ALWAYS, THANK YOU FOR JOINING US FOR HALF HOUR DISCUSSION, THIS TIME ABOUT EDUCATION AND THE SPECIFIC ISSUE.

A RECENT SURVEY BY THE ASSOCIATION OF REGIONAL SUPERINTENDENTS OF SCHOOLS SHOWED THAT 77% OF SCHOOL DISTRICTS IN ILLINOIS HAVE A SHORTAGE OF TEACHERS AND 93% ARE HAVING A DIFFICULT TIME FINDING SUBSTITUTE TEACHERS.

IT'S MOST EVIDENT IN RURAL AREAS, BUT IT DOES EFFECT JUST ABOUT EVERY AREA OF THE STATE OF ILLINOIS.

AND WE'RE GOING TO TALK ABOUT THE PROBLEM AND MAYBE SOME POTENTIAL SOLUTIONS WITH EDUCATORS AT THREE DIFFERENT LEVELS.

WE HAVE A DEAN OF EDUCATION, WE HAVE A REGIONAL SUPER SUPERINTENDENT AND A DISTRICT SUPERINTENDENT TO HAVE THE DISCUSSION.

LET ME INTRODUCE TO YOU JEREMY GAUWITZ.

HE IS THE SUPERINTENDENT AT MIDLAND SCHOOL DISTRICT.

>> CORRECT.

>> THANK YOU FOR BEING WITH US.

>> THANK YOU VERYFOR HAVING ME.

>> ALSO MARK JONTRY.

MARK IS THE REGIONAL SUPERINTENDENT FOR -- LET ME GET THIS RIGHT, DEWITT, LOGAN, LIVINGSTON AND McCLAIN.

>> THAT IS CORRECT.

>> AND THEN DR. JIM WOLFINGER IS HERE.

HE IS THE DEAN OF THE COLLEGE OF EDUCATION AT ILLINOIS STATE UNIVERSITY.

HE'S BEEN THERE FOR TWO YEARS.

PRIOR TO THAT TIME HE WAS ASSOCIATED DEAN OF EDUCATION AT DEPAUL UNIVERSITY.

THANK YOU FOR BEING WITH US.

>> THANK YOU FOR HAVING ME.

>> I WANT TO START WITH YOU JEREMY.

THE LOCAL IMPACT.

THE SURVEY SHOWED 77% OF SCHOOL DISTRICTS DIFFICULT TIME FINDING TEACHERS.

HOW DIFFICULT IS IT FOR MID LAND?

>> IT'S ALWAYS BEEN MORE DIFFICULT FOR US WITH REGARDS TO SOME OF THE DISTRICTS THAT ARE CLOSER TO THE AREA BUT IN SOME OF OUR POSITIONS 20 TO 25 APPLY CICANTS AND RECENTL WE'RE LUCKY TO GET MULTIPLE APPLY CAN'TS FOR APPLICANTS.

>> FOR SUBSTITUTES, IS IT A SIMILAR SITUATION?

>> WE HAVE A GROUP OF RETIRED TEACHERS THAT HELP OUT.

SOME PEOPLE THAT LIVE IN THE AREA THAT WE CAN COUNT ON THEM.

AND ACTUALLY, THE ONE POSITIVE COMING FROM COVID-19 IS THAT WE HAD A FEW MORE JOIN OUR GROUP TO BE SUBS BECAUSE THEY KNEW WE NEEDED THE HELP BECAUSE OF QUARANTINES AND WHEN THAT HAPPENS, YOU DON'T WANT TO SHUT A SCHOOL DOWN BECAUSE YOU DON'T HAVE ENOUGH TEACHERS TO FILL THE ROOMS.

SO WE ACTUALLY GAINED A FEW SUBS BECAUSE OF COVID-19.

SO THAT WAS A POSITIVE.

>> MARK, THE SURVEY WAS DONE BY YOUR ASSOCIATION.

I MENTIONED MORE IMPACT IN THE RURAL AREAS, YOU SERVE A LOT -- OTHER THAN BLOOMINGTON, YOU SERVE A LOT OF RURAL AREAS.

