Michigan State Board of Education Meeting for August 13, 2019 – Morning Session


>>GOOD MORNING. IT IS 9:34 AND A QUORUM OF THE BOARD IS PRESENT. THE STATE BOARD OF EDUCATION MEETING OF AUGUST 13, 2019 IS CALLED TO ORDER. FIRST ITEM ON THE AGENDA IS THE APPROVAL OF AGENDA AND ORDER OF PRIORITY. ARE THERE ANY ITEMS STATE BOARD MEMBERS WOULD LIKE TO ADD OR DELETE FROM THE AGENDA? HEARING NONE, MAY I PLEASE HAVE A MOTION TO APPROVE THE AGENDA AND ORDER OF PRIORITY?>>SO MOVED.>>SUPPORT.>>SECOND. THERE WE GO. ANY DISCUSSION? ALL IN FAVOR?>>AYE.>>ALL OPPOSED? AYES HAVE IT. THANK YOU. AT THIS TIME, MARILYN SCHNEIDER WILL INTRODUCE THE MEMBERS OF THE STATE BOARD OF EDUCATION.>>YES, THANK YOU. AS THE SUPERINTENDENT SAID, I AM MARILYN SCHNEIDER. I’M THE STATE BOARD EXECUTIVE AND I WILL GO AROUND THE TABLE STARTING ON MY LEFT. THIS IS DR. MICHAEL RICE. HE’S THE STATE BOARD OF EDUCATION CHAIRPERSON AS WELL AS THE STATE SUPERINTENDENT IN HIS FIRST MEETING. AND TO HIS LEFT IS CASANDRA– DR. CASANDRA ULBRICH. SHE’S FROM ROCHESTER HILLS. SHE’S PRESIDENT OF THE BOARD. THE VICE-PRESIDENT OF THE BOARD IS DR. PAMELA PUGH FROM SAGINAW. THE BOARD’S SECRETARY IS MS. MICHELLE FECTEAU. SHE RESIDES IN DETROIT. MS. NIKKI SNYDER RESIDES IN DEXTER. SHE’S A MEMBER OF THE BOARD. TIFFANY TILLEY IS ON HER WAY. SHE’LL BE HERE IN A SECOND. THIS YEAR’S TEACHER OF THE YEAR IS MS. LAURA CHANG FROM VICKSBURG. AS WE GO ACROSS THE TABLE, REPRESENTING THE GOVERNOR’S OFFICE IS MR. JOSH NEYHART. JUDY PRITCHETT, DR. JUDY PRITCHETT IS FROM WASHINGTON TOWNSHIP, BOARD MEMBER. LUPE RAMOS-MONTIGNY, BOARD MEMBER FROM GRAND RAPIDS. AND NEXT TO ME IS THE BOARD’S TREASURER, MR. TOM MCMILLIN. AND HE RESIDES IN OAKLAND TOWNSHIP. THANK YOU.>>THANK YOU VERY MUCH, MS. SCHNEIDER. WE HAVE A FEW NEW EMPLOYEES TO INTRODUCE. DR. KEESLER, IF YOU COULD DO THE HONORS PLEASE.>>YES, THANK YOU VERY MUCH. GOOD MORNING, EVERYONE. WE ARE REALLY EXCITED TO HAVE THREE NEW EMPLOYEES IN MY DIVISION. I’M GOING TO START WITH GINA LOVELESS. CAN YOU STAND UP AND TELL EVERYBODY WHAT YOU DO AND WHERE YOU’RE FROM.>>HI, MY NAME IS GINA LOVELESS. I’M AN EDUCATIONAL TECHNOLOGY CONSULTANT IN THE [INDISTINCT] DIVISION, SO I COME FROM THE KALAMAZOO RESA MID-MICHIGAN AREA, AND I’M SUPER EXCITED TO BE HERE.>>NEXT WE HAVE STACI SCHNEIDER IN THE OFFICE OF EDUCATIONAL SUPPORTS.>>I’M STACI SCHNEIDER AND I AM WITH CURRICULUM AND INSTRUCTION. I RESIDE IN CORUNNA, WHERE I WAS A FORMER OFFICE MANAGER OF CORUNNA PUBLIC SCHOOLS.>>CORUNNA IS MY ALMA MATER IF ANYBODY’S INTERESTED IN MY PERSONAL JOURNEY, YEAH. SO WE’RE STEALING FROM KALAMAZOO AND CORUNNA ALL THE TIME. AND LAST BUT NOT LEAST, WE HAVE LEAH VAN BELLE FROM OUR OFFICE OF EDUCATOR EXCELLENCE.>>HI, I’M DR. LEAH VAN BELLE. I’M AN EDUCATION CONSULTANT IN LITERACY EDUCATION. I’M A VERY PROUD DETROITER. AND MY SON LANGSTON IS STARTING KINDERGARTEN IN DETROIT IN THE FALL. GLAD TO BE HERE. THANK YOU.>>THANK YOU VERY MUCH. AND I THINK WE HAVE ONE OTHER INTRODUCTION AS WELL. DR. BILL PEARSON?>>YES. GLORIA CHAPMAN IS OUR NEW ASSISTANT DIRECTOR FROM YOUR OFFICE OF PARTNERSHIP DISTRICTS. SHE COMES FROM DETROIT [INDISTINCT] SUPPORT TEAM AND [INDISTINCT].>>GOOD MORNING, EVERYONE. LIKE BILL SAID, MY NAME IS GLORIA CHAPMAN. VERY HAPPY TO BE A PART OF THE OFFICE OF PARTNERSHIP DISTRICTS, AND [INDISTINCT] WILL BE WORKING ALONGSIDE BILL AS WE WORK DILIGENT TO MOVE OUR SCHOOLS FORWARD. THANK YOU.>>VERY GOOD. THANK YOU VERY MUCH. AND THANK YOU TO ALL OF OUR NEW EMPLOYEES. WELCOME TO ALL OF OUR NEW EMPLOYEES AS WELL. WE AS A RULE DO VERY BRIEF INTRODUCTIONS. NAME AND AFFILIATION OF AUDIENCE MEMBERS. IF WE CAN BEGIN RIGHT HERE. YEAH.>>GOOD MORNING, MY NAME IS [INDISTINCT]. AND I’M FROM DPSCD [INDISTINCT]. I’M A SEVENTH GRADE LANGUAGE ARTS TEACHER. AND LOOKING FORWARD TO A GREAT YEAR. IT’S NICE TO BE HERE.>>THANK YOU.>>[INDISTINCT]. I’M AN ART TEACHER, K-5 IN KALAMAZOO PUBLIC SCHOOLS.>>[INDISTINCT]. I’M A THIRD GRADE TEACHER IN HOLT PUBLIC SCHOOLS. [INDISTINCT].>>GOOD MORNING, MY NAME’S JESSICA MATTHEWS. I TEACH AT [INDISTINCT] HIGH SCHOOL, 11TH AND 12TH GRADE ENGLISH. AND I’M [INDISTINCT].>>GOOD MORNING. I’M JEREMY WINDSOR. I TEACH AT FULTON SCHOOLS. I TEACH SCIENCE FOR GRADES 7TH AND 12TH.>>GOOD MORNING, I’M [INDISTINCT]. FIRST GRADE TEACHER AT [INDISTINCT].>>GOOD MORNING, AMANDA CLEMONS. I WORK AT MANISTEE AREA PUBLIC SCHOOLS. AND I TEACH SECONDARY ENGLISH, MOSTLY 11TH GRADE.>>GOOD MORNING, I AM RACHEL GUSTLESON. I AM AN ELEMENTARY AND MIDDLE SCHOOL SPECIAL EDUCATION TEACHER IN [INDISTINCT] PUBLIC SCHOOLS. [INDISTINCT].>>FRONT OR BACK, IT DOESN’T MATTER. WE’RE ULTIMATELY GONNA GET YOU.>>I’M TONY CLEMONS AND I’M JUST HERE WITH MY DAUGHTER, AMANDA.>>I’M ANDY HUBER, PRINCIPAL AT MANISTEE MIDDLE SCHOOL AND HIGH SCHOOL [INDISTINCT].>>VERY GOOD.>>I’M DAVE HORNAK, SUPERINTENDENT OF HOLT PUBLIC SCHOOLS. [INDISTINCT].>>SHANNON HUFF, PRINCIPAL OF SYCAMORE ELEMENTARY IN HOLT, ALSO GUEST OF [INDISTINCT].>>GOOD MORNING, BETH GONZALEZ, ASSISTANT SUPERINTENDENT FOR CURRICULUM AND INSTRUCTION FOR DETROIT PUBLIC SCHOOLS COMMUNITY DISTRICT, AND I’M HERE AS A GUEST OF MICHELLE [INDISTINCT].>>GOOD MORNING, MY NAME IS RANDALL COLEMAN. I’M THE PRINCIPAL AT [INDISTINCT] MIDDLE SCHOOL. [INDISTINCT]>>GOOD MORNING. [INDISTINCT], PRINCIPAL OF [INDISTINCT].>>GOOD MORNING, EDDIE KENDLE. SUPERINTENDENT, CARMAN-AINSWORTH COMMUNITY SCHOOLS. HERE TO SUPPORT [INDISTINCT].>>GOOD MORNING, CHARLES LECLEAR, PRINCIPAL OF CARMAN-AINSWORTH HIGH SCHOOL, HERE TO SUPPORT [INDISTINCT].>>I’M DONALD [INDISTINCT]. I’M HERE ON BEHALF OF MY DAUGHTER. [ LAUGHTER ]>>I’M DOUG VANDERJAGT, SUPERINTENDENT WITH HUDSONVILLE PUBLIC SCHOOLS. I’M HERE TO REPRESENT [INDISTINCT].>>[INDISTINCT]. I’M HERE TO SUPPORT [INDISTINCT].>>THANK YOU.>>[INDISTINCT]. THIS IS THE BOARD OF EDUCATION. [INDISTINCT].>>I’M JOE [INDISTINCT].>>NOW WE DO THE FRONT. GO AHEAD.>>HI, I’M CATHRYN SKEDEL. I AM PRINCIPAL AT STONEY CREEK HIGH SCHOOL IN ROCHESTER HILLS, AND I’M HERE AS A GUEST OF [INDISTINCT].>>GOOD MORNING. I’M ROBERT SHANER. I’M THE SUPERINTENDENT FOR ROCHESTER COMMUNITY SCHOOLS, AND I’M ALSO A GUEST HERE AS SUPPORT OF [INDISTINCT]. THANK YOU.>>AARON LOUGHEED. I TEACH AT STONEY CREEK HIGH SCHOOL MATH AND PHYSICAL EDUCATION. I’M A GUEST OF CARA.>>I’M CARA LOUGHEED. [ LAUGHTER ]. [INDISTINCT] AND THEN ENGLISH [INDISTINCT].>>VERY GOOD, THANK YOU. DR. LUNGER?>>TERANCE LUNGER, SUPERINTENDENT OF THE CALHOUN INTERMEDIATE SCHOOL DISTRICT.>>GOOD MORNING. ALICIA [INDISTINCT].>>STEVE EZEKIAN, [INDISTINCT].>>LISA [INDISTINCT], OPEN SCHOOLS DIRECTOR OF OFFICE AND GOVERNMENT AND COMMUNITY SERVICES.>>DAVID MICHELSON, MICHIGAN EDUCATION ASSOCIATION.>>GLORIA CHAPMAN, AGAIN, OFFICE OF PARTNERSHIP DISTRICTS.>>[INDISTINCT], DIRECTOR OF THE OFFICE OF PARTNERSHIP DISTRICTS.>>GARY START, INTERIM SUPERINTENDENT FOR KALAMAZOO PUBLIC SCHOOLS. [INDISTINCT].>>PATTI SHOLLER-BARBER, BOARD OF EDUCATION, KALAMAZOO PUBLIC SCHOOLS FOR DOUG AND FOR DR. RICE.>>TIANNA HARRISON, TRUSTEE FOR KALAMAZOO PUBLIC SCHOOLS, BUT ALSO A PARENT OF A STUDENT IN [INDISTINCT].>>AND WHY-WHY DON’T WE GO IN BACK OF YOU, MRS. DENTON.>>GOOD MORNING, I’M TERESA DENTON. [INDISTINCT].>>HI, MY NAME IS [INDISTINCT], ALSO KNOWN AS MRS. RICE. I’M HERE TO SUPPORT MY HUSBAND, MICHAEL RICE ON HIS [INDISTINCT]. [ LAUGHTER ]>>CAROLINE LIETHEN, DEPARTMENT OF LEGISLATIVE LIAISON.>>I’M AUBREY [INDISTINCT]. I’M ONE OF YOUR SIGN LANGUAGE INTERPRETERS FOR TODAY.>>I’M MARTIN ACKLEY. I’M THE DIRECTOR OF THE OFFICE OF PUBLIC AND GOVERNMENTAL AFFAIRS HERE AT THE DEPARTMENT OF EDUCATION.>>[INDISTINCT], OFFICE OF PUBLIC AND GOVERNMENTAL AFFAIRS.>>MY YOUNG FRIENDS OVER HERE.>>I’M TYRELL.>>HE’S MINE. [ LAUGHTER ]>>IT DOESN’T GET ANY BETTER THAN HAVING A SINGLE NAME. [ LAUGHTER ] GO AHEAD.>>HI, I’M JORDAN [INDISTINCT]. I’M A [INDISTINCT].>>VERY GOOD, THANK YOU.>>GOOD MORNING, I’M ROBERT HALL, PRESIDENT AND CEO OF THE NATIONAL ASSOCIATION STATE BOARD OF EDUCATION. [INDISTINCT].>>WELCOME, DR. HALL.>>AND I’M [INDISTINCT], PROFESSOR EMERITUS, MICHIGAN STATE UNIVERSITY AND ONE OF TRICIA ZEMAN’S PROFESSORS.>>I’M STEVE GARRISON, I’M AT HOLT PUBLIC SCHOOLS. AND I’M PART OF THE TRICIA ZEMAN FANCLUB. [ LAUGHTER ]>>HI, I’M CAMPY LUSTER, AND I AM A LIBRARY MEDIA SPECIALIST. AND I TEACH IN [INDISTINCT] SCHOOL DISTRICT.>>I’M NATHAN BROSE. I’M AN EDUCATION POLICY RESEARCH WITH PUBLIC POLICY ASSOCIATES. I’M ALSO [INDISTINCT].>>I’M JOE BEZO. I’M HUSBAND AND GUEST OF MICHELLE BEZO IN SUPPORT OF DPS.>>[INDISTINCT] MDE.>>I’M STACI SCHNEIDER.>>RIGHT, THERE WE GO.>>YOU KNOW I’M MDE.>>LEAH VAN BELLE AND I’M THE DIRECTOR OF THE OFFICE OF EDUCATOR EXCELLENCE HERE AT MDE.>>[INDISTINCT]. I WAS A THIRD GRADE TEACHER AT [INDISTINCT].>>GOOD MORNING, MY NAME IS RICK JOSEPH. I TEACH FIFTH AND SIXTH GRADE LANGUAGE ARTS AND SOCIAL STUDIES IN BIRMINGHAM PUBLIC SCHOOLS IN SUBURBAN DETROIT. AND I AM THE MICHIGAN TEACHER OF THE YEAR 2016. AND MELODY AND I ARE HERE TO SUPPORT OUR NEW TEACHER OF THE YEAR AND OUR REGIONAL TEACHERS OF THE YEAR. AND WE ALSO REPRESENT THE MICHIGAN NETWORK OF TEACHERS OF THE YEAR.>>LET’S FINISH THIS ROW.>>I’M ALICE [INDISTINCT]. I WORK HERE IN THE DEPARTMENT OF EDUCATION IN THE SUPERINTENDENT’S OFFICE.>>GOOD MORNING. SHEILA ALLES, CHIEF DEPUTY SUPERINTENDENT. [ LAUGHTER ]>>VENESSA KEESLER, DEPUTY SUPERINTENDENT FOR THE DIVISION OF EDUCATOR, STUDENT SCHOOL SUPPORTS.>>SCOTT KOENIGSKNECHT, DEPUTY SUPERINTENDENT FOR P20 SYSTEMS AND STUDENT TRANSITIONS.>>GOOD MORNING, [INDISTINCT], DEPUTY [INDISTINCT].>>THANK YOU. DID WE MISS A FEW PEOPLE IN THE BACK? IF WE COULD GET HIT THOSE FOLK AS WELL.>>I’M LARRY HEISS. I’M A VERY PROUD DADDY OF MS. CARA LOUGHEED. [ LAUGHTER ]>>I’M CAROLYN HEISS, THE VERY PROUD MOTHER.>>I’M [INDISTINCT] AND YOU PROBABLY DON’T KNOW WHO I AM.>>THEY’RE MY CHILDREN. [INDISTINCT]. [ LAUGHTER ]>>I AM AJ. [ LAUGHTER ]>>AND THEN JUST– WOULD YOU LIKE [INDISTINCT]. [ OVERLAPPING CHATTER ]>>THANK YOU.