WELCOME TO "KENTUCKY TONIGHT."

I'M RENEE SHAW.

THANK YOU SO MUCH FOR JOINING US THIS EVENING.

OUR TOPIC TONIGHT: KENTUCKY'S TEACHER SHORTAGE.

GOVERNOR ANDY BESHEAR HAS SAID THE STATE IS SHORT ABOUT 11,000 TEACHERS.

OTHER ESTIMATES SAY AT ANY GIVE TIME IT'S AROUND 2,000.

THERE'S DISAGREEMENT ABOUT WHAT'S CAUSING THE PROBLEM WITH SOME CITING PAY OVER WORK, STRESS AND DISCIPLINE PROBLEMS IN SCHOOLS, SO WHAT ARE THE REAL CAUSES AND WHAT CAN BE DONE TO FIX KENTUCKY'S TEACHER SHORTAGE?

ON DISCUSS ALL THIS AND HOPEFULLY GIVE US SOME ANSWERS WE'RE JOINED IN OUR LEXINGTON STUDIO BY: JASON GLASS, COMMISSIONER OF THE KENTUCKY DEPARTMENT OF Education STATE REPRESENTATIVE JAMES TIPTON A TAYLORSVILLE REPUBLICAN AND CHAIR OF THE HOUSE EDUCATION CO STATE REPRESENTATIVE TINA BOJANOWSKY, A LOUISVILLE DEMOCR STATE REPRESENTATIVE KILLIAN TIMONEY, A NICHOLASVILLE REPUBL AND AMBER SERGENT, 2023 KENTUCK HIGH SCHOOL TEACHER OF THE YEAR AND SOCIAL STUDIES TEACHER AT WOODFORD COUNTY HIGH SCHOOL.

WE DO WANT TO HEAR FROM YOU TONIGHT.

WE KNOW YOU HAVE QUESTIONS OR COMMENTS.

SO SEND THEM OUR WAY by TWITTER SEND AN EMAIL TO KYTONIGHT@KET.

OR USE THE WEB FORM AT KET.ORG/.

OR YOU CAN SIMPLY GIVE AS A CAL AT 1-800-494-7605.

WELCOME, ALL OF OUR GUESTS.

WE PERSON YOU BAGGY HERE ON THIS VERY IMPORTANT TOPIC.

WE'LL SAY RIGHT OFF THE BAT, CHAIRMAN TIPTON, YOUR BILL THAT HELPS TO BRING SOME REMEDIES FOR THE TEACHER SHORTAGE WILL BE HEARD TOMORROW IN THE HOUSE EDUCATION COMMITTEE AT 8:00 A.M. AND KET, OF COURSE, WILL BE THEREON TO PROVIDE LIVE COVERAGE OF THAT ON THE KENTUCKY CHANNEL AND ONLINE AT KET.ORG.

BUT FIRST LET'S GET THE FACT STRAIGHT ON THE NUMBERS.

COMMISSIONER, WHEN IT COMES TO TEACHER VACANCIES WHAT ARE THE NUMBERS?

WE'VE HEARD 11,000.

WE'VE HEARD 2,000.

GIVE US SOME CONTEXT.

>> SURE.

THE 11,000 NUMBER COMES FROM AN ANNUALIZED LOOK AT THE NUMBER OF OPENINGS IN THE KENTUCKY EDUCATOR PLACEMENT SERVICE.

IT'S REALLY NOT AN ACCURATE POINT IN TIME MEASURE OF HOW MANY OPENINGS WE HAVE THE ANY POINT IN THE SCHOOL YEAR, SO A MORE RACK RAT NUMBER WOULD BE 1500 TO 2,000, THE NUMBER YOU SAID BEFORE, BUT THAT FLUCTUATES ALMOST DAILY.

DISTRICTS UPLOAD THOSE AT ONE.

THEY REMOVE NEM IN BATCHES.

AND SO IT'S NOT A GREAT FIGURE FOURSOME OPENINGS WE HAVE AT ANY ONE TIME.

>> SO I GOT THE DATA FROM JCPS.

AS OF TODAY THERE ARE 292 OPENINGS IN JCPS, AND I ASKED FOR HISTORICAL DATA AS WELL.

AND SO 18-19, IS THE SECOND WEEK OF AUGUST THERE WITH 111 VACANCIES AND THAT KIND OF STATE AROUND THAT.

AND THEN INCREASED IN 21-22 TO 187.

IN THIS SCHOOL YEAR AT THE BEGINNING OF YEAR THERE WERE 315 VACANCIES.

>> SO WHAT ARE THE REASONS THAT MAYBE DR. POLLIO AND OTHERS THINKS ARE DRIVING THAT INCREASE?

>> WELL, I WOULD ASSUME IT'S ALL OF THE REASONS THAT WE'RE GOING TO DISCUSS TODAY.

>> SO, COMMISSIONER, I WANT TO GO BACK TO YOU THEN.

SO HAVE YOU SEEN A STEADY INCREASE OR IS IT ALL POST-COVID?

GIVE US SOME CONTEXT IN TERMINATION OF THE OVER THE YEAR OVER YEAR.

>> SURE.

WELL, THAT NUMBER OF 1500 TO 2,000 AT THIS TIME OF YEAR IS A HIGH WATER MARK.

THE 11,000 OR 10,800 SOME NUMBER IS A HIGH WATER MARK.

SO I THINK HA YOU'RE SEEING IN JEFFERSON COUNTY PLAY OUT ACROSS THE STATE IS AN INCREASE IN THE NUMBER OF OPENINGS WE ARE SEEING.

THAT BUILDINGS ON ANECDOTAL STORIES WE HEAR FROM SUPERINTENDENTS ACROSS THE STATE THAT THEY'RE HAVING MORE OPENINGS THAN THEY'VE EVER HAD.

THEY'RE HAVING A HARD TIME FILLING THEM.

WE SEE AN INCREASE IN THE NUMBER OF TURNOVER OR EDUCATOR TURNOVER, SO HOW MANY TEACHERS ARE LEAVING THEIR JOBS AT THE END OF EVERY YEAR.

THAT IS AT A HIGH LEV ON IT.

IN KENTUCKY.

UP FROM 17% WHICH IS HIGHER THAN THE NATIONAL AVERAGE TO NOW OVER THAN THE 2%.

THAT SHIFT IN ITSELF ACCOUNTS FOR A COUPLE THOUSAND ADDITIONAL OPENINGS JUST AT THE STATE LEVEL.

SO WHAT'S REALLY DRIVING THESE SHORTAGES IS THAT INCREASE IN TEACHER TURNOVER.

WE HAVE TEACHERS THAT ARE LEAVING THE PROFESSION AT THE END OF THE YEAR.

>> RIGHT.

>> YOU'VE SAID BEFORE PERHAPS AT ANOTHER LEGISLATIVE HEARING IN THE FALL OF 2022 THAT YOU HAVE SO MANY TEACHERS THAT HAVE BEEN THERE LESS THAN FIVE YEARS, THAT THEY LEAVE THE JOB AND THEN YOU HAVE A HEALTHY PORTION WHO ARE CLOSE TO RETIREMENT OR WHO ARE REIFFERTING.

REIFFERTING DR.

RETIRING.

ARE THOSE THE REASONS OR IS IT MORE COMPLEX?

>> WE HAVE 73% OF ON TEACHERS WHO ARE EITHER IN THEIR FIRST FIVE YEARS OR WHAT MAY BE THE LAST FIVE YEARS OF THEIR CAREER OR THEY'VE ALREADY BEEN SOMEONE WHO HAS COME IN AND OUT OF THE PROFESSION.

WE CONSIDER THOSE TEACHERS AT RISK, AND SO THAT NUMBER IS PRETTY HIGH.

WHAT WEAR SEEING AT THE STATE LEVEL, AGAIN, THAT 20 PLUS PERCENT, WHEN YOU'RE SEEING THAT HIGH OF TEACHER TURNOVER, THAT IS AN INDICATION THAT YOU'VE GOT A PROBLEM WITH THE WORKFORCE.

WE'RE SEEING DISTRICTS SOLVE THAT PROBLEM LIE RELYING ON YOUNGER TEACHERS SO THEY'RE HIRING THE PEOPLE THAT HAVE LESS EXPERIENCE.

WE'RE ALSO IT'S 2 HERS% INCREASE IN THE NUMBER OF EMERGENCY CERTIFICATIONS COMPARED TO JUST FIVE YEARS AGO.

SO THAT MEANS WE'RE PUTTING LESS EXPERIENCED TEACHERS INTO ROLES.

WE'RE GRATEFUL THAT THOSE PEOPLE ARE SERVING IN OUR SCHOOLS AND SUPPORTING OUR STUDENTS, BUT MAKE NO MISTAKE WE'RE PUTTING IN A PERSON WITH LESSER QUALIFICATIONS INTO THAT ROLE, SO THAT'S A TROUBLING FRIEND AS WELL.

AND -- TREND AS WELL.

THAT'S NOT KECKY DISTRIBUTED.

IF YOU'RE THERE I.

IN A LOW-INCOME SCHOOL THEY'RE OUT OF PLACEMENT OR TEACHING IN ON A LOWER CERTIFICATION.

ALL OF THOSE ARE TROUBLING TRENDS.

WE'RE SEEING THE CRACKS IN THE EDUCATIONAL WORKFORCE.

>> SO ARE WE AT YOU CRISIS?

IS IT A TEACHER CHRIST AND NOT JUST A SHORTAGE?

>> I THINK THAT'S A MATTER OF HOW YOU DEFINE.

IT I THINK, AND I'VE SAID TO THE LEGISLATORS AND PUBLIC WEB I THINK NOW IS THE TIME FOR TO US TAKE ACTION.

AND IF WE DON'T TAKE SOME ACTION, I THINK THINGS ARE GOING TO CONTINUE TO GET WORSE.

THE SOLUTIONS THAT WE PUT FORWARD REALLY NEED TO BE AT SCALE.

WE HAVE A LARGE SCALE PROBLEM, AND SO WE'VE GOT TO THINK IN TERMS OF LARGE SCALE SOLUTIONS.

>> SO REPRESENTATIVE TIPTON, CHAIRMAN TIPTON, I WANT TO COME TO YOU.

HOW DO YOU DEFINE THE SHORTFALL IN THE TEACHERS OR OPENINGS OR NUMBERS OF VACANCIES?

DO YOU THINK IT'S JUST A SHORTAGE OR DO YOU CLASSIFY IT AS A CRISIS?

>> RENEE, I THINK WE'RE AT A POINT IN TIME -- THIS ISN'T JUST HAPPEN OVERNIGHT.

YOU LOOK BACK THE LAST SEVERAL YEARS, PART OF THE PROBLEM IS WE HAVE HAD FEWER PEOPLE THAT ARE MAJORING IN EDUCATION, FEWER PEOPLE WHO ARE ENTERING THE EDUCATION PREPARATORY PROGRAMS, SO THIS TREND HAS BEEN COMING FOR A WHILE.

IT'S NOT JUST US.

IT'S EVERY STATE OUT THERE IS DEALING WITH THIS.

IT'S NOT JUST CERTIFIED TEACHER TEACHERS.

SCHOOL DISTRICTS ARE ALSO FACING A PROBLEM WITH CLASSIFIED TEACHERS.

