers
that
are
not
in
the
realm
of
basic
education
and
I
really
believe
that
if
we
could
sit
down,
we
would
find
that
some
of
these
issues
could
be
easily
addressed
and
I
would
say
that.
D
L
Yes,
thank
you.
Thank
you,
Mr
chairman,
and
thank
you,
commissioner,
for
being
here
today.
I
want
to
Echo
a
little
bit
about
what
I've
heard
today
from
a
different
angle,
a
little
bit
but
I'm
passionate
about
public
school
Excellence
I
have
spent
about
a
decade
of
my
life
serving
on
site-based
councils.
My
parents
were
both
teachers.
I
got
my
children
got
a
world-class
education
in
Shelby
County,
and
that
was
even
before
our
new
excellent
superintendent,
but
what
I
want
is
for
all
across
the
state
to
have
the
same
access
to
Excellence.
L
So
in
thinking
about
why
teachers
are
leaving
listening
to
your
presentation,
there
was
a
study
last
year
that
came
out
of
Midwestern
teachers.
I've
shared
this
with
my
superintendent
I
shared
it
with
a
with
Jim
Flynn
as
well.
It
was
it
was
asking
teachers
why
they're
leaving,
because
we
want
to
know
we
don't
want
to
guess,
as
we've
talked
about
so
the
number
one
issue
was
discipline.
Lack
of
support
in
Discipline
matters,
I'm
kind
of
forgetting
too
salary
was
not
at
the.
L
It
may
have
been
third
I
think
it
was
on
farther
down,
and
then
they
went
back
to
the
same
people
and
and
said
what,
if
you
had,
the
salary,
you
think
is
sufficient.
What
would
you
do
and
they
said
quit
because
of
discipline
and
by
the
way,
among
the
top
three
I
believe,
was
being
required
to
carry
out
woke
political
agendas
that
was
in
the
top.
L
So
when
I
go
to
your
website,
I'm,
sometimes
just
amazed
at
the
the
woke
agenda.
There
honestly
and
I've
seen
the
letter
that
representative
talked
about
a
minute
ago
and
I've
talked
to
teachers
about
that,
so
the
teachers
that
I've
talked
to
don't
like
that
directive.
But
it
comes
from
you
so
I'm
just
concerned
and
I
wonder
why
your
presentation
does
not
talk
about
these
other
things.
L
We've
talked
about
them
here
by
the
way
I
can't
find
that
on
the
web
anymore,
on
the
on
the
site,
but
I've
sent
it
to
two
or
three
people,
but
you
say
you
will
take
that
into
consideration
and
think
about
it.
But
this
can't
be
news.
I
mean
I
I'm,
really
shocked
that
we're
not
talking
about
it.
Here
today
and
I
would
beg
you
to
think
about
it
more
and
to
think
about
your
directives
in
this
area,
which
are
above
teacher
pay
for
many
teachers
who
say
I
quit
because
of
this.
S
Thank
you,
representative.
Decker.
You
raise
an
interesting
point
around
the
the
impact
of
total
compensation.
I
think
when
studies
I,
don't
think
studies
that
have
been
done
on
the
motivation
of
Educators,
they're,
primarily
driven
by
what's
called
Public,
Service
motivation
or
altruism.
They
want
to
be
part
of
something
bigger
than
themselves.
They
want
to
contribute
to
society,
so
that's
their
primary
driver
but
they're
also
human
beings,
and
they
respond
to
financial
incentives
and
having
a
pay
level.
S
That's
attract
has
an
attractive
starting
wage
support
toward
a
middle
class
standard
of
living
and
retirement
with
dignity.
I
think
is
something
that
we
should
all
be
supportive
of.
So
while
pain
may
not
be
the
primary
driver,
it
is
a
factor
and
it
is
an
important
factor
in
how
we
attract
and
retain
teachers,
and
if
we
don't
attend
the
total
compensation,
you
will
end
up
with
predictable
labor
market
issues.
I'm
I
don't
have
any
woke
directives
from
the
Department
of
Education.
S
If
you're,
referring
to
the
transgender
student
pronoun
guidance,
it's
guidance,
in
other
words,
doesn't
have
the
force
of
law,
but
the
problems
and
challenges
that
people
are
dealing
with
in
our
schools
relate
to
discipline
issues.
They
relate
to
recovery
from
covid
academic
disruptions.
They
relate
to
a
lack
of
support
at
schools,
the
people
who
are
making
pronouns
and
transgender
issues
and
woke
issues
a
priority
in
our
education
are
politicians.
They
are
not
the
things
that
are
in
our
schools.
A
First
meeting
I
will
remind
the
audience,
please
note,
Outburst
your
interruptions
last
question
on
this
segment
representative
wellner.
P
Thank
you,
Mr
chairman,
thank
you,
commissioner,
for
being
here
and
for
your
presentation.
I
was
actually
I
had
a
different
question.
When
I
first
raised
my
hand,
I
was
gonna,
ask
about
first
year
teachers,
early
career
teachers,
what
we're
doing
to
support
them
and
what
that
retention
data
looks
like
I'll.
Come
back
to
that
question.
Another
time
after
hearing
from
my
friends,
rep
Weber
and
rep
Truitt
I
want
to
talk
instead
a
little
bit
about
climate
and
culture,
because
it
seems
so
much
that
the
respect
issue,
the
discipline
issue,
the
safety
issue.
P
All
of
that
goes
to
climate
and
culture.
When
I
hear
reptilit
talk
about
his
school
I
know
exactly
what
that
school
feels
like
when
you
walk
in,
and
there
are
hugs
and
there's
support
for
the
kids
for
the
teachers.
Everyone
feels
supported
it's
so
important
when
the
legislature
passed
the
school
safety
and
resiliency
act
in
2019
and
then
a
revised
version
of
it
in
2020..
P
There
was
a
provision
in
there
for
trauma-informed
schools
and
the
original
intent
of
that
was
in
addition
to
the
mental
health
providers
that
we
now
have
in
many
districts
and
in
many
schools.
It
was
for
a
cultural
change,
a
a
trauma-informed
environment,
a
psychologically
healthy
environment
for
our
kids.
We
know
we're
hearing
in
addition
to
discipline,
we're
hearing
mental
health
concerns
trauma
like
we
have
never
seen
before,
and
I'm
I'm
wondering
what's
happening,
so
the
districts
have
turned
in
a
trauma-informed
school's
plan.
They're
supposed
to
have
trauma-informed
teams
working
within
the
schools.
P
S
You
I
appreciate
the
question
and
I
will
say
that
the
work
that
the
legislature
did
with
the
safe
School
schools
act
from
a
few
years
ago
were
absolutely
steps
in
the
right
direction
and
while
there
are
defensive
act,
steps
that
require
schools
to
take
the
the
trauma-informed
plans
are
an
excellent
requirement
for
schools
and
all
of
our
schools
in
the
state
have
those
trauma-informed
plans
at
the
Department
of
Education.