>> SO THE IMPACT THAT WE'RE SEEING IN THE RURAL AREAS IS REALLY IN FOUR OR FIVE CONCENTRATED AREAS, MATH, LANGUAGE ARTS, AND IT'S HARDER AND HARDER FOR OUR DISTRICTS TO -- IF THEY CAN FIND SOMEBODY WHICH IS THE FIRST CHALLENGE, IF THEY DO FIND SOMEBODY KEEPING THEM BECAUSE THEY'RE GETTING PULLED AWAY TO LARGER DISTRICTS FOR A VARIETY OF OTHER REASONS, SO THAT IS A BIG ISSUE AND THEN ON THE SUBSTITUTE SIDE, WE SAW A LITTLE BIT OF AN UPTICK LIKE JEREMY DESCRIBED BUT LONG-TERM I'M NOT SURE THAT THAT WOULD BE SUSTAINABLE IF WE DON'T CHANGE THE REGULATIONS AROUND HOW WE GET A SUBSTITUTE LICENSE.

>> I'M GOING TO TALK ABOUT REGULATIONS IN A MINUTE, BUT FIRST, LET ME TALK TO JIM ABOUT THE NUMBER OF STUDENTS FOLLOWING AN EDUCATION MAJOR AT ILLINOIS STATE UNIVERSITY.

IS THAT IN DECLINE?

>> IT REALLY DEPENDS ON THE FIELD.

SPECIAL EDUCATION IS THE GREATEST SHORTAGE IN THE STATE.

IT'S A REAL CHALLENGE TRACKING A SUFFICIENT NUMBER OF STUDENTS TO OUR PROGRAMS.

OTHER FIELDS THAT REMAIN PRETTY STRONG IN ELEMENTARY EDUCATION, AS AN EXAMPLE.

BUT WHEN YOU THINK ABOUT SPECIAL EDUCATION, THE STEM FIELDS, ENGLISH AS A SECOND LANGUAGE, THOSE ARE THE CHIEF AREAS THAT WE NEED TO KEEP WORKING ON RECRUITING MORE TEACHERS INTO.

>> I'D LIKE FOR YOU TO FOLLOW UP ON THAT IN TERMS OF THE SHOTAGES AND WHAT AREAS THAT YOU'RE SEEING.

>> SO OUR SURVEY REVEALED, IN TERMS OF STATEWIDE, AND I THINK ESPECIALLY IN SOME OF OUR RURAL POCKETS, ELEMENTARY EDUCATION, AS WELL AS MATH, READING AND THEN ONE OF THE BIGGER ONES IS SPECIAL EDUCATION.

SPECIAL EDUCATION IS THE LARGEST ONE WHERE WE SAW A SHORTAGE AND THAT'S A PARTICULARLY DEMANDING AREA OF TEACHING TO DO AND SO THAT IS NOT NECESSARILY SURPRISING.

AND THEN WE ALSO SAW IN SPECIALIZED AREAS SUCH AS SCHOOL PSYCHOLOGIST AND COMPUTER SCIENCE.

COMPUTER SCIENCE TEACHERS ARE IN GREAT DEMAND IN OUR SCHOOLS AND THE WORK WORLD SPECIFICALLY.

SO YOU HAVE THAT COMPETITION WITH, YOU KNOW, COMPENSATION AND OTHER CONSIDERATIONS.

SO OUR RURAL AREAS ARE THE ONES THAT ARE REALLY HAVING TO TRY TO COMBAT THIS.

>> LET'S TALK ABOUT COMPENSATION.

IS SALARY AN ISSUE FOR ATTRACTING SOMEONE TO THE MIDLAND SCHOOL DISTRICT?

>> IT IS.

WE ARE VERY COMPETITIVE WHEN YOU'RE STARTING OUT.

SO IF YOU'RE FIRST, SECOND, THIRD YEAR TEACHER, WE'RE VERY COMPETITIVE THERE.

FOR OUR DISTRICT IN PARTICULAR, WHEN WE GET INTO A TEACHER THAT'S AT 10, 15, 20 YEARS, WE'RE REALLY HARD PRESSED TO KEEP UP WITH SOME OF THE LOCAL DISTRICTS.

SO THAT'S WHERE WE TEND TO LOSE OUR TEACHERS.