ANY EMPLOYER OUT THERE IS TELLING YOU THEY'RE HAVING AN ISSUE FINDING QUALITY EMPLOYEES.

WE HAVE A WORKFORCE ISSUE IN GENERAL.

AND WE HAVE TO ADDRESS THIS.

I THINK IT'S TIME THAT -- YOU'VE TALKED ABOUT HOUSE BILL 319 THAT WILL BE HEARD TOMORROW MORNING IN THE HOUSE EDUCATION COMMITTEE.

I'M GOING TO THE FIRST ONE TO TELL YOU THAT LEGISLATION IS NOT GOING TO SOLVE THIS PROBLEM.

HOWEVER, I THINK IT IS A PROACTIVE STEP THAT'S NECESSARY TO HELP US TAKE SOME POSITIVE ACTIONS TO HELP SLOW THIS DOWN AND GIVE US AN OPPORTUNITY TO LOOK AT WHERE WE ARE IN THE NEXT YEAR OR TWO AND HOW TO DEE REACT, WHAT ADJUSTMENTS DO WE NEED TO MAKE TO TRY TO IMPROVE THIS SITUATION BECAUSE IF WE DON'T, I'LL GIVE YOU AN EXAMPLE.

WI AS SOUTHERN REGIONAL EDUCATION BOARD MEETING IN JUNE OF LAST SUMMER AND THEY PREDICTED, THEY HAD DATA THAT SAID BY 2030, 40% OF THE TEACHERS IN THE SOUTHEAST WOULD HAVE TWO YEARS OF EXPERIENCE OR LESS, AND THAT JUST GOES TO COMMISSIONER GLASS' POINT.

WE'RE HAVING TEACHERS WITH FAR LESS EXPERIENCE IN THE CLASSROOM, AND WE NOT OM WANT TEACHERS IN THE CLASSROOM BUT IT'S IMPERATIVE THAT WE HAVE QUALITY TEACHERS IN THE CLASSROOM.

>> REPRESENTATIVE TIMONEY, TO THAT POINT.

YOU SAY 2030?

THE YEAR 2030?

>> THEY'RE PREDICTING BY 2030, YES.

>> LESS EXPERIENCE, FOUR YEARS OR LESS, AND PARTICULARLY THE POINT THAT THE COMMISSIONER POINTED OUT THAT SOMETIMES, OFTENTIMES THESE TEACHES ARE GOING TO LOW OF HAD PERFORMING DISTRICTS WHERE THEY REALLY NEED HIGH QUALITY MORE EXPERIENCED TEACHERS.

SO YOU CAN RESPOND TO THAT.

BUT I ALSO WANT TO GET YOUR THOUGHTS ON WHAT YOU'RE HEARING ABOUT WHY KENTUCKY TEACHERS ARE LEAVING THE CLASSROOM.

>> WELL, I THINK IT IS -- IT IS DEFINITELY A MULTI-TIERED PROBLEM AND I THINK THAT WE'RE STARTING TO KIND OF JUST IN THE PANEL MEMBERS THAT HAVE MENTIONED ALREADY, YOU KNOW, THE ISSUES ARE -- THERE'S A MYRIAD OF ISSUES.

ONE OTHER CATEGORY I THINK IS WORTH MENTIONING IS A LOT OF THE FEDERAL FUNDING THAT SCHOOL DISTRICTS HAVE BEEN RECEIVING, INTERVENTIONISTS ARE BEING HIRED, AND USUALLY IN CASE IN POINT IS THAT INTERVENTIONISTS IN SCHOOLS WILL BE PULLED FROM THE CLASSROOM BECAUSE THEY'LL HAVE KNOWLEDGE OF THE SCHOOL POLICIES AND THE PRACTICES FOR EVERYTHING, SO YOU'RE GOING TO SEE THAT ALSO.

SO THERE'S ANOTHER VARIABLE THERE THAT TEACHERS ARE STILL IN THE BUILDING BUT THEY ARE NOT IN THE CLASSROOMS CREATING THE OPENINGS.

THERE ARE -- I HAVE TO GO ALONG WITH CHAIRMAN TIPTON AS FAR AS THE LONG TERM.

WHAT I WAS HIRING TEACHERS FOR POSITIONS, I WAS A PRINCIPAL YEARS, AND FROM THE FIFTH TO SIXTH YEAR, THE NUMBER OF APPLICANTS FOR THE SAME POSITIONS DROPPED TREMENDOUSLY.

SO THIS HAS BEEN SOMETHING THAT'S BEEN COMING ON FOR A WHILE, AND I THINK IT IS -- YOU ASKED HOW SIGNIFICANT A PROBLEM IS IT.

I THINK IT'S SOMETHING THAT WE DEFINITELY NEED TO ADDRESS.

TO GO BACK TO CHAIRMAN TIPTON, QUALITY.

NOT JUST PUTTING BABYSITTERS IN CLASSROOMS.

WE NEED QUALITY INSTRUCTION.

OUR KIDS DESERVE AND IT OUR SCHOOL SYSTEMS AND OUR COMMUNITIES DESERVE IT.

>> SO WE'LL TALKING ABOUT THOSE ALTERNATIVE CERTIFICATIONS THAT HAVE BEEN UNDER DISCUSSION.

SO DR. SERGENT, THANK YOU FOR BEING HERE.

CONGRATULATIONS ON YOUR RECENT ACCOLADE.

I WANT TO GET YOUR PERSPECTIVE.

YOU'RE IN THE CLASSROOM.

YOU WERE.

AND YOU HEAR FROM YOUR PEERS ABOUT THEIR FRUSTRATIONS AND WHAT COULD BE PERSUADING THEM TO LOOK FOR OTHER GAINFUL EMPLOYMENT.

WHAT ARE YOU HEARING?

>> MY HUSBAND AND I WERE TALKING ABOUT THIS THE OTHER DAY AND WE WERE -- I WAS REFERENCING A SPORTS MOVIE.

ITES LATE '90S, EARLY 2000 AND IT'S ABOUT A BASEBALL PITCHER THAT WAS MAKING A DECISION ABOUT HIS CAREER.

AND I THINK IT HAS KEVIN COSTNER IN IT.

I DISTINCTIONATELY REMEMBER THAT HE HAD A STRATEGY THAT HE UTILIZED WHILE HE WAS IN THE MOMENT, FOCUSED ON THE GOAL, AND IT WAS CALLED -- HE USED TO SAY CLEAR THE MECHANISM.

AND IT'S HARDER AND HARDER TO CLEAR THE MECHANISM RIGHT NOW BECAUSE WHAT IS HAPPENING IS THAT A DEMANDS ARE ONLY INCREASING BUT OUR TIME ISN'T.

AND SO YOU ARE LOVING OUR STUDENTS, LOVING OUR CHILDREN, LOVING OUR KIDS WITH ALL YOUR HEART, WHILE THE DEMANDS ARE GOING UP, BUT THE TIME ISN'T INCREASING.

AND IT'S BECOMING CRYSTAL CLEAR THAT THE AFFECT ON YOUR WORK/LIFE BALANCE.

>> WE HAVE QUESTIONS COMING IN AS YOU CAN IMAGINE.

AND ONE OF THEM GETS TO THIS INTERVENTIONIST.

SO I WANT THAT TO BE EXPLAINED FOR OUR GENERAL AUDIENCE WHO MAY NOT UNDERSTAND THAT.

THE THE PIRSE ARE TEACHERS AND OTHER DISTRICTS RESPONSIBLE FOR ALL THREE TIERS OF INTERVENTIONS?

BECAUSE THE DISTRICT DOESN'T HAVE INTERVENTIONISTS?

IF SO, IS THIS A FACTOR THAT COULD BE CONTRIBUTING TO MORE TEACHERS LEAVING THE PROFESSION?

DR. GLASS.

>> WELL, AN INTERVENTIONIST IS SOMEONE WHERE IF YOU HAVE A STUDENT THAT'S FALLEN BEHIND OR STRUGGLING WITH SOMETHING, THAT PERSON COMES IN OR PULLS A STUDENT OUT AND PROVIDES ADDITIONAL SUPPORT TO HELP CATCH THAT STUDENT UP, AND SO WHAT THE QUESTIONER I THINK IS TALKING ABOUT IS THAT YOUR RANK AND FILE EVERYDAY CLASSROOM TEACHER IS VAG TO COVER ALL STUDENTS AND THE ONES THAT ARE BEHIND AND THE ONES WITH SPECIAL NEEDS AND PROVIDE SERVICES TO ALL OF THEM, AND THAT MAKES THAT BURN-OUT OR THAT COMPLEXITY OF THE JOB.

IT'S DIFFICULT TO CLEAR THE MECHANISM WHEN YOU HAVE ALL THAT COMPLEXITY THAT YOU'RE CONTINUOUSLY WORKING THROUGH.

>> YOU HAD SAID AT A RECENT HEARING, IT'S PAY, SUPPORT, RESPECT.

IS IT REALLY THAT SIMPLE?

>> YOU'VE GOT EDUCATORS HERE SITTING WITH YOU, SO THEY CAN TELL YOU.

>> WE'LL LET THEM RESPOND.

AND I WANT TO GO TO YOU, REPRESENTATIVE DR. BOJANOWSKY.

WHAT DO YOU THINK?

IS IT AS SIMPLE AS PAY, RESPECT AND SUPPORT?

>> WELL, I DID A SURVEY IN THE FACEBOOK GROUP KENTUCKY TEACHERS IN THE KNOW, WHICH IS QUITE A LARGE GROUP OF EDUCATORS AND OTHERS WHO ARE IN THE GROUP, AND I KIND POLLED THE DATA.

AND 50% OF THEM AND THEY COULD PICK MULTIPLE THINGS, SAID PAY WAS A CONCERN.

BUT IT WASN'T JUST GROSS PAY.

IT WAS BEING PAID FAIRLY FOR THE WORK THAT YOU DO.

AND A BIG KIND OF GRUMP AND FRUSTRATION IS IF YOU'RE ASKED AS A TEACHER TO COVER ANOTHER CLASS BECAUSE THERE'S NOT A SUB DURING YOUR PLANNING TIME, THEN THE DISTRICT WOULD SAY, OKAY WEEK YOU CAN HAVE YOUR PLANNING TIME BUT YOU HAVE TO STAY IN THE BUILDING TO DO IT.

AND SO THAT'S JUST, YOU KNOW, ARE WE NOT PROFESSIONAL ENOUGH TO REALIZE THAT WE WOULD DEFINITELY BE WORKING THAT TIME OR DO WE NEED TO BE WATCHED WHILE WE'RE IN OUR BUILDING TO DO IT.

SO PAY WAS NUMBER ONE, BUT NUMBER TWO, WITH 37% OF THE PEOPLE MENTIONING THIS, AND THE QUESTION I HAD TO ASK IS ARE YOU CONSIDERING LEAVING THE CLASSROOM?

AND WHAT WOULD IT TAKE TO HELP YOU STAY?

AND THE NUMBER TWO POINT WAS RESPECT.

AND RESPECT FROM YOUR ADMINISTRATORS, RESPECT FROM THE GENERAL ASSEMBLY, RESPECT FROM PARENTS, RESPECT FROM YOUR STUDENTS.