>>THANK YOU. IF YOU PLAN TO OFFER PUBLIC COMMENT AT TODAY’S MEETING, PLEASE COMPLETE A FORM AND GET IT TO MARILYN SCHNEIDER. FORMS ARE AVAILABLE ON THE TABLE JUST OUTSIDE THE BOARD ROOM. AND THEY MUST BE SUBMITTED PRIOR TO THE BEGINNING OF THE PORTION OF THE MEETING DEVOTED TO PUBLIC COMMENT. PUBLIC COMMENT WILL BEGIN IMMEDIATELY FOLLOWING THE LUNCH BREAK SCHEDULED FOR APPROXIMATELY 1:00 PM TODAY. PLEASE BE HERE AT THAT TIME TO MAKE SURE THAT YOU HAVE AN OPPORTUNITY TO PARTICIPATE. FIRST ORDER OF BUSINESS TODAY IS CEREMONIAL SWEARING IN. MADAME PRESIDENT.>>SO FOR THOSE OF YOU WHO ARE NEW TO THE ROOM, AS YOU MAY KNOW, WE HAD A SUPERINTENDENT SEARCH LAST– FOR THE LAST YEAR, ESSENTIALLY. AND WE WELCOME TODAY DR. MICHAEL RICE, WHO WAS CHOSEN BY THE STATE BOARD OF EDUCATION TO SERVE AS MICHIGAN’S SUPERINTENDENT OF PUBLIC INSTRUCTION. HE JOINED THE MICHIGAN DEPARTMENT OF EDUCATION ON AUGUST 1ST OF THIS YEAR, AND HE WAS OFFICIALLY SWORN IN PRIOR TO THAT DATE. HOWEVER, IT’S THE BOARD’S CUSTOM TO HAVE A CEREMONIAL SWEARING IN, AND SO MICHAEL, IF YOU WILL PLEASE STAND AND JOIN ME AT THE END OF THE TABLE.>>OKAY.>>I, STATE YOUR NAME.>>I, MICHAEL RICE.>>DO SOLEMNLY SWEAR THAT I WILL SUPPORT THE CONSTITUTION OF THE UNITED STATES.>>DO SOLEMNLY SWEAR THAT I WILL SUPPORT THE CONSTITUTION OF THE UNITED STATES.>>AND THE CONSTITUTION OF THIS STATE.>>AND THE CONSTITUTION OF THIS STATE.>>AND THAT I WILL FAITHFULLY DISCHARGE THE DUTIES.>>AND THAT I WILL FAITHFULLY DISCHARGE THE DUTIES.>>OF THE SUPERINTENDENT OF PUBLIC INSTRUCTION.>>OF THE SUPERINTENDENT OF PUBLIC INSTRUCTION.>>ACCORDING TO THE BEST OF MY ABILITY.>>ACCORDING TO THE BEST OF MY ABILITY.>>CONGRATULATIONS. [ APPLAUSE ] SO WE’RE VERY HONORED THAT DR. RICE IS WITH US TODAY. BUT I WOULD ALSO LIKE TO TAKE JUST A MOMENT OF PERSONAL PRIVILEGE AND RECOGNIZE SHEILA ALLES. SHEILA, FOR THE PAST 15 MONTHS HAS SERVED AS THE INTERIM STATE SUPERINTENDENT FOLLOWING THE PASSING OF OUR FORMER STATE SUPERINTENDENT, BRIAN WHISTON. AND HER MISSION WAS REALLY TO CONTINUE THE MOMENTUM AND TO MAKE MICHIGAN A TOP 10 IN 10 STATE THAT WAS STARTED UNDER THE LEADERSHIP OF BRIAN WHISTON. AND SHE HAS EXCEEDED HER GOALS, AND WE ARE EXTREMELY GRATEFUL FOR THE WORK THAT SHE HAS DONE OVER THE PAST 15 MONTHS. SHE WILL CONTINUE TO SERVE AS THE CHIEF DEPUTY SUPERINTENDENT NOW THAT THE STATE SUPERINTENDENT MICHAEL RICE IS HERE. BUT IN HONOR OF HER WORK OVER THE LAST 15 MONTHS, WE HAVE A RESOLUTION THAT WE WOULD LIKE TO PRESENT TO SHEILA. AND SO MAY I PLEASE HAVE A MOTION TO APPROVE THIS RESOLUTION?>>SO MOVED.>>SECOND.>>SUPPORT.>>MOVED AND SUPPORTED. ALL IN FAVOR, SAY AYE.>>AYE.>>OPPOSED? SHEILA… WE’RE VERY GRATEFUL FOR YOUR SERVICE. THANK YOU.>>IT WAS A PRIVILEGE AND AN HONOR.>>WELL, IT WAS GREAT WORKING WITH SHEILA, I HAVE TO SAY. THANK YOU. [ APPLAUSE ]>>THANK YOU VERY MUCH. THANK YOU.>>IF YOU DIDN’T GET THAT, THAT WAS A COMPLETE SURPRISE. SHE HAD NO IDEA THAT WAS HAPPENING.>>THANK YOU. THANK YOU SO MUCH.>>THERE ARE TWO ADDITIONAL RESOLUTIONS THAT REQUIRE APPROVAL BEFORE WE MOVE TO THE PRESENTATIONS, A RESOLUTION HONORING THE 2018/2019 MICHIGAN TEACHER OF THE YEAR, LAURA CHANG. AND A RESOLUTION HONORING THE 2019/2020 MICHIGAN TEACHER OF THE YEAR, CARA LOUGHEED. MAY I PLEASE HAVE A MOTION TO APPROVE THESE RESOLUTIONS?>>SO MOVED.>>SUPPORT.>>MOTION BY DR. PUGH, SUPPORTED BY DR. ULBRICH. ANY DISCUSSION? ALL IN FAVOR, SAY AYE.>>AYE.>>OPPOSED, NAY. THE AYES HAVE IT. THANK YOU. LAURA CHANG IS THE 2018/2019 MICHIGAN TEACHER OF THE YEAR. I HAD THE PLEASURE AND HONOR OF MEETING HER AT HER SUPERINTENDENT’S RETIREMENT PARTY IN VICKSBURG A LITTLE BIT MORE THAN A YEAR AGO. SHE’S A KINDERGARTEN THROUGH FIFTH GRADE INTERVENTIONIST IN VICKSBURG COMMUNITY SCHOOLS. THIS IS LAURA’S FINAL STATE BOARD OF EDUCATION MEETING. SHE HAS BEEN A VALUABLE RESOURCE AT THE BOARD TABLE AS WELL AS DURING HER COUNTLESS VISITS IN THE FIELD. SHE HAS BEEN A PASSIONATE ADVOCATE FOR TEACHERS AND STUDENTS. AND LORD KNOWS WE NEED PASSIONATE ADVOCATES FOR TEACHERS AND STUDENTS. WE THANK LAURA FOR HER DEDICATION AND CONTRIBUTIONS TO THE TEACHING PROFESSION. LAURA WILL GIVE HER FINAL REPORT AS THE 2018/2019 MICHIGAN TEACHER OF THE YEAR.>>THANK YOU. I REMEMBER THE FIRST TIME I SPOKE IN FRONT OF A GROUP OF TEACHERS AND MET MY COHORT OF STATE TEACHERS OF THE YEAR FROM ALL 50 STATES AND US TERRITORIES. BEING OVERWHELMED BY ALL OF THOSE INCREDIBLE SPEAKERS AND THE INFORMATION THAT THEY HAD TO SHARE AND REALLY BEGINNING TO UNDERSTAND THE PRIVILEGE AND RESPONSIBILITY OF THIS TITLE. I REMEMBER BEING SO IMPRESSED BY ALL MY FELLOW TEACHERS OF THE YEAR AND BEING BOTH EXHAUSTED AND EXCITED ALL AT ONCE, A FEELING I FELT NEARLY EVERYDAY OVER THE PAST YEAR. I ALSO REMEMBER THE PRESSURE, THE PRESSURE OF THE POSITION AND THE PRESSURE TO USE MY VOICE FOR SOMETHING BIGGER THAN MY CLASSROOM. IT’S A TURBULENT TIME TO BE AN ADVOCATE FOR TEACHERS AND FOR STUDENTS. AND FOR OUR COLLEAGUES. LET’S FACE IT, IT’S A TURBULENT TIME TO BE A TEACHER. AND PARTICULARLY, A TEACHER WHO CARES DEEPLY ABOUT PUTTING STUDENTS FIRST. I’M HONORED AND– I’M HONORED TO BE HERE IN FRONT OF SUCH A STELLAR GROUP OF CHAMPIONS FOR CHILDREN WHO DO JUST THAT, WHO SPEAK UP FOR THEIR SCHOOL COMMUNITIES, FOR THE TEACHERS AND THE STUDENTS THERE, AND ADVOCATE– HELP THEM ADVOCATE FOR THEMSELVES AS WELL. I’VE DONE A LOT OF REFLECTION OVER THIS YEAR, AND I REMEMBER WHEN I CAME TO THIS TABLE A YEAR AGO, A YEAR AGO TODAY, AND I REMEMBER BEING REALLY INTIMIDATED AND NOT KNOWING EXACTLY WHAT THIS WAS GOING TO BE ALL ABOUT. I DIDN’T REALLY UNDERSTAND MY ROLE, SO I CHECKED OUT THE AGENDA ONLINE, AND IT SAID I HAD 10 MINUTES TO GIVE A REPORT. ALONG WITH SHARING MY EXPERIENCES FROM THE FIELD OVER THIS YEAR, I’VE ALSO TRIED TO SHARE REAL ISSUES THAT AFFECT TEACHERS, AND PROVIDE SOME POSSIBLE SOLUTIONS TO THOSE FROM THE FIELD. I’VE LEARNED THIS YEAR SO MUCH ABOUT TEACHERS, ABOUT TEACHING, ABOUT EDUCATION POLICY AND ABOUT MYSELF AS MICHIGAN TEACHER OF THE YEAR. I’VE LEARNED TO TAKE RISKS. I’VE LEARNED TO EMBRACE DISCOMFORT AS AN OPPORTUNITY FOR GROWTH. I’VE ALSO LEARNED THAT LIFE IS NOT ABOUT COMFORT, IT’S ABOUT PURPOSE. AND TAKING RISKS WHEN WORKING TOWARDS YOUR PURPOSE IS SOMETHING THAT WE HAVE TO EMBRACE AS TEACHER LEADERS AND AS STAKEHOLDERS IN EDUCATION. THIS YEAR, AS THE 2019 MICHIGAN TEACHER OF THE YEAR, I’VE BEEN IN SCHOOLS ALL ACROSS THE STATE AND HAVE SEEN TEACHERS PUTTING STUDENTS FIRST. PUTTING STUDENTS FIRST WHEN THEIR CLASS SIZES ARE THROUGH THE ROOF. PUTTING STUDENTS FIRST WHEN THEY HAVE TO HOLD TWO OR THREE JOBS JUST TO MAKE ENDS MEET. PUTTING STUDENTS FIRST WITH LEAKY SCHOOL ROOFS OR NOT ENOUGH SUPPLIES TO MEET THE NEEDS OF THE STUDENTS. BUT THEY DO IT. THEY DO IT EVERYDAY AND THEY DO IT WITH A SMILE ON THEIR FACE. STATE BOARD SUPERINTENDENT, DEPUTY SUPERINTENDENTS, TEACHERS, EDUCATION STAKEHOLDERS IN THIS ROOM, WE ARE FAMILY. THERE ARE SO MANY OF US PASSIONATE AND WILLING TO TAKE RISKS AND TO SPEAK OUT FOR WHAT’S RIGHT, WHAT’S GOOD, AND WHAT WE NEED FOR OUR SCHOOLS, OUR STUDENTS AND OUR COLLEAGUES. WE MUST ALWAYS KEEP STUDENTS AT THE CENTER OF EVERYTHING THAT WE DO. EACH OF OUR VOICES MATTER, ESPECIALLY FOR THEM. STATE BOARD, PLEASE CONTINUE TO FIND WAYS TO BRING STUDENT VOICE AND TEACHER VOICE TO THIS TABLE AND TO EVERY DISCUSSION REGARDING EDUCATION POLICY. THANK YOU FOR ALLOWING ME TO HAVE A SEAT AT YOUR TABLE THIS YEAR. I AM HONORED TO SIT IN THE PRESENCE OF TRUE CHAMPIONS FOR CHILDREN. THANK YOU.>>THANK YOU SO MUCH. [ APPLAUSE ] THANK YOU, MS. CHANG. IF YOU COULD JOIN US, WE HAVE A RESOLUTION FOR YOU. ON MAY 8TH AT STONEY CREEK HIGH SCHOOL, IN ROCHESTER COMMUNITY SCHOOLS, SHEILA ALLES MADE A SURPRISE ANNOUNCEMENT NAMING HIGH SCHOOL TEACHER, CARA LOUGHEED AS THE 2019/2020 MICHIGAN TEACHER OF THE YEAR. BOARD MEMBERS MICHELLE FECTEAU AND JUDY PRITCHETT JOINED INTERIM SUPERINTENDENT SHEILA ALLES FOR THE ANNOUNCEMENT. AND BOARD MEMBER LUPE RAMON-MONTIGNY VOLUNTEERED TO SERVE ON THE SELECTION COMMITTEE. WE’RE GOING TO HAVE A PRESENTATION REGARDING OUR TEACHER OF THE YEAR FROM DR. VENESSA KEESLER, MS. LEAH BREEN AND MS. JENNIFER ROBEL NOW.>>GOOD MORNING, DR. RICE.>>GOOD MORNING.>>WELCOME. I’D LIKE TO THINK ALL THESE PEOPLE ARE HERE FOR YOU, BUT… [ LAUGHTER ] I THINK THEY MIGHT BE HERE FOR ME TODAY.>>AND FOR THEM.>>THAT’S RIGHT. SO GOOD MORNING. FIRST OF ALL, I WOULD LIKE TO SAY MY NAME IS JENNIFER ROBEL. I’M A MANAGER OF THE RECOGNITION AND RECRUITMENT UNIT IN THE OFFICE OF EDUCATOR EXCELLENCE. AND I’D LIKE TO TAKE A MINUTE JUST TO THANK MY STAFF, JOSH ROESNER, SHELBY LEE, MARTY SNITGEN, AND CHELSEY MARTINEZ, AS WELL AS DIRECTOR BREEN AND DR. KEESLER FOR ALL OF THEIR SUPPORT THROUGH THIS PROCESS AND FOR THESE PROGRAMS. WITHOUT THEM, THIS WOULDN’T HAPPEN. OKAY, SO I JUST HAVE A FEW BRIEF WORDS AND THEN WE’LL SHOW CARA DOING THE ANNOUNCEMENT. THE MICHIGAN TEACHER OF THE YEAR PROGRAM ORGANIZED BY THE MICHIGAN DEPARTMENT OF EDUCATION OFFICE OF EDUCATOR EXCELLENCE AND SPONSORED BY THE MEEMIC EDUCATION FOUNDATION IDENTIFIES EXCEPTIONAL TEACHERS IN OUR STATE, RECOGNIZES THEIR EFFECTIVE WORK IN THE CLASSROOM, AMPLIFIES THEIR VOICES AND EMPOWERS THEM TO PARTICIPATE IN POLICY DISCUSSIONS AT THE STATE LEVEL. TEACHERS ARE RECOGNIZED BOTH REGIONALLY AND AT A STATEWIDE LEVEL. REGIONAL TEACHERS OF THE YEAR AND THE MICHIGAN TEACHER OF THE YEAR COMPRISE THE MICHIGAN TEACHER LEADERSHIP ADVISORY COUNCIL. AND THEY SERVE AS AN INVALUABLE RESOURCE TO THE MICHIGAN DEPARTMENT OF EDUCATION AND OTHER STATE EDUCATION STAKEHOLDERS BY REPRESENTING THE VIEW OF TEACHERS IN IMPORTANT POLICY DISCUSSIONS. IN ADDITION TO SERVING AS THE HEAD OF THE MICHIGAN TEACHER LEADERSHIP ADVISORY COUNCIL, THE MICHIGAN TEACHER OF THE YEAR REPRESENTS MICHIGAN TEACHERS AT NATIONAL EVENTS ORGANIZED BY THE COUNCIL OF CHIEF STATE SCHOOL OFFICERS. AND THE MICHIGAN TEACHER OF THE YEAR IS MICHIGAN’S CANDIDATE FOR THE NATIONAL TEACHER OF THE YEAR AWARD. THE RTOYs AND THE MTOY WERE SELECTED FOLLOWING A MULTI-LEVEL PROCESS THAT BEGAN WITH MORE THAN 440 TOTAL NOMINATIONS THIS YEAR OF– BY STUDENTS, STAFF AND COMMUNITY MEMBERS, RESULTING IN 122 APPLICANTS FOR PART A. THAT PART IS IMPORTANT. LAST YEAR DURING LAURA’S YEAR, WE HAD 500 NOMINATIONS, BUT LESS PART A APPLICATIONS TURNED IN. THIS YEAR WE HAD LESS NOMINATIONS, BUT MORE PART A APPLICATIONS, WHICH PUTS US SECOND IN THE COUNTRY TWO YEARS IN A ROW FOR THIS PROGRAM. SO NOW LET’S WATCH CARA IN THE ANNOUNCEMENT.