THEY WON'T -- UNLESS THEY'RE FROM THE AREA, TEND TO -- THEY GET A COUPLE OF YEARS UNDER THEIR BELT AND THEN THEY WILL MOVE TO WHERE THEY ARE FROM OR SOMEWHERE ELSE COMPETITIVE WITH REGARDS TO PAY AS YOU INCREASE IN YEARS.

>> DO YOU HAVE ANYTHING IN PLACE TO TRY TO RETAIN THOSE TEACHERS WHO CAME FROM OUTSIDE OF CENTRAL ILLINOIS AREA THAT AREN'T FAMILIAR.

>> YEAH.

WE WERE WORKING ON A COUPLE OF THINGS.

ONE IS A LONGEVITY BONUS TO WEAR AFTER YOU REACH YEAR 10, YOU GET AN ADDED BONUS THAT IS PART OF YOUR CREDIBLE EARNINGS TO HELP WITH THAT AND ANOTHER THING IS MAYBE CHANGING OUR POLICY TO WHERE IF YOU WERE HIRED IN BUT YOU DON'T LIVE IN OUR DISTRICT, YOU'RE ABLE TO HAVE YOUR KIDS GO ATTEND OUR SCHOOLS TUITION FREE.

>> JIM, LET ME TURN TO YOU AND TALK ABOUT THE ISSUE OF -- I ASSUME THAT YOU RECRUIT STUDENTS TO THE COLLEGE OF EDUCATION.

IS THERE A PITCH THAT YOU MAKE TO SAY THIS IS A GOOD PROFESSION AND HERE ARE THE REASONS WHY AND TRY TO OVERCOME THE NEGATIVE ASPECTS?

THERE'S MANY THAT KNOW THEY WANT TO BE A TEACHER SOME DAY.

OTHER STUDENTS MAY BE MORE ATTRACTED TO THE CONTENT AREA AND NOT SURE WHAT THEY WANT TO DO WITH IT AS A CAREER.

THOSE MIGHT BE MATH MAJORS OR HISTORY MAJORS THAT GO ON TO TEACH AT THE HIGH SCHOOL LEVEL SOME OF THEM ARE THINKING, WHAT AM I GOING TO DO FOR A CAREER BUT OTHERS HAVE ETHICAL COMMITMENTS AROUND CHANGE IN SOCIETY FOR THE BETTER.

TEACHING IS ONE OF THOSE JOBS THAT IT CAN GIVE YOU STABLE INCOME, STABLE LIFE PROSPECTS BUT AT THE SAME TIME YOU CAN MAKE A DIFFERENCE IN SOCIETY.

SO WE HAVE TO APPEAL TO MULTIPLE INTERESTS FROM OUR STUDENTS.

>> MARK, THERE WAS A TIER 2 ESTABLISHED AND THAT EFAFFECTS E TEACHER RETIREMENT SYSTEM.

>> IT'S AN ISSUE FOR ANYBODY THAT'S ENTERED THE PROFESSION IN THE LAST DECADE.

THAT'S WHEN TIER 2 WAS INTRODUCED AND JUST, YOU KNOW, FOR OUR LISTENERS, THEY HAVE TO WORK LONGER AND FOR NOT QUITE THE SAME BENEFITS AS OUR COLLEAGUES.

SO TEACHERS SOMETIMES AREN'T AWARE OF THAT WHEN THEY ENTER BUT IF THEY REALIZE THAT SHORTLY AFTER THEY ENTER THE PROFESSION, THAT CAN COLOR THEIR DESIRE TO STAY IN AS WELL.

AND I THINK THE GENERAL ASSEMBLY IS AWARE OF THIS AND IT'S SOMETHING THAT IS GOING TO HAVE TO BE ADDRESSED SOONER RATHER THAN LATER AS YET ONE TOOL THAT WE NEED TO ADDRESS.

>> YOU MENTION THE GENERAL ASSEMBLY AND A COUPLE OF YEARS AGO, THEY INSTITUTED AND I BELIEVE IT'S BY THE 24-25 SCHOOL YEAR A MINIMUM SALARY ACROSS THE STATE WHICH AMAZED ME BECAUSE SOUTHERN ILLINOIS DOESN'T PAY THE SAME LEVEL AS SUBURBAN CHICAGO, BUT HAS THAT BECOME AN ISSUE FOR THE SMALLER DISTRICTS?