WHEN WE HAVE THESE CULTURE WAR BILLS THAT MAKE TEACHERS OUT TO BE, YOU KNOW, THE NEXT WITCH THAT NEEDS TO BE BURNED, THEN WE'RE NOT FEELING RESPECTED.

BEFORE I WAS IN OFFICE, WHEN THEY RAN A BILL THROUGH AS -- THE NIGHT BEFORE AND THEY THROW A BILL IN ON A SEWER BILL AND IT'S GOING TO REALLY DECIMATE OUR PENSIONS, THAT'S NOT BEING RESPECTFUL, NOT FOLLOWING THE PROCESS THAT WE NEED TO DO.

SO NUMBER ONE WAS PAY.

NUMBER TWO WAS RESPECT.

AND NUMBER THREE WAS AUTONOMY.

SO LAST ROOM AUTONOMY.

>> WHAT DOES THAT MEAN?

>> IT MEANS YOU HAVE SOME AGENCY IN DECIDING WHAT TO DO IN YOUR CLASS ROOM.

WHETHER IT'S AGENCY IN STRUCTURING YOUR SCHEDULE OR HOW MANY MINUTES YOU FEEL YOUR CHILDREN NEED TO DO ON THIS ACTIVITY OR THE OTHER OR AGENCY IN WORKING INTO THE CURRICULA.

ARE YOU GIVEN A SCRIPTED CURRICULA THAT EVERYONE HAS TO FOLLOW WITH FIDELITY OR ARE YOU ABLE TO BE THE PROFESSIONAL?

SO THE QUESTION SENIOR WE PROFESSIONALS -- THE QUESTION IS ARE WE PROFESSIONALS OR ARE WE JUST AACOG IN THE TEACHING.

>>> IN.

>> QUICKLY WHO THAT BILL.

THE THE OTHER WAY TO HAVE A TON ME IS NOT BEING MICROMANAGED.

>> I WOULD BUILD ON THAT.

I COMPLETELY AGREE WITH THE PAY, THE SUPPORT, THE RESPECT.

I WOULD ALSO ADD FROM US AND PARTNERS.

>> SO EXPLAIN BOTH.

START WITH TRUST.

>> WE ARE SPECIALISTS IN OUR CONTENT.

WE'RE CERTIFIED SPECIALISTS IN BEHAVIOR.

WE HAVE ALL THE REQUIREMENTS THAT IF YOU WERE TO GO ANY OTHER PROFESSION, THE PAPERWORK AND THE YEARS EXPERIENCE, AND WE LOVE OUR CHILDREN, AND WE'RE PARTNERS.

AND I THINK WHEN THE DIALOGUE SHIFTS TO WE WANT TO, AND AS A TRUSTED TEACHER I HOPE, THE COLLEAGUES I KNOW AND THE COLLEAGUES THAT I WORK ALONGSIDE OF, WE SEE OUR PARENTS AND GUARDIANS AS PARTNERS.

>> SO THAT'S THE PARTNERS.

>> THAT'S THE PARTNERS, THAT WE'RE ALL PARTNERS AND THIS IS PUTTING KIDS FIRST.

>> I WANT TO GO BACK TO SOMETHING THAT DR. BOJANOWSKY WAS DEBBIE REPRESENTATIVE BOJANOWSKY WAS ALLUDING TO AND I WANT TO TAKE IT FURTHER BECAUSE MAYBE YOU DIDN'T MEAN TO GO THERE BUT I'LL I EVER I'LL GOING TO GO THERE.

SENATE BILL 50.

IT'S PASSED THE SENATE IN A REVISED VERSION LAST WEEK.

IT'S HEADED TO THE LOWER CHAIRMAN CHAMBER, AS WE LIKE TO SAY.

THIS IS THE LEGISLATION THAT SOME HAVE SAID ADDRESSES WOKE SCHOOL POLICIES.

REFERRING TO STUDENT-PREFERRED USE OF PRONOUNS FOR NONE BINARY ORE NON-GENDER AFFIRMING STUDENTS, ADDRESSING PARENTS' RIGHTS WHEN IT COMES TO COMMUNICATION AND TRANSPARENCY IN SCHOOL POLICIES AND REQUIRING PARENTS BE GIVEN NOTICE, AN OPPORTUNITY TO REVIEW MATERIALS ABOUT HUMAN SEXUALITY CHAIRMAN TIPTON, I WANT TO COME TO YOU BECAUSE IT WAS A COUPLE OF REPUBLICAN HOUSE MEMBERS IN A REASONABLE LEGISLATIVE HEARING WHO COMMENTED THAT THEY THOUGHT SOME OF THE FACTORS THAT WERE DRIVING TEACHERS OUT OF THE PROFESSION WERE WOKE POLICIES, EITHER COMING FROM THE KDE OR ON THE LOCAL LEVEL.

YOUR RESPONSE TO THAT.

AND IS THAT A REALITY?

>> THIS IS ONE OF THOSE VERY EMOTIONAL ISSUES FOR A LOT OF MEME, AND PEOPLE ARE VERY PASSIONATE ABOUT THEIR VIEWPOINTS ON THIS, AND I HAVE PERSONALLY HEARD FROM CONSTITUENTS IN MY DISTRICT WHO HAVE EXPRESSED CONCERNS ABOUT THIS FROM PARENTS, AND TO ME WHEN WE LOOK AT THESE BILLS THAT ARE OUT THERE, WE HAVE TWO PRIMARY OBJECTIVES.

NUMBER ONE, WE WA TO MAKE SURE THAT OUR STUDENTS ARE SAFE.

AND NUMBER TWO, WE WANT TO ENSURE THAT OUR PARENTS HAVE THOSE RIGHTS.

THEY ARE THE PARENT OF THOSE CHILDREN.

THEY NEED TO BE INFORMED ABOUT THOSE ISSUES.

SO I KNOW THAT SENATE BILL 150 DID PASS OUT OF THE SENATE.

THERE ARE VARYING VERSIONS IN THE HOUSE.

THERE ARE SOME PEOPLE WHO THINK SENATE BILL 150 GOES TOO FAR.

THERE ARE SOME PEOPLE IN THE HOUSE WHO THINK SENATE BILL 150 DOES NOT GO FAR ENOUGH.

AND THERE ARE SOME WHO THINK SENATE BILL 150 IS JUST RIGHT.

>> AND WHERE DO YOU FALL?

>> I AM EXPLORING THE OPTIONS.

I'M LISTENING TO ALL THE -- ALL THE PRESENTATIONS, ALL THE DISCUSSIONS.

I DO NOT KNOW EXACTLY RIGHT NOW.

I ANTICIPATE THERE WILL BE SOME FORM OF A COMMITTEE SUBSTITUTE IN THE HOUSE ON SENATE BILL 150.

IT COMES TO US AT THIS POINT IN TIME, I CAN'T SAY WITH ABSOLUTE CERTAINTY WHAT'S GOING TO BE IN THAT LEGISLATION, BUT I DO KNOW THERE ARE SOME VERY STRONG EMOTIONS ACROSS THE SPECTRUM.

BUT AGAIN, LET'S MAKE SURE OUR STUDENTS ARE SAFE, AND WHILE WE'RE ALSO PROTECTING THE RIGHTS OF OUR PARENTS.

>> RENEE.

>> YES.

>> SO I WANT TO TALK ABOUT THIS AS A TEACHER.

THE MOST IMPORTANT THING I CAN DO FOR MY STUDENTS IS TO DEVELOP TRUST AND RELATIONSHIP.

AND IF I'M TOLD BY THE GENERAL ASSEMBLY THAT I DON'T HAVE TO HONOR THEIR PARENTS' WISHES ABOUT WHAT PRONOUN TO USE, I HAVE LOST ALL TRUST WITH THAT CHILD.

AND I WILL NOT BE ABLE TO MAKE PROGRESS AS THAT CHILD'S TEACHER.

I JUST THINK AS AN EDUCATOR, YOU KNOW, WHAT LITTLE CAN YOU WE DO BUT JUST AT LEAST HONOR WHO OUR CHILDREN ARE.

>> SO THE QUESTION IS, THAT I'VE HEARD AND MANY PEOPLE ASK, WHAT DOES THIS HAVE TO DO WITH HOW A CHILD PERFORMANCE ACADEMICALLY?

WHAT DOES THIS HAVE TO DO WITH THEIR EDUCATIONAL OUTCOMES?

IF WE'RE CONCERNED ABOUT ACHIEVEMENT GAPS AND KIDS FALLING BEHIND BECAUSE OF COVID, HOW DOES SENATE BILL 150 ADDRESS THOSE VERY CRITICAL ISSUES?

>> I THINK YOU HAVE -- I'LL JUST BE HONEST WITH YOU.

THERE ARE PARENTS OUT THERE WHO FEEL VERY STRONGLY ABOUT THIS.

ALL OF US IN THE GENERAL ASSEMBLY, WE REPRESENT CONSTITUENTS.

SO I THINK THAT WE'RE GOING TO HAVE TO LOOK AT THIS.

WE'RE TRYING TO ANALYZE THIS.

AND AGAIN, I HAVEN'T MADE ANY FIRM COMMITMENTS ONE WAY OR THE OTHER ON WHAT THE FINAL BILL MIGHT LOOK LIKE.

I'M LISTENING FOR THAT.

BUT ULTIMATELY I THINK ISSUES LIKE THIS, IF WE'RE NOT CAREFUL, DO DISTRACT US FROM THE REAL ISSUES OF EDUCATION, EDUCATING OUR STUDENTS.

HOWEVER, THEY'RE OUT THERE.

THEY'RE REAL.

THEY'RE IN THE WORLD.

AND WE'RE GOING TO TO HAVE TO ADDRESS THOSE AND FIGURE OUT THE BEST PATH FORWARD, GOING FORWARD.

>> REPRESENTATIVE TIMONEY.

>> IT'S AN EXCELLENT QUESTION, AND I WAS HOPING YOU WEREN'T GOING TO ASK IT TO ME, BUT IT IS WHAT IT IS.

WE TO ADDRESS THIS ISSUE.

YOU WORDED IT EXACTLY RIGHT.

MY CONCERN ABOUT THIS PARTICULAR AMOUNT OF ENERGY -- I'M NOTE GOING TO SAY BILL, BUT AMOUNT OF ENERGY BECAUSE IT IS A LOT OF BANDWIDTH -- WE'RE NOT TALKING ABOUT BEHAVIOR IN CLASSROOMS, WHICH TEACHERS ARE BEGGING US TO HELP WITH.

THE ACADEMIC PIECE, RENEE, WE JUST CAME THROUGH THE PANDEMIC.

WE JUST CAME THROUGH ONE OF THE MOST TRANSFORMATIONAL EVENTS IN PUBLIC EDUCATION, IN EDUCATION SINCE DESEGREGATION, AND WE'RE STILL NOT EVEN PROCESSING ALL THE NEEDS THAT WE NEED TO IN ORDER TO DO THAT RIGHT.

SO I UNDERSTAND THAT THERE'S A LOT OF PRESSURE FOR THE PARENT INPUT AND WE HAVE TO HAVE PARENT INPUT.

AS A FORMER PRINCIPAL I USED TO BEG FOR PARENTS TO COME TO SCHOOLS.