We
don't
collect
those,
so
we
don't
have
authority
to
require
them
to
be
turned
in
it's
something
that
you
might
consider.
We
don't
want
to
monitor.
S
The
and
it
relates
to
the
support
around
our
Educators
we're
seeing
an
increase
number
of
discipline
issues,
student
behavior
issues
that
are
disruptive
of
school,
of
making
this
recovery
from
the
pandemic,
all
the
more
difficult
and
our
schools
have
more
Federal
money
to
support
those
kinds
of
of
things
than
we
have
in
the
past.
We're
grateful
for
that
I
think
there
are
great
wonderful
things
happening
with
those
resources,
but
they're
also
time
limited
in
September
of
2024.
All
those
supports
fall
away
and
I.
S
So
what
will
the
recovery
from
that
look
like
I,
don't
know,
but
I
do
think
that
the
trauma-informed
plans
and
the
supports
around
student
Behavior
student
discipline,
starting
with
a
positive
perspective
and
then
working
toward
how
we
can
support
students
who
are
struggling
with
that
is
the
right
approach.
Thank
you.
Thank
you.
A
Your
presentation
appreciate
the
questions
and
discussion,
the
next
item
on
our
agenda
presentation
from
the
Kentucky
Association
of
school
administrators,
Dr,
Rhonda,
Caldwell
and
Casa,
and
the
presenters
whoever
is
coming
forward
from
them.
Please
come
to
the
table
right
now
about
kakawa
I
knew
there
were
several
people
on
the
agenda.
Are
they
all
going
to
come
at
once
or
how
are
you
going
to
do
this?
Come.
A
Y'all
could
pull
a
couple
of
chairs
to
the
side
there
where
everybody
can
have
a
seat
we'll
if
you
can
find
some
extra
chairs
there
they're
welcome
to
come
up.
A
X
A
V
V
Thank
you
appreciate
being
here
today,
as,
as
we
said,
I'm
Rhonda
Caldwell,
with
the
Kentucky
Association
of
school
administrators,
representing
School
leaders
in
our
K-12
Public
Schools
today,
and
so
we
appreciate
you
allowing
us
the
opportunity
to
bring
the
work
of
the
coalition
to
sustain
the
education
profession
to
you
today.
This
is
a
group
that
was
convened
last
summer
and
it
brings
together
more
than
150
experts
and
thought
leaders
to
study.
What's
behind
what
may
be
our
most
critical
Workforce
shortage
of
our
time,
the
teacher
shortage.
V
V
V
So
we're
grateful
to
come
to
the
table
alongside
you
to
help
bring
some
solutions,
and
today
we
bring
you
a
report.
Each
of
you
should
have
received
this
from
Mr
Bob
Roland
in
email.
Over
a
week
ago.
We
bring
the
recommendations
of
this
work
at
Phase
One.
There
are
36
recommendations,
however,
we
are
only
bringing
you
nine
today
that
we
believe
are
doable
and
manageable
and
hope
that
you
will
consider
for
this
session,
and
so
you,
obviously
we
have
Coalition
members
here
at
the
table.
V
There
are
also
many
in
the
room
today
and
they
are
happy
to
answer
your
questions
and
respond
to
what's
happening
in
our
schools
today,
as
it
relates
to
the
to
the
teacher
shortfall
shortage.
So
this
morning
we
want
you
to
hear
first
from
Mr
Schoenberger,
who
is
the
president
and
CEO
of
the
AL
J
sneader
company.
He
represents
our
corporate
community
through
the
lens
of
Workforce
Development
and
he's
going
to
share
how
the
teacher
shortage
impacts
his
corporation
on
a
daily
basis.
So
Scott.
W
W
We
own
the
gold
house,
which
many
of
you
know
I,
would
hope
the
Crown
Plaza
by
the
airport
about
a
million
square
feet
of
office
space
and
we're
a
Kentucky
family,
owned
company,
I'm
very
proud
to
say
the
other
thing
I'd
like
to
say
as
well,
is
to
kind
of
put
into
reference
as
it
relates
to
the
scale
of
the
type
of
associate
and
an
individual
that
we
employ,
because
we
are
as
from
a
career
standpoint,
literally
a
cradle
to
grave
organization.
W
There
are
some
people
that
have
worked
with
our
company
for
over
50
years
and
we
are
where
people
many
people
start
their
careers
and
our
hope
is
through
training
and
development
in
our
own
environment
that
we
afford
them
the
opportunity
to
finish
their
careers
with
us
as
well,
and
that
would
be
in
commercial,
real
estate,
marketing,
Finance
I.T.
We
cover
all
the
spectrums,
including
all
of
the
vocational
and
Technical
disciplines
as
well
so
I'm
here
to
provide
you.
W
The
business
perspective
as
it
relates
to
the
the
foundational
elements
of
public
education
first
and
foremost,
a
vibrant
and
healthy
educational
system,
is
the
foundation
of
everything
that
we
do
and
I
think
we
can
all
agree
on
that.
I
hope.
If
there's
one
thing
that
we
can
agree
on
is
that
nothing
starts
until
we
actually
get
our
students
and
our
children.
W
We
are
relying
on
schools
to
produce
qualified,
competent
and
responsible
staff,
and
I
want
to
underscore
all
three
of
those
discipline
which
you've
talked
about
a
bit
today
is
really
necessary
in
our
environment
for
things
as
simple
as
showing
up
to
time
on
work
showing
to
work
up
on
time
being
there,
when
you're
scheduled
staying
when
you're
needed,
supporting
the
people
that
you
work
alongside
being
good
social
and
professional
and
responsible
people
in
in
our
in
our
daily
lives,
we
need.
We
have
the
need
for
critical
thinking,
which
is
something
that
is
a
challenge
today.
W
W
W
The
shortage
starts
that
we're
having
it's
difficult
to
overcome
with
the
shortage
of
teachers,
because
it
is
so
foundational
I
think
one
of
the
committee
members
today
used
the
word
Cornerstone
I
prefer
to
say
it
sets
the
foundation.
It
is
the
fundamental
and
that's
necessary
so
that
we
have
the
ability
to
develop
our
Future
Leaders,
our
current
leaders,
the
people
that
will
have
an
impact
in
our
in
all
of
our
areas
and
all
of
our
lives.
W
W
My
entire
career
started
actually
as
a
door
host
at
a
Ramada
Inn
in
Wheat,
Ridge
Colorado,
but
what's
really
necessary
for
a
strong
foundation
for
us
in
terms
of
attracting
talent
to
this
state
and
retaining
the
talent
that
graduates
from
this
state
is
to
know
that
we
have
a
vibrant,
healthy
and
supportive
public
education
program
that
is
really
necessary.
That
is
a
banner
carrier
and
for
people
that
are
that
are
having
young
families
that
are
relocating
to
this
area
and
we're
a
growing
company.
W
V
I
wanted
to
back
up
and
show
you
this
slide
when
I
talked
about
the
150
folks
representing
the
Coalition.
