The first meeting of the interim Teacher Credentialing and Compensation Committee was called to order by Chair Arlene Ham at 9:05 a.m., June 26, 2001, in LCR 1&2 of the State Capitol, Pierre, South Dakota.

A quorum was determined with the following members answering the roll call: Senators Arlene Ham, John McIntyre, Garry Moore, Kermit Staggers, and Dan Sutton; and Representatives B. Michael Broderick, Jr., Jim Bradford, Cooper Garnos, Margaret Gillespie, Jim Holbeck, Matt McCaulley, Burdette Solum, John Teupel, and Hal Wick. Representative Alice McCoy was excused.

Staff members present included Mark Zickrick, Principal Fiscal Analyst, and Rhonda Purkapile, Senior Legislative Secretary.

A list of guests present during all or part of the meeting is on file with the master minutes.

(NOTE: For sake of continuity, the following minutes are not necessarily in chronological order. Also, all referenced documents are on file with the Master Minutes.)

Mr. Mark Zickrick, LRC, presented the committee with a list of legislation passed in 2001 pertaining to teachers (Document #1), a copy of education legislation passed during the 2001 Legislative Assembly (Document #2), a press release regarding the Governor?s Education Review Panel (Document #3), a copy of a news article on schools (Document #4), and a summary of the committee?s interim assignment (Document #5). Mr. Zickrick noted that this information had also been previously mailed to committee members and asked if they had any questions on the information. There were none.

Ms. Janelle Toman, Department of Education and Cultural Affairs, presented the committee with information on the administrative rules pertaining to certification of teachers in South Dakota (Document #6). Ms. Toman reported that there are twelve approved teacher education programs in South Dakota. Over a period of three years, the teacher certification rules have been reviewed and revised. The department is currently operating under the new rules, which are less than one year old. She noted that there were some significant changes made to the process.

Ms. Toman reported that in 2000, first-time certificates and renewals issued were 3,205 (on a five-year basis). Of that total, 930 were first-time teachers in South Dakota (552 applications from in-state institutions and 378 from out-of-state institutions). Of the 930 teachers certified, 390 actually ended up on the personnel lists as a full-time equivalent (FTE). Ms. Toman stated that data from five years ago shows a decline of 927 new and renewed certificates. The majority of this decline has been in out-of-state applications.

Ms. Toman testified that South Dakota does not require a teacher exam for certification. There are currently 42 states that do require a teacher exam, with a few more states moving toward the exam. The criminal background check in South Dakota is a condition of employment, handled at the local level, and not a part of the certification process.

Ms. Toman reported a $30 charge for a 5-year certificate, fully qualified in all areas; a $20 charge for a 2-year non-renewable certificate (individuals coming from out-of-state who must complete coursework in South Dakota--also used for alternative certification process); and a $15 charge for a one-year non-renewable certificate for individuals who lack recent credit (this would include any combination of college credit, continuing education units, or workshops). She noted that a majority of teachers are taking some college credit for renewal. South Dakota does not have reciprocity with surrounding states for teacher certification. Certification is a unique state-by-state process. Ms. Toman stated that under the new rules, the department allowed for a new category of certification called instructor, which would be individuals who have not completed a teacher education program.

Senator Moore asked if there are any states that do not require a certification process, and Ms. Toman replied that she is not aware of any.

Senator Staggers asked how many personnel in the department are involved with the certification process. Ms. Toman replied that there are two full-time staff and other staff who dedicate portions of their time to various tasks associated with certification.

Representative Holbeck asked Ms. Toman to provide information on how many new certifications were for elementary education, in what areas the new certifications were hired, and how many graduates from in-state chose to receive certification.

Ms. Lona Lewis, South Dakota Education Association (SDEA), testified that they have found that 99.9 percent of the time, when a person cannot teach, it has nothing to do with content--they cannot maintain discipline in the classroom, put together lesson plans, or apply effective teaching strategies. Ms. Lewis noted that there are many college educated people, but in order for them to teach, they must also be trained in the art of teaching. She cautioned that whatever process that is followed for alternative certification must provide for teaching courses. Ms. Lewis stated that the bottom line is that a qualified teacher is needed in every classroom. Ms. Lewis noted that the Board of Regents have put together a plan, that if followed, provides for teacher education for alternative certification. The State Board of Education Task Force is also looking at a plan with further coursework in teaching, mentoring in the classroom, and class work.