I USED TO BEG FOR THEM TO COME, AND THEY WOULDN'T.

SO I HEAR -- I HEAR BOTH SIDES OF THIS, AND FROM THE VERY PRACTICAL KIND OF BOOTS ON THE GROUND, SO TO SPEAK, IT'S -- IT'S A LITTLE FRUSTRATING THAT WE ARE SPENDING A LOT OF BANDWIDTH ON THIS, BUT I ALSO SEE ITS RELEVANCE TO A DEGREE.

>> SO DR. SERGENT, DO YOU THINK IT'S TOO MUCH ENERGY ON THIS ISSUE AND A DISTRACTION FROM THE REAL ISSUES WHEN IT COMES TO EDUCATIONAL PROGRESS FOR KENTUCKY'S KIDS?

>> PERSONALLY?

>> YES.

>> AS A PARENT AND AS A TEACHER, ABSOLUTELY.

ABSOLUTELY.

AND I DON'T KNOW HOW THIS WILL GO OVER, BUT I'VE ALWAYS BEEN WHO I AM, AND THAT'S WHAT I'VE ALWAYS CONVEYED.

MY JOB IS TO LOVE THESE KIDS.

MY JOB IS TO ESTABLISH HIGH EXPECTATIONS OF RIGOR, HIGH EXPECTATIONS OF BEHAVIOR, TO HELP THEM DREAM OF THE WORLD BEYOND, AND THAT IS MY JOB.

MY JOB IS NOT LETTING THEM KNOW EXACTLY WHAT MY POLITICS ARE.

MY JOB IS NOT TO TELL THEM WHAT THEIR POLITICS SHOULD BE.

MY JOB IS SIMPLY TO TEACH.

THIS SUBJECT THAT HAS BEEN IN THE FOREFRONT OF A LOT OF THESE DISCUSSIONS, WHICH IS AMERICAN HISTORY, AND THAT IS TO TEACH THE CHALLENGES, THE OBSTACLES, AND THE VOICES OF ORDINARY PEOPLES.

AND SO I WILL GO IN TOMORROW AT 7:30 AND I WILL DO EXACTLY THAT JOB.

>> COMMISSIONER, DO YOU CARE TO COMMENT?

>> WELL, THERE ARE A COUPLE THINGS IN SENATE BILL 150 THAT I THINK AS WE'VE BEEN ON THE RECORD IN SAYING THAT WE'RE SUPPORTIVE OF.

ONE OF THEM IS THE NOTICE AROUND HEALTH SERVICES TO PARENTS.

THAT'S A GOOD THING.

ANOTHER IS THE PROTECTION OF LGBTQIA PEOPLE IN INDIVIDUALS IS IN THE CURRICULUM.

THEY ARE IMPORTANT PARTS OF OUR WORMED AND SOCIETY AND THEY MAKE GREAT CONTRIBUTIONS TO HUMANITY AND THEY SHOULD BE TALKED ABOUT IN OUR SCHOOLS, SO WE'RE SUPPORTIVE OF THAT.

THERE ARE ALSO CONCERNING ELEMENTS.

THE MISGENDERING OF TRANSGENDER STUDENTS, WE KNOW LEADS TO INCREASED RISK OF SELF-HARM AND SUICIDE.

THAT'S THE REASON THAT WE ASK OUR EDUCATORS TO CALL THE STUDENT BY THE PRONOUN THAT THEY PREFER.

SO THERE'S NOT A POLITICAL REASON THAT WE'RE INTO THIS.

IT'S OUT OF TRYING TO PROTECT STUDENTS.

I THINK IN THE CONTEXT OF THE TEACHING PROFESSION, WHAT WE'RE HERE TO TALK ABOUT TONIGHT, THIS ISN'T GOING TO MOVE THE NEEDLE ON HELPING US.

IN FACT, AS OTHERS HAVE SAID IT'S A DISTRACTION FROM WHAT WE REALLY NEED TO BE WORKING ON.

THIS IS PROBABLY GOING TO PASS, SOME VERSION OF IT IS GOING TO BE PASS AND BE LAW IN KENTUCKY, AND IT WILL NOT CHANGE THE CRACKS IN THE FOUNDATION OF THE EDUCATOR WORKFORCE THAT WE'RE FACING NOW.

>> DO YOU BELIEVE YOU WERE TOO STRONG IN YOUR RESPONSE TO STATE LAWMAKERS WHEN YOU WERE ASKED ABOUT SHOULD TEACHERS BE FIRED IN THESE INSTANCES OF NOTE CONFORMING TO STUDENT PRONOUN USE?

DO YOU REGRET ANY LANGUAGE YOU USED DURING COMMITTEE?

>> I DON'T, AND I'LL TELL YOU WHY.

WHEN THE DISTRICT HAS A POLICY TO HOW TO HANDLE THIS, IT'S OUT OF TRYING TO PROTECT THE STUDENTS AND MAKING SURE THAT THE STUDENT ISN'T -- THAT DOESN'T ENGAGE IN SELF HARM, DOESN'T COMMIT SUICIDE.

THE INVOLUNTARY DISCLOSURE OF GENDER IDENTITY OR SEXUAL ONLINE AT IS ALSO LINKED TO INCREASED SELF HARM OR SUICIDE OR HARM FROM OTHERS.

SO THOSE ARE THE REASONS THAT THOSE POLICIES EXIST, AND IF I WERE A SUPERINTENDENT THAT I HAD A TEACHER WHO SAID, I DON'T CARE WHAT THE POLICY IS OR I DON'T CARE ABOUT THE WELFARE STUDENT, I'M GOING TO DO IT ANYWAY, WHY I WOULD MOVE TOO TERMINATE THEM.

>> SO LET'S SHIFT GEARS AND TURN NOW TO HOUSE BILL 319, IS IT?

AND I DO WANT TO READ THIS EMAIL.

THIS COMES FROM AL CROSS WHO IS THE DIRECTOR OF THE UNIVERSITY OF KENTUCKY CENTER FOR RURAL JOURNALISM AND COMMUNITY ISSUES, AND TALKS ABOUT GOVERNOR SARAH HUCKABEE SANDERS PROPOSAL.

ARKANSAS STARTING PAY, GOING BACK TO THE PAY, $35,803, 47th AMONG THE STATES AND $1,500 BELOW OURS WHICH IS 43rd.

THEIR TOP BY IS ABOUT EYE OF HUNDRED DOLLARS BELOW OURS AND LAST AMONG THE STATES.

OURS IF 4 PER.

THAT WHERE WE WANT TO BE IN PAY?

AND DOES HOUSE BILL.

>> HOUSE BILL 319 DOES NOT ADDRESS TEACHER PAY.

WE'VE HEARD MANY TIMES THIS IS A NON-BUDGET YEAR.

I'VE TAKEN THAT MESSAGE TO HEART AS WE'VE DEVELOPED THIS.

COMMISSIONER GLASS KNOWS THAT HE AND I AND PRESIDENT THOMPSON CPE HAD SEVERAL DISCUSSIONS.

WE HAD SOME APPROPRIATION ITEMS THAT WE DID CONSIDER AS PART OF THIS PACKAGE.

THEY HAVE NOT BEEN INCLUDED TO THIS POINT.

HOWEVER, I THINK IT IS SOMETHING THAT HAS TO BE ADDRESSED.

LAST YEAR IN THE 2022 BUDGET WE APPROPRIATED A TREMENDOUS AMOUNT OF ADDITIONAL DOLLARS TO LOCAL DISTRICTS.

WE DID NOT SPECIFY HOW THAT WAS DONE IN RAISES AND, QUITE FRANKLY, THE SUPERINTENDENTS AND THE SCHOOL BOARDS ASKED US NOT TO.

THEY SAID THEY NEEDED TO BE ABLE TO MAKE LOCAL DECISIONS BASED ON THESE ISSUES.

I KNOW IN MY HOME DISTRICT OF SPENCER COUNTY THEY HAD SOME CLASSIFIED EMPLOYEES THAT RECEIVED A 20% PAY RAISE.

THEY SURVEYED ADDITIONAL DISTRICTS IN THE AREA AND THEY DETERMINED THAT'S WHAT THEY NEEDED TO KEEP THOSE KEY PERSONNEL.

ANOTHER THING TO REMEMBER, WHEN YOU SAID A SET PERCENTAGE OF PAY INCREASE, OUR AVERAGE PAY DISTRICT -- OUR LOWEST AVERAGE PAY DISTRICT COMPARED TO OUR HIGHEST AVERAGE PAY DISTRICT IN KENTUCKY, THERE'S A VARIATION OF OVER $20,000.

SO WE HAVE A LOT OF -- WE HAVE A LOT OF VARIATION IN HOW OUR SCHOOL DISTRICTS ARE PAYING TEACHERS.

IF YOU'VE GOT A DISTRICT -- AND IF YOU DID A FLAT 5% RAISE, GUESS WHAT?

THE TEACHERS IN THOSE HIGHEST PAID DISTRICTS WOULD GET $1,000 MORE THAN THOSE TEACHERS IN THE LOWEST PAID DISTRICTS, SO THIS IS NOT -- WE'RE LOOKING AT ALL THE ISSUES.

I AM HOPING WE CAN COME BACK IN 2024.

THERE WILL BE AN ADDITIONAL SEEK APPROPRIATION IN 23-24 THAT WAS PASSED IN '22, ABOUT $80 MILLION, AND THE $100 INCREASE IN SEEK WILL COME TO THE DISTRICTS.

HOWEVER, I UNDERSTAND THAT'S GOING TO BE MET WITH INFLATIONARY COSTS ARE GOING TO TAKE UP A GOOD PORTION OF THAT.

SO I REALLY FEEL LIKE THAT BASED ON THE INFORMATION THAT I HAVE, THIS IS AN ISSUE THAT WILL BE ADDRESSED AND LOOKED AT IN THE '24 BUDGET SESSION, NOT THE '23 NON-BUDGET SESSION.

>> I WITH AN SOME COULD BACK TO HOUSE BILL 319 BUT WE GET QUESTIONS COMING NIP WANT TO MAKE SURE WE GET TO THESE.

MIKE RALPH, AND DR. BOJANOWSKY, I THINK MAYBE PERHAPS YOU MIGHT BE THE THE BEST ONE TO ANSWER THIS.

WHAT IMPACT DOES DISCIPLINE HAVE WITH TEACHER RETENTION, ESPECIALLY IN JEFFERSON COUNTY?

>> I DEFINITELY THINK IT HAS AN IMPACT.

I THINK THAT THE GENERAL ASSEMBLY HAS TRIED TO HELP US IN TRYING TO INCREASE THE MENTAL HEALTH SUPPORTS THAT WE HAVE FOR OUR STUDENTS.

BUT IT CAN BE VERY FRUSTRATING FOR A TEACHER.

NOT ONLY FOR THE SAKE OF THE WHOLE CLASS BUT ALSO FOR THE CHILD.

IF THE CHILD DOESN'T GET THE SUPPORT SERVICES THAT HE OR SHE NEEDS.

SO DISCIPLINE IS A BIG ISSUE FOR OUR TEACHERS, BUT IN A LOT OF THE CASES IT'S JUST WHAT CAN WE DO TO HELP OUR CHILDREN.