>> THE DISTRICTS I SERVE, NOT REALLY.

MANY WERE AT OR AHEAD OF THE PACE THEY NEEDED TO BE AT IN ORDER TO REACH THAT THRESHOLD BY 2025 AND THAT'S A PRODUCT OF EITHER THE STRAIGHT COMPENSATION THEY OFFER AND OR PAYING FOR THE TEACHERS TRS CONTRIBUTION THAT COUNTS TOWARD THAT MINIMUM THRESHOLD.

SO I HAVEN'T SEEN THAT NECESSARILY BE AN OVERRIDING ISSUE PARTLY BECAUSE THE DISTRICTS HAVE HAD TIME TO PLAN FOR IT IF THEY AREN'T THERE ALREADY.

SO THAT'S NOT SOMETHING THAT SEEMS TO HAVE CRAWLED UP.

>> SAME FOR YOU.

>> I AGREE WITH THAT STATEMENT.

WHEN YOU INCLUDE THE TRS THAT IS 100% PAID FOR FOR OUR DISTRICT, WE MEET THAT THRESHOLD.

>> LET ME GO BACK AND MEET THE GENERAL ASSEMBLY.

EVERY YEAR THERE'S LEGISLATION THAT EFFECTS EDUCATION.

ARE THERE BILLS THAT YOU'RE LOOKING AT THAT THE ASSOCIATION IS LOOKING AT?

>> YEAH.

OUR ASSOCIATION IS LOOKING AT BILLS.

A LOT OF THE STAKEHOLDERS ARE B LOOKING AT.

THERE'S A BILL THAT HAS THE ABILITY TO MAKE IT OUT AND WOULD REQUIRE A HALF HOUR OF UNSUPERVISED PLAY EVERY DAY AT K THROUGH 5 WHICH IS ALL WELL AND GOOD BUT WE'RE NOT TAKING AWAY ANY OTHER INSTRUCTIONAL MANDATES AND THAT'S JUST GOING TO EAT INTO THE AMOUNT OF TIME THAT A TEACHER HAS TO TRY TO COVER ALL OF THE INSTRUCTIONAL REQUIREMENTS THAT THEY HAVE.

SO WE CONTINUE TO CROWD OUT THE ABILITY OF TEACHERS TO BE INNOVATIVE AND MEET THE NEEDS OF THE KIDS WHERE THEY'RE AT IN ORDER TO ADDRESS INSTRUCTIONAL MANDATES.

SOME OF WHICH MAY OR MAY NOT HAVE A WHOLE LOT OF IMPACT ON STUDENT LEARNING WHEN IT'S ALL SAID AND DONE.

>> HAS THE EDUCATION OF FUTURE TEACHERS CHANGED WITH REGARD TO THE REQUIREMENTS THAT THE STATE HAS IMPOSED, ET CETERA, AND HAS THAT DRIVEN SOME STUDENTS AWAY FROM EDUCATION?

>> SO WE HAVE REALLY TWO SETS OF REQUIREMENTS FOR OUR STUDENTS.

ONE WOULD BE THE COURSE WORK WHICH IS AS FAR AS THE CLASSES YOU HAVE TO TAKE AND THE GRADES, BUT THEN THERE'S A SET OF PROFESSIONAL TEACHING STANDARDS THAT ARE ABOUT THE SKILLS AND KNOWLEDGE AND ABILITY THAT TEACHERS HAVE TO HAVE ALSO.

BETWEEN THE TWO, YOU SEE A LOT THAT GETS ADDED OVERTIME.

AND THE OTHER PART OF IT IS THAT FOR TEACHERS TO BE MORE AND MORE VIABLE OUT OF THE MARKETPLACE AS THEY GO OUT ON THE JOB MARKET, IT'S THINKING ABOUT ADDING ADDITIONAL ENDORSEMENTS.

SAY ENGLISH AS A SECOND LANGUAGE OR SPECIAL EDUCATION.

SO IT'S A PACKED CURRICULUM FOR OUR STUDENTS.

I DON'T KNOW THAT IT REALLY PUSHES THEM OUT.