These
are
the
actual
communities
that
they
are
from,
and
next
we're
going
to
be
hearing
from
three
of
them,
and
so
with
us
today
is
Dr
Jesse
bacon
at
superintendent
of
the
Bullitt
County
Schools.
V
Also,
we
have
Miss
Amanda
Sewell,
a
teacher
in
the
Fayette
County
schools
and
Mr
Tim
Isaac's
a
principal
at
the
Hardin
County
schools,
and
each
of
them
are
part
of
the
coalition's
work
and
they
are
going
to
share
with
you
nine
recommendations
that
we're
bringing
to
you
from
the
first
phase
of
our
work
and
they'll
go
through
these
pretty
quickly.
So
if
you
would
jot
down
your
questions
and
we'll
be
ready
for
you
once
representative,
Tipton
gives
us
the
go-ahead
for
those,
so
Dr
bacon.
Y
Thank
you,
Dr
Caldwell,
and
thank
you
again
for
the
opportunity
to
be
here.
It's
a
real
privilege
to
speak
with
you
today.
My
colleagues
Amanda
and
Tim
and
I
are
going
to
talk
about
the
nine
Coalition
recommendations
that
we
are
asking
the
legislature
to
consider
for
2023..
These
are
the
low-cost
recommendations
that
we
believe
can
be
accomplished
in
this
non-budget
session
and
can
set
the
stage
for
our
efforts
to
begin
turning
the
corner
on
the
teacher
shortage
crisis.
Y
Recommendation
number
one
is
to
direct
the
Office
of
Education
accountability
to
conduct
or
commission
a
comprehensive
mixed
method,
study
on
the
state
of
public
education
in
Kentucky,
including
perceptions
and
of
and
attitudes
towards
the
teaching
profession
and
a
comprehensive
wage
and
benefit
analysis.
This
recommendation
asks
the
general
assembly
to
direct
oea
to
prepare
a
report
on
perceptions
of
the
teaching
profession
and
a
Statewide
wage
and
benefit
analysis.
Studies
on
the
teacher
shortage
have
been
done
in
the
past
and
there
are
lots
of
Statistics
available
on
pay.
Y
However,
a
comprehensive
review
of
the
total
compensation
package,
including
pay
leave
days,
health
insurance
benefits
and
retirement,
and
how
that
compensation
package
compares
to
other
professions
of
the
same
level
of
education
required
is
needed.
The
perception
and
attitudes
towards
the
teaching
profession
are
equally
as
important
aspects
in
this
study
for
schools
and
districts
to
provide
the
types
of
learning
experiences
that
students
need
to
be
successful
and
prepared
for
the
types
of
jobs
that
await
them
upon
graduation.
We
must
be
able
to
recruit
top
level
talent
to
the
classroom.
Y
The
perception
part
of
this
study,
both
from
teachers
and
Society
in
general,
will
provide
data
on
factors
outside
of
compensation
that
are
contributing
to
the
decline
in
the
education
Workforce.
While
there
are
plenty
of
theories
on
as
to
these
factors,
as
we've
heard
about
this
morning
already,
this
sort
of
empirical
data
is
not
only
is
not
currently
available
and
we
believe
can
help
inform
future
areas
to
address
the
shortage.
Z
Thank
you
guys
again.
I
bring
up
perspective
to
this
as
a
teacher
but
I'm
a
teaching
and
learning
pathway.
Teacher,
so
Dr
glass
talked
about
how
we
have
started
that
here
in
the
state
and
that
we,
you
know
we
are
training
our
kids
here
into
this
pipeline.
So
this
is
very
important
to
us.
We
need
to
know
what
our
schools
need
to
train
those
teachers.
Z
You
know
I
have
eight
High
School
seniors
that
have
already
declared
education
as
a
major.
This
coming
fall
and
I
have
students
in
my
classroom
who
run
a
preschool
and
they're
doing
those
things,
but
we
need
to
know
in
those
teaching
and
learning
Pathways
across
our
state.
What
are
we
supposed
to
teach
them?
What
do
we
want
to
prepare
them
for?
How
do
we
take
the
success
of
some
counties
and
some
school
districts
and
make
that
Statewide?
And
we
need
that
from
from
a
study
like
this.
X
X
X
So,
looking
at
the
different
things
that
need
to
draw
a
student
in
and
the
grow,
your
own
programs
that
were
started
through
KDE
are
are
wonderful,
starts
to
that.
Looking
for
opportunities
to
help
students
see
education
as
again,
a
career
pathway
that
is
valued
and
respected
in
our
communities.
Y
Recommendation
number
two
is
to
approve
a
resolution
asking
appropriate
agencies
to
study,
revise
and
create
a
easily
comprehensible
and
navigable
system
of
alternative
teacher
certification.
I
need
to
be
clear
when
I
say
this,
that
alternative
or
emergency
certifications
are
not
going
to
get
us
out
of
the
teacher
shortage.
There's
been
a
lot
of
discussion
about
the
number
of
teacher
vacancies
that
currently
exist
throughout
the
Commonwealth.
However,
we
can't
just
look
at
the
number
of
vacancies
that
exist.
We
also
must
examine
how
these
positions
are
being
filled
in
our
district.
Y
We've
had
a
total
of
223
teacher
vacancies
since
July
the
first
of
this
year.
18
of
those
still
remain
21
teachers
have
been
employed
using
emergency
certification
and
another
51
have
a
temporary
provisional
certificate,
meaning
they
have
gone
through
an
alternative
program
or
are
going
through
an
alternative
program.
Y
Many
of
these
70
to
72
teachers
that
we
have
hired
while
they
are
deeply
dedicated
to
the
success
of
our
students
have
very
little
if
any
prior
knowledge
of
teaching
pedagogy
or
classroom
management
skills,
and
these
are
required
to
increase
the
level
of
support
from
their
schools
and
the
districts
to
ensure
that
they
are
successful
teachers.
Many
districts
simply
do
not
have
the
human
or
financial
resources
needed
to
provide
the
level
of
support
necessary
to
ensure
these.
Alternatively,
certified
teachers
are
successful
and
ultimately
remain
in
the
profession.
Z
I
just
wanted
to
add
here,
you
know
we
see
this
a
lot
in
our
district
with
these
alternate
certifications
and
again,
these
teachers
are
great
teachers
and
they
know
a
lot
of
content,
especially
in
my
area
with
Career
and
Technical
education,
but
a
lot
of
that
discipline
issue
and
those
support
issues
are
coming
from.
No,
you
know
no
background
with
classroom
management.
We
see
a
lot
of
those
discipline
issues
and
we
just
can't
support
them
in
a
way.
Z
We
don't
have
enough
bodies
to
Mentor
all
the
people
who
are
coming
in
and
still
do
the
jobs
that
we're
keeping
up
with
with
vacancies
that
are
open
or
the
sub
shortage
that
was
mentioned
because
certified
teachers
are
covering
for
Subs.
So
these
alternative
certifications
are
great
in
the
short
term,
but
we
do
have
to
kind
of
look
at
you
know
in
the
long
term.