IF IT'S TRAUMA, IF IT'S ADVERSE CHILDHOOD EXPERIENCES, THEY NEED A COMPREHENSIVE WRAPAROUND PROGRAM TO SUPPORT THEM, AND IF THAT'S NOT AVAILABLE OR -- I WAS SPEAKING WITH SOMEONE FROM A MIDDLE SCHOOL LAST WEEK, AND I BELIEVE IT WAS WESTPORT MIDDLE SCHOOL, AND THERE'S ONE MENTAL HEALTH COUNSELOR FOR THE ENTIRE SCHOOL.

ONE MENTAL HEALTH SUPPORT FOR 1200 CHILDREN OR SOMETHING.

>> THE LAW SAYS ONE FOR EVERY 250 KIDS, RIGHT?

>> BUT HOW DO WE PAY FOR IT?

TWO ISSUES.

HOW DO WE PAY FOR IT?

THERE'S NOT ENOUGH MONEY.

AND IS THEN SECONDLY, HOW DO WE FIND THE PEOPLE TO FILL THE POSITIONS?

>> RENEE, IF I COULD ADD TO THAT POINT.

YOU KNOW, THE COST OF THE KENTUCKY SCHOOL ADMINISTRATORS HAS PUT TOGETHER A COALITION TO LOOK AT ALL THESE ISSUES, AND IN THEIR REPORT THEY SURVEYED TEACHERS ACROSS THE STATE, AND 67% OF THE TEACHERS IN THE STATE FELT LIKE THE CLASSROOM DISRUPTIONS WERE HAVING A NEGATIVE IMPACT ON THEIR CLASSROOM EXPERIENCES, AND I BELIEVE IT IS 19% OF TEACHERS FELT LIKE THEY WERE NOT QUITE SAFE IN THEIR SCHOOLS.

I HAVE NOT -- >> THAT THEY THEMSELVES WEREN'T SAFE.

>> E. THE TEACHERS FELT THEY WERE NOT SAFE.

NOW, ON THIS ISSUE OF DISCIPLINE IN THE CLASSROOM, I HAVE NOT PERSONALLY BEEN WORKING ON IT BUT THERE ARE SOME COLLEAGUES IN HOUSE WHO HAVE BEEN WORKING, AND I ANTICIPATE THERE WILL BE LEGISLATION FILED TOMORROW OR WEDNESDAY THAT DEALS WITH DISCIPLINE ISSUES IN THE CLASSROOM AND HOW TO BETTER GIVE -- GIVING TEACHERS AND ADMINISTRATION MORE IMPROVED TOOLS IN MANAGING THESE SITUATIONS AND DISCIPLINE ISSUES IN CLASSROOM.

AGAIN, I HAVE NOT SEEN THOSE, BUT I KNOW THAT IS BEING WORKED ON AND I ANTICIPATE THAT WILL BE PART OF THEIR DISCUSSION THIS SESSION.

>> I WONDER IF THAT WILL CAUSE SOME FRICTION WITH PARENTS, REPRESENTATIVE TIMONEY, WHO MAY NOT BE SO KEEN ON EXTRA DISCIPLINARY ALLOWANCES FOR EDUCATORS DEALING WITH THEIR PERHAPS UNSTRUCTURED, UNDISCIPLINED CHILD.

>> WELL, I THINK YOU'RE EXACTLY RIGHT, AND I THINK THERE WILL BE SOME GROWING PAINS WITH THAT, BUT TO GET BACK TO YOUR ORIGINAL QUESTION,, YOU KNOW, THIS MEETING TONIGHT, THIS IS ABOUT THE TEACHER SHORTAGE, AND IF WE'RE SO LUCKY THAT WE CAN ACTUALLY GET A TEACHER AND PUT THEM IN A CLASSROOM, THOSE FIRST THREE YEARS ARE CRITICAL.

THE NUMBER ONE REASON THAT I'VE HEARD, AND WHEN I HAVE MENTORED TEACHERS IN THOSE FIRST THREE YEARS, CLASSROOM MANAGEMENT WILL SEND THEM ON THEIR WAY IF THEY'RE NOT STRONG IN THAT CAPACITY.

SO THAT IS A VERY REAL THING.

THE BEHAVIOR ISSUE ADDS TO THIS.

THE BEHAVIOR IN THE CLASSROOM.

BECAUSE WE HAVE TO MAKE SURE IF WE CAN GET TEACHERS, CERTIFIED TEACHERS IN THE CLASSROOM, THAT WE KEEP THEM THERE, BECAUSE WHAT'S THE POINT?

WE CAN TALK ABOUT ATTRACTING AND TRACTING, ATTRACTING, BUT IF IT'S A, YOU KNOW, A TURNSTILE WHERE THEY COME IN AND GO OUT WHAT HAVE WE DONE?

NOTHING.

>> IF YOU ALLOW A LOT OF DIFFERENT PATH ORS ALTERNATIVE CERTIFICATION, WHAT DOES THAT DO TO THE PROFESSION OF TEACHING?

>> IT WILL HAVE AN IMPACT.

IT HAS VALUE BUT IT HAS AN IMPACT.

AND ONE OF THE THINGS ABOUT TEACHING THAT I PERSONALLY HAVE ALWAYS BELIEVED WAS THAT IT IS A CALLING, SO IF THAT VOICE HAS CALLED TO THEM AND SAID, TEACH, THEN WE NEED TO BE ABLE TO SUPPORT THEM, WE NEED TO SKILL THEM UP IN CLASSROOM MANAGEMENT.

THE PEDAGOGY PIECE IS THE SECOND PART.

>> I KNEW SOMEONE WAS GOING TO SAY THAT WORD TONIGHT.

>> WELL, THEY HAVE TO KNOW HOW TO TEACH.

IT'S NOT JUST SIMPLY -- YOU KNOW, EDUCATION WOULD BE SO EASY IF WE COULD JUST LIFT OFF THE TOP OF THEIR HEADS AND JUST POUR THE INFORMATION IN AND CLOSE IT AND SEND THEM ON THEIR WAY.

IT'S NOT THAT.

AND WE'VE GOT SO MANY THINGS THAT WE DEAL WITH.

AND I GUESS THAT'S WUND OF UNDERLYING THINGS WE HAVEN'T TALKED ABOUT IS HOW CHALLENGING THE PROFESSION IS TODAY.

>> SO HOW CHALLENGING IS IT?

>> IT'S UNBELIEVABLY DIFFERENT.

I LEFT THE CLASSROOM IN 2012, AND IT IS A NEW WORLD, AND, YOU KNOW, I HAVE KIDS THAT ARE IN SCHOOL AND I SEE WHAT THEY'RE DOING AND, YOU KNOW, ALL THIS ONLINE EDUCATION AND, YOU KNOW, I'M PRETTY SAVVY BUT I CAN'T KEEP UP.

I CAN'T BE -- IT SEEMS LIKE IT'S GOTTEN SO COMPLICATED, EITHER BOTH FROM THE TEACHING SIDE AND FROM THE STUDENT SIDE, THAT IT'S HARD TO EVEN MONITOR.

I KNOW A LOT OF PARENTS WHEN THEY REFERENCE, WELL, WHEN I WAS IN SCHOOL, DON'T MAKE THAT REFERENCE.

IT'S COMPLETELY DIFFERENT NOW.

AND THAT'S ONE OF THE HARDEST THINGS THAT PEOPLE DON'T UNDERSTAND, IS THE JOB IS SO MULTI-FACETED.

IT'S NOT JUST TEACHING GOVERNMENT TO NINTH GRADERS.

IT'S SO MUCH MORE THAN THAT.

AND THERE ARE SO MANY MORE REQUIREMENTS AND RULES AND THINGS WE HAVE TO LOOK FOR.

AND THAT'S WHAT MAKES IT SO, SO CHALLENGING.

WE ARE RESPONSIBLE FOR SOCIETY'S ILLS IN THE SCHOOLS, AND BECAUSE WE ARE THE FILTER.

WE ARE THE ONES.

WE ARE THE SPECIALISTS WITH KIDS.

AND WE HAVE TO EMPOWER OUR PARENTS.

WE HAVE TO COACH UP OUR PARENTS ON THINGS.

SO WHEN WE TALK ABOUT SENATE BILL 150, WE NEED PARENTS.

THEY NEED TO KNOW WHAT'S GOING ON.

WE NEED THEIR HELP.

WE NEED TO GO ARM IN ARM.

BUT I ALSO THINK THERE'S A OF THE LOT OF THINGS WE NEED TO DOE RETHINKING HOW WE'RE GOING ABOUT.

WE'RE GETTING TO THE POINT OF CRITICAL MASS WHERE IT'S SO COMPLEX.

WE'RE ATTENTION PARENTS AND LOSING TEACHERS AND THE KIDS LOSE ULTIMATELY.

>> HOUSE BILL 319.

I'VE BEEN TEASING THIS FOR 41 MINUTES.

THAT'S GOING TO BE IN THE COMMITTEE TOMORROW THAT YOU CHAIR.

WOULD IT ALLOW LICENSED EDUCATORS FROM OTHER STATES TO MOVE TO KENTUCKY AND BE GRANTED AN EQUIVALENT LICENSE.

EXPLAIN IN LAYMAN'S TERMS WHY THAT'S MORE THAN TO HELP SHORE UP THE TEACHER SHORTAGE IN KENTUCKY.

>> ACTUALLY, THIS PROPOSAL ACTUALLY CAME FROM THE DEPARTMENT OF DEFENSE IN PRESENTATION TO MILITARY MEMBERS WHO WOULD TRANSFER FROM ONE STATE TO ANOTHER WHO HAD SPOUSES THAT WERE A LICENSED TEACHER IN THE OTHER STATE.

THIS WAS FORMED AN INTERSTATE COMPACT FOR TEACHER LICENSURE.

SO MEMBER STATES IN THE COMPACT.

IF THEY HAD A TEACHER LICENSING IN ANOTHER STATE, THEY WOULD GET AN EQUIVALENT LICENSE IN THE STATE OF KENTUCKY SO THAT IT WOULD HELP THEM MORE QUICKLY GET INTO THE CLASSROOM.

IT WOULD ALSO REQUIRE THEM WHEN IT BECAME TIME TO RECERTIFY THEIR LICENSE, THEY WOULD HAVE TO MEET ALL THE RECERTIFICATION REQUIREMENTS IN KENTUCKY, PER SE OR WHATEVER OTHER STATE, IF SOMEBODY WENT FROM KENTUCKY TO ANOTHER STATE.

SO IT'S JUST A PROCESS TO GET THESE TEACHERS IN A CLASSROOM MORE QUICKLY AND IN A MORE EXPEDIENT WAY BECAUSE WE NEED TEACHERS IN CLASSROOM.

AND THIS WAS -- THIS IS THE COMPACT LANGUAGE.

IT'S MODEL LANGUAGE THAT HAS TO BE PASSED BY TEN STATES ACROSS THE COUNTRY.

I KNOW THERE ARE AT LEAST TEN OTHER STATES WHO HAVE INTRODUCED THIS.

THIS WILL BE THE 11th STATE.

SO WHEN TEN STATES PASS THIS MEASURE, THE FIRST THING THAT WILL HAPPEN IS THERE WILL BE A COMMISSIONER.