>>THOUGHTFUL CONVERSATION, INTENTIONAL TEACHING.>>YOU NEED TO BE GOING THROUGH THAT CHECKLIST.>>LASER FOCUSED LEARNING. BUT THIS IS WHAT IT LOOKED LIKE WHEN CARA LOUGHEED WHEN SHE FOUND OUT THIS MORNING THAT OUT OF 100,000 TEACHERS IN THE STATE OF MICHIGAN AND 10 REGIONAL FINALISTS, SHE IS THE ONE.>>CARA LOUGHEED!>>THE 2019/2020 MICHIGAN TEACHER OF THE YEAR. [ APPLAUSE ] AN ENGLISH/HISTORY TEACHER AT STONEY CREEK HIGH SCHOOL IN THE ROCHESTER COMMUNITY SCHOOLS DISTRICT, THE CRAFT OF TEACHING IS IMPORTANT TO CARA.>>I’VE BEEN TRYING TO WORK MORE TO ENCOURAGE PEOPLE TO BE TEACHERS AND TO CREATE MORE AND BETTER TEACHERS, BECAUSE IF YOU DON’T HAVE GREAT TEACHERS, YOU CAN’T TEACH KIDS.>>HER HUSBAND, A MATH AND ATHLETICS TEACHER AT THE SCHOOL HAS KNOWN FOR A WHILE.>>I FOUND OUT TWO WEEKS AGO.>>TWO WEEKS AGO! [ LAUGHTER ]>>YES. IT’S BEEN A LONG TWO WEEKS, YES.>>HE’S BEEN HAVING TROUBLE WITH EYE CONTACT LATELY. [INDISTINCT]>>WHAT MAKES HER SO–? [ LAUGHTER ]>>LADIES AND GENTLEMEN AND DR. RICE, CARA LOUGHEED! [ APPLAUSE ]>>HI, EVERYONE. I CAN’T REALLY FOLLOW LAURA. SO I COULD JUST SAY WHAT SHE SAID, JUST EVERYTHING THAT SHE SAID. I’M JUST REALLY EXCITED TO SEE WHAT THIS YEAR BRINGS AND TO GET TO KNOW ALL OF YOU AND DO MY BEST TO REPRESENT TEACHERS IN THE TEACHING PROFESSION SO THAT WE CAN DO MORE FOR KIDS. BECAUSE THAT’S WHY WE’RE ALL HERE. SO THANK YOU. THANK YOU. [ APPLAUSE ]>>OKAY, SO NOW WE’LL INTRODUCE THE REGIONAL TEACHERS OF THE YEAR AND THE BOARD MEMBERS WILL PRESENT YOU AND THE ADMINISTRATORS WITH PLAQUES. SO IF YOU COULD STAND OVER HERE, THEY’LL COME AND HAND IT TO YOU. LET’S START WITH RACHAL GUSTAFSON. SHE’S A SPECIAL ED/RESOURCE ROOM TEACHER AT RAPID RIVER PUBLIC SCHOOLS. SHE’S REGION 1. DR. PUGH WILL PRESENT THE PLAQUE TO RACHAL. RIGHT DOWN THERE.>>GOOD MORNING. CONGRATULATIONS, AND SINCE I’M THE FIRST, I WILL PRESENT THIS PLAQUE. STATE BOARD OF EDUCATION CONGRATULATES RACHAL GUSTAFSON FROM TRI TOWNSHIP SCHOOL RAPID RIVER PUBLIC SCHOOLS, REGION 1 TEACHER OF THE YEAR AND STATE FINALIST TEACHER– MICHIGAN TEACHER OF THE YEAR PROGRAM 2019/2020 AND SIGNED BY OUR PRESIDENT, DR. ULBRICH AND DR. RICE. AND WE CONGRATULATE YOU. AND WE THANK YOU FOR ALL THAT YOU DO FOR OUR KIDS. [ APPLAUSE ] [ INDISTINCT CHATTER ]>>REGION 2 IS AMANDA CLEMONS. SHE’S AN ENGLISH AND AP PSYCH TEACHER AT MANISTEE MIDDLE/HIGH SCHOOL IN MANISTEE PUBLIC SCHOOLS. AND MS. SNYDER WILL PRESENT THE PLAQUE TO AMANDA AND PRINCIPAL ANDREW HUBER. SUPERINTENDENT RON STONEMAN WAS SUPPOSED TO BE HERE, BUT THERE WAS AN INCIDENT YESTERDAY, SO WE WISH HIM WELL.>>THANK YOU. [ INDISTINCT CHATTER ] THANK YOU SO MUCH. [ INDISTINCT CHATTER ] [ APPLAUSE ]>>REGION 3 IS KATIE FARRELL. SHE’S A FIRST GRADE TEACHER AT BAUER ELEMENTARY IN HUDSONVILLE AT HUDSONVILLE PUBLIC SCHOOLS. MS. RAMOS-MONTIGNY WILL PRESENT THE PLAQUE TO SUPERINTENDENT DOUG VANDERJAGT AND PRINCIPAL JOSH MEERSMA.>>IS HE HERE? NO, OKAY. [ LAUGHTER ] [ INDISTINCT CHATTER ]>>OKAY, WELL, IT IS ONE FANTASTIC PLEASURE FOR ME AND THE BOARD TO GET TO INTERVIEW KATIE FARRELL AND EVERYONE AGAIN. SHE IS FROM MY AREA. I’M FROM GRAND RAPIDS [INDISTINCT] HUDSONVILLE PUBLIC SCHOOLS. WE WELCOME PRINCIPAL MEERSMA AND SUPERINTENDENT VANDERJAGT. IT IS AWESOME THAT YOU COULD BE HERE TODAY. SO, WE [ INDISTINCT ] THE MICHIGAN TEACHER OF THE YEAR FOR THE MICHIGAN TEACHER OF THE YEAR PROGRAM, 2019. AND I WOULD LIKE TO [ INDISTINCT ] YOU. OKAY, IT TAKES A CIRCLE OF LOVE AND SUPPORT TO SHAPE YOUNG LIVES. AND [ INDISTINCT ] MY PHOTOGRAPHER OVER HERE. [ LAUGHTER ] [ INDISTINCT ]. [ APPLAUSE ]>>SO, REGION FOUR, JUST A QUICK NOTE. IT’S ANOTHER TEACHER FROM THE SAME SCHOOL AS LAST YEAR. SO, THEY’RE DOING SOMETHING RIGHT THERE. REGION FOUR IS JEREMY WINDSOR. HE’S AN EARTH SCIENCE, BIOLOGY, AND ENVIRONMENTAL SCIENCE TEACHER AT FULTON MIDDLE SCHOOL, HIGH SCHOOL, AND FULTON SCHOOLS. AND MS. [ INDISTINCT ] WILL PRESENT THE PLAQUE TO JEREMY AND SUPERINTENDENT/PRINCIPAL– HUNGERFORD?>>HE’S NOT HERE.>>OKAY. OKAY, THAT’S FINE. THAT’S GREAT. [ LAUGHTER ]>>SHE’S A TEACHER AS WELL, RIGHT?>>YES, OF MYSELF.>>OH, OKAY. [ LAUGHTER ]>>OH, GOOD ANSWER.>>WELL PLAYED.>>IT WILL BE A BETTER PICTURE WITH HER IN IT. [ LAUGHTER ]>>ON BEHALF OF THE STATE BOARD OF EDUCATION [ INDISTINCT ]. WE WANT TO THANK YOU FOR ALL YOU DO. [ INDISTINCT ].>>THANK YOU. [ APPLAUSE ] [ LAUGHTER ]>>REGION FIVE IS JESSICA MATTHEWS. SHE’S AN 11TH AND 12TH GRADE ENGLISH TEACHER AT FLINT CARMAN-AINSWORTH HIGH SCHOOL IN THE CARMAN-AINSWORTH COMMUNITY SCHOOLS. AND DR. PUGH WILL PRESENT THE PLAQUE TO JESSICA AND PRINCIPAL CHARLES [ INDISTINCT ].>>HI. [ INDISTINCT ].>>ON BEHALF OF [ INDISTINCT ], WE ARE SO HONORED TO GIVE YOU THIS AWARD FOR THE PROGRAM AND THANK YOU FOR ALL THAT YOU DO FOR OUR STUDENTS. THANK YOU.>>THANK YOU.>>I’M NOT GOING TO PIN YOU.>>SHE’S NOT GOING TO STICK ME? [ LAUGHTER ]>>AND IT TAKES A CIRCLE OF LOVE AND SUPPORT TO SHAPE YOUNG LIVES. SO, THANK YOU. I WOULD LIKE TO PRESENT THIS TO YOU.>>THANK YOU. AND WE HAVE A– OH, NO, WE HAVE A PROBLEM.>>[ INDISTINCT ], RIGHT? [ APPLAUSE ]>>REGION SEVEN IS DOUGLAS DUNCAN. AND I THINK THIS MIGHT BE A LITTLE CLOSE TO DR.– SIX? OH, I’M SORRY. REGION SIX, TRISH– I FORGOT THIS ONE AND I KNOW THESE PEOPLE. [ LAUGHTER ] SORRY. REGION SIX IS TRICIA ZEMAN. SHE’S A THIRD GRADE TEACHER AT SYCAMORE ELEMENTARY IN HOLT PUBLIC SCHOOLS. SHE’S NOW GOING TO BE A DISTRICT-WIDE INTERVENTIONIST. AND DR. PRITCHETT WILL PRESENT THE PLAQUE TO SUPERINTENDENT DAVID HORNECK, PRINCIPAL SHANNON HUFF, AND FORMER PRINCIPAL STEVE GARRISON.>>[ INDISTINCT ]. [ LAUGHTER ]>>THANK YOU.>>THIS IS NICE. I LIKE THIS, YEAH.>>YEAH.>>[ INDISTINCT ]. TRICIA, ALL TEACHERS HAVE AN IMPACT ON STUDENTS AND READING YOUR BIOGRAPHY, I SEE THAT YOU HAVE EMPHASIS ON [ INDISTINCT ]. AND GIVEN OUR CURRENT EMPHASIS ON THAT, WE APPRECIATE [ INDISTINCT ]. [ LAUGHTER ] CONGRATULATIONS ON THAT. [ APPLAUSE ]>>REGION SEVEN, DOUGLAS DUNCAN, IS AN ART TEACHER AT PRAIRIE RIDGE IN INDIAN PRAIRIE ELEMENTARY SCHOOLS AND KALAMAZOO PUBLIC SCHOOLS. HE’S ALSO A SECOND CAREER TEACHER. MR. MCMILLIN WILL PRESENT THE PLAQUE TO SUPERINTENDENT GARY START. PRINCIPAL JOLETTA DRAKE, AND FORMER PRINCIPAL DR. RICE. OR SUPERINTENDENT DR. RICE.>>I’D LIKE TO SAY THAT I’M EXCITED TO GIVE THIS AWARD TO AN ART TEACHER. I REMEMBER ABOUT TWO-AND-A-HALF YEARS AGO AFTER I CAME ON THE BOARD, I BROUGHT IN DR. YUNG CHAO, ONE OF MY FAVORITE NATIONAL EDUCATORS OF EDUCATION LEADERS. AND HE SAID– WE WERE TALKING ABOUT HIGH STAKES TESTING AND HOW MOST OF US DON’T LIKE IT. HE CERTAINLY DOESN’T LIKE IT. AND HE SAID, “MAYBE INSTEAD OF THESE HIGH STAKES TESTS WE SHOULD MEASURE HOW QUICKLY KIDS WANT TO COME INTO SCHOOL VERSUS HOW MUCH THEY WANT TO LEAVE SCHOOL EVERY DAY.” I KNOW THAT ONE OF THE REASONS A LOT OF KIDS LOVE AND WANT TO COME TO SCHOOL IS BECAUSE OF ART. AND I UNDERSTAND YOU’RE A REALLY GOOD ART TEACHER. DR. RICE HAS MENTIONED THAT. AND SO, THAT REALLY EXCITES ME. I KNOW MY CHILDREN LOVE ART AS WELL. SO, IT’S WITH GREAT PLEASURE THAT I GIVE THIS AWARD TO YOU.>>THANK YOU. [ APPLAUSE ] AND YOU’RE– OH, I GUESS THIS IS YOUR AWARD AS WELL. AND THEN I’LL TALK TO THE [ INDISTINCT ]. THANK YOU FOR BEING HERE.>>THANKS. [ APPLAUSE ]>>REGION EIGHT IS KRISTALYN MUSSELMAN. SHE’S A HEALTH AND LEADERSHIP TEACHER AT TECUMSEH HIGH SCHOOL IN TECUMSEH PUBLIC SCHOOLS. SHE COULD NOT MAKE IT HERE AND NEITHER COULD HER ADMINISTRATORS. BUT WE CONGRATULATE HER AS WELL.>>REGION TEN IS MICHELLE PIZZO. SHE’S AN ENGLISH LANGUAGE ARTS TEACHER AT DAVISON ELEMENTARY AND MIDDLE SCHOOL IN DETROIT PUBLIC SCHOOLS COMMUNITIES DISTRICT. AND MS. TILLEY WILL PRESENT THE PLAQUE TO BETH GONZALEZ ON BEHALF OF DR. VITTI AND PRINCIPAL RANDALL COLEMAN.>>[ INDISTINCT ].>>I WOULD LIKE TO CONGRATULATE YOU [ INDISTINCT ]. YOU HAVE GONE ABOVE AND BEYOND [ INDISTINCT ]. [ APPLAUSE ]>>I’D LIKE TO TAKE A MOMENT TO THANK PAM HARLIN AND THE MEEMIC EDUCATION FOUNDATION. PAM COULDN’T MAKE IT HERE TODAY, BUT WITHOUT THEM WE COULD NOT HAVE THIS PROGRAM FUNCTION AS IT DOES. THEY GIVE $30,000 A YEAR TO SPONSOR THE MTOY PROGRAM AND $10,000 OF THAT GOES DIRECTLY THROUGH REIMBURSEMENT TO THE CURRENT MTOY FOR TRAVEL SO THEY CAN GO AND REPRESENT THE STATE OF MICHIGAN. SO, I WANT TO SEND A BIG SHOUT OUT TO PAM AND THE MEEMIC FOUNDATION.>>AND BEFORE JENNIFER MOVES ON, THIS ISN’T IN HER SCRIPT, BUT I DID WANT TO TAKE A MOMENT TO ECHO HER THANKS AND TO REALLY RECOGNIZE MICHIGAN’S GROWTH IN THIS AREA UNDER JENNIFER’S LEADERSHIP. LEAH’S LEADERSHIP. WE ARE A STATE THAT NOW COMPETES IN OUR TEACHER OF THE YEAR PROGRAM. IT’S MUCH HARDER TO BE A TEACHER OF THE YEAR, A REGIONAL TEACHER OF THE YEAR, EVERY YEAR. SO, THANK YOU TO JENNIFER AND HER VISION FOR THAT. THANK YOU FOR THE SUPPORT OF THE ADMINISTRATION. AND FOR ALL OF YOU FOR APPLYING. AND WE’VE GONE TO A REGIONAL MODEL IN THE LAST COUPLE YEARS, WHICH HAS REALLY HELPED US GET MORE VOICES. AND I JUST APPRECIATE– REALLY, JENNIFER SAID WE CAN DO THIS A LOT BETTER FOR OUR STATE, FOR US AS A STATE, SO I WANTED TO RECOGNIZE HER VISION IN THIS AREA BEFORE WE MOVE ON. [ APPLAUSE ]>>OKAY, DR. ULBRICH AND DR. RICE. REGIONAL NINE TEACHER OF THE YEAR IS CARA LOUGHEED. SHE’S A HIGH SCHOOL TEACHER AT STONEY CREEK HIGH SCHOOL IN ROCHESTER COMMUNITY SCHOOLS. DR. SHANER, THE SUPERINTENDENT, AND DR. SKIDELL IS HERE. THEY WILL RECEIVE THE PLAQUE, SEVERAL PLAQUES AND RESOLUTIONS ON BEHALF OF CARA.>>I HOPE YOU BROUGHT A BAG.>>I BROUGHT A HUSBAND.>>OKAY. [ LAUGHTER ]>>HE BROUGHT A BAG.>>YES.