Ms. Lewis stated that SDEA feels a key component for new teachers is mentoring. Most of the teachers leave the profession within the first five years. A strong mentoring program would be a valuable tool for alternative certification as well as for those who have completed their teaching degree and are first-time teachers.

Representative Holbeck commented that one problem with a mentoring program would be finding the time for teachers to be mentors. Representative Bradford commented that the principals need to become more involved in this mentoring process because they have a job responsibility toward those first-time teachers in their schools.

Ms. Lewis testified that the salary issue also needs to be addressed because teacher salaries in South Dakota are not competitive, even with surrounding states.

Ms. Christie Johnson, School Administrators of South Dakota (SASD), testified that quality teachers are very important to the process of student learning. Teacher quality should be the primary focus of any certification program. She noted that it is important that administrators have instructional experience in order to help provide their teachers with guidance and expertise in the area of teaching.

Ms. Johnson testified that the SASD membership reports having a difficult time filling certain teaching positions (science, music, math, special education, and technology). There also seems to be a concern about the quality of applicants. This is even occurring in large school districts.

Ms. Johnson testified that alternative certification may help fill some gaps and may help a few individuals enter the field of teaching; however, this is not a long-term solution. Alternative certification will only apply to a certain number of individuals in a few districts.

Ms. Johnson noted items that might help South Dakota recruit and maintain teachers as follows: 1) a strong induction process and mentoring program for the first three years of teaching; 2) teacher in-service, or ongoing professional development opportunities; 3) salary competitiveness; and 4) greater career flexibility.

Representative Teupel asked Ms. Johnson what the Legislature can do with regard to teacher salaries other than making them all state employees. He noted that the Legislature can place money into the education system, but there is no guarantee that each school district will funnel this money into teacher salaries. Ms. Johnson replied that the school budget reserves have been decreased as a result of recent legislative action. She noted that the problem with teacher salaries is that when salaries are at the bottom of the scale, it takes a long time to get to the point where salaries are competitive.

Mr. Gene Enck, Associated School Boards of South Dakota (ASBSD), presented the committee with information on monthly teacher job vacancies for the calendar year 2000 (Document #7). Mr. Enck testified that there are a number of available teachers that are not teaching because they do not choose to teach. He noted that his office has had more calls regarding consolidation this last year. If teachers continue to be unavailable, more and more small schools will be closing. Mr. Enck noted that while more people are getting college degrees, fewer and fewer of them are going into education.

Mr. Enck stated that a strong mentoring program might be helpful in retaining teachers beyond the first five years in the field.

Mr. Enck presented the committee with a list of South Dakota public school facts for the year 2000 (Document #8).

Representative McCaulley commented that the common goal should be to get quality teachers into the classroom and he has yet to see that alternative certification teachers are second class. He felt that people who want to change careers should not have all these hurdles to becoming a teacher if that is what they wish to do--it should be easier for them to become teachers.

Representative Holbeck commented that the profession does not want to "water down" the profession. But, he noted that there are cases where the administrators have to make the choice between no program or finding someone with experience that can teach. The Legislature needs to find a way to make alternative certification a viable option.

Senator Moore stated that alternative certification seems to be lowering the standard, and it will probably not solve the problem of teacher shortages. He noted that there seem to be a number of graduates with education degrees who are not choosing to teach.

Representative Wick disagreed that alternative certification is lowering of standards, noting that it is merely another route available for individuals to enter the teaching profession.

Representative Bradford suggested some kind of incentive program or loan forgiveness program for teachers who stay in South Dakota and teach.

Representative Broderick stated that he could support alternative certification as long as it does not diminish the instruction to the students. He did not feel that alternative certification will solve the whole problem of teacher shortages. He noted that the Legislature was willing to increase its sales tax for the purpose of purchasing a railroad and to establish the REDI fund. He suggested that perhaps it is time to increase the sales tax to fund teacher salaries.