IT'S IN THE LANGUAGE HOW THAT WOULD BE APPOINTED.

THE COMMISSIONERS FROM EACH STATE WOULD COME TOGETHER AND DETERMINE IF THE LANGUAGE IS CONSISTENT AND THEN THE COMPACT WOULD BEGIN.

>> SO TEN OTHER STATES HAVE TO DO THIS, THIS SESSION.

>> IT DOESN'T NECESSARILY HAVE TO BE THIS SESSION, BUT WHEN TEN STATES PASS THE LANGUAGE, IT COULD GO INTO EFFECT.

>> BUT THAT DOESN'T HAVE IMMEDIATE IMPACT, DOES IT?

OR DOES IT NOT?

>> NO.

WHEN I SAID EARLIER THERE'S NOTHING IN HOUSE BILL 319 THAT'S GOING TO IMMEDIATELY SOLVE THIS PROBLEM.

THIS IS ONE TOOL IN THE TOOLBOX.

THIS HAS BEEN WORKED ON FOR THE LAST TWO YEARS BY THE COUNCIL FOR STATED GOVERNMENT IN COOPERATION WITH THE DEPARTMENT OF DEFENSE, AND THIS WAS A PROGRAM I BECAME AWARE OF, SO I JUST ADDED THIS AS ONE PART OF THIS BILL.

IT'S ONE TOOL IN THE TOOLBOX.

>> SO COMMISSIONER, WHAT DO YOU THINK OF THIS IDEA?

>> I WANT TO GIVE REPRESENTATIVE TIPTON A LOT OF CREDIT BECAUSE THIS IS NOT AN OFF-BUDGET YEAR, IT'S NOT EASY TO BRING INGE FORWARD THINGS THAT HAVE STIFFLY FISCAL NOTES ATTACHED TO THEM.

AND I THINK REPRESENTATIVE TIPTON HAS DONE A GOOD JOB TRYING TO LISTEN TO THE FIELD AND THE KASA GROUP THAT WAS CONVENED TO HEAR FROM PRACTITIONERS ACROSS THE STATE AROUND SOME THINGS THAT WE COULD DO.

SO I THINK IT'S A STEP IN THE RIGHT DIRECTION.

AND IT CONTAINS SOME ELEMENTS AROUND GETTING FEEDBACK FROM TEACHERS ON WHY THEY'RE LEAVING THE PROFESSION.

YOU HEARD A BUNCH OF IDEAS AND THEORIES.

EVERYBODY IS FLOATING THOSE AROUND.

BUT TO GET REALLY KENTUCKY TAIT ON THAT WOULD BE HELPEL.

>> BECAUSE THAT CURRENT DOES NOT EXIST.

>> NOT AT THE LOCAL LEVEL.

>> THEY'RE NO REQUIRED TO SEND THAT ON UP.

>> TO PROVIDE THAT TO US, RIGHT.

SO THAT WOULD BE GOOD TO HAVE THAT KIND OF DATA.

IT ALSO LOOKS AT, IN ADDITION TO TEACHER MOBILITY COMPACT, IT ALSO LOOKS AT SCHOLARSHIPS FOR EDUCATORS.

IT CONSIDERS MARKETING EFFORT AROUND TRYING TO GIN UP GREATER INTEREST IN THE TEACHING PROFESSION AROUND THE STATE IT.

LOOKS AT A UNIFIED APPLICATION SYSTEM.

SO A LOT OF THESE ARE GOOD CONCEPTS.

WE'LL HAVE TO SEE IN THE NEXT SELECTIVE SESSION IF THERE'S FUNDS BEHIND THESE TO PUT THEM INTO REALITY.

AS REPRESENTATIVE TIPTON SAID THIS THAN THE IS GOING TO SOLVE ALL OF OUR PROBLEMS BUT THESE ARE SOME SOLID STEPS IN THE RIGHT DIRECTION.

>> SO WHAT'S MISSING?

WHAT ARE YOUR RECOMMENDATIONS THAT YOU HAVE PROVIDED TO THE KENTUCKY GENERAL ASSEMBLY?

>> I I THINK THAT NEEDS COME UP IN THE NEXT LEGISLATIVE SECTION AND I GO BACK TO THOSE THREE MAIN APPOINTS AROUND PAY, RESPECT AND SUPPORT.

THIS IS A LABOR MARKET PROBLEM AS MUCH AS ANYTHING.

WHEN YOU UNDERPAY IN TERMS OF TOTAL COMPENSATION, EITHER ON THE FRONT END OR PEOPLE THAT ARE WITHIN THEIR CAREER OR AT RETIREMENT, WHEN YOU UNDERFUND ANY FIELD, YOU END UP WITH A SHORTAGE, AND ONE OF THE WAYS THAT YOU SOLVE THAT IS THROUGH COMPENSATION.

TEACHERS DON'T GO INTO THIS PROFESSION FOR MONEY OR THINKING THAT THEY'RE GOING TO BE RICH, BUT THIS HAVE TO PAY THE RENT OR THEY HAVE TO MAKE THEIR MORTGAGE PAYMENT, THEY HAVE TO SAVE TO PUT THEIR OWN KIDS IN COLLEGE.

I DON'T THINK IT'S TOO MUCH FOR TO US ASK FOR A COMPETITIVE STARTING WAGE, A PATH TOWARD THE MIDDLE LIFE LIVING AND A PATH TOWARD RETIREMENT WITH DIGNITY.

TO THAT COMPEN SESSION A FACTOR.

THE SECOND IS SUPPORT.

HOW CAN YOU WE PUT A TEAM ARENA OR EDUCATORS TO MAKE SURE THAT THE JOB IS MANAGEABLE, THAT THESE BEHAVIOR ISSUES, THESE INTERVENTION ISSUES, ALL COMPLEXITY THAT THEY'RE HAVING TO DEAL WITH, HOW DO WE PUT A TEAM AROUND THEM SO THEY CAN BE EFFECTIVE.

AND THEN HOW CAN YOU WE GET THE FOCUS BACK ON.

EVERYBODY SHOULD HAVE AN INTEREST IN MAKING SURE THAT THEY HAVE GREAT PUBLIC SCHOOLS THIS THEIR COMMUNITY, THAT THEY HAVE WELL-SUPPORTED PROFESSIONAL RESPECTED EDUCATORS IN THEIR COMMUNITY.

HOW CAN YOU WE LOOK THAT UP AND MAKE THAT A PRIORITY?

>> DR. SARGENT, YOUR RESPONSE TO WHAT YOU'VE HEARD AND UNDERSTAND ABOUT HOW BILL 319 AND OTHER SUGGESTIONS THAT YOU WOULD LIKE TO MAKE BECAUSE YOU'VE GOT SOME LAWMAKERS HERE WHO NIGHT BE ABLE TO TAKE SOMETHING WITH THOSE IDEAS.

>> I HAVE TO COMPLIMENT BECAUSE AS WE WERE SITTING IN THE GREEN ROOM, THE DIALOGUE, YOU KNOW, I KNOW THAT ON THE SCREEN RIGHT NOW IT SAYS DEMOCRAT, REPUBLICAN PRIOR TO THE LIST OF COURSE OF YOUR ALL'S NAMES BUT I DIDN'T HEAR THAT.

I HEARD DISCUSSION.

I HEARD VERY CIVIL, VERY ENCOURAGING DISCUSSION.

THAT WAS TAKING PLACE ABOUT LIKE WHAT'S GOING TO HAPPEN THIS COMING WEEK, WHICH IS AS A CITIZEN, A TAXPAYER, A TEACHER, A PARENT, THAT'S WHAT I WANT.

I DON'T -- IT DOESN'T MATTER IF IT'S A DEMOCRAT, REPUBLICAN OR, FOR LACK OF A BETTER WORD, A LEPRECHAUN PARTY, I DON'T CARE.

I JUST WANT WHAT'S IN THE BEST INTERESTS OF THE KIDS, AND THAT MEANS YOU SUPPORT YOUR TEACHERS.

YOUR TEACHERS WILL SUPPORT YOUR KIDS.

SO WHEN WE TALK SALARIES, THOUGH, I THINKITES REALLY EASY TO START WITH THE WORD "CHANGE," BUT I THINK WE NEED TO START WITH THE WORDS "FIX."

AND THERE'S A LOT OF DIFFERENT FIXES DEPENDING ON WHERE YOU'RE AT IN THE TEACHING PROFESSION.

AND I THINK IT NEEDS TO START EVEN BEFORE THEY WALK IN THROUGH THE DOOR.

I THINK THAT OUR STUDENT TEACHERS SHOULD BE PAID.

THEY HAVE TO MAKE A MASSIVE CHANGE FOR FIVE MONTHS EVERY DAY, 7:30 TO 3:30, AND IT IS AN INTERNSHIP.

IT SHOULD BE A PAID INTERNSHIP OF MENTORING.

AND THEN YOU GO ALONG THE WAY.

AND I KNOW RIGHT NOW WE'RE FOCUSED ON THE 73%, BUT I ALSO CAUTION THAT OUR FIVE TO TEN-YEAR TEACHERS, THE ONES THAT YOU THINK YOU'VE GOTTEN THROUGH THAT ROUGH SPOT, NO.

'67 '67 WHEN I WAS REFERRING TO AT THE VERY BEGINNING OF OUR DISCUSSION TONIGHT -- WHAT I WAS REFERRING TO, THAT FIVE TO TEN-YEAR, YOU HAVE TO MAKE A CHOICE.

IF YOU STAY BEYOND THAT TEN YEARS WITH RETIREMENT, YOU'RE MAKING A DECISION, AND THEREFORE I WOULD ARGUE YOU'RE AS VULNERABLE FROM FIVE TO TEN AS WHAT YOU WERE ZERO TO FIVE BEFORE COVID.

AND SO IN TERMS OF FIXES, I WOULD LOVE TO SEE US THINKING THROUGH DIFFERENT SCENARIOS DEPENDING ON WHERE YOU'RE AT IN THE TEACHING PROFESSION AND INVESTING IN WHAT I KNOW TO BE A NOBLE PROFESSION THAT I'M HONORED TO BE A PART OF.

>> WELL, YOU MENTIONED -- SURE.

GO AHEAD.

>> IF I MAY.

>> REPRESENTATIVE TIMONEY, SURE.

>> THE FIRST THING I WROTE DOWN WHEN I WANTED TO ADDRESS THIS GROUP TONIGHT, IT IS THE MOST NOBLE PROFESSION.

THE MOST NOBLE PROFESSION.

AND YOU'RE EXACTLY RIGHT.

AND IT HAS ALWAYS BEEN BECAUSE IT DEALS WITH HOPE.

AND I THINK THAT'S AN IMPORTANT THING BECAUSE AS A COUNTRY AND AS A COMMONWEALTH, WE'RE TALKING TO PEOPLE AND I DON'T KNOW IF THEIR HOPE TANKS ARE FULL.

I'M JUST TALKING ABOUT EVERYDAY PEOPLE.

AND, YOU KNOW, THAT'S GOING TO FILTER ITS WAY AROUND.

AND I THINK ONE OF THE MOST IMPORTANT THINGS THAT WE CAN DO IS WE CAN ADDRESS SOME OF THE OTHER SERVICES -- THE OTHER -- OTHER PARTS OF OUR WORKFORCE THAT ARE VERY SIMILAR TO TEACHING, AND I IMMEDIATELY GO TO FIRST RESPONDERS.