Is
this
really
the
way
to
fix
the
system.
X
I
agree:
I
was
I,
came
to
education
after
spending
seven
years
in
residential
treatment.
My
wife,
though,
is
a
is
a
life,
lifelong
Elementary,
School
teacher
and
my
daughter's
a
23
year
old,
starting
her
second
year
in
elementary
education.
We
believe
strongly
in
it,
but
and
but
bringing
in
teachers
who
have
had
other
life
experiences
can
be
incredibly
valuable,
as
they
show
you
just
a
different
way
and
they
bring
different
pedagogies
into
how
they
do
things
but
making
sure
they're
equipped.
X
The
k-tip
program
was
one
of
the
greatest
things
that
came
out
of
care,
that
resource
teacher
being
the
most
important
piece
of
that
I
believe
just
having
that
support
system
there.
Somebody
who's,
walked
in
your
shoes
and
been
there
with
you
and
is
not
looking
at
it
from
the
principal
who's
deciding
whether
or
not
you
have
a
job
next
year.
Somebody,
you
know
you
can
go,
ask
any
question
to
whether
you're
not
worried
about
how
you're
being
judged
there.
X
We
need
that
back
fully
and
completely
so
that
these
teachers
have
this,
for,
especially
those
that
are
coming
at
it
from
a
different
way
of
getting
here,
so
that
they
got
those
people
they
there
to
support
them
and
answer
their
questions
and
just
be
there
for
them.
Y
Recommendation
number
three
is
to
direct
the
Kentucky
Department
of
Education
to
create
a
teacher
recruitment
web
portal
containing
all
resources
from
consideration
of
a
teaching
career
to
a
Statewide
application
system.
The
path
to
teacher
certification
has
always
been
somewhat
complex
and
for
many
who
may
desire
to
become
certified
or
perhaps
recertified
and
easy
to
navigate
One-Stop
web
portal
would
eliminate
the
barriers
to
prospective
teachers
getting
the
necessary
information
and
applications
out
to
all,
and
this
would
also
go
towards
addressing
some
of
the
concerns
that
we
discussed
earlier
with
the
kept
system.
Y
Recommendation
number
four
is
to
approve
a
resolution
that
encourages
the
education,
Professional
Standards
Board,
to
address
multiple
certification
issues,
including
teacher
testing,
admission
to
teacher
education
programs
state
to
state
reciprocity
and
varying
grade
levels
of
certification.
This
recommendation
would
direct
epsb
to
consider
ways
of
instituting
certificates
for
proven
teachers
who
have
been
able
to
gain
certification
in
additional
subject
areas
and
or
grade
levels,
even
if
on
a
temporary
or
emergency
basis,
and
to
consider
possible
changes
in
the
way
Praxis
exam
results
are
interpreted
for
Teacher
certification.
Y
Recommendation
number
five
is
to
approve
legislation
clarifying
acceptable,
personal
and
professional
educator
behaviors
and
provide
clear
and
appropriate
penalties
for
violations.
The
Lexington
Herald
Leader
ran
an
excellent
series
of
Articles.
This
fall
on
the
failure
of
public
education
to
properly
police
and
sanction
Educators,
who
have
violated
Professional
Standards,
especially
regarding
teacher-student
relationships.
This
recommendation
shows
a
clear
willingness
of
public
education
to
address
its
own
inner
problems.
Y
Recommendation
number
six
is
to
direct
and
provide
funding
for
a
marketing
campaign
to
highlight
the
importance
of
education
and
the
education
profession
to
its
citizens
of
Kentucky.
Nothing
sells
without
proper
marketing
and
for
far
too
long,
public
education
has
been
unfairly
subjected
to
negative
marketing,
often
from
public
Educators
themselves.
As
we've
talked
about
this
morning,
a
well-deserved
marketing
plan,
especially
one
directed
towards
high
school
and
college
age
students,
can
help
turn
the
tide
on
public
perceptions
of
public
education.
Y
Further
such
a
program
could
likely
be
funded
by
Private
Industry.
No
one
has
less
skin
in
the
game
when
it
comes
to
ensuring
the
success
of
public
education
than
our
business
Community,
businesses
that
depend
on
public
education
to
produce
qualified
employees
and
even
help
more
important,
successful
citizens
who
create
the
demand
for
the
products
and
services
produced
by
those
businesses.
Y
The
new
blue
oval
plant
in
Hardin
County
will
attract
5,
000,
new
jobs
and
perhaps
another
5
000
in
spin-off
jobs.
The
teacher
shortage
presents
a
very
real
issue
in
how
public
education
will
staff
all
of
the
new
buildings
and
schools
to
be
built
to
educate
the
students
who
will
be
employees
in
Kentucky,
attracted
by
the
blue
oval
operation
and
new
manufacturing
facilities.
Opening
in
other
areas
of
Kentucky.
Z
I
wanted
to
take
a
moment
here
to
just
say:
I.
Think
representative
Truett
said
that
sometimes
educators
are
Their,
Own,
Worst
Enemy
and
it's
very
hard
for
me
to
stand
in
front
of
a
group
of
high
school
kids
and
tell
them
hey.
We
want
you
to
be
teachers.
We
want
you
to
go
into
this
profession
when
they
hear
daily,
on
the
news
and
in
the
newspaper
and
from
their
family
members,
just
negativity
toward
teachers.
Z
So
it's
almost
a
charge
here
too,
to
those
of
you
in
this
room
and
in
our
legislators
here
in
this
building
that
we
need
you
to
be
the
leaders
of
this
marketing
campaign.
We
need
you
to
help,
show
that
you
respect
the
teaching
profession
and
that
you
think
that
teachers
are
important
and
that
teachers,
you
know,
are
professionals
and
that
these
things
are
important
and
that's
how
we're
going
to
end
the
shortage.
Y
Foreign
number
seven
is
to
direct
and
provide
funding
for
the
development
of
a
model,
teacher,
Recruitment
and
induction
program
and
mandate,
the
establishment
of
a
10-year
Review
Committee
for
teachers
inducted
into
the
education
profession
under
that
program.
This
recommendation
asks
that
we
take
a
hard
look
at
two
critical
points
in
the
teaching
career.
First,
we
must
perfect,
recruiting
and
induction
programs
to
get
the
right
candidates
for
public
education
and
then
provide
them
with
the
tools
and
support
they
need
to
be
successful
in
the
early
years
of
their
career.
Y
As
Tim
mentioned
earlier,
the
elimination
of
the
Kentucky
teacher
internship
program
removed
a
Statewide
layer
of
support
for
beginning
teachers,
there's
a
plethora
of
data
and
information
that
shows
that
increasing
teacher
efficacy
within
the
first
three
to
five
years
of
their
career
goes
a
long
way
to
ensuring
beginning
teachers
remain
in
the
profession
for
their
entire
careers.