MANY OF THEM, THEY WANTED TO BE A TEACHER SINCE THEY WERE VERY YOUNG.

SO THEY DON'T REALLY LOOK AT COURSE WORK AS SOMETHING THAT DETRACKS FROM THEIR INTEREST IN BECOMING TEACHERS, BUT THERE'S MORE AND MORE HOOPS.

THE EXAM AT THE END OF THE CURRICULUM AND SO ON.

THOSE CAN BE CHALLENGES FOR STUDENTS.

JUST THE FINANCIAL COST OF IT AS WELL AS THE TESTS.

>> ARE THERE STUDENTS THAT HAVE SUCH A LARGE LOAN WHEN THEY COME OUT OF ISU THAT THEY MAY TEACH FOR A COUPLE OF YEARS AND SAY, I'VE GOT TO PAY OFF THIS STUDENT DEBT AND MOVE ELSEWHERE?

>> WE DO OUR BEST TO SUPPORT STUDENTS.

WE HAVE INTERNAL SCHOLARSHIPS IN THE COLLEGE AS WELL AS HERE AT THE UNIVERSITY AND WE ALSO TRY TO SUBSIDIZE SOME OF THEIR CONTENT TESTS AND OTHER TESTING EXPENSES, BUT AT THE SAME TIME, COLLEGE IS EXPENSIVE FOR STUDENTS AND WHILE WE SUPPORT THEM THE BEST WE CAN, YOU CAN UNDERSTAND HOW SOME STUDENTS DO DECIDE THEY NEED TO MOVE ON TO A MORE LUCRATIVE CAREER AT SOME POINT.

>> I WANT TO GO AROUND THE TABLE IF I MAY USE THAT TERM WITH JIM, BUT LET'S START WITH IN TERMS OF THE POTENTIAL SOLUTIONS, NOW ISUs COLLEGE OF EDUCATION HAS TEAMED UP WITH FIVE COMMUNITY COLLEGES TO HELP WITH HOME BOUND STUDENTS.

CAN YOU EXPLAIN THAT TO ME PLEASE?

>> ONE OF THE THINGS THAT WE HEARD IS WE KNOW THAT ONE OF THE WAYS TO REALLY ATTRACT TEACHERS INTO THOSE SCHOOLS IS TO WORK WITH THE SO-CALLED PLACE BOUND STUDENTS.

OFTEN THEY ARE EITHER YOUNGER STUDENTS FOR OUR COLLEGE WHO CAN'T MOVE FOR FINANCIAL REASONS OR THEY MAY BE CAREER CHANGERS AND THEY MAY HAVE A MORTGAGE AND FAMILY BUT HOW ARE WE REACHING THEM TO WORK WITH CENTRAL ILLINOIS AND WE ALSO HAVE A PROGRAM WHERE WE'RE DOING MUCH THE SAME WITH CHICAGO PUBLIC SCHOOLS IN THE CITY OF CHICAGO.

SO THE IDEA IS, HOW DO WE BRING ILLINOIS STATE'S EDUCATION PROGRAMS INTO THOSE COMMUNITIES TO REACH STUDENTS WHO ARE GOING TO BE ABLE TO STAY IN THOSE COMMUNITIES AND WANT TO HELP ADDRESS THE TEACHER WORK FORCE SHORTAGE THAT WE'RE TALKING ABOUT.

>> LET ME TURN TO MARK AND THEN JEREMY.

I'M GOING TO OPEN UP TO POTENTIAL SOLUTIONS TO THE TEACHER SHORTAGE ISSUE.

>> A COUPLE OF RECOMMENDATIONS THAT OUR ASSOCIATION HAS MADE AS AN OUTCOME OF THE STUDY.

WE CERTAINLY NEED TO LOOK AT THE REQUIREMENTS ACROSS CONTENT AREA AND SEE IF WE CAN'T LOOSEN THOSE UP A LITTLE BIT.

PROVIDE DISTRICTS AND APPLICANTS A LITTLE BIT MORE FLEXIBILITY IN THE AREAS THAT THEY CAN PROVIDE INSTRUCTION IN.