>>SO, ON BEHALF OF THE STATE BOARD OF EDUCATION, I WOULD LIKE TO CONGRATULATE YOU ON YOUR SUCCESS AND DEDICATION AND WELCOME YOU TO THE STATE BOARD OF EDUCATION. YOU HAD BIG SHOES TO FILL. LAURA DID A GREAT JOB THIS YEAR AND I HAVE NO DOUBT YOU WILL DO AN EXCEPTIONAL JOB. SO, WELCOME TO THE STATE BOARD OF EDUCATION. THANK YOU VERY MUCH. AND THEN THIS IS ALL FOR YOU. [ LAUGHTER ] THIS IS– ACTUALLY, THIS IS PROBABLY THE THING [ INDISTINCT ]. SO, BUT, IT’S A GREAT STATUE THAT WE GIVE TO [ INDISTINCT ]. [ INDISTINCT ].>>I LOVE IT. [ APPLAUSE ] I’M GOING TO HAND ALL THIS TO YOU, BUT WE DO HAVE THE RESOLUTIONS FOR THE STATE BOARD OF EDUCATION AS WELL AS THE RECOGNITION OF [ INDISTINCT ]. SO, YOU GET THAT AS WELL. WHERE ARE THE– WHICH ARE THE PLAQUES FOR–>>THEY GET THE PLAQUES.>>THIS ONE? I THINK I’VE GOT IT, OKAY. [ INDISTINCT ]. [ LAUGHTER ] CONGRATULATIONS. [ APPLAUSE ]>>IN CLOSING, I JUST WANT TO LET EVERYBODY KNOW THAT THE NOMINATION PROCESS OPENS AGAIN SEPTEMBER 6TH AND CLOSES AROUND THE END OF OCTOBER. RIGHT, JEFF? CORRECT, SO NOMINATE AND GET US TO FIRST IN THE COUNTRY INSTEAD OF SECOND. I DON’T SETTLE, SO IF WE CAN GET TO FIRST, I WOULD APPRECIATE IT. AND THANK YOU FOR ALL OF YOUR SUPPORT. DR. RICE, DID YOU WANT TO GET A BIG GROUP PICTURE.>>NO, I WOULD LIKE A BIG GROUP PICTURE. LET’S GIVE ONE MORE ROUND OF APPLAUSE TO ALL OF OUR [ INDISTINCT ]. [ APPLAUSE ].>>WITHOUT OBJECTION, WE’RE GOING TO TAKE A SHORT RECESS TO DO A GROUP PHOTO OF ALL OUR AWARD WINNERS. WE’LL RECONVENE IN JUST A FEW MINUTES. BOTH BOARD MEMBERS AND TEACHERS OF THE YEAR. ABSOLUTELY. MANDATORY. MEMBERSHIP ON THE BOARD HAS ITS PRIVILEGES AND ITS RESPONSIBILITIES.>>MANDATORY. [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [OVERLAPPING CHATTER ] [OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ]>>WE’RE GOING TO BEGIN IN 60 SECONDS. [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] [ OVERLAPPING CHATTER ] THE FIRST ITEM ON THE COMMITTEE– THE WHOLE AGENDA IS PRESENTATION BY DR. ROBERT HULL, PRESIDENT AND CHIEF EXECUTIVE OFFICER OF THE NATIONAL ASSOCIATION OF STATE BOARDS OF EDUCATION. STATE BOARD OF EDUCATION IS A MEMBER OF THE NATIONAL ASSOCIATION OF STATE BOARDS OF EDUCATION. BOARD MEMBERS ARE ACTIVE PARTICIPANTS IN NASBE. CURRENTLY, BOARD MEMBER TIFFANY TILLEY SERVES AS THE BOARD’S DELEGATE TO THE ORGANIZATION. AND BOARD MEMBER LUPE RAMOS-MONTIGNY IS A CENTRAL AREA DIRECTOR. BOARD MEMBERS HAVE SERVED ON SEVERAL STUDY GROUPS AND ATTENDED NEW MEMBER TRAININGS, LEGISLATIVE MEETINGS, AND ANNUAL CONFERENCES. TODAY, WE ARE PLEASED TO WELCOME DR. ROBERT HULL, PRESIDENT AND CHIEF EXECUTIVE OFFICER OF THE NATIONAL ASSOCIATION OF STATE BOARDS OF EDUCATION. THIS IS A PRESENTATION BOARD AND THERE IS NO BOARD ACTION REQUIRED. DR. HULL, WELCOME.>>WELL, GOOD MORNING. AND PRESIDENT ALBRECHT AND CHAIRMAN RICE, THANK YOU FOR THE OPPORTUNITY. AND NEVER LET IT BE SAID I DON’T KNOW HOW TO CLEAR A ROOM. [ LAUGHTER ] YOU WANT TO GET RID OF THE– JUST ANNOUNCE THAT I’M HERE I’M GOING TO SPEAK. SO, ANYWAY. BUT IT’S BEEN JUST A PLEASURE TO SIT THROUGH THE FIRST PART OF YOUR MEETING THIS MORNING. AND IT’S A PLEASURE TO TALK WITH YOU FOR JUST A BIT ABOUT OUR ORGANIZATION AND ABOUT THE WORK THAT YOU’RE DOING. IT’S PARTICULARLY GRATIFYING TO SEE YOUR WORK WITH THE TEACHER OF THE YEAR PROGRAM. NASBE IS ONE OF THE NATIONAL SPONSORS OF THE TEACHER OF THE YEAR PROGRAM AND I SIT ON THE PANEL OF 12 THAT CHOOSES THE NATIONAL TEACHER OF THE YEAR. SO, I SEE WHAT’S COMING MY WAY. I GET TO GET A SNEAK PREVIEW TODAY, SO. THANK YOU FOR HONORING TEACHER VOICE. THAT’S SO IMPORTANT. AND WE DO A LOT OF WORK WITH STATE BOARDS ABOUT HOW YOU GET TEACHER VOICE TO THE TABLE. AND WE’VE WORKED WITH A COUPLE STATE BOARDS JUST IN THE PAST YEAR THAT HAVE LEGISLATION NOW THAT ARE BRINGING TEACHER VOICES, A VOTING MEMBER TO THE BOARD AND WHATNOT. WE’RE ALSO HIGHLY INVOLVED IN STUDENT VOICE. WE NOW HAVE 26 STATES THAT HAVE STUDENTS ON THEIR STATE BOARD OF EDUCATION. AND THAT HAS BEEN GREAT WORK THAT WE HAVE-HAVE BEEN GRATIFIED BY. SOMETIMES THAT’S IN A– A VOTING MEMBER, BUT MOST OFTEN AS AN ADVISORY COUNCIL. SO, ANYWAY, THANK YOU AGAIN FOR THE OPPORTUNITY TO BE HERE. I DO APPRECIATE IT. AND AS DR. RICE HAS SAID, NASBE IS A-A CRITICAL FRIEND IN NASBE. HE’S BEEN A LONG TIME MEMBER. YOU HAVE BEEN INVOLVED WITH LOTS AND LOTS OF OUR WORK. AND WE HOPE THAT IT’S BEEN RECIPROCAL. THAT WE’VE BEEN ABLE TO BRING VALUE TO YOUR WORK AS WELL. AND AS WAS MENTIONED, WE DO HAVE NOT ONLY TIFFANY AS YOUR REPRESENTATIVE, BUT LUPE CURRENTLY SERVES ON OUR BOARD OF DIRECTORS AND TIFFANY IS ON THE SLATE OF OFFICERS TO BE ON OUR BOARD OF DIRECTORS AGAIN. AND THAT ELECTION WILL TAKE PLACE IN OCTOBER AT OUR ANNUAL CONFERENCE. WHICH WE HOPE EVERY ONE OF YOU WILL ATTEND IN OMAHA. LET ME BEGIN BY JUST SAYING THAT… IF I CAN– THERE WE GO, RIGHT BUTTON. THAT TODAY IN MY LIMITED TIME, I THINK WE’LL JUST HIT REALLY QUICK FOUR THINGS, IF YOU DON’T MIND. WE’LL TALK A LITTLE BIT ABOUT HOW NASBE OPERATES AND HOW WE SUPPORT STATES. AND LET’S TALK A LITTLE BIT ABOUT THE INVOLVEMENT INTERSECTION WITH SOME MICHIGAN PRIORITIES THAT YOU HAVE. A FEW THINGS ABOUT RESOURCES AVAILABLE ON SOME OPPORTUNITIES AHEAD. SO, I’LL TRY TO GO THROUGH THIS REALLY QUICKLY. AND ALSO, I WOULD BE REMISS IF I DIDN’T SAY THAT THROUGH OUR WORK WITH YOUR STATE BOARD, THAT YOUR STATE DEPARTMENT OF EDUCATION HAS BEEN SUCH AN IMPORTANT PART OF THAT LIAISON WITH US. IN OUR STUDY GROUPS, IN OUR NETWORKS, IN OUR EARLY LEARNING NETWORK. OUR SOCIAL-EMOTIONAL LEARNING NETWORK THAT YOU’RE A PART OF. THE STATE-YOUR STATE STAFF IS JUST SECOND TO NONE IN BEING RESPONSIVE TO WHAT WE REQUEST AND BEING ACTIVE AND REALLY BEING A CRITICAL FRIEND WITH THAT WORK. SO, HATS OFF TO YOUR STAFF. YOU HAVE MUCH TO BE PROUD OF. THAT DOESN’T HAPPEN JUST IN EVERY STATE. AND IT DOESN’T HAPPEN JUST BY ACCIDENT. SO, THANK YOU FOR WORKING ON THAT RELATIONSHIP. WE APPRECIATE IT SO MUCH. THE MISSION OF NASBE IS REALLY VERY SINGULAR. OUR WORK IS TOWARDS– WE ARE THE ONLY NATIONAL ORGANIZATION THAT WORKS SOLELY WITH STATE BOARDS OF EDUCATION. AND OUR MISSION IS TO DEVELOP, SUPPORT, AND EMPOWER CITIZEN LEADERS ON BOARDS OF EDUCATION TO STRENGTHEN PUBLIC EDUCATION SYSTEMS, SO STUDENTS OF ALL BACKGROUNDS AND CIRCUMSTANCES ARE PREPARED TO SUCCEED IN SCHOOL, WORK, AND LIFE. AND I THINK YOU CAN LOOK AT OUR MISSION STATEMENT AND LOOK AT THE WORK THAT YOU’RE DOING OVER HERE IN YOUR FOCUS– YOUR TOP 10 IN 10 FOCUS, THERE REALLY IS– THERE’S JUST A GREAT DOVETAIL OF OUR MISSION AND WHAT WE’RE ABOUT. AND IT’S ALL CENTERED ON MAKING SURE THAT EVERY SINGLE STUDENT OF ALL BACKGROUNDS AND CIRCUMSTANCES ARE PREPARED FOR LIFE. AND WHEN WE REVISITED OUR MISSION STATEMENT A YEAR AGO, WE WERE VERY INTENTIONAL ABOUT WRITING IT IN THOSE TERMS. THAT WE CHOSE NOT TO WRITE THAT STATEMENT IN THE DEFICIT MODEL. MANY MISSION STATEMENTS AND MANY THINGS THAT YOU READ WILL SAY THAT WE SERVE STUDENTS “REGARDLESS OF” THE CIRCUMSTANCES, THEIR BACKGROUND. THAT’S A DEFICIT MODEL THAT RIGHT AWAY SAYS THAT STUDENTS ARE LACKING. WE TRY TO TALK ABOUT IT IN A VERY POSITIVE WAY THAT STUDENTS ARE BRINGING ASSETS. THAT STUDENTS BRING ASSETS AND WE WORK WITH THOSE ASSETS, NOT WORK TO FIX THINGS, BUT TO BRING OUT THE VALUE THAT THEY ALREADY HAVE. SO, ANYWAY, THAT IS OUR MISSION. THAT IS WHAT WE’RE ABOUT. AND WE REALLY THINK THAT IF WE EMPLOY THAT THROUGH OUR THEORY OF ACTION, WHICH IS ON THE SCREEN AND I WON’T TAKE THE TIME TO READ IT TO YOU OUR THEORY OF ACTION THAT IF WE DO THOSE THINGS, THEN THE END RESULT IN THIS NATION WILL BE THAT STUDENTS OF ALL BACKGROUNDS BEING PREPARED. SO, YOU HAVE A COPY OF THIS AND EVERYTHING I’M GOING TO REFERENCE, YOU HAVE A COPY IN YOUR PACKETS. SO, YOU CAN GO READ IT LATER. THAT’S YOUR HOMEWORK, WHEN YOU LEAVE IS TO GO BACK AND SAY, “WHAT WAS IT “HE REALLY SAID?” SO, ANYWAY, YOU CAN REVIEW OUR THEORY OF ACTION JUST A LITTLE LATER. AND I THINK THAT IT’S IMPORTANT FOR ANY ORGANIZATION TO BE GROUNDED IN CORE VALUES AND WHAT WE BELIEVE. AND I THINK THESE CORE VALUES ARE REFLECTIVE OF THE CORE VALUES THAT YOU AS A STATE BOARD HAVE AS WELL. FIRST AND FOREMOST, WE BELIEVE IN EQUITY AND EXCELLENCE. THAT GROUNDS EACH AND EVERY BIT OF OUR WORK AND HOW WE ORGANIZE OUR WORK, AND HOW WE INTERACT WITH STATE BOARDS. AND THEN YOU CAN SEE BELOW THAT, AND AGAIN IN YOUR PACKET, THE-THE SUPPORTING CORE VALUES IS THAT WE PRIORITIZE STATE LEADERSHIP IN PUBLIC EDUCATION. THAT IS THE ROLE OF THE STATE BOARD. YOU ARE THE CITIZEN’S VOICE IN THIS STATE. AND YOU ARE THE TRUE– WHAT WE CALL THE STABLE CENTER OF EDUCATIONAL LEADERSHIP IN THE STATE. BECAUSE MOST STATE BOARDS SUCH AS YOU– I BELIEVE YOU HAVE EIGHT YEAR SENTENCE– I MEAN TERMS. [ LAUGHTER ] YOU HAVE EIGHT YEARS ON THE BOARD, WHICH IS ONE OF THE LONGEST IN THE COUNTRY. I THINK THE LONGEST IS NINE. AND YOU’RE UP THERE WITH SOME OF THE LONGEST. BUT THAT PROVIDES A STABLE CENTER OF GOVERNANCE IN EDUCATION. GOVERNORS COME AND GO. FOUR YEARS SOMETIMES, EIGHT YEARS SOMETIMES. LEGISLATURES COME AND GO. BUT STATE BOARDS USUALLY ARE STAGGERED AND USUALLY DON’T ALL COME ON AT ONCE. AND SO, THERE IS A STABLE WAY AND A CONTINUUM OF A MOMENTUM IN EDUCATION. THAT IS YOUR ROLE. THE ROLE OF A STATE BOARD IS TO SAY THIS IS THE VISION FOR EDUCATION IN THE STATE. WE ARE THE CITIZEN’S VOICE, THIS IS WHAT WE WANT. AND WE ARE GOING TO MAINTAIN THAT VISION OVER TIME. ANY TIME THAT YOU HAVE A LACK OF CONTINUATION OF LEADERSHIP, OR ANY FOCUS, YOU DON’T GET TRACTION, YOU GET WHIPLASH. AND THAT’S WHAT THE ROLE OF THE STATE BOARD IS, IS TO KEEPING THE STATE FROM GETTING EDUCATIONAL WHIPLASH THAT GET TRACTION AND MAKE A DIFFERENCE. SO, ANYWAY, THAT’S WHY WE PRIORITIZE STATE LEADERSHIP IN PUBLIC EDUCATION. AND WHY WE THINK THAT STATE BOARDS ARE SO CRITICAL, ESPECIALLY AT THIS JUNCTURE WITH THE FEDERAL LANDSCAPE THE WAY IT IS WITH ALL OF THE ESSA AND RETURNING GREAT AUTHORITY BACK TO THE STATE. AND I OFTEN SAY TO STATE BOARDS, THIS IS YOUR LEGACY MOMENT. AND WHAT I MEAN BY THAT IS THAT THERE WAS A TIME WHEN STATE BOARDS OF