Research
suggests
that
the
most
effective
new
teacher
induction
programs
and
increasing
teacher
efficacy
and
the
likelihood
of
retention
support
teachers
through
at
least
the
first
three
years
of
their
careers.
Y
Second,
we
need
to
make
the
graining
of
tenure
a
more
meaningful,
meaningful
professional
accomplishment
based
on
achieving
a
high
degree
of
professionalism
and
measurable
metrics,
rather
than
it
being
awarded
by
number
of
years
in
the
profession.
Teachers
should
also
receive
a
meaningful
Financial
reward
for
meeting
these
new
and
elevated
standards
to
be
awarded
tenure
status.
Y
Recommendation
number
eight
is
to
direct
and
provide
funding
to
expand
the
go,
teach
Kentucky
and
go
teach
Kentucky,
Ambassador
programs
in
every
Kentucky
school
district
funding,
a
go
teach
Kentucky
Ambassador
in
every
Kentucky
school
district
would
cost
an
estimated
378
thousand
dollars.
Kde
is
currently
funding
50
ambassadors
at
an
annual
cost
of
about
two
hundred
and
fifty
two
thousand
dollars
the
go.
Teach
Kentucky
program
has
been
touted
as
one
of
the
most
effective
programs.
We
are
currently
funding
to
help
address
a
teacher
shortage
recommendation.
Y
Number
nine
is
to
create
and
provide
funding
for
the
creation
of
an
annual
renewable
undergraduate
teacher
education,
scholarship
for
each
Kentucky
school
district
for
the
create
and
the
creation
of
a
500
per
week.
Stipend
for
Teacher
education
students
who
are
entering
teaching
edu
who
are
entering
education
funding.
Y
An
annual
undergraduate
teacher
education
scholarship
for
each
Kentucky
school
district
would
cost
about
2.5
million
dollars
annually
a
500
per
week,
stipend
for
a
teacher
educator
teacher
education
students
who
are
engaged
in
student
teaching
during
that
semester
would
provide
an
approximate
benefit
of
about
7
500
per
student
teacher.
This
would
help
remove
a
barrier
for
student
teachers
who
are
not
able
to
work
during
their
student
teaching
semester.
Z
Z
I
had
to
work
so
I
student
taught
Monday
through
Friday
8
A.M
to
4,
P.M
and
I
would
go
to
work
at
7
pm
on
Friday
night
at
UK
hospital
as
a
secretary
and
work
7p
to
7A
Friday
night
and
Saturday
night
sleep
a
few
hours
on
Sunday
and
then
prepare
for
my
student
teaching
the
next
week
and
I
did
that
for
a
whole
semester,
so
I
think
there's
lots
of,
especially
in
our
economy.
Y
So
I
think
we
all
know
that
there's
a
great
deal
of
work
facing
all
of
us
as
we
try
to
ensure
that
generations
of
kentuckians
are
provided
with
first-class
educational
opportunities
that
will
ultimately
make
us
a
better
Kentucky.
The
work
of
the
Coalition
has
provided
a
total
of
36
individual
recommendations
across
six
strategies
and
I
encourage
all
of
you,
along
with
the
entire
general
assembly,
to
spend
time
reviewing
and
reflecting
on
all
these
recommendations.
Y
The
nine
we
presented
today
are
the
priority
requests
for
this
session
and
our
steps
we
feel
we
can
take
to
begin
moving
us
forward
in
reversing
the
trends
we've
seen
in
educator
attrition
in
recent
Years.
Thank
you
so
much
for
the
time
and
consideration
on
such
an
important
issue
facing
communities
across
Commonwealth.
We
welcome
your
questions.
R
Thank
you
Mr,
chair
I.
This
is
an
important
issue
to
the
state
of
Kentucky
and
this
is
not
a
Republican
or
Democrat
issue.
This
is
an
issue
that
is
in
the
best
interest
of
the
students
of
Kentucky
and
we've.
We've
heard
a
lot
of
suggestions
on
ways
that
we
can
get
more
teachers.
We've
also
had
things
about
why
people
aren't
getting
into
the
teaching
profession
and
I'm
going
to
mention
some
of
those
and
I
may
I
may
offend
some
people.
R
I
may
not,
but
I'm
I'm,
going
to
give
my
opinion
on
this,
because
I
have
the
right
to
do
that.
Commissioner
glass
indicated
that
pay
was
an
issue.
R
It's
easy
for
people
to
say
that
pay
isn't
not
an
issue
when
they're,
not
the
one
receiving
the
check
teachers
and
Educators
have
families,
and
they
want
to
provide
for
their
families
commiserate
with
the
amount
of
Education
they
have
in
comparison
to
other
people.
So
it
is
an
issue
support
and
the
second
one
that
commissioner
glass
mentioned,
and
everybody
wants
to
feel
like
they're
supported,
no
matter
what
job
they
have.
We
got
a
lot
of
stressful
jobs
in
this
country.
Teaching
is
not
the
only
one,
but
teachers
are
like
nurses
and
other
professions.
R
They
want
to
feel
supported,
respect
the
rhetoric
about
the
teaching
profession
has
diminished
extensively
in
the
last
10
years.
You
know
when
I
got
into
it,
it
was
considered
an
esteemed
profession.
Sometimes
people
look
at
you
like
you
got
three
eyes
if
you
want
to
get
it
into
that
profession
today
and
I
was
in
that
profession,
I
loved,
it
I
know.
The
two
gentlemen
set
with
me
were
in
that
profession
think
they
would
say
the
same
thing.
R
Okay
now
and
then
we've
asked
people
up
here
that
have
mentioned
some
other
issues
like
discipline.
This
one
is
an
issue.
It's
a
big
issue
in
schools
right
now.
It's
gotten
worse
for
a
lot
of
reasons,
and
it
would
take
forever
to
mention
what
all
those
reasons
are
and
I
think
many
of
us
would
would
on
both
sides
would
agree
with
that
discipline.
We
have
to
agree.
It's
an
issue:
it's
a
major
issue.
You
don't
want
to
go
to
work
every
day
and
feel
like
you're
going
to
slapped
or
something
else
along
those
lines.
R
R
They
could
not
tell
you
that,
because
I
taught
my
job
was
to
educate
young
people,
it
was
not
to
promote
my
political
agenda,
so
that
is
that
an
issue
it
is
an
issue.
Are
teachers
uncomfortable
with
that
a
lot
of
them
are
very
uncomfortable
with
that
some
of
them
are
comfortable
with
doing
it,
but
a
lot
of
them
are
uncomfortable.
R
We're
doing
that.
So
is
that
an
issue?
Yes,
it
is,
and
a
lot
of
those
lead
to
stress
for
teachers.
Teaching
is
a
stressful
job.
You
got
young
people,
you're
you're,
given
you
know
it's
a
lot
of
times.
People
talk
about
man,
it's
difficult
to
raise
kids
and
they're
talking
about
their
two
kids
once
you
raise
30
of
them
for
an
hour
and
then
the
next
hour
and
a
half
you
got
30
more
it's,
so
the
job
is
very
stressful.