WE NEED TO BE MORE OPEN TO COMPETENCY BASED LEARNING OPPORTUNITIES WHERE KIDS ARE GETTING CREDIBLE OPPORTUNITIES OUT IN THE WORK FORCE, ESPECIALLY AT THE SECONDARY LEVEL.

THAT COULD ALLEVIATE SOME OF THE ISSUES AT THAT LEVEL AND WE ALSO NEED TO DO -- WE NEED TO INVEST MORE IN MENTORING AND INDUCTION FOR THOSE BEGINNING TEACHERS THAT GO THROUGH A PROGRAM AT ISU.

THEY GET HIRED IN OUR DISTRICTS AND THEIR FIRST, SECOND, THIRD YEAR RESEARCH IS THE MOST CRITICAL YEARS IN ORDER TO STAY IN THE PROFESSION.

WE NEED TO PROVIDE THE SUPPORTS THROUGH PAID MENTORS IN ORDER TO GIVE THEM THE SKILL SET TO SURVIVE, IF YOU WILL, AND GROW AND FLOURISH SO THAT THEY'LL STAY IN THE PROFESSION AFTER THREE OR FOUR YEARS.

>> I WANT YOU TO EXPLAIN, THAT YOU GET LICENSE FOR ONLY A CERTAIN NUMBER OF GRADES.

>> CORRECT.

BASICALLY, THINK OF ELEMENTARY, K THROUGH 5.

MIDDLE SCHOOL, 6 THROUGH 8 OR THERE'S A 6 THROUGH 12 FOR SOME OF THE MORE SPECIALTY AREAS BUT THEN 9 THROUGH 12.

SO 6 THROUGH 12 ARE MORE CONTENT SPECIFIC AND SO, YOU KNOW, A CHEMISTRY TEACHER ISN'T NECESSARILY ALLOWED TO GO TEACH U.S. HISTORY OR VICE VERSA.

SO WE NEED TO LOOK AT SOME FLEXIBILITIES, EVEN WITHIN THE SPECIFIC DISCIPLINES THEMSELVES AT THE SECONDARY LEVEL TO SEE IF WE CAN OPEN UP A LITTLE BIT MORE OPPORTUNITY FOR A BROADER SCOPE OF INSTRUCTIONAL ABILITY.

>> FROM A SMALL DISTRICT STANDPOINT, WE'RE LOOKING FOR A WAY TO RECRUIT AND THEN ALSO AS FAR AS GROW YOUR OWN PROGRAM TO WHERE WE CAN INTRODUCE A LOVE FOR TEACHING WITH OUR STUDENTS THAT WE ALREADY KNOW AND HAVE ESTABLISHED AND HOPEFULLY PURSUE A CAREER IN EDUCATION AND THEN WHEN THEY'RE OUT, IF WE HAVE A JOB THAT'S OPEN, WE'D WANT TO HAVE OUR OWN FIRST.

FOR A FEW REASONS.

ONE, IF THEY'RE FROM OUR AREA, HOPES ARE THEY'LL STAY FOR AWHILE.

I MENTIONED BEFORE, TUITION, WAVING TUITION FOR SOME STUDENTS, THAT ATTRACTS SOME TEACHERS.

AND THEN LONGEVITY BONUS IS WHAT OUR DISTRICT IS LOOKING INTO THAT WE HAVEN'T IN THE PAST.

AND CHANGING THE MENTORSHIP THAT WE HAVE.

MENTORING A YOUNG TEACHER IS HARD.

IT'S HARD BEING A TEACHER ANYWAY.

AND I THINK THAT'S DRIVING SOME TEACHERS AWAY AND LIKE YOU WERE SAYING, THE 23FIR COUPLE OF YEARS ARE CRUCIAL.

>> I WAS GOING TO BRING THAT UP.

THAT WOULD BE CRITICAL BECAUSE THEY'RE ALL YOUNG.

DO YOU HAVE A MENTORING PROGRAM IN PLACE?

>> WE DO.

WE DISCUSSED JUST LAST WEEK THAT WE NEED TO FORMALIZE IT MORE.

IT'S BEEN MORE INFORMAL.

YOU'LL GET ATTACHED TO SOMEBODY THAT'S A VETERAN TEACHER WHEN YOU GET HIRED BUT IT'S NOT A FORMAL PROCESS AND WE NEED TO PUT ALL OF OUR EGGS IN THAT BASKET AND HELP OUT.