EDUCATION WERE REALLY IN CHARGE OF STATE EDUCATION. BUT THEN ALONG CAME “NO CHILD LEFT BEHIND” AND NCLB, THAT THE FEDERAL GOVERNMENT SAYS THAT WE WANT TO TAKE MORE CHARGE BECAUSE QUITE FRANKLY STATE BOARDS AREN’T GETTING IT DONE. AND THERE WAS TRUTH IN THAT. THAT STATES WERE NOT PERFORMING AT THE LEVEL THEY SHOULD. SO, THE FEDERAL GOVERNMENT SAYS, OKAY, LET US INSTITUTE A MORE FEDERAL ROLE IN EDUCATION. SO, AS YOU KNOW, THAT LASTED 15 OR 16 YEARS. AND THEY SAID, YOU KNOW WHAT, THIS REALLY ISN’T WORKING THE WAY WE THOUGHT IT WOULD. LET’S RETURN THAT AUTHORITY BACK TO THE STATES. I SAY TO YOU AS A STATE BOARD, THIS IS YOUR LEGACY MOMENT. THAT, LET’S FAST FORWARD 15 YEARS. WHEN IT’S TIME TO REAUTHORIZE ESSA AGAIN. WHAT WILL BE THE LEGACY WITH WHAT YOU DID WITH THAT AUTHORITY? WHAT CAN YOU LOOK BACK ON AND SAY WE MADE A DIFFERENCE BECAUSE WE WERE GIVEN THE OPPORTUNITY? AND WILL IT BE THEN THAT THE FEDERAL GOVERNMENT CAN SAY, WELL, WE RETURNED IT, THE SAME THING HAPPENED– WE REMOVE IT AGAIN? SO, THIS IS YOUR LEGACY MOMENT? THIS IS YOUR OPPORTUNITY TO SEIZE THE AUTHORITY YOU HAVE AND MAKE A REAL DIFFERENCE. AND THAT IS THE ROLE OF THE STATE BOARD. THAT’S NOT IN MY NOTES, I’M SERMONIZING, SORRY ABOUT THAT. BUT ANYWAY, I’M PASSIONATE ABOUT THIS– ABOUT STATE BOARDS REALLY STEPPING UP TO THE PLATE AND LEADING. AND YOU ALL HAVE DONE THAT. WE HAVE EVIDENCE– SOME OF THE POLICIES THAT YOU’VE DONE, SOME OF THE WORK YOU’RE DOING. AND WHERE WE SEE YOU HEADING, SO THANK YOU, WE APPLAUD YOU FOR THAT. AND YOU’LL SEE OUR OTHER CORE VALUES UP THERE. WE EMPOWER CITIZEN LEADERSHIP TO ELEVATE EVIDENCE AND POLICY MAKING. WE BUILD COMMUNITY AND WE COLLABORATE. SO, YOU CAN REVIEW THOSE AGAIN. AND I’M GOING TO SKIP OVER OUR GOALS AND MOVE ON– I’M GOING TO TALK JUST VERY BRIEFLY ABOUT HOW WE ORGANIZE OUR WORK AT NASBE IN A WAY THAT HONORS AND REFLECTS THE WORK THAT YOU DO IN THE STATE. THIS IS A VERY SIMPLISTIC MODEL OF, YOU KNOW, USING VENN DIAGRAM MUCH LIKE YOURS UP HERE, YOUR TOP 10 IN 10 FOCUS, THAT SAYS THAT THE WORK AT NASBE CENTERS, FIRST OF ALL, AT ITS VERY CORE, AROUND EQUITY AND EXCELLENCE. AND WE ALWAYS SAY THAT EXCELLENCE REALLY IS YOUR GREATEST EQUITY PROPOSITION. OBTAINING TRUE EQUITY STARTS WITH EXCELLENCE. AND IT STARTS WITH EXCELLENCE FOR EVERY SINGLE STUDENT. EVERY STUDENT. SO, EXCELLENCE IS YOUR GREATEST EQUITY PROPOSITION. BUT ANYWAY, OUR WORK AND OUR FOCUS IS CENTERED AROUND THREE AREAS. COLLEGE, CAREER, AND CIVIC READINESS, DEVELOPING AND SUSTAINING TEACHERS AND LEADERS, AND SAFE AND HEALTHY SCHOOLS. AND THE REASON WE DO THAT IS BECAUSE THIS IS EXACTLY THE WORK THAT YOU DO. THIS IS WHAT A STATE BOARD OF EDUCATION DOES. FIRST IS THE WHAT. WHAT DO YOU DO? YOUR PRIMARY GOAL IS TO ENSURE THAT EVERY STUDENT IS COLLEGE, CAREER, AND CIVIC READY. THAT IS THE WHAT THAT YOU DO. THE SECOND THING YOU DO IS THE WHERE. WHERE DOES THIS WORK TAKE PLACE? WHAT ARE THE CONDITIONS AND UNDER WHICH THAT WORK TAKES PLACE? WHAT-WE’RE ABOUT SAFE AND HEALTHY SCHOOLS. AND THE THIRD IS WHO DOES THAT WORK? WHO’S RESPONSIBLE FOR MAKING THAT HAPPEN? SO, AS THE STATE BOARD, THIS IS YOUR WHAT, THIS IS YOUR WHERE, AND THIS IS YOUR WHO. THEREFORE, OUR WORK AT NASBE IS DESIGNED TO MODEL THAT. AND OUR WORK IS TO SUPPORT YOU IN THAT. OF COURSE, THERE’S A LOT OF CROSS-CUTTING INITIATIVES AND WORK THAT HAPPENS AT THE INTERSECTION OF ALL OF THAT. AND THAT’S WHERE THE REAL MEAT OF IT HAPPENS. SO, JUST A LITTLE EXAMPLE OF HOW OUR WORK DOES REFLECT YOURS AND HOW WE SUPPORT THE WORK THAT YOU DO. IF YOU LOOK AT STATE BOARDS ACROSS THE COUNTRY, THERE ARE 46 STATES THAT HAVE A STATE BOARD. FOUR STATES DO NOT HAVE A STATE BOARD OF EDUCATION. ANYONE WANT TO GUESS WHAT FOUR THOSE ARE? ARE YOU FEARFUL OF BEING WRONG? THERE ARE NO WRONG ANSWERS. YOU’RE AMONG FRIENDS. ANYONE WANT TO GUESS WHO ARE THE FOUR THAT DO NOT?>>LET ME GOOGLE IT.>>I KNOW NEW MEXICO DOESN’T.>>NEW MEXICO DOES NOT. WISCONSIN DOES NOT. NORTH DAKOTA DOES NOT. AND MINNESOTA DOES NOT. BUT EVERYONE ELSE HAS A STATE BOARD OF EDUCATION AS WELL AS THE TERRITORIES. SO, WE WORK WITH 46 STATES AND THE TERRITORIES. IF YOU LOOK AT THOSE, THERE ARE NO TWO THAT ARE ALIKE. EVERY SINGLE ONE HAS A DIFFERENT LEVEL OF AUTHORITY, HAS A DIFFERENT LEVEL OF THE WORK THAT YOU’RE SUPPOSED TO DO. HOW THEY GET TO THE TABLE IS DIFFERENT. SOME ARE ELECTED, SOME ARE ELECTED STATE-WIDE NON-PARTISAN. SOME ARE ELECTED STATEWIDE PARTISAN. SOME ARE ELECTED, YOU KNOW, DISTRICT-WIDE PARTISAN, DISTRICT-WIDE NON-PARTISAN. MANY ARE APPOINTED WITH NO ELECTION OTHER. AND THEN YOU HAVE THOSE THAT ARE JUST A HYBRID OF ALL OF THOSE. AND THEN YOU LOOK AT ALL THOSE VARIOUS COMPLEXITIES, AND WITHIN THOSE THEY ALL HAVE DIFFERENCES IN TERMS OF HOW THEY CHOOSE THEIR SUPERINTENDENT. SOMETIMES THE SUPERINTENDENT IS SELECTED, SOMETIMES THEY’RE APPOINTED. SOMETIMES YOU CHOOSE ONE. YOU KNOW YOU’VE JUST GONE THROUGH THAT. AND SO, IF YOU LOOK AT THAT, THERE ARE NO TWO STATE BOARDS THAT ARE ALIKE. BUT ALL– THERE ARE THREE THINGS THAT EVERY STATE BOARD HAS IN COMMON. AND THAT IS YOU HAVE THE POWER OF POLICY. YOU HAVE THE POWER OF THE QUESTION, AND YOU HAVE THE POWER TO CONVENE. MANY TIMES, STATE BOARDS OF EDUCATION WANT TO IMMEDIATELY GO TO THE POWER OF THE POLICY. LET’S HAVE A POLICY ON THAT. THOU SHALT, THOU SHALT NOT. BUT THAT’S NOT ALWAYS THE BEST PLACE TO GO, NUMBER ONE. AND NUMBER TWO, WHERE YOU LACK POLICY AUTHORITY, YOU HAVE THE POWER TO QUESTION. YOU HAVE THE POWER AS A SITTING GOVERNMENTAL BODY TO SAY, LET’S ASK THIS QUESTION OF THOSE THAT DO HAVE THE AUTHORITY. LET’S CONVENE A GROUP TO DISCUSS THAT. SO, YOU HAVE THAT BULLY PULPIT, YOU HAVE THE POWER OF THE QUESTION. THE POWER TO CONVENE. EVEN IN ABSENCE OF THE POWER OF THE POLICY. AND AS I OFTEN SAY TO STATE BOARDS, SOME OF THE MOST-MOST AUTHENTIC POWER OF POLICY YOU HAVE IS NOT INSTITUTING POLICY, BUT REMOVING POLICY. THE BARRIERS OF THAT WOULD KEEP THOSE TEACHERS THAT YOU JUST SAW IN THE ROOM DOING THE GOOD JOB THAT THEY NEED TO DO. BUT WHEN YOU COMBINE ALL THREE OF THOSE, YOU HAVE THE POWER OF COLLECTIVE VOICE. AND IT IS TRULY POWER. AND SO, ANYWAY, I CHALLENGE YOU AS A BOARD TO LOOK AT WHAT YOUR AUTHORITIES ARE AND HOW YOU CAN CONVENE THAT. SO, LET ME JUST TALK NOW VERY QUICKLY. THAT’S A LITTLE ABOUT OUR WORK, AND HOW WE SEE STATE BOARDS OPERATING. LET ME TALK JUST VERY QUICKLY ABOUT TWO QUICK THINGS THAT YOUR BOARD, MICHIGAN STATE BOARD, HAS BEEN VERY INVOLVED WITH US RECENTLY. AND HOW SOME OF THE WORK THAT WE’VE DONE FIRST AND FOREMOST, WE JUST PUBLISHED A STATE INNOVATION AROUND YOUR WORK ON [INDISTINCT ] TO IMPROVE EARLY LEARNING. YOUR STATE BOARD AND YOUR DEPARTMENT HAVE BEEN INVOLVED WITH OUR COHORT ONE AND COHORT TWO OF OUR EARLY LEARNING WORK THAT’S FUNDED– MAYBE I SHOULD BACK UP AND JUST SAY THAT AS AN ORGANIZATION, THAT ONLY SLIGHTLY OVER 20% OF OUR BUDGET AND THE WORK WE DO COMES FROM YOUR MEMBERSHIP DUES. EVERYTHING ELSE IS GRANT SUPPORTED BY FOUNDATIONS. AND THAT’S REALLY HOW WE GET THIS WORK DONE IS THROUGH OBTAINING GRANTS AND FOUNDATION WORK. SO, OUR EARLY LEARNING WORK IS FUNDED BY THE KELLOGG FOUNDATION WHICH YOU ARE VERY FAMILIAR WITH. AS WELL AS BY THE FOUNDATION FOR CHILD DEVELOPMENT. SO, ANYWAY, YOU ARE ONE OF OUR FOCUS STATES FOR EARLY LEARNING. AND YOU DID SUCH GREAT WORK IN COHORT ONE AND TWO WITH SOME OF YOUR POLICIES THAT WE JUST PUBLISHED THIS PIECE AROUND THE WORK THAT YOU HAVE DONE. AND IT’S DISSEMINATED NATIONWIDE. AND WE’RE GETTING A LOT OF GOOD TRACTION FROM IT. IN CASE YOU HAVEN’T SEEN IT, YOU DO HAVE A COPY IN YOUR PACKET. AND THEN THE SECOND THING THAT YOUR STATE HAS BEEN VERY INVOLVED WITH US IN THE PAST YEAR IS THROUGH OUR WORK ON SOCIAL-EMOTIONAL LEARNING. NASBE WAS A PART OF THE WORK WITH THE NATIONAL COMMISSION ON SOCIAL, EMOTIONAL AND ACADEMIC DEVELOPMENT THAT WAS IMPANELED BY THE ASPEN– AT THE ASPEN FOUNDATION. AND HAS NOW BEEN SUNSET. BUT WHEN WE RELEASED THE REPORT LAST YEAR, “FROM A NATION AT RISK “TO A NATION OF HOPE,” WE ALSO SIMULTANEOUSLY WORKED WITH STATE BOARDS ON THE PIECE THAT YOU SEE ON THE RIGHT. THAT’S THE POLICY AGENDA THAT CAME OUT OF THAT. AND I WON’T TAKE THE TIME– I’VE GOT TOO MUCH TO COVER. I’M REALLY GOING TO GO QUICKLY. THESE ARE THE FOUR POLICY AREAS THAT WE WANTED TO WORK ON STATE BOARDS WITH SEL. AND SO WE ESTABLISHED A SOCIAL-EMOTIONAL LEARNING NETWORK. AND THIS, UNLIKE THE WORK THAT WE HAD WITH EARLY LEARNING WHERE WE INVITED FOLKS TO JOIN, WE DID NOT– WE JUST PUT OUT AN RFP RATHER, AND ASKED ANYBODY THAT WANTED TO JOIN. THE SOCIAL-EMOTIONAL NETWORK, WE WERE VERY STRATEGIC. WE ASKED FIVE STATES TO BE A PART OF THAT. CONNECTICUT, ILLINOIS, KANSAS, MICHIGAN, AND WASHINGTON. AND THE REASON WE DID IS BECAUSE THEY WAS ALREADY GOOD TRACTION IN THESE STATES TO MAKE A DIFFERENCE. AND SO, THE GOALS OF THE NETWORK, AND YOU CAN SEE UP ON THE SCREEN, AND YOU HAVE A COPY AGAIN IN YOUR PACKET, IF YOU WANT TO LOOK AT THOSE, BUT WHAT I’D LIKE TO SHARE WITH YOU RIGHT NOW, I’D LIKE TO TAKE JUST FIVE MINUTES TO SHARE WITH YOU, WE DID A MAJOR REPORT. A MAJOR RESEARCH REPORT FUNDED BY THE ROBERT WOOD JOHNSON FOUNDATION. WE WORKED WITH ED’S RESEARCH AND DID A COMPREHENSIVE RESEARCH PROJECT ON HOW STATES CAN MOVE FORWARD THE MESSAGING AROUND SOCIAL-EMOTIONAL LEARNING. BECAUSE WHAT WE’VE HEARD FROM STATES OVER AND OVER IS THAT WE SORT OF KNOW THE POLICIES WE NEED TO PUT IN PLACE. WE SORT OF KNOW THE NEED– THE WORK. BUT HOW DO WE GET THIS DONE? BECAUSE SOCIAL-EMOTIONAL LEARNING IS NOT ALWAYS THE MOST UNDERSTOOD CONCEPT FOR YOUR CITIZENRY AND FOR THOSE THAT YOU NEED TO INFLUENCE. AND SO, I’D LIKE TO SHARE WITH YOU, WE DID A POLLING AND DID WORK IN THESE FIVE STATES. AND IN MICHIGAN, WE INTERVIEWED 211 FOLKS. YOU CAN SEE THE KEY THERE AT THE BOTTOM OF THE RIGHT, HOW MANY YOU HAD, ACTUALLY. A FEW MORE FOLKS THAN THE OTHER STATES. AND I’M GOING TO NOT HIGHLIGHT. YOU HAVE A COPY IN YOUR FOLDER OF THE ENTIRE SLIDE DECK THAT GIVES ALL THESE RESULTS. BUT I PULLED UP THREE OR FOUR SLIDES