LIKE WHAT ARE SOME THINGS THAT FIRST RESPONDERS -- THAT THE COMMUNITY IN THE PIRS RESPONDER COMMUNITY DID IN ORDER TO DEAL WITH SHORTAGES?

OBVIOUSLY SALARY IS THERE.

IT'S INCREMENTAL BASED ON CERTIFICATIONS AND YOU CAN GROW AND YOU CAN DEVELOP BASED ON YOUR SKILLS.

BUT I ALSO THINK THE WAY THEY CREATE THEIR SCHEDULES ABOUT A HEALTHY HOME LIFE BALANCE, I THINK THAT'S SO VERY IMPORTANT BECAUSE TEACHING IS NOT JUST STANDING THERE AND DOING IT.

IT'S SO EMOTIONAL.

IT'S SO STEPPING INTO THE ROOM.

BECAUSE I'VE DONE OTHER THINGS, AND WHEN YOU STEP INTO A CLASSROOM, YOU ARE A MY ASTRO.

YOU ARE -- MAESTRO.

AND YOU HAVE TO BE ABLE TO READ YOUR SET OF INSTRUMENTS AND SEE WHICH ONE IS OUT OF STAY TUNED OR OUT OF NOTE AND BE ABLE TO ADDRESS THAT.

THAT'S AN ART FORM.

HOW DO YOU QUANTIFY AN ART FORM?

AND HOW DO YOU ATTRACT PEOPLE WHO WANT TO REALLY HONE IN ON THAT?

WELL, I THINK WE HAVE TO BE VERY INTENTIONAL WITH HOW WE'RE LOOKING AT DOING THIS BECAUSE YOU CAN THROW MONEY AND THROW MONEY AND THROW MONEY, AND THAT'S GOING TO PART OF THE EQUATION, BUT I THINK THAT THERE'S A DIFFERENT WAY DOING IT.

I THINK SUPPORT AS FAR AS MAKING SURE OUR TEACHERS HAVE -- ARE IN CHARGE.

THEY ARE IN CHARGE OF THEIR SCHEDULE, THE AUTONOMY PIECE.

I THINK THE HOME/LIFE BALANCE IS SO VERY IMPORTANT FOR TEACHERS BECAUSE THEY HAVE TO BE ABLE TO BE -- YOU WALK INTO A CLASSROOM.

YOU HAVE TO BE ON YOUR A GAME.

THERE'S NO STEPPING DOWN.

THERE'S NO, WELL, WE'RE GOING TO DO THIS TODAY.

IT'S SO VERY IMPORTANT TO BE STRONG.

BUT THE LAST POINT I WANTED TO MAKE IS I WASN'T SURE IF YOU WERE ACTUALLY MEANING ME AS PART OF THE LEPRECHAUN PARTY.

[LAUGHTER] I FELT VERY ON THE SPOT THERE.

I WASN'T SURE IF THAT WAS DIRECTED TOWARDS ME.

>> THAT'S GREAT.

>> THAT'S A REACHABLE MOMENT RIGHT THERE.

>> NOT THE GUY ST.

PASSED DAY.

I DO WANT TO GO TO THAT POINT KENTUCKY ASSOCIATION OF SCHOOL ADMINISTRATORS THAT CREATED THIS COALITION TO SUSTAIN THE TEACHING PROFESSION, TESTIFIED REASONABLE THEY HAVE 30 SOMETHING RECOMMENDATIONS BUT THEY HAVE SUBMITTED NINE TO THE GENERAL ASSEMBLY, AND WHEN I TALKED TO RHONDAWELL WHO IS THE EXECUTIVE DIRECTOR OF KASA SHE MENTIONED ABOUT THE INTERNSHIP PROGRAMS.

THERE'S A TEACHER PROGRAM AND THEN THERE'S ONE FOR PRINCIPALS AND THERE WERE MORE AUSTERE BUDGET TIMES LIKE THOSE PROGRAMS WERE ON THE CHOPPING BLOCK.

SO NOW THAT WE HAVE A LITTLE BIT MORE INTO THE COFFERS, SEEMINGLY, IS THAT SOMETHING THAT YOU WE CONSIDER ASKING FOR AN APPROPRIATION TO RESTORE?

CONSIDER WE'RE TALKING ABOUT HOW TO CREATE THIS PIPELINE.

>> AND I'VE ALREADY TALKED TO COMMISSIONER GLASS ABOUT THIS.

I THINK IT'S SOMETHING THAT WE CAN DEFINITELY TAKE A LOOK AT IN THE 2024 BUDGET.

AND I THINK THE FIRST THREE TO FIVE YEARS ARE CRITICAL IN PROVIDING THOSE SUPPORTS TO HELP THOSE TEACHERS BE ABLE TO SUCCEED IN THE CLASSROOM AND SEE SUCCESS AND LEARN HOW TO DEAL WITH SOME OF THE CHALLENGES.

I THINK THAT'S CRITICAL.

IN REGARD TO DR. SERGENT'S COMMENTS ABOUT STUDENT TEACHER STIPEND, I KNOW EXACTLY HOW MANY HOW MUCH THAT COSTS.

I HAVE THOSE NUMBERS.

>> HOW MUCH DOES IT COST?

>> I THINK IF YOU DID THE WHOLE, IT'S A PRETTY BIG NUMBER OF IF WE DID ALL OF THEM.

15, 20 MILLION.

WE DID LOOK AT A PLAN TO HAVE IT BASED ON A NEEDS-BASED, AND WE CAME UP WITH ABOUT $3.85 MILLION THAT WOULD BE A BIG HELP, WOULD BE A BIG START.

AGAIN, I'M GOING TO MAKE A COMMENT.

THIS IS A NONE APPROPRIATION YEAR BUDGETS.

THAT DOESN'T MEAN I'M NOT TALKING TO LEADERSHIP AND PEOPLE IN A&R ABOUT THESE THINGS.

AS YOGI BERRA SAID, IT'S NOT AS OVER UNTIL IT'S OVER, AND THE SAME THING IS TRUE IN SESSION.

>> RIGHT.

AND THE BUDGET HAS BEEN OPEN FOR A COUPLE OF OTHER PROJECTS.

>> SURE.

>> SO IT'S NOT BEYOND THE REAL AM OF POSSIBILITY THIS REQUIRES MORE TO SUPPORT.

>> IT SURE.

IT TAKES A THREE-FIFTH VOTE IN BOTH CHAMBERS TO APPROVE ANY TYPE OF REVENUE ITEM APPROPRIATION IN THE NON-BUDGET YEAR.

>> BUT YOU HAVE THE NUMBERS, RIGHT?

SUPER DUPER MAJORITY.

>> IF WE HAVE CONSENSUS AND THE WILL TO DO THAT.

>> THIS QUESTION, A LITTLE DIVERGENT BUT THIS PERSON SAYS, I HAVE HEARD THERE'S SOMETHING LIKE 30,000 FEWER STUDENTS IN KENTUCKY PUBLIC SCHOOLS THAN BEFORE COVID.

WHY ARE THERE TEACHER SHORTAGES GIVEN SO MANY FEWER KIDS IN THE CLASSROOMS?

DR. GLASS, CAN YOU YOU ANSWER THAT?

>> IT'S A GOOD QUESTION.

I'M NOT SURE ABOUT THE 30,000 NUMBER.

>> I DON'T KNOW IF THAT NUMBER CORRECT.

>> AND WE HAVE SEEN AN INCREASE IN STAFF IN SCHOOLS BECAUSE OF THE INFUSION OF FEDERAL COVID RELIEF FUNDS, SO THESE INCREASED THE NUMBER OF OPENINGS, AND AS I MENTIONED EARLIER, YOU'VE ALSO SEEN THIS INCREASE IN THE NUMBER OF PEOPLE LEAVING THE PROFESSION ON THE TUNE OF AROUND 2,000 TO 3,000 MORE OPENINGS PER YEAR SO THAT TWO THINGS TOGETHER CREATE A BUNCH OF OPENINGS.

WE HAVEN'T SEEN A COMMENSURATE INCREASE IN THE NUMBER OF PEOPLE COMING INTO THE PROFESSION.

REPEATTIVE TIP OF TON SAID THERE HAS BEEN A DECLINE IN ITS NUMBER OF PEOPLE LEAVING THE PROFESSION.

WE HAVE SEEN MORE STABILITY THAT THAT IN KENTUCKY, SPECIAL THE UNIVERSITY OF KENTUCKY WITH THOSE PROGRAMS HAVE BEEN GREAT ABOUT STABILIZING AND INCREASING THE NUMBERS, BUT IT'S REALLY THE ADDITIONAL JOBS AND THE TURNOVER THAT'S DRIVING THE OPENINGS RIGHT NOW.

I THINK WE CAN ARGUE ABOUT ARE THE NUMBER OF TEACHERS TO THE NUMBER OF STUDENTS RIGHT OR IS THAT APPROPRIATE.

FOR ME I POINT TO THAT EMERGENCY CERTIFICATION NUMBER, THAT WE'RE 200% HIGHER IN ISSUING EMERGENCY CERTIFICATIONS.

THAT IS THE BRIGHTEST RED FLASHING LIGHT THAT YOU HAVE A SERIOUS PROBLEM THAT I CAN THINK OF.

>> OPTION SIX, WE HEAR ABOUT THAT, AND TIMES EDUCATORS, ALL IN THESE FIELDS, THE ALPHABET SOUP NOT ADJUSTS YOUR CREDENTIALS BUT ALSO THE VERNACULAR THAT YOU USE.

WHAT IS THAT, COMMISSIONER GLASS?

IS THAT AND BEING USED IN AN OPTIMAL WAY TO HELP OFFSET THE TEACHER SHORTAGE?

>> WE HAVE -- MOST OF THE TEACHERS IN THE STATE ARE PREPARED THROUGH THE TRADITIONAL TEACHING PATH, SO THEY GO AS AN UNDERGRADUATE PROGRAM IN EDUCATION, ROUGHLY TWO YEARS OF TRAINING IN SOME CONTENT HERE, AND THEN ABOUT TWO YEARS OF PEDAGOGICAL OR TEACHING TRAINING, SO THAT'S ABOUT THREE-QUARTERS OF THE TEACHERS IN THE STATE COME FROM.

ABOUT 20% MORE OF THEM COME THROUGH THE OPTION SIX PROGRAM THAT YOU MENTIONED, SO THAT'S AN ALTERNATIVE PROGRAM.

IT'S NOT THE DERISIONAL PROGRAM.

IT'S AN ALTERNATIVE DIDN'T NOT THE TRADITIONAL PROGRAM PUT IT IS CONNECTED TO UNIVERSITY.

YOU HAVE THREE EDUCATORS SITTING AT THE TABLE WHO HAVE COME THROUGH THAT MODEL.

AS FAR AS ALTERNATIVE PATHWAYS IT'S A FAIRLY TRADITIONAL OPTIONAL PATHWAY.

THOSE TWO ACCOUNTS FOR ON ANY GIVEN YEAR 95 TO 98 PERCENT OF TEACHERS IN THE STATE.