BECAUSE BEING A TEACHER IN 2021 IS EXTREMELY HARD.

WE CAN'T TAKE THAT LIGHTLY.

WE'RE IN THE PROCESS OF REVAMPING THAT PROGRAM.

>> I WANT TO TURN TO JIM AND TALK ABOUT DIVERSITY.

IN THE COLLEGE OF EDUCATION, WHAT PERCENTAGE OF THE STUDENTS ARE FROM A DIVERSE BACKGROUND?

>> SO AS A UNIVERSITY WE BRING IN ABOUT 30% OF OUR INCOMING FRESH FRESHMEN.

THE PERCENTAGE TENDS TO VARY ACROSS THE CONTENT AREAS.

WE CONTINUE TO WORK ON DIVERSITY SOMEWHERE AROUND 1 AND 4 OF OUR STUDENTS COME FROM DIVERSE BACKGROUNDS DEPENDING ON THE CONTENT AREA.

ONE OF THE THINGS THAT WE HAVE BEEN DOING IS WORKING WITH CHICAGO PUBLIC SCHOOLS AND CITY COLLEGES TO TRY TO ATTRACT MORE STUDENTS COMING OUT OF CPS SO THAT THEY ARE SEEING ILLINOIS STATE AS AN EXCELLENT PLACE TO BECOME A TEACHER AND THEN OFTEN GOING BACK TO THEIR COMMUNITIES TO BECOME TEACHERS OR MOVING OUT INTO THE BROADER PARTS OF THE STATE.

>> LET ME STAY WITH YOU, JIM.

I WANT TO TALK ABOUT OTHER SOURCES OF TEACHING.

I ASSUME THAT MOST OF THE STUDENTS IN THE COLLEGE OF EDUCATION ARE THE TYPICAL TRADITIONAL STUDENT.

THEY'RE COMING OUT OF HIGH SCHOOL.

THERE'S PROBABLY SOME THAT ARE NONTRADITIONAL BUT THAT WOULD BE A SMALL PERCENTAGE, CORRECT?

>> RELATIVELY SMALL RIGHT NOW.

WE DO HAVE SECOND BACHELOR STUDENTS THAT COME AND WE'RE DEVELOPING A MASTERS OF ARTS IN TEACHING PROGRAM WHICH IS A PROGRAM THAT WOULD ALLOW CAREER CHANGES TO PURSUE THEIR DEGREE.

>> YOU MENTION CAREER CHANGES.

WHAT ABOUT THOSE PEOPLE THAT HAD A CAREER, SAY, THAT THEY WERE WORKING IN MATH IN PRIVATE INDUSTRY FOR SOME REASON AND AFTER 25 YEARS THEY RETIRED.

AND THEY STILL WANT TO GIVE BACK, IT'S NOT EASY TO MOVE IN WITH THE LICENSING AND CERTIFICATION, ET CETERA.

IS THERE SOMETHING THAT MAY BE IN THE FUTURE FOR THOSE KINDS OF PEOPLE.

>> FOR THOSE FOLKS, CONTENT DOESN'T TEND TO BE THE ISSUE FOR THE COURSES THEY NEED TO MAKE UP.

IT'S EDUCATION COURSE WORK.

WE TALKED A LITTLE BIT EARLIER ABOUT COMPETENCY BASED APPROACHES TO PREPARATION TEACHERS AND WHAT HAVE YOU DONE IN THE FIELD THAT ALREADY COUNTS TOWARD SOME OF THE CREDIT YOU WOULD NEED TO EARN TO BE ABLE TO GET A LICENSE.

AND THAT'S ONE OF THE WAYS THAT WE CAN THINK ABOUT WORKING FOR PARTNERS AT THE STATE BOARD OF ED AS WELL AS OUR PARTNERS AND WHAT IS IT THAT WE NEED FOR FUTURE TEACHERS TO LEARN IN THE COLLEGE OF EDUCATION AND BE READY TO HIT THE GROUND RUNNING?

GO THROUGH A MENTORING PROGRAM AND THEN STAY IN THE FIELD FOR IT'S SECOND CAREER.