THAT TALK ABOUT MICHIGAN RESULTS. OF NUMBERS THAT YOU MAY NOT KNOW. YOU MIGHT BE INTERESTED IN LEARNING ABOUT. AND IF YOU SEE ON THIS– AS AGAIN, WE WON’T HAVE TIME TO DISCUSS IT, BUT YOU’LL SEE SOME GREEN NUMBERS AND RED NUMBERS. THOSE THAT ARE GREEN ARE STATISTICALLY SIGNIFICANT IN A POSITIVE WAY. AND THOSE THAT ARE RED ARE STATISTICALLY SIGNIFICANT IN A NEGATIVE WAY. AND AGAIN, WE HAVE JUST PUBLISHED THIS POLICY UPDATE THAT YOU SEE THAT YOU HAVE A COPY AGAIN IN YOUR FOLDER. IT’S CALLED “GAUGING SUPPORT “FOR SOCIAL-EMOTIONAL “SKILL BUILDING IN SCHOOL.” AND THIS IS A- A REPORT OF THAT. SO, WHAT WE DID IS WE TALKED TO 1,036 COMMUNITY INFLUENCERS. NOW, HOW DO WE DEFINE COMMUNITY INFLUENCERS? THESE ARE FOLKS THAT YOU CAN- THAT ARE LIKELY TO VOTE. THEY FOLLOW THE NEWS MOST OF THE TIME. AND THEY ARE INFLUENTIAL IN YOUR COMMUNITY. AND SO, YOU CAN SEE AGAIN IN THE SLIDE DECK AND ON THE SCREEN HOW THOSE BROKE DOWN IN TERMS OF GENDER, ETHNICITY, AND SO FORTH. THIS IS FASCINATING TO LOOK AT. JUST TO LET YOU KNOW, THIS IS WHO WE DID TALK TO. AND THESE ARE THE KEY QUESTIONS WE ASKED THEM. WE WANTED TO KNOW HOW YOU COULD EFFECTIVELY AS A STATE BOARD COMMUNICATE ABOUT SEL, WHAT TERMS YOU COULD USE, WHAT THEY THOUGHT ABOUT THE STATE BOARD’S WORK. SO, THERE WERE THREE OVERVIEW. THERE WERE THREE KEY TAKEAWAYS. NUMBER ONE, COMMUNITY INFLUENCERS ARE PRIMED AND READY FOR THE CONVERSATION. NUMBER TWO, SUPPORT IS REALLY WIDE, BUT IT’S NOT DEEP. AND THERE’S SOME WATCH-OUTS FOR IN THAT. AND THAT STATE BOARDS FACE SIMILAR CHALLENGES AND OPPORTUNITIES ACROSS THE COUNTRY. LET’S START WITH WHAT WE FOUND OUT ABOUT PERCEPTIONS OF K-12 SCHOOLS. LOOK HOW THEY GRADED SCHOOLS. YOU KNOW, OVERALL, 12% GAVE THEIR SCHOOLS AN A. 44% SAYS PRETTY GOOD, AND SO FORTH. THIS IS HOW MICHIGAN RESPONDED, THAT 12% OF THE PEOPLE WE TALKED ABOUT GAVE MICHIGAN SCHOOLS AN “A”. 39%, A “B”. 34%, A “C”. 10%, A “D”. AND 4%, AN “F”. AND SO, YOU CAN SEE AGAIN ON THE RIGHT WHO GAVE MORE “A” GRADES AND WHO GAVE MORE “C” GRADES. MORE “A” GRADES WERE GIVEN BY PARENTS, BY THE YOUNGER PEOPLE FROM 18 TO 34. THOSE WITH HIGHER INCOME, AND SO FORTH. YOU CAN SEE HOW THAT BREAKS DOWN. SO, ANYWAY, THAT’S JUST A LITTLE BIT OF INFORMATION ABOUT MICHIGAN AND PERCEPTIONS OF PUBLIC SCHOOLS. IT’S INTERESTING TO NOTE THAT THESE– IF WE GAVE THEM ALL THESE K-12 PRIORITIES TO LOOK AT, YOUR STATE SAID THAT SIX OUT OF THE NINE, SIX OUT OF THE NINE THINGS THEY RANKED IS IMPORTANT. SIX HAVE A CONNECTION WITH SOCIAL-EMOTIONAL LEARNING. SO, IT IS TOP OF MIND. AGAIN, WE GAVE THEM A LIST OF PRIORITIES BY STATE. AND WHAT PERCENTAGE DO– THAT YOU THINK THIS IS A PRIORITY? AGAIN, THIS IS RANK ORDERED FROM TOP TO BOTTOM. THOSE THINGS THAT YOUR– THAT THE FOLKS IN YOUR STATE THINK ARE A PRIORITY. TEACHING THE BASICS OF READING, WRITING, MATH, AND SCIENCE AND SOCIAL STUDIES WAS NUMBER ONE WITH 83%. AND YOU CAN SEE ON DOWN THROUGH THERE, THE PERCENTAGE OF PEOPLE IN YOUR STATE THAT THOUGHT THESE WERE IMPORTANT. I KNOW I’M GOING QUICKLY. YOU CAN SHOUT AT ME IF YOU WANT ME TO STOP. AND THEN IF WE LOOK AT THE PERCEPTION OF, DO OUR COMMUNITY INFLUENCERS THINK THAT WE SHOULD BE PRIORITIZING SOCIAL-EMOTIONAL LEARNING? IF YOU LOOK ON THE LEFT, NATIONALLY, 98% OF PEOPLE THINK THAT SOCIAL-EMOTIONAL LEARNING SHOULD BE PRIORITIZED. 50% AS A TOP PRIORITY. 40% AS A HIGH PRIORITY, BUT NOT NECESSARILY TOP. AND 8% AS A SECONDARY PRIORITY. AND IN MICHIGAN, YOU ARE RIGHT AT THE NATIONAL AVERAGE, 90%. 90% ARE IN TOP TIERS. SO, YOU DO HAVE PUBLIC SUPPORT. WE’RE TALKING ABOUT SOCIAL-EMOTIONAL AND ACADEMIC LEARNING. AND AGAIN, YOU CAN LOOK AT THIS WHEN YOU LOOK AT YOUR PACKET. THESE ARE VERY CONSISTENT ACROSS THE STATE ABOUT WHAT SOCIAL-EMOTIONAL PROGRAMS THAT FOLKS THAT WE INTERVIEWED WOULD SUPPORT AND DO SUPPORT AT THE CURRENT TIME. AND AGAIN, THIS IS AWARENESS. HOW FAMILIAR ARE YOU WITH SOCIAL-EMOTIONAL LEARNING. AND 73% IN YOUR STATE SAY THEY ARE VERY OR SOMEWHAT FAMILIAR WITH IT. AND, 65% ARE GENERALLY POSITIVE ABOUT THAT. AND THIS IS NOT BROKEN DOWN BY STATE, BUT I THINK THIS IS ONE OF THE KEY THINGS YOU’LL WANT TO FOCUS ON AS YOU LOOK AT IS, WHAT RESONATES WHAT– WHAT YOU CALL IT. AND IF YOU LOOK ON THE FAR LEFT, THAT REALLY SOCIAL-EMOTIONAL-ACADEMIC DEVELOPMENT IS WHAT RESONATES NUMBER ONE WITH FOLKS. AND IF YOU LOOK ON THE FAR RIGHT, WHAT RESONATES LEAST IS SOCIAL-EMOTIONAL LEARNING WITHOUT THE CONNECTION TO ACADEMIC LEARNING. SO, IT’S IMPORTANT BECAUSE IF YOU’RE TALKING TO COMMUNITY INFLUENCERS TO SUPPORT POLICY AND TO SUPPORT YOUR WORK, HOW YOU TALK ABOUT IT AND WHAT YOU CALL IT IS IMPORTANT. SO, COMMUNICATION IS KEY IN THIS AREA. VERY QUICKLY, DO THE FOLKS IN YOUR STATE THINK THAT SOCIAL-EMOTIONAL LEARNING CAN BE TAUGHT? 66% NATIONALLY SAY YES. 68% IN MICHIGAN SAY YES. AND IS IT IMPORTANT TO ASSESS IT? THIS IS REALLY AN AREA OF INTEREST, NATIONALLY, IS CAN YOU MEASURE SOCIAL-EMOTIONAL LEARNING? AND THE– 91% OF YOUR FOLKS THAT WE INTERVIEWED IN YOUR STATE SAY YES, IT’S IMPORTANT TO DO SO. BUT, WHAT’S REALLY IMPORTANT IS WHAT DO THEY MEAN BY THAT? AND YOU CAN SEE THAT ON THE NEXT SCREEN, THAT THEY REALLY LIKE THE IDEA OF MEASUREMENTS OF SCHOOL ENVIRONMENT AND CLIMATE AND CULTURE THROUGH SURVEYS AND WHATNOT. BUT NOT TYING IT TO OUTCOMES, INCLUDING ABSENCES AND SUSPENSIONS. SO, THIS IS REALLY KEY WHEN YOU LOOK AT POLICY AND WHAT THEY MEAN BY THAT. AND THE GOOD NEWS IS THAT THOSE THAT ARE– EVEN THOSE THAT ARE SOMEWHAT AMBIVALENT ARE IN WHAT– IF YOU’RE A RESEARCHER, WHAT WE CALL THE MOVEABLE MIDDLE. WHICH THEY CAN BE INFLUENCED AND THEY CAN BE MOVED WITH THE RIGHT MESSAGE. AND THIS IS INTERESTING IS, WHO DO THEY TRUST TO TALK TO THEM ABOUT IT? STATE BOARDS, 59% OF THE PEOPLE IN MICHIGAN THINK THAT THEY TRUST THE STATE BOARD TO TALK TO THEM ABOUT IT. SO, AND THEN WE THREW IN A COUPLE EXTRA QUESTIONS ABOUT HOW AWARE ARE YOU–>>DO US A FAVOR, PUT THAT CHART BACK?>>THIS ONE?>>YEAH.>>THAT’S TO THE POINT THAT STATE BOARDS OF EDUCATION HAVE SUBSTANTIAL INFLUENCE. OFTENTIMES WE LAMENT THE SORT OF INFLUENCE WE HAVE. AND I WANT STATE BOARD MEMBERS TO REFLECT UPON THAT. THANK YOU.>>AND THE– YOU SEE THE GOLD CHECKMARKS? THAT IS THE ORGANIZATIONS THAT THEY MOST LIKE– THAT’S WHO THEY TRUST THE MOST TO TALK TO THEM ABOUT IT. COMMUNITY PARTNERS LIKE BOYS AND GIRLS CLUBS, PARENT GROUPS LIKE PTA. FAITH-BASED LEADERS. THOSE ARE THE FOLKS THAT THEY TRUST TO TALK TO THEM ABOUT THESE ISSUES. SO, THAT SHOULD NOT– I WOULD NOT, IF I WERE SITTING AT THIS BOARD TABLE AS A MEMBER, I WOULD NOT LOOK AT THAT AS, WELL, WE HAVE TO REALLY WORK ON HOW WE TALK ABOUT IT. I THINK YOU HAVE TO THINK ABOUT IT AS, WHO DO I NEED TO HAVE AS MY PARTNER ALONG WITH ME IN THIS MESSAGE? AND BUILD THOSE COALITIONS THAT WE HAVE A COMMON MESSAGE AMONG ALL OF THESE, SO THAT YOU’RE NOT HEARING DIVERSE AND DISPARATE MESSAGES, BUT A UNIFIED MESSAGE AS A STATE.>>WHAT’S THE–>>AND AGAIN, THAT’S A BIT OF A SERMON.>>WHAT’S THE GOLD BOX NEXT TO– LIKE, THE THREE?>>OH, I DON’T HAVE MY STATISTICS. LET ME LOOK HERE. I DON’T HAVE MY REPORT WITH ME.>>OKAY, WE CAN GET IT LATER.>>THAT ADDS UP TO 100%– THAT’S– WHEN– THOSE THREE, WHEN YOU GET THOSE THREE, THAT’S HOW THEY GET TO– THOSE THREE WILL GET YOU TO NEARLY THE 100% IF YOU’RE UTILIZING THOSE.>>IT MAKES SENSE THAT ORGANIZATIONS AND PEOPLE THAT ARE VERY CLOSE TO OUR CHILDREN HAVE– WE HOLD THEM IN THE GREATEST CONFIDENCE. THERE’S NO QUESTION ABOUT THAT. THAT’S NOT THE POINT I WAS MAKING. THE POINT I WAS MAKING, RATHER, WAS THE POINT THAT YOU WERE MAKING, NAMELY THAT STATE BOARDS OF EDUCATION HAVE ENORMOUS INFLUENCE. THEIR INFLUENCE IS FAR GREATER THAN MOST OTHERWISE DISTANT AUTHORITY OR INFLUENCES- AUTHORITIES OR INFLUENCES THAT ONE MIGHT HAVE. COMPARE THAT RANKING OR RATING RATHER TO THE RATING THAT ONE HAS FOR CONGRESS.>>ABSOLUTELY. ABSOLUTELY. AND IF YOU LOOK ANNUALLY AT THE PBK POLL AS WELL AS THE GALLUP POLL AND NATIONAL EDUCATION ISSUES, BOTH OF THEM, EVERY YEAR WILL ASK, AND THEY ALWAYS GET THE SAME ANSWER. WHO DO YOU MOST TRUST TO TALK TO YOU ABOUT YOUR CHILD’S EDUCATION? NUMBER ONE IS ALWAYS THE CHILD’S TEACHER. AND AGAIN, IT’S THAT POINT THAT DR. RICE JUST MADE, THE ONE THAT’S CLOSEST. ANOTHER ALSO INTERESTING THING IF YOU ASK PARENTS, “WHAT DO YOU THINK ABOUT “SCHOOLS IN GENERAL?” AND MOST OF THEM SAY, “WELL, “SCHOOLS ARE REALLY FAILING.” “WHAT ABOUT YOUR SCHOOL?” “MY SCHOOL’S JUST FINE.” YOU KNOW, IT’S ALWAYS SOMEONE ELSE’S SCHOOL THAT’S FAILING. IT’S NOT MINE. SO, THAT’S ANOTHER INTERESTING POINT OF RESEARCH. WE ALSO ASK HOW AWARE ARE YOU, AND HOW FAMILIAR ARE YOU, WITH YOUR STATE BOARD? AND ON THE LEFT, YOU SEE THE NATIONAL NUMBERS. AND 47% OF PEOPLE IN MICHIGAN SAID THEY WERE VERY OR SOMEWHAT FAMILIAR WITH THE WORK OF THE STATE BOARD. SO, ABOUT HALF. SLIGHTLY LESS THAN HALF OF THE FOLKS THAT WE TALKED ABOUT SAID THEY WERE AWARE OF THE WORK BEING DONE HERE, AND I THINK IT’S REALLY INTERESTING, SOME OF THE COMMENTS ON THE RIGHT IS WHAT YOU KNOW ABOUT THE STATE BOARD. AND THEY RUN THE GAMUT FROM, YOU KNOW, REALLY, GOVERNS THE STATE’S RESOURCES. ONE THAT SAYS STATE BOARDS, GENERALLY NOT HONESTLY A POLICY BOARD BUT POLITICAL BOARD. SO, IT JUST RUNS THE GAMUT. AND IF WE ASK THEM WHAT THE STATE BOARD SHOULD BE PRIORITIZING, NO SURPRISE, THEY SHOULD BE FOCUSED ON TEACHING. THEY SHOULD BE FOCUSED ON FUNDING. AND THEY SHOULD BE FOCUSED ON THE WHOLE CHILD. AND THESE ARE SOME OF THE THINGS THAT THEY SAY. AND THIS DOES HAVE NATIONAL IMPLICATION. WHEN YOU LOOK AT– WE WERE CONCERNED WHEN WE FIRST STARTED DOING THE RESEARCH. WE WERE JUST WORKING WITH FIVE STATES. BUT WHEN YOU SEE THE CONTINUITY ACROSS THOSE FIVE STATES, YOU CAN MAKE SOME NATIONAL EXTRAPOLATIONS TO THAT BECAUSE ALMOST EVERY STATE IS CONSISTENT IN THAT MESSAGE. SO, I JUST THREW THIS LAST INFORMATION IN HERE, JUST FOR YOU TO HAVE. THIS IS NOT STATE, BUT YOU MAY WANT TO LOOK AT IT BECAUSE I KNOW YOU ARE STRONGLY WORKING ON- ON THE EQUITY ISSUE. AND THIS IS ABOUT EQUITY MESSAGING TAKEAWAYS. WHAT RESONATES AND WHAT DOES NOT RESONATE WHEN YOU TALK ABOUT EQUITY? SO, I THINK WITH THAT, THIS MIGHT BE SOME USEFUL INFORMATION THAT YOU CAN HAVE AS YOU MOVE FORWARD. AGAIN, THESE ARE SOME OF THE DEMOGRAPHICS ON SUPPORT, WHO OPPOSES, WHO SUPPORTS PUBLIC EDUCATION AND SOCIAL-EMOTIONAL LEARNING. AGAIN, YOU SEE WHO THE STRONG SUPPORTERS, QUALIFIED SUPPORTERS, CONFLICTED, AND THE OPPOSITION. AND AGAIN, BY STATE YOU SEE THAT THE STRONG– YOU HAVE 45% THAT ARE STRONGLY SUPPORTIVE. 