SO I THINK THESE QUESTIONS AROUND ALTERNATIVE PATHWAYS ARE IMPORTANT.

THEY BRING IN A DIVERSITY OF DIFFERENT EXPERIENCES AND BACKGROUNDS INTO OUR FIELD.

THEY CAN HELP US SOLVE HIGH NEEDS AREAS, PARTICULARLY IN STEM FIELDS.

BUT WE'VE ALSO GOT TO THINK ABOUT SOLUTIONS AT THE MAGNITUDE OF PROBLEM.

IF WE ARE NEEDING THOUSANDS OF MORE EDUCATORS, WE CANNOT RELY ON SOLUTIONS THAT ARE GOING TO GENERATE HANDFULS OF NEW CANDIDATES.

>> DO YOU CHAIR KAUR TO CHIME IN THERE.

>> OOH I'M IN OPTION SIX.

I 1 THROUGH AT MORE HEAD STATE UNIVERSITY, AND I WAS ABSOLUTELY BLESSED TO WORK WITH TWO EDUCATORS WHO WENT INTO THE UNIVERSITY SIDE OF THINGS WITH OVER 25 TO 30 YEARS OF TEACHING EXPERIENCE, AND I STILL USE TO THIS DAY THE STRATEGIES THAT WERE TAUGHT BY MARIAN AND DAJUAN AT MOREHEAD STATE UNIVERSITY.

>> RENEE, I'M KIND OF A NUMBERS KIND OF GUY.

FROM 2016 TO 2021 THERE WERE 8463 ALTERNATIVE CERTIFICATIONS.

OF THOSE, 7,005 WERE OPTION SIX.

OPTION SEVEN WITH HUNDRED.

>> SO WHAT IS OPTION SEVEN?

>> OPTION ZEN IS ALSO A UNIVERSITY -- OPTION SEVEN CAN YOU ALSO BE FOR A UNIVERSITY AND IT'S FOR AN INDIVIDUAL THAT, SAY, HAS A DEGREE LIKE MATH OR WHATEVER, THEY ENTER AND THEY HAVE TO GET -- I BELIEVE IT'S A MASTER'S DEGREE, SO MANY CREDITS IN THAT, TO DO THAT.

SO ONE OF THE AREAS IN HOUSE BILL 319 IS REDIRECTING THE EDUCATIONAL PROFESSION STANDARDS BOARD TO REVIEW ALL THOSE OPTIONS.

WE HAD EIGHT OPTIONS IN 2022.

WE PASSED WHAT'S CALLED MOPPINGS NINE SO THERE ARE NINE OPTIONS OUT THERE.

THERE ARE A LOT OF DOCUMENT CASES.

I THINK THERE'S A LOT OF CONFUSION AMONG PEOPLE ABOUT WHAT'S IN EACH OPTION, WHAT'S EBEL ELIGIBLE AND AVAILABLE, SO WE HAVE ASKED THEM TO COME BACK FRIED TO REMOVE DUMB CASES TO MAKE IT SIMPLER ANDY EASIER FOR PEOPLE AND UNDERSTAND AND FOR TO US ADMINISTER THESE PROGRAMS.

I AM I WILL MENTION ONE THEY ARE THING THAT WE HAVE LOOKED AT.

THE STATE OF TENNESSEE LAST YEAR STARTED, I.

THEY FIRST FAIRLY RECOGNIZED A TEACHER APPRENTICESHIP PROGRAM IN THE NATION.

I'VE HAD A COUPLE OF MEETINGS WITH THETE BOARDS OF EDUCATION OVER THE LAST YEAR, AND THAT IS SOMETHING THAT WE ARE LOOKING WE ARE CONSIDERING.

AND WHAT THEY DID AFTER THEIR NICK EVER INITIAL INVESTMENT IS THEY WERE ABLE TO USE FEDERAL DOLLARS.

FORCED INNOVATION OPPORTUNITY ACT DOLLARS TO FUND THAT PROGRAM.

THAT IS ANOTHER THING THAT WE'RE LOOKING AT AND CONSIDERING IN THE FUTURE.

>> SO THIS COMMENT FROM MUHLENBERG COUNTY, NAME UNKNOWN, I TAUGHT -- THIS IS WHAT THIS PERSON SAYS -- I TAUGHT HIGH SCHOOL ENGLISH IN TWO COUNTIES IN KENTUCKY AND RETIRED AFTER THE 21-22 SCHOOL YEAR.

TEACHING IN KENTUCKY IS IMPOSSIBLE.

AND I CANNOT IMAGINE WHY ANYONE WOULD WANT TO DO IT.

THERE IS NO RESPECT FOR TEACHERS ANYWHERE IN THE SYSTEM.

RESPONSIBILITIES ARE CONSTANTLY ADDED AND NONE ARE EVER TAKEN AWAY.

DISCIPLINE IS NON-EXIST FENT AND PARENTS THINK TEACHERS ARE TRASH.

, QUOTE/UNQUOTE,.

>> THAT REMINDS ME, THERE'S A CARTOON THAT I THINK OF AND IT HAD LIKE IN THE 1960s A PARENT IS LOOKING AT A CHILD WHEN THE CHILD'S HOLDING AN "F" GRADE AND THE PARENT'S FUSSING AT THAT CHILD.

AND THEN IT GOES UP TO THE 2000s AND THE PARENT'S LOOKING AT THE CHILD WHO IS HOLDING AN "F" SCORE AND FUSSING AT THE TEACHER.

YOU KNOW, WE'RE IN A DIFFERENT PLACE.

MY DAUGHTER, WHO PROBABLY IS WATCHING THIS SHOW, IS ACTUALLY IN A TEACHER PREP PROGRAM.

AND I'M VERY HOPEFUL THAT WE WILL BUILD IN THE SUPPORT SO THAT SHE CAN SPEND A LONG CAREER AS A TEACHER, BUT WE NEED TO HELP OUR TEACHERS WITH CLASSROOM MANAGEMENT.

WE NEED TO LISTEN TO OUR EDUCATORS ABOUT WHAT THEY FEEL LIKE OUR KIDS NEED AND HOW THEY CAN BE MORE SUCCESSFUL.

>> RENEE, REPEATTIVE BOJANOWSKY IS RIGHT.

WHEN I WAS IN COOL, WHEN I GOT IN TROUBLE TO SCHOOL, I WAS IN MUCH MORE TROUBLE WHEN I GOT HOME.

NOWADAYS YOU HAVE PARENTS WHO ARE ATTACKING THE TEACHERS, THE PRINCIPALS, THE ADMINISTRATORS, AND I HEARD -- I HEARD A YOUNG PERSON MAKE THIS COMMENT TO ME RECENT.

I THINK SIGHTS SO TROUP.

PARENTS MORE CONCERNED ABOUT BEING THEIR CHILD'S FRIEND THAN THEIR THEIR PARENT.

A YOUNG PERSON TOLD ME THAT.

I THINK IT'S TIME FOR PARENTS TO STEP UP.

WE HAVE A LOT OF SOCIETAL ISSUES OUT THERE.

BUT IT'S TIME FOR PARENTS TO BE PARENTS IN THE ROLE THAT THEY NEED TO BE.

CHILDREN NEED DISCIPLINE.

THEY NEED TO KNOW THAT THERE ARE BOUNDARIES IN LIFE, THAT THERE ARE RULES IN LIFE THEY HAVE TO FOLLOW, AND IT WILL MAKE LIFE MUCH EASIER FOR THEM AND I THINK IT WOULD MAKE LIFE MUCH EASIER FOR OUR CLASSROOM TEACHERS AND SCHOOLS IF WE HAD THAT TAKING PLACE.

>> SO WHAT IS THE ONE THING THAT YOU CAN DO IN THE 2023 SESSION THAT'S IMMEDIATE THAT WILL HAVE MORE OF AN IMMEDIATE IMPACT WHEN IT COMES TO SHRINKING THE TEACHER SHORTAGE?

>> WELL, OBVIOUSLY I'VE INTRODUCED HOUSE BILL 319.

>> BUT WE KNOW THAT'S NOT IMMEDIATE.

>> THAT'S NOT IMMEDIATE.

I THINK -- I'M ANXIOUS TO SEE WHAT'S IN THE CLASSROOM DISCIPLINE BILL.

AND I THINK THAT'S SOMETHING WE HAVE TOO LOOK AT.

BUT I THINK THE MOST IMPORTANT THING IS, IS WE HAVE TO ALL ACKNOWLEDGE THAT THERE IS AN ISSUE OUT HERE.

LIKE YOU SAID AT THE BEGINNING OF THE SHOW, SOME MEME IN A DISAGREE ABOUT THE EXTENT OF THAT, BUT IT'S AN ISSUE THAT WE HAVE TO BE AWARE OF, WE HAVE TO STAY ON TOP OF AND WE HAVE TO CONTINUE THE CONVERSATION.

I THINK THAT'S THE MOST IMPORTANT THING THAT WE CAN DO, IS CONTINUE THE CONVERSATION.

LET'S WORK TOGETHER FOR SOLUTIONS THAT WE CAN ALL AGREE ON.

>> REPRESENTATIVE TIMONEY, I'LL GIVE YOU A MIN.

>> I AGREE.

I THINK THE CLASSROOM MANAGEMENT OR THE BEHAVIOR WORK THAT'S BEING DONE WITH THAT TASK FORCE I THINK IS GOING TO BE VERY, VERY IMPACTFUL BECAUSE I BELIEVE THAT -- I'VE BEEN IN PART OF THESE MEETINGS A LITTLE BIT SO I'VE BEEN OFFERING SUGGESTIONS AS FAR AS CLASSROOM, YOU KNOW, AS WELL AS SOME PARENT COACHING.

IF WE HAVE PARENTS THAT ARE OPEN, YOU KNOW, WE'RE THE KID SPECIALISTS SO LET US GIVE YOU SOME ADVICE ON WHAT TO DO ON HOW TO HANDLE SOME THINGS BECAUSE IT'S -- WE'RE IN THAT TIME, LIKE CHAIR TIPTON SAID, WHERE WE ARE -- WE'RE BEING FRIENDS WITH OUR KIDS, AND TIMES ARE DIFFERENT FOR THEM ALSO.

SO I KNOW THAT IT'S REALLY, REALLY CHALLENGING AND I THINK ANYTHING WE CAN DO TO SKILL UP, IT WILL PAY DIVIDENDS.

>> THIS HAS BEEN A GREAT CONVERSATION.

WE COULD GO ON AND WE'LL HOPEFULLY REVISIT THIS ISSUE AGAIN SOON, BUT WE THANK YOU FOR JOINING US AND LISTENING IN.

HOPEFULLY YOU'VE LEARNED A LOT AS WELL.

SO MAKE SURE YOU TUNE IN NEXT MONDAYS NIGHT ON KENTUCKY TONIGHT.

WE'LL TALK ABOUT MORE ISSUES FACING THE GENERAL ASSEMBLY, AND TO KNOW WHAT'S HAPPENING DAY TO DAY WATCH AS YOU 6:30 EVEN, 5:30 CENTRAL FOR "KENTUCKY EDITION" WHERE WE INFORM AND YOU DIAGNOSTIC ISSUES TO THAT MATTER MOST TO YOU.

I'M RENEE SHAW.

3 6 '67