N
Thank
you,
Mr
chairman
I,
just
want
to
make
a
couple
comments.
First
and
and
certainly
I
agree
with
reps
in
Raleigh
that
we
we
all
very
much
concerned
about
education,
and
we
want
to
make
the
best
for
our
students,
because
that
is
our
future
Amanda
I
will
tell
you:
I.
Did
the
student
teaching
as
a
full-time
employee
to
as
working
full-time?
That
is
hard,
but
but
I
know
what
you're
gonna
put
you
at
through.
So
thank
you
for
your
service.
N
One
comment:
I
want
to
make
that
I've
heard
both
you
and
and
Dr
glass
make
about
is.
The
map
program
seems
like
it's
something.
There's
concern
there:
that's
not
providing
the
quality
of
teachers
that
that
we
need
not
that
they're
a
bad
person
not
trying
hard,
but
something
isn't
working.
N
N
Jesse
bacon
mentioned
about
a
mixed
study,
mixed
method
study.
That's
very
interesting!
We
need
that.
Unfortunately,
that
takes
a
lot
of
time,
which
is
good.
It
needs
to
be
unbiased
not
just
from
an
education
perspective,
but
it's
really
getting
at
the
bottom
line,
and
once
you
get
that
done,
as
you
know,
then
you'll
have
something
to
feed
on
for
years
to
come,
because
you
can
take
that
research
and
add
to
it
each
year
who's
going
to
do
that.
Y
So
so
our
ask
would
be
to
challenge
oea
to
conduct
that
in
that
that
study
and
the
sooner
we
can
get
started
on
it.
The
better,
obviously,
because
I
do
think,
there's
a
lot.
Y
We
all
have
anecdotal
information
about
why
teachers
or
and
other
Educators
we're
not
talking
about
just
teachers
here
we're
talking
about
all
Educators
in
our
districts
that
are
leaving
us
for
varying
reasons
and
all
again,
all
of
us
have
anecdotal
evidence
to
share
as
to
why
that
might
be
happening,
but
I
think
a
full-fledged
mixed
method
study
around
around
those
issues
to
be
able
to
really
determine
what
are
the
things
that
seem
to
rise
to
the
top.
N
A
P
Excuse
me
I'm,
sorry
to
just
focus
narrowly
because
there's
a
lot
of
meat
here
and
there's
a
lot
of
good
bipartisan
work
that
needs
to
happen,
but
I'm,
a
representative
from
Jefferson
County,
where
we
have
about
160
schools
and
when
I
see
recommendations
like
number
nine
and
we've
seen
other
not
just
from
you
guys,
but
we've
seen
other
proposals
come
before
the
body
where
we
talk
about
funding
one
of
whatever
per
district,
and
we
know
that
we
have
districts
with
three
schools.
We
have
District
a
district
with
160
schools.
P
We
have
one
in
every
seven
public
education,
school
student
in
the
state,
attends
Jefferson,
County,
public
schools
and
I
would
just
ask
that
there
be
some
consideration
in
that
recommendation
for
the
equity
issues,
especially
since
so
many
of
our
children
are
in
Title
1
schools
and
are
free
and
reduced
lunch
and
in
that
category.
So
that
that's
my
request
to
you.
Thank
you.
V
A
One
thing
I'll
point
out
that
I
have
found
out
a
lot
of
people
aren't
even
aware
of.
We
already
have
an
education
scholarship
program
in
Kentucky.
Now
there
were
several
years
a
few
years.
It
was
not
funded.
In
the
last
budget
session,
it
was
funded
at
one
million
dollars
in
each
year
of
the
biennium.
It's
set
up
for
that
forever
semester.
A
A
student
gets
a
scholarship
they're
required
to
teach
for
a
semester
if
they
don't
that
converts
to
a
loan,
if
they
teach
in
a
high
need
area
or
a
CTE
forever
they
for
every
two
semesters
that
they
get
the
scholarship
they're
required
to
teach
for
one
semester.
Now
my
goal
would
be
going
forward
is
that
we
could
increase
that
amount
going
forward
is
a
needs-based
scholarship.
It
is
needs
assessed,
but
I
just
wanted
to
point
that
out.
There's
a
venue
already
there
for
everybody
in
the
state,
but
we
need
more
funding.
Okay.
G
Thank
you
Mr
chairman,
and
thank
you
to
this
organization
very
impressed
with
the
nine
recommendations
that
you've
made
and
I
hope
we
can
dig
in
a
little
bit
deeper
on
each
one
of
those,
maybe
find
out
a
a
value
and
a
cost
and
and
see
if
we
can
get
some
of
those
some
traction.
But
I
just
have
one
question
about
number:
six
that
you
mentioned
a
marketing
campaign
to
help
influence
a
positive
perspective
on
future
Educators
I.
Think
that's
a
great
I
think.
G
But
I
just
wanted
to
know
if
you
thought
that
was
something
that
your
company
and
other
companies
like
yours
across
the
state
of
Kentucky
would
be
willing
to
help
pay
a
bill.
W
G
I
think
other
companies
would
as
well
that's
awesome
our
young
people,
TV
social
media
they're,
so
in
tune
to
that
and
influenced
by
that,
and
if
we
can
put
a
positive
spin
on
this,
not
only
does
it
help
them,
but
it
also
helps
our
current
teachers
and
administrators
and
people
in
education
today
it
gives
them
a
positive
light
to
be
shined
on
them
as
well
and
I
think
it's
a
win-win
situation,
both
ways.
I
hope.
This
is
something
that
we
can
do.
Thank
you,
Mr
chairman.
C
Thank
you,
Mr
chairman
and
I'll.
Try
to
learn
from
my
previous
remarks.
Thank
you
for
for
coming
before
us
today
and
providing
your
testimony.
I
appreciate
the
the
nine
recommendations,
but
I
am
going
to
ask
you
for
for
one
more
a
tenth.
C
If
you
will,
because
I'm
still
concerned
that,
if
we
don't
deeply
understand
why
teachers
are
leaving
or
not
entering
the
profession,
then
we
might
deploy
our
our
horsepower
to
solve
this
problem
in
the
wrong
area
and
and
so
since,
there's
really
been
no
no
data
provided
here
today
to
to
demonstrate
the
why
I'm
just
going
to
go
with
my
first
hand,
data
points
of
engaging
with
teachers
in
my
community
in
the
district
I
represent
in
PRP
and
Valley
Station.
C
C
That
is
the
only
response
I've
received
and
so
I
asked.
What
would
the
Coalition
recommend
that
we
do
to
empower
teachers
today
to
take
back
control
of
their
classroom
and
transform
that
type
of
environment
I.
X
Appreciate
that
a
lot,
it's
it's
challenging,
I
think
one
of
our
biggest
things
we
face
is
we
look
at
this
and
the
perceptions
of
teachers
perceptions,
the
parents,
all
the
stakeholders
here
is
the
relationships
become
incredibly
adversarial
where
it
didn't
used
to
be
that
way.