In response to committee questions, Ms. Toman indicated that the task force proposal on alternative certification would be delivered more along the lines of the Governor?s technology academies. Individuals would have to have a college degree that is certifiable. They would have a summer instruction session, then start in the classroom in the fall with a mentor. They would be mentored throughout the year and also take additional coursework during the school year. Then, a final summer of instruction would be recommended. This plan is to be discussed at the next meeting of the task force. Some flexibility would be needed in the program to allow for open admissions in the fall if the individual missed the first summer session.

Chair Ham recessed the committee at 11:55 a.m. for lunch and reconvened the committee at 1:30 p.m.

Dr. Lesta Turchen, S.D. Board of Regents, presented the committee with information on university alternate certification proposals (Document #9). She reported that the board has been working on alternative certification for several years. She looks at this as options for certification, because there is no alternative to quality. Dr. Turchen noted that the Alaska program is very similar to what is currently being done in South Dakota. She noted that because individuals come with varying backgrounds and varying experiences, they will not all need the same level of training. Another option in South Dakota is the instructor status rather than teacher status.

Dr. Turchen noted that whenever a university offers coursework, there needs to be a critical mass of students to make it cost effective. Since fall 1999, the colleges have begun to offer education courses via distance learning--if the critical mass of students can be accomplished through distance learning, it takes care of the funding issue.

Dr. Turchen referenced another option in the education program at Black Hills State University. They have redesigned the curriculum to mix the theory and application, with more hands-on experience throughout the college career.

In response to committee questions, Dr. Turchen stated that first-time teachers need the mentor out in the community where they are teaching. It is the local school district?s responsibility to provide the master teacher to mentor, but it is the education community?s obligation to be a resource for that team. The Department of Education also has a role to play because mentors need to be trained. Dr. Turchen noted that in California, the administrators are training in mentoring and evaluation. She noted that any mentoring program will need to be funded.

Mr. Eric Hirsch, National Conference of State Legislatures (NCSL), spoke from prepared remarks (Document #10). Mr. Hirsch reported that alternative certification is being examined by many Legislatures across the country. He noted that there is general agreement around the idea of setting high standards for teachers and compensating those teachers. State legislatures have historically been reluctant to impose regulations on teacher preparation programs, relying instead on alternative certification and licensure requirements. There is a general movement toward focusing less on inputs and more on outcomes. More than one-half of the states have created or are moving toward performance-based standards to direct the design of teacher preparation.

Mr. Hirsch reported that alternative preparation programs tend to be more field-based than traditional preparation programs. Traditional programs often do not prepare teachers in the subject areas of greatest need. There is great variation across the country on the number of teachers coming from alternative routes into the profession. Mr. Hirsch noted that alternative certification programs have been successful in recruiting a more diverse pool of teachers. In general, the individuals going through alternative certification are older and more experienced. Mr. Hirsch reported that in California, so many candidates go through the pre-intern and intern routes that traditional programs have virtually all alternative route students.

Mr. Hirsch testified that states are starting to move toward performance pay beyond the single salary schedule. There is difficulty, however, primarily around the issue of defining good teacher performance. To date, performance pay has generally been a bonus on top of the single salary schedule. Virtually all states have adopted standards for students and ways to measure progress, but legislatures have been slower to apply the same rigor to the teaching profession. States often do not have a standard evaluation process, leaving content and frequency to local discretion or collective bargaining.

Mr. Hirsch reported that 28 states have mandatory induction and mentor programs. Without state funding of a mentor program, criteria and compensation vary. Some states are providing one-time signing bonuses to teachers. Many states are raising salaries across the board to help with teacher recruitment.

In response to committee questions, Mr. Hirsch noted that teachers who have left the profession say that salary was not their top reason for leaving; however, teachers still in the profession feel that the teachers left because of salaries.

Senator McIntyre asked if the committee can receive information on what the state task force is recommending in this area.

Chair Ham set the next meeting for August 20 and 21 in Pierre.

There being no further business, Chair Ham adjourned the meeting at 3:45 p.m.