>> THIS IS WHAT WE NEED.

AND TO HELP THEM DEVELOP POLICIES THAT THEY WOULD THEN TAKE THROUGH THE LEGISLATURE AND MAKE RULE BASED ON THE LEGISLATION AND WE ALSO WORK PRETTY REGULARLY WITH OUR COLLEAGUES IN THE ILLINOIS STATE LEGISLATURE THAT ARE INTERESTED IN EDUCATIONAL ISSUES.

THEY TURN TO ILLINOIS STATE UNIVERSITY OFTEN BECAUSE WE AREN'T THE LARGEST COLLEGE OF EDUCATION STATE BY FAR, MORE THAN TWICE AS BIG AS ANY OTHER COLLEGE IN THE STATE.

>> THE SAME ISSUE TO YOU.

IN TERMS OF DEALING WITH THE STATE LEGISLATURE LEGISLATURE, HOW INVOLVED IS THE ASSOCIATION OF REGIONAL SUPERINTENDENTS?

>> WE'RE VERY INVOLVED.

WE TAKE POSITIONS ON BILLS THAT WE THINK ARE GOING TO BE DETRIMENTAL TO OUR CLASSROOMS IN TERMS OF OPPOSING THEM OR SUPPORTING BILLS THAT WE THINK WILL BE BENEFICIAL TO OUR CLASSROOMS AND SCHOOL DISTRICTS.

AT THE SAME TIME, WE WERE ADVOCATES FOR THE SHORT-TERM SUBSTITUTE LICENSE TO TRY TO BRING IN YET ANOTHER POOL OF SUBSTITUTES THAT WEREN'T ELIGIBLE TO GET A LICENSE.

YOU HAVE TO HAVE A BACHELORS DEGREE IN ORDER TO GET A LICENSE.

WE WERE ABLE TO WORK WITH OTHER STAKEHOLDERS TO GET WHAT IS CALLED A SHORT-TERM SUB LICENSE IMPLEMENTED THAT ONLY REQUIRES 60 HOURS OF COURSE WORK IN THAT.

>> I WANT TO TURN TO JEREMY FOR A MOMENT AND TALK ABOUT TECHNOLOGY.

HAS THERE BEEN ANY DISCUSSION AT ALL ABOUT USING A TEACHER FROM SOMEWHERE ELSE TO TEACH SOMETHING THAT YOU DON'T HAVE AN EXPERTISE IN IN YOUR DISTRICT?

>> WE'RE GOING TO BE PART OF A PROGRAM CALLED THE RISE PROGRAM AND IT'S A FEDERAL GRANT INITIATIVE THAT PUT YOU IN A POOL OF THE OTHER SCHOOLS IN THE STATE OF ILLINOIS AND YOU CAN TEACH A CLASS TO A SCHOOL THAT NEEDS SOMETHING THAT YOU HAVE.

FOR EXAMPLE, FOR US, IT MIGHT BE FFA.

ONE OF OUR FFA CLASSES OR WE CAN RECEIVE SOME INSTRUCTION FROM THE SCHOOL.

IF WE DON'T HAVE AP ENGLISH ANYMORE.

WHICH WE DID.

WE DON'T NOW.

WE COULD RECEIVE THAT AS BEING PART OF THE RISE PROGRAM.

THAT'S WHAT WE'RE DOING NEXT YEAR.

>> WITH THAT, WE'RE OUT OF TIME.

WE HOPE THAT YOU CONTINUE THE CONVERSATION IN YOUR HOME.

FIRST WE WANT TO SAY THANK YOU TO JIM WOLFINGER THE DEAN OF EDUCATION.

>> THANK YOU.

>> AND TO MARK JONTRY REGIONAL SUPERINTENDENT OF EDUCATION.

AND TO JEREMY GAUWITZ WHO IS THE SUPERINTENDENT AT MIDLAND.

>> THANK YOU FOR HAVING ME.

>> AND THANK YOU FOR JOINING US ON AT ISSUE.

NEXT TIME, WE HAVE THE NEW MAYOR OF THE CITY OF PEORIA.

SHE'LL JOIN US FOR DISCUSSION ON THE NEXT AT ISSUE.

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