I
don't
want
to
judge
anyone's
age
in
this
room,
but
I
would
say
most
of
us
recall
a
time
that
when
you
got
in
trouble
at
home
at
school,
you
got
in
trouble
at
home
all
right
that
doesn't
equate
that
way
anymore
and
it
it's
bigger
than
it's.
X
You
know,
I
do
I,
always
am
I,
always
there
and
give
a
teacher
exactly
what
they
want
me
to
do
in
a
disciplinary
action.
No,
because
there's
always
extenuating
circumstances
that
have
to
be
taken
advantage.
If
you
look
at
the
individual
child
and
what
that
circumstance
is
and
everything
that
reflects
in
that
situation,
but
it's
also
bigger
than
us.
X
We've
got
a
juvenile
justice
system
that
has
to
be
addressed
when
I
have
to
when
I
have
to
educate
that
child
by
law,
but
the
juvenile
justice
system
can
send
them
home
that
night
for
what
I
would
consider
a
very
serious
crime.
We've
got
to
look
at
what's
bigger
and
Beyond
us
and
where
we
can
work
together,
we've
got
to
get
back
to
working
together
to
figure
out
how
we
can
address
the
a
continual
so
that
we
can
get.
X
Z
If
I
had
to
say
one
thing
like
today
as
a
teacher,
it
would
be
to
reduce
my
class
size
because
I
can't
manage
35,
38
40
students
and
keep
discipline
problems
down.
You
know
a
teacher
shouldn't
have
25
kindergarten
students
in
their
classroom,
even
with
an
aide.
So
when
I
think
about
what
can
we
do
immediate?
You
know
teacher
the
teaching
class
size.
Is
it's
huge?
It's
huge,
and
that
is
it's
a
very
big
discipline
issue.
Z
When
we
have
students
that
have
all
of
these
issues
you've
talked
about
today,
we
know
we
see
mental
health
issues
at
their
highest
and
in
home.
Life
is
different.
So
for
me,
if
I,
if
I
have
a
class
with
28
kids
in
it,
I
think
that
I
have
hit
the
classroom
Lottery,
because
I
can
do
so
much
more
with
28,
kids
than
32
or
35
or
40.,
and
we
have
English
teachers
in
my
Academy
at
my
school
that
are
teaching
42,
kids,
so
I
would
say,
reduce
class
size.
A
One
thing
is:
I've
talked
to
superintendents
about
this
issue
over
the
last
months
that
I've
heard
a
lot
about
is
they'll
mention
to
me.
Senate
Bill
200
that
passed
in
2014
really
restricts
their
ability
to
to
deal
with
these
type
of
issues.
That's
my
understanding
and
I'm,
not
for
sure
the
time.
I
don't
even
know
what
committee
it's
in,
but
on
Thursday,
because
I
know
what
Jim
Flynn
told
me
he's
testified
on
behalf
of
school
superintendents
to
talk
about
these
issues.
So
that
is
an
issue
that's
being
discussed
to
see.
A
Y
We
do
we
do
that
through
our
HR
department,
so
it's
an
anonymous
survey
and
and
in
some
cases
it's
a
one-on-one
interview,
and
so
we
are
constantly
looking
at
that
data.
When
we
have
those
exit,
interviews
and
I
will
tell
you.
Every
single
issue
that
has
been
raised
today
are
on
those
exit
interviews.
So
it
is
a
very
complex
issue
as
to
why
teachers
and
other
staff
members
are
leaving
us.
It
is
not
all
simply
about
pay.
Pay
is
almost
always
mentioned.
X
Hardin
County
definitely
does
do
exit
interviews,
I.
Also
try
when
I
have
a
staff
person
to
leave
me
try
to
talk
to
them
individually,
just
one-on-one
hey.
What
can
we
do?
I've
got
a
second
year,
math
teacher
that
is
leaving
me
at
the
end
of
the
trimester
in
February
and
she's,
going
into
non-profit
so
she's
not
going
for
more
pay
she's
going
because
she
feels
like
she's,
got
an
opportunity
to
reach
kids
in
a
different
way.
A
Y
A
W
Chairman
one
other
thing
sitting
on
the
committee,
I
looked
through
this
through
a
business
lens
I,
think
exit
interviews
are
standard
for
us
in
our
industry,
but
one
of
the
things
that
was
was
shocking
to
me
was
that
there's
we
do
it,
what
we
call
associate
opinion
surveys
of
our
staff
and
the
idea
is
to
survey
our
employees
through
all
levels
of
the
organization
to
find
out
what
their
needs
are.
Their
wants.
W
Are
it's
always
Anonymous,
it's
very
it's
not
inexpensive,
but
this
is
either
done
not
at
all
or
very,
very
infrequently
and
we
go
through
it.
It's
a
twice
a
year
program
where
we
set
a
base
year
and
then
we
do
a
mid-year,
what
we
call
just
get
the
pulse
and
what
what
the
objective
is
with.
That
is
to
begin
to
address
what
those
issues
are,
so
that
you
begin
to
narrow
the
amount
of
turnover
that
you
have
within
your
organization
because
you're,
knowing
what
the
issues
are
to
address
and
I.
W
A
E
Thank
you
Mr
chair.
Thank
you
for
your
time
today.
Thank
you
for
the
work
that
cost
is
doing
really
appreciate
the
detailed
feedback
and
recommendation
and
I'm
especially
grateful
to
Dr
bacon
who's.
Here
from
one
of
my
counties.
Bullock
County
I
also
represent
Jefferson
County,
and
so
we
do
see
a
definite
room
for
improvement
and,
like
I,
said
grateful
for
the
very
specific
details
that
you
guys
have
presented
today
twice
and
recommendation
recommendation
number
two
and
number
seven
k-tip
was
mentioned
as
a
beneficial
option.
E
So
briefly,
if
you
guys
don't
mind
somebody
give
kind
of
the
pros
and
cons
of
that
and
why
you
think,
with
certification,
recruitment
induction
that
was
a
beneficial
program.
Y
Well,
there
are
aspects
of
the
program
that
were
certainly
beneficial,
one
of
which
would
be
the
assignment
of
a
mentor
teacher
within
that
building
and
then
the
assignment
of
a
university
Professor.
That
would
also
come
in
and
give
another
set
of
eyes
to
that
new
teacher
to
provide
them
the
type
of
support
that
they
need
to
grow
and
develop.
Y
I
know
most
districts
and
most
buildings
have
some
sort
of
mentoring
program
in
place,
but
it's
not
near
to
the
support
level
that
we
saw
with
k-tip
and
so
I
think
that
there
are
some
things
that
we
could
pull
from
that
program,
an
Institute
Statewide
that
would
help
and
benefit
again.
The
goal
has
to
be
to
increase
teacher
efficacy,
because
the
research
is
pretty
clear.
If
we
can
do
that
in
the
first
three
to
five
years
of
a
teacher's
tenure,
then
the
chances
of
them
becoming
a
career-long
educator
are
high.