16% THAT HAD QUALIFIED SUPPORT. 34% THAT WERE CONFLICTED. 55% THAT WERE IN OPPOSITION. NOW, THIS IS NOT TO YOUR EDUCATION AGENDA. THIS IS JUST SOCIAL-EMOTIONAL LEARNING. REMEMBER THAT, WE’RE TALKING ABOUT SOCIAL-EMOTIONAL LEARNING HERE, SO– AND AGAIN, A LOT OF THEM ARE IN THAT MOVEABLE MIDDLE. AND AGAIN, BEHAVIORS BY- WHEN YOU TALK ABOUT SOCIAL-EMOTIONAL LEARNING, MICHIGAN NUMBERS ON WHAT THEY THINK SHOULD BE FOCUSED ON WHEN YOU TALK ABOUT BEHAVIORS IN SOCIAL-EMOTIONAL LEARNING. NUMBER ONE IN YOUR STATE WITH STUDENTS TREATING EACH OTHER WITH RESPECT. THAT SHOULD BE THE NUMBER ONE THING THAT YOU’RE TALKING ABOUT. AND THEN YOU CAN SEE DOWN THROUGH THERE HOW THEY’RE RANKED. SO, AGAIN, POLICY PRIORITIES, THIS IS THE SAME TYPE OF THING THAT WE’VE ASKED, WHAT SHOULD BE THE POLICY PRIORITIES. AND… I GUESS THERE’S– I’M NOT GOING TO POINT OUT ANYTHING OTHER THAN YOU CAN READ THEM. AND AGAIN HERE, WHAT MEASUREMENT DO THEY PREFER WHEN YOU MEASURE SOCIAL-EMOTIONAL LEARNING. AND YOU CAN SEE THAT, SO… OKAY, WELL THAT IS EVERYTHING I WANTED TO TELL YOU ABOUT THAT, AND I’M SORRY I’M JUST BOMBARDING YOU WITH ALL THIS INFORMATION. BUT YOU DON’T LET ME COME VERY OFTEN SO I’M GOING TO TELL YOU THINGS WHEN I’M HERE, YOU KNOW? YOU’VE PROBABLY SEEN THAT TV COMMERCIAL WHERE THE LADY FALLS AND SHE PRESSES HER BUTTON AND SAYS “HELP, I’VE FALLEN AND CAN’T GET UP.” MY WIFE SAYS SHE’S GOING TO GET ME ONE THAT SAYS, “HELP, “HE’S TALKING, AND WON’T SHUT UP.” SO, ANYWAY, SO, JUST KNOW THAT YOU’RE GETTING A LOT OF GOOD INFORMATION. I WOULD ASK YOU– JUST POINT OUT A COUPLE REALLY QUICK RESOURCES. I’M NOT SURE IF YOU’RE FAMILIAR WITH OUR STATE BOARD INSIGHT? THAT’S A DATABASE THAT RESIDES ON OUR WEBSITE THAT IS A SEARCHABLE WEB DATABASE OF EVERY STATE BOARD AGENDA IN THE COUNTRY AND EVERY TERRITORY. WE EVERY MONTH, LOOK, WE REVIEW EVERY STATE BOARD AGENDA. WE WATCH IF YOU’RE LIVE STREAMED, WE WATCH YOUR MEETINGS. WE THEN LOOK AT YOUR MINUTES. AND WE CATEGORIZE THOSE INTO A DATABASE THAT YOU CAN GO ON AND SEARCH AND SAY WE’RE INTERESTED IN THIS POLICY. HOW MANY STATES IN THE LAST SIX MONTHS HAVE TALKED ABOUT THIS? AND IT WILL THEN TAKE YOU A LINK BACK TO WHAT THEY TALKED ABOUT. A LINK BACK TO WHAT THEY’RE DISCUSSING. AND THE REASON I’M SHOWING YOU THIS PARTICULAR ONE IS BECAUSE WE JUST UPDATED IT LAST WEEK WITH OUR ANALYSIS PIECES. AND TWO OF THE ANALYSIS PIECES CALL OUT MICHIGAN. AND YOU HAVE A COPY OF THOSE ANALYSIS PIECES. THE ONE ON THE RIGHT SAYS “STATE BOARDS REVISIT “CIVICS EDUCATION “AND SOCIAL STUDIES STANDARDS.” IT CALLS OUT MICHIGAN AS GOOD PRACTICE THERE. AND IT ALSO, ON THE TOP LEFT, OUR ANALYSIS PIECE ON STATE’S RANK UP COMPUTER SCIENCE STANDARDS. MICHIGAN IS CALLED OUT IN TWO OF THE SIX PIECES THAT WE POSTED JUST LAST WEEK. SO, YOU WILL FIND YOUR OWN WORK THERE LISTED. SO, WE HAVE JUST A PLETHORA OF RESOURCES FOR YOU. WE HAVE DATABASES. WE HAVE JUST ALL SORTS OF THINGS. AND I WOULD ALSO SHOUT OUT TO REMEMBER PRITCHETT FOR BEING AN ACTIVE MEMBER OF OUR PUBLIC EDUCATION POLICIES COMMITTEE. WE HAVE TWO COMMITTEES THAT WORK NATIONWIDE. ONE OF THEM IS PUBLIC EDUCATION POSITIONS, ANOTHER IS OUR GOVERNMENT AFFAIRS. THE GOVERNMENT AFFAIRS COMMITTEE, I DON’T BELIEVE YOU HAVE ANYBODY ACTIVE ON THAT COMMITTEE NOW. WE WOULD LOVE TO HAVE YOU. THAT’S WHERE WE GO TO– WHEN WE ARE TALKING TO OUR– WHEN WE ADVOCATE ON THE HILL WITH OUR CONGRESSIONAL LEADERS. THAT IS THE COMMITTEE THAT SAYS, “THIS IS WHAT YOU ARE TO ADVOCATE FOR.” AND THEY GIVE FEEDBACK FOR THAT. WE’RE NOW INVOLVED JUST ABOUT WEEKLY WITH MEETINGS ON THE HIGHER EDUCATION REAUTHORIZATION. AND THAT’S– IF YOU HAVE INTEREST IN THAT, PLEASE GET SOMEBODY ON YOUR GOVERNMENT AFFAIRS. IT’S ONLY A PHONE CALL EVERY 2 MONTHS IS ALL THAT IS, SO. AND I WOULD JUST LASTLY SAY, THANK YOU FOR ALLOWING ME TO BE IN YOUR HOUSE. WE INVITE YOU BACK TO OUR HOUSE IN OMAHA, NEBRASKA, IN OCTOBER WHERE A LOT OF THESE ISSUES THAT WE’LL BE SHOWCASING THAT WORK, SO. I WILL TAKE A BREATH AND SAY I’M SORRY THAT I’VE TALKED SO QUICKLY, BUT AGAIN, I HAD A LOT TO SAY. SO, ANY– I’D BE GLAD TO FIELD ANY QUESTIONS YOU HAVE.>>THANK YOU, DR. HALL. BOARD MEMBERS, QUESTIONS? DR. PUGH.>>WELCOME, AND WE’RE HAPPY TO HAVE YOU HERE. SO, I’VE HAD THE PRIVILEGE TO WORK A COUPLE OF TIMES ON SOME OF THE WORK THAT WAS THERE AND YOU ALL HAD ME, I DON’T KNOW, SOME TIME AGO, I THINK IT WAS WHEN KATHY WAS BEING AWARDED– SO, THAT WAS A LITTLE WHILE AGO. AND WE WERE TALKING ABOUT THE ENVIRONMENTAL EXPOSURES IN SCHOOLS. AND I’M JUST WONDERING IF YOU’VE CONTINUED ANY OF THAT WORK? WHERE DO YOU PLAN TO GO WITH THAT WORK? THERE’S SOME CRITICAL EFFORTS THAT ARE GOING ON ACROSS THE EFFORT– ACROSS THE COUNTRY. SO, JUST WANTING TO KNOW WHERE YOU ARE.>>YEAH, ABSOLUTELY. AND AS I MENTIONED EARLIER THAT THE WORK THAT WE DO IN THOSE THREE AREAS– THE SAFE AND HEALTHY SCHOOLS, IT FITS SQUARELY IN THAT WORK. AND WE DID SUBMIT THREE OR FOUR PROPOSALS FOR FUNDING TO GET SOME TRACTION TO DO THAT. UNFORTUNATELY, THERE APPEARS TO BE NOT A LOT OF INTEREST IN TERMS OF FOUNDATIONS TO FUND THAT WORK. AND AGAIN, THAT’S HOW WE ARE ABLE TO DO THAT WORK IS THROUGH FUNDING. AND WE HAVE A COUPLE PIECES THAT WE HAVE NOW HAD BEFORE TWO OTHER FUNDERS THAT DEAL WITH THAT. WE’RE HOLDING OUR BREATH AND CROSSING OUR FINGERS THAT WE GET– BE ABLE TO MOVE FORWARD WITH THAT. NOT ONLY IN THE PHYSICAL ASPECT OF THE, BUT IN TERMS OF SCHOOL CLIMATE AND THOSE TYPE THINGS. AND IT IS OF HIGH INTEREST AND IT CONTINUES TO BE OF HIGH INTEREST TO STATE BOARDS. IT’S JUST FINDING SOME WAY TO SUPPORT THAT WORK. WE ARE A VERY SMALL ORGANIZATION WE’RE A SMALL STAFF. AND THE ONLY WAY THAT WE CAN DO THAT IS, AGAIN, THROUGH FOUNDATIONAL FUNDING. AND RIGHT NOW, THE FOUNDATIONAL FUNDING IS IN AN UNUSUAL PLACE IN THE COUNTRY BECAUSE A LOT OF FOUNDATIONS NOW ARE SAYING WITH ESSA AND MOVING BACK TO THE STATES, WE’RE GOING TO BE MOVING THE FUNDING DIRECTLY TO STATES, NOT THROUGH NATIONAL ORGANIZATIONS. BUT OUR POINT IS, WE ARE A NATIONALLY-FACING ORGANIZATION, BUT WE DO STATE WORK. WE’RE IN STATES. AND HOW CAN WE BRING THAT COLLECTIVE WORK WITH MICHIGAN AND CONNECTICUT AND THOSE STATES THAT WE WORK TOGETHER WITH. I KNOW THAT’S NOT A GOOD ANSWER, BUT IT IS AN ANSWER.>>AND I WAS JUST THINKING, IN TALKING TO THE EPA–>>MM-HMM.>>I KNOW THAT THE EPA ADMINISTRATOR IN THIS AREA, I KNOW THAT THEY’RE MOVE– WITH THE LEAD AND COPPER RULE– THEY ARE LOOKING TO DO MORE AROUND SCHOOLS AND HOPEFULLY LOOKING FOR SOME FUNDING. SO, THAT MAY BE AN OPPORTUNITY TO WORK WITH THE EPA.>>ABSOLUTELY.>>AND THEN WOULD LOVE TO TALK TO YOU ABOUT SOME OF THE CUTTING-EDGE THINGS THAT WE ARE DOING IN FLINT. BUT THAT WE WERE ABLE TO GET MUSC FUNDING FOR THAT WORK. BUT I WOULD LIKE TO– WOULD LOVE TO TALK TO YOU ABOUT THAT AS WELL AS DETROIT IS DOING SOME WORK AS WELL. FLINT’S A LITTLE BIT DIFFERENT THAN DETROIT, BUT BOTH ARE WORKING PROGRESSIVELY TO ADDRESS THOSE ISSUES IN OUR STATE.>>EXCELLENT. WOULD LOVE TO HAVE THAT CONVERSATION.>>OTHER– THANK YOU, DR. PUGH. OTHER QUESTIONS OR COMMENTS FROM BOARD MEMBERS? QUESTIONS OR COMMENTS. GOING ONCE. AND TWICE.>>WELL– I HAVE TO SAY A SPECIAL THANK YOU TO ROBERT FOR HAVING ACCEPTED THE INVITATION TO BE WITH US TODAY. I AM VERY PROUD TO BE AN ACTIVE MEMBER OF NASBE AND I WANTED MORE INFORMATION FOR THE BOARD MEMBERS AND THE DEPARTMENT AS TO EXACTLY WHAT IT IS THAT IS SO IMPORTANT THAT WE CONTINUE PARTICIPATING IN NASBE AND I’M VERY PROUD THAT, YOU KNOW, WE’RE ONE OF THE STATES THAT IS VERY PROACTIVE AND NOW TIFFANY WILL FOLLOW WHEN I LEAVE AS A DIRECTOR. AND SO, I WANT TO THANK YOU PERSONALLY FOR BEING HERE. THANK YOU VERY MUCH.>>MY PLEASURE. AND AS WE HAVE A STATE STAFF PERSON THAT’S ASSIGNED TO EACH STATE. WE DON’T HAVE 50 STAFF MEMBERS. BUT THEY HAVE SIX OR SEVEN STATES. AND YOU DO HAVE A STATE LIAISON THAT FOLLOWS EVERYTHING YOU DO, AND IT’S WINONA HOWE. WINONA IS OUR DIRECTOR OF EARLY LEARNING AND SHE IS THE MICHIGAN LIAISON. REACH OUT ANY TIME, PLEASE. I MEAN, WE ARE THERE TO FIELD QUESTIONS AND WE DO QUICK TURN AROUND ON POLICY ANALYSIS AND WHATNOT. WHATEVER YOU NEED. I APPRECIATE THE OPPORTUNITY.>>THANK YOU, BOARD MEMBER RAMOS-MONTIGNY. THANK YOU, DR. HULL. WE WILL BE FOLLOWING UP WITH YOU ON SEL.>>THANK YOU>>THANK YOU. HAVE A GOOD DAY.>>THANK YOU.>>NEXT ITEM ON THE COMMITTEE, THE WHOLE AGENDA IS PRESENTATION ON EDUCATOR WORKFORCE SYSTEM. INITIATIVES IN SUPPORT OF GOAL THREE OF MICHIGAN’S TOP 10 IN 10 STRATEGIC PLAN TO DEVELOP SUPPORT AND SUSTAIN A HIGH-QUALITY PREPARED AND COLLABORATIVE EDUCATION WORKFORCE ARE CRITICAL COMPONENTS OF THE DEPARTMENT’S WORK. LEGISLATION TO SUPPORT THE DEVELOPMENT OF EFFECTIVE EDUCATORS. SCHOOL SAFETY AND EDUCATOR EVALUATION HAS BEEN INTRODUCED THIS SESSION. THIS INFORMATIONAL PRESENTATION SERVES AS AN UPDATE ON THE WORK OCCURRING ACROSS THE EDUCATOR WORKFORCE SYSTEM, IN CONCERT WITH OUR STAKEHOLDERS, INCLUDING THE LEGISLATURE TO SUPPORT OUR K12 AND HIGHER EDUCATION PARTNERS. THIS IS A PRESENTATION. NO BOARD ACTION IS REQUIRED. BOARD MEMBERS ARE PRESENTERS TODAY. DR. VANESSA KEESLER, DEPUTY SUPERINTENDENT OF EDUCATOR, STUDENT, AND SCHOOL SUPPORT. AND MS. LEAH BREEN, DIRECTOR OF THE OFFICE OF EDUCATOR EXCELLENCE. MADAM.>>THANK YOU, DR. RICE. AND THANK YOU, BOARD MEMBERS, FOR GIVING US TIME ON THE AGENDA TODAY TO SHARE, AS THE INTRO SAID, SOME IMPORTANT– WE’D LOVE THE OPPORTUNITY TO SHARE WHAT WE’RE DOING AROUND SUPPORTING THE EDUCATOR WORKFORCE SYSTEM. AND INITIATIVES ACROSS ALL ASPECTS OF THE SYSTEM. WORKING TOWARD THAT OVERALL GOAL OF NOT ONLY GREATER QUALITY IN OUR EDUCATORS, BUT ALSO MORE PEOPLE WANTING TO BE EDUCATORS. INCREASING THE QUANTITY AS WELL. SO, WE KNOW HOW IMPORTANT IT IS TO HAVE A PARENT-SUPPORTED AND SUFFICIENT TEACHER AND PRINCIPAL-ADMINISTRATOR WORKFORCE. AND THAT IS SOMETHING THE STATE IS WORKING ON. YOU HAVE TWO THINGS– LEAH WILL PROBABLY EXPLAIN MORE ABOUT THEM, SO I WON’T STEAL ALL HER THUNDER– BUT ONE OF YOUR CHARTS TALKS ABOUT HOW WE WORK ON THIS TOGETHER ACROSS THE WHOLE SYSTEM. SO, THE DEPARTMENT HAS ROLES, SCHOOLS HAVE ROLES, DISTRICTS HAVE ROLES, THE LEGISLATURE HAS ROLES. THIS IS ALSO SOMETHING THAT DR. RICE HAS ON HIS LIST OF PRIORITIES– WORKING AROUND OUR EDUCATOR WORKFORCE. SO, WE’RE JUST REALLY EXCITED TO SHARE SOME OF THE THINGS WE HAVE IN PROGRESS AND CONTINUE TO WORK TOGETHER WITH DR. RICE, THE BOARD, AND ALL OF THE STAKEHOLDERS IN THE COMING MONTHS TO SUPPORT MICHIGAN’S EDUCATORS. LEAH?>>YES. SO, AS VANESSA MENTIONED, THERE ARE TWO DOCUMENTS IN FRONT OF YOU. AND THIS PRESENTATION IS JUST A VERY, VERY BRIEF OVERVIEW OF A LOT OF THE CONTENT THAT YOU’LL SEE IN THESE LARGER DOCUMENTS THAT WE WANTED TO SHARE WITH YOU HERE TODAY. SO, FIRST, YOU LIKELY HEARD US TALK ABOUT THE EDUCATOR PIPELINE THE OFFICE OF EDUCATOR EXCELLENCE IS REALLY THE VEHICLE IN THE DEPARTMENT THAT OVERSEES THE WORK OF THE EDUCATOR PIPELINE AND IT HANDLES RECRUITMENT INTO THE PROFESSION, PREPARATION, CERTIFICATION. WE WORK WITH RECRUITMENT AND PLACEMENT FOR EMPLOYMENT, EVALUATION, PROFESSIONAL LEARNING, GROWTH, AND RETENTION. WE ARE ACTUALLY– YOU’VE HEARD US SAY “EDUCATION SYSTEM” SEVERAL TIMES ALREADY IN THIS MEETING. WE’RE ACTUALLY TRYING TO MOVE AWAY FROM THIS VERNACULAR OF THE EDUCATOR PIPELINE. AND WE DO WANT TO TALK ABOUT THE EDUCATION SYSTEM. AND THIS IS THE KIND OF THE PICTURE THAT I’VE BEEN USING TO TALK ABOUT IT LATELY WHEN I COME OUT AND TALK ABOUT THE WORK THAT WE DO. SPECIFICALLY, AN ECOSYSTEM. AND WHY AN ECOSYSTEM IS RELEVANT IS BECAUSE EVERY ORGANISM WITHIN AN ECOSYSTEM IS DEPENDENT ON THE OTHER ORGANISMS TO REMAIN HEALTHY. AND THAT’S KIND OF WHAT VANESSA WAS REFERRING TO IN OUR DOCUMENT. THAT WE REALLY CONSIDER OUR INITIATIVES TO BE ACROSS ALL OF OUR PARTNERSHIPS. WE ALSO KNOW THAT ECOSYSTEMS ARE REALLY AFFECTED BY EXTERNAL STIMULI. SO, THINGS LIKE POLLUTION GREATLY AFFECTS OUR CORAL REEFS, AS USED IN THIS EXAMPLE. AND THAT OUR ENVIRONMENT HAS TO ADJUST TO THOSE STIMULI IN ORDER TO REMAIN HEALTHY. SO, WE GO THROUGH A PROCESS OF ADAPTATION. SO, YOU KNOW, WHAT DOES THIS MEAN IN TERMS OF OUR WORK IN THE EDUCATOR WORKFORCE AND MDE? WE’VE BEEN WORKING DILIGENTLY WITH OUR PARTNERS TO RECOGNIZE THAT SOLUTIONS HAVE TO BE INTEGRATED THROUGHOUT OUR EDUCATION WORKFORCE SYSTEM. AND THAT IT HAS TO BE SHARED AND IMPLEMENTED WITH FIDELITY BY ALL OF OUR PARTNERS. SO, FOR THIS REASON, WE SHARE OUR GOALS AND OUR STRATEGIC PLANS WIDELY. WE’RE SHARING SOME OF THEM HERE WITH YOU TODAY. WE BELIEVE THAT IF WE’RE ALL WORKING AND IMPLEMENTING THE SAME EFFORTS, OUR WORK CAN ONLY GET BETTER. UP HERE ON THIS SCREEN IS OUR NEW GRAPHIC THAT YOU’LL SEE ON THE FRONT OF OUR OFFICES, EDUCATOR WORKFORCE ANNUAL REPORT THAT CONTAINS A LOT OF THE DATA THAT WE HAVE ON OUR EDUCATOR WORKFORCE HERE IN MICHIGAN. AND THIS GRAPHIC IS INTENDED TO REPRESENT THE ECOSYSTEM RATHER THAN THE PIPELINE GRAPHIC. BEHIND, YOU CAN SEE THE INTERWEAVING OF MANY OF OUR INITIATIVES AND HOW THEY ARE MAPPED TO EACH AREA OF THE WORK THAT WE OVERSEE, AND HOW THAT WORK OVERLAPS ONE ANOTHER IN A SYSTEM APPROACH. SO, IN ADDITION TO ENCOURAGING ALL OF OUR PARTNERS TO FOCUS ON THE SAME GOALS AND MAKE SURE THAT WE BALANCE OUR INITIATIVES ACROSS THE ECOSYSTEM, SO THAT WE’RE NOT JUST HITTING ONE AREA OF FOCUS, WE REALLY ARE FOCUSED ON LIMITING THE STIMULI. WE WANT TO HAVE FEWER GOALS AROUND OUR EDUCATOR WORKFORCE INITIATIVE THAT WILL ALLOW US DEPTH OF IMPLEMENTATION VERSUS BREADTH OF IMPLEMENTATION. AND A KEY TO ALL OF THIS IS ALSO COMMUNICATION WITH OUR STAKEHOLDERS. SO, WE TRY TO SPEAK OFTEN AND FREQUENTLY ABOUT THE WORK THAT WE’RE DOING. SO, NOW I’M JUST GOING TO DO A BRIEF OVERVIEW OF SOME OF THE INITIATIVES THAT WE ARE WORKING ON CURRENTLY. IN TERMS OF RECRUITMENT, YOU MAY HAVE HEARD ABOUT OUR EDUCATOR WORKFORCE JOB FAIRS THAT WERE HELD RECENTLY AROUND THE STATE. THEY WERE ATTENDED. WE DID– LAST YEAR WE DID ONE HERE IN LANSING. THIS YEAR, WE DID THREE THROUGHOUT THE STATE. AND WE DID HAVE GOOD PARTICIPATION FROM BOTH SCHOOL DISTRICTS, HIGHER EDUCATION INSTITUTIONS, AND JOB SEEKERS. SO, THAT WAS GREAT NEWS. WE ALSO HAVE BEEN FOCUSING ON POSITIVE LANGUAGE. SO, THIS IS SOMETHING WE’VE ACTUALLY TALKED ABOUT WITH OUR K12 SCHOOL DISTRICTS. OUR COMMUNITIES. WE’VE TALKED ABOUT IT OVER AT THE LEGISLATURE. WE TALK ABOUT IT HERE AT THE DEPARTMENT. THAT ONE OF THE THINGS THAT IS HARMING OUR PROFESSION IS THE NEGATIVE VERNACULAR THAT WE’RE USING IN THE FIELD AND THAT IT IS INCUMBENT ON ALL OF US TO TALK ABOUT TEACHING AS A PROFESSION THAT IS HONORED, REVERED. AND THAT WE SHOULD ENCOURAGE STUDENTS TO JOIN OUR PROFESSION. BECAUSE, AS YOU KNOW, WE’RE STRUGGLING WITH THE NUMBER OF STUDENTS THAT WE HAVE ENTERING OUR HIGHER EDUCATION INSTITUTIONS. WE’VE BEEN WORKING WITH OUR P20 PARTNERS ON DEVELOPING MARKETING PLANS. CHANGING THE CONCEPT THAT MARKETING JUST KIND OF USED TO OCCUR IN THE SPRING AND FALL TO FILL VACANCIES, IT’S REALLY YEAR-ROUND NOW. THEY NEED TO DEVELOP STRATEGIES TO BRING IN TEACHERS THROUGH PARTNERSHIPS WITH HIGHER EDUCATION INSTITUTIONS, THROUGH ALTERNATIVE ROUTE PROGRAMS, THROUGH THE MYRIAD OF WAYS THAT WE HAVE TO BUILD PIPELINES AND WORK ON THAT THROUGHOUT THE YEAR. AND WE’VE BEEN WORKING VERY DILIGENTLY TO STRENGTHEN OUR P20 AND EDUCATOR PREPARATION PROGRAM PARTNERSHIPS TO MAKE SURE THAT THERE ARE CONDUITS SO THAT EVERYBODY COMING OUT HAS A POSITION IN A SCHOOL. WE’VE BEEN WORKING ON DEVELOPING MANY PATHWAYS INTO THE PROFESSION. SO, YOU MIGHT HAVE SEEN THE ARTICLES ABOUT LONG-TERM SUBSTITUTES IN THE NEWS THIS WEEK. THAT IS PART OF THE PROCESS WE’RE USING TO RECRUIT. MANY PATHWAYS INTO THE PROFESSION ARE THESE GROW-YOUR-OWN PROGRAMS. AS WELL AS THE ALTERNATIVE ROUTES THAT I’VE MENTIONED. RESIDENCY PROGRAMS. TROOPS TO TEACHERS. ANY NUMBER OF PATHWAYS THAT WE HAVE TO REALLY OPEN AS MANY DOORS AS WE CAN TO PEOPLE WHO WANT TO BE IN OUR EDUCATION WORKFORCE. THANKS. IN THE FUTURE, WE ARE FOCUSING ON DEVELOPING A STATE-WIDE JOB BANK. WE BELIEVE THAT WE NEED GREATER ACCESSIBILITY TO POSITIONS THAT ARE AVAILABLE IN MICHIGAN AND GREATER ACCESSIBILITY TO JOB SEEKERS. WE ARE FOCUSING SOME STATE DOLLARS ON DEVELOPING CADET TEACHER PROGRAMS OR REOPENING CADET TEACHER PROGRAMS. THOSE ARE SPECIFICALLY PROGRAMS THAT ARE ORIGINATED IN HIGH SCHOOL SETTINGS TO GET HIGH SCHOOL STUDENTS IN CLASSROOMS AND THEN INTO THE PROFESSION IN HIGHER EDUCATION. WE ARE EXPANDING OUR STATE-WIDE MARKETING OF THE PROFESSION AND YOU ALL HAVE A PROUD MICHIGAN EDUCATOR STICKER THAT YOU RECEIVED TODAY. THAT IS OUR HASHTAG THAT WE USE FOR SOME OF OUR MARKETING INITIATIVES. AND WE’LL BE WORKING ON INTEGRATING COMMUNITY SUPPORTS FOR THE PROUD MICHIGAN EDUCATOR INITIATIVE AS WELL. AND THEN, SPECIFICALLY, WE’RE LOOKING AT NEW STRATEGIES TO FOCUS ON RECRUITMENT FOR REGIONS, CONTENT AREAS, AND RECRUITMENT FOR DIVERSE CANDIDATES IN THE FIELD. SO, PREPARATION? UH, WE HAVE BROUGHT BEFORE YOU IN THE LAST YEAR OR SO ALL OF OUR WORK AROUND STRENGTHENING CLINICAL EXPERIENCES. SO, THE NEW REQUIREMENT FOR 600 HOURS OF FIELD EXPERIENCE WORK WITH STUDENTS BEFORE EXITING A PREPARATION PROGRAM. AND THE REQUIREMENT TO WORK IN A VARIETY OF DIVERSE SETTINGS WITH DIVERSE STUDENTS IN THOSE CLINICAL EXPERIENCES. YOU ARE AWARE OF THE CERTIFICATION STRUCTURE CHANGE THAT WE HAVE BEEN WORKING ON TO ENSURE OUR TEACHERS ARE BETTER PREPARED TO BE TEACHERS OF LITERACY AND NUMERACY, AS WELL AS INCORPORATING THE SEL, SOCIAL-EMOTIONAL LEARNING. AND SOME INCREASED APPROPRIATE CHILD DEVELOPMENT STRATEGIES IN PREPARATION. YOU’LL HEAR MORE ABOUT THAT LATER TODAY. WE, AS I MENTIONED BEFORE– WE’RE WORKING ON STRENGTHENING THE PARTNERSHIPS WITH OUR HIGHER EDUCATION INSTITUTIONS AND K12 TO ENSURE THAT THE HIGHER EDUCATION INSTITUTIONS ARE MEETING THE NEEDS OF K12, BOTH IN CONTENT AREA AND PREPARATION OF CANDIDATES. SO, WE’VE REALLY BEEN WORKING TO GET THEM ALL IN THE SAME ROOM HAVING CONVERSATION ABOUT WHAT IS HAPPENING IN ORDER TO IMPROVE PREPARATION. WE ARE WORKING ON– ONE OF THE THINGS WE TALK ABOUT WITH OUR PREPARATION INSTITUTION IS, IF AT ALL POSSIBLE, COACHING TEACHERS INTO AREAS IN REGIONS OF SHORTAGE. AND BETTER PREPARING THEM TO BE TEACHERS OF DIVERSE CANDIDATES AS WELL AS RECRUITING DIVERSE CANDIDATES INTO THEIR PROGRAMS. AND REALLY PRIORITIZING OUR OUT-PREP INSTITUTIONS AS OUR PARTNERS IN ALL OF THIS WORK AS PART OF OUR ECOSYSTEM APPROACH TO THE WORKFORCE.>>AND ONE OF THE THINGS WE WERE EXCITED ABOUT FOR THE PRESENTATION TODAY IS, OF ALL THE PARTS OF THE SYSTEM, THIS IS WHAT THE BOARD TENDS TO HEAR THE MOST FROM US ON BECAUSE WE BRING STANDARDS BEFORE THE BOARD. SO, ALL OF THESE THINGS THAT LEAH JUST WALKED THROUGH, A LOT OF THEM HAVE COME TO YOU FOR DISCUSSION AND APPROVAL. BUT SOME OF THE OTHER PARTS WE DON’T GET TO TALK ABOUT HERE AS REGULARLY. SO, AGAIN, EMPHASIZING THE FACT THAT PREPARATION IS ONLY ONE PART OF A SYSTEM AND NEEDS TO EXIST WITHIN A HEALTHY ECOSYSTEM. WE’RE EXCITED TO TALK ABOUT SOME OF THE OTHER PIECES AS WELL.>>SO, OUR WORK AROUND CERTIFICATION– AT LOT OF THIS HAS BEEN UNDERSTANDING WHAT OUR DATA AROUND CERTIFICATION SAYS AND SHARING THAT DATA WITH OTHERS, SO WE’RE ALL ON THE SAME PAGE ABOUT WHAT’S HAPPENING IN MICHIGAN AROUND CERTIFICATION. WE ARE ALSO LOOKING AT THE CONCEPT OF PROFESSIONAL LEARNING IN MICHIGAN. AND WHAT WE REALLY NEED TO DO AS A SYSTEM, WITH ALL OF US INVOLVED AS STAKEHOLDERS, TO INCREASE THE QUALITY OF PROFESSIONAL LEARNING IN ORDER TO INCREASE THE QUALITY OF OUR EDUCATORS IN THE WORKFORCE AND REALLY SUPPORT THEIR LEARNING AND THEIR GROWTH. USING OUR