X
One
of
the
key
parts
of
the
program
with
the
resource
teacher
was
a
number
of
required,
in-class
and
out
of
class
hours,
where
those
two
people
were
spending
quality
time
together,
reflecting
on
exactly
what
was
going
on
for
that
teacher.
For
that
new
teacher
who
said
these
are
the
questions
I
have.
These
are
the
problems
I'm
facing
this?
Is
my
world
help
me
get
through
it?
The
end
class
time
is,
you
know,
and
we
still
try
to
push
that
as
much
as
we
can
we're
sending.
X
Not
it's
not
just
the
experience
teacher
coming
in
the
new
teacher's
classroom.
It's
the
new
teacher
going
into
that
experience,
because,
and
even
other
teachers
in
the
building
will
will
say,
hey
I
know:
Mr
Jones
is
your
resource
teacher,
but
I
want
you
to
go,
see
Miss,
Smith
and,
and
this
teacher
and
then
I
want
the
two
of
you
to
get
back
together
and
reflect
on
what
you.
X
Y
It
and
I
think
too:
we
got
to
look
Beyond
just
one
year
and
I
know
that's
what
Kate's
have
focused
on,
but
but
second
and
third
year
teachers
need
different
levels
of
support
than
a
very
first
brand
new
teacher
does,
and
so,
if
we're
going
to
continue
to
nurture
and
develop
those
folks,
we've
got
to
do
that.
Beyond
just
the
first
year,
teaching.
A
Thank
you
for
that
question.
Representative
Callaway
I've
already
had
some
conversations
with
commissioner
glass
about
this
subject.
So
hopefully
we
get
in
the
24
budget
session.
That's
something
we
can.
We
can
take
a
look
at
and
see
if
that's
a
possibility
to
bring
back
at
some
form
some
level.
Last
question
of
the
day
comes
from
representative
timony.
M
Thank
you
chairman.
Thank
you
for
this
outstanding
presentation
today,
a
lot
of
really
good
ideas.
I,
like
the
number
format
I
like
the
list.
As
a
as
a
former
teacher
former
principal
former
k-tip
advisor
a
former
k-tip
advisee
I,
see
a
lot
of
I
see
a
lot
of
strength
there,
because
you
know
we
talk
about
the
shortage,
we're
talking
about
putting
people,
but
we're
going
to
talk
about
quality
all
right.
So
we
you
know,
we
talk
about
the
number
of
open
jobs.
We
don't
need
warm
bodies
there.
M
We
need
teachers
and
we
need
them
to
be
high
quality
and
I
see
that
as
definitely
something
that
needs
to
move
forward.
If
we're
gonna
have
somebody
that's
going
to
go
through
school
and
learn
all
the
theory
to
be
a
good
teacher
and
then
they
leave
after
the
first
year
we
got
to
do
whatever
we
can
to
prevent
that
from
happening,
because
that's
winning
the
game,
that's
winning
the
shortage
game.
M
One
of
the
other
statements
that
I
did
want
to
make.
You
know.
Commissioner
glass
mentioned,
you
know,
former
Social
Studies
teachers
I
think
it
was
a
mandatory
requirement
that
if
you're
a
social
studies
teacher
around
that
I
came
into
the
teaching
World
in
late
90s,
you
had
to
have
like
a
five-year
residency
at
a
Applebee's
on
your
resume
before
you
were
able
to
get
into
the
teaching
World,
particularly
for
social
studies.
So
next
marketing
we
do.
M
M
M
10-Year
review,
I
think
that's
outstanding,
I,
think
that
is
an
outstanding
idea
and
how
it's
not
a
set
on
four
years
in
a
day,
you're
now
have
tenure.
I
think
that
quality
assurance
piece
goes
back
to
what
I
was
talking
about
quality
education
earlier
the
oea
study
I
think
is
again.
Is
we
have
to
have
data
points
to
I,
mean
representative
Bowman's
talking
about
data
about
this
particular
topic?
We
need
that
that
that's
got
to
happen.
Senate
Bill,
200
chairman,
you
mentioned
Senate
Bill
200.
M
Very
briefly,
some
of
the
responses
I
got
when
I
was.
You
know,
leaning
hard
with
some
discipline,
where
I
had
some
students
that
were
really
struggling
and
we
did
their
different
levels
of
intervention.
M
The
response
was
that
the
court
system,
the
judicial
system-
was
scared
to
even
navigate
into
that
context
for
something
that
could
be
construed
as
a
violation
of
seven
Senate
bill
200..
So
that's
a
problem.
So
then
we
have
a
collateral
issue
that
we
have
to
address.
So
we
do.
Maybe
we
need
to
take
a
look
at
that
again.
I
mean
we
need
to
kind
of
fine-tune
that
you
know
we
talk
about
respect,
I,
I,
agree,
a
thousand
percent,
but
I'll
go
ahead
and
tell
you
I
mentioned
to
one
of
my
constituents.
M
M
This
gen,
these
massive
sweeping
statements
that
we
make
that
have
so
much
power
and
pit
people
against
each
other,
make
education,
political,
it's
not
it's
not
with
650
000,
public
school
kids
in
Kentucky.
We
have
a
responsibility
to
treat
every
single
one
of
them,
the
best
that
we
can
to
help
them
get
where
they
need
to
go.
M
M
And
last,
how
do
we
get
people
to
do
jobs
that
are
really
really
hard
and
are
really
really
important,
because
if
Kentucky
is
going
to
grow,
if
we're
going
to
be
a
prosperous
Commonwealth
and
our
economy
is
going
to
grow
three
to
five
percent
every
year
and
we're
going
to
reach
our
goals
for
our
income
tax
reductions
and
we're
not
having
kids
buy
into
the
value
of
Education
we're
going
to
fail?
We're
not
going
to
reach
our
goals,
we're
not
going
to
be
a
prosperous
Commonwealth.
M
That
is
how
critical
education
is
to
the
Commonwealth
and-
and
we
have
to
make
these
big
statements
every
once
in
a
while-
that
we're
going
to
examine
these
practices
and
these
policies
to
truly
improve
things,
and
that
that's
where
we
are,
we
have
to
make
this
stuff
happen.
The
rubber
meets
the
road
in
the
classroom.
The
teacher
is
The
X
Factor
in
student
achievement.
If
this
is
not
set
your
hair
on
fire
issue,
I,
don't
know
what
else
is
in
education.
A
Thank
you,
representative,
Timothy
I
want
to
thank
all
of
our
presenters
today.
I
want
to
thank
all
the
members
for
their
participation.
This
is
a
critical
issue
for
the
Commonwealth
of
Kentucky.
We
all
understand
that
there
are
no
easy
answers.
There
are
no
quick
answers,
but
it's
an
issue
that
we
must
address,
because
I
truly
believe
that
every
child
in
Kentucky
deserves
a
quality
teacher
in
the
classroom
to
help
prepare
them
to
deal
with
the
issues
of
life.
So
our
next
meeting
members
will
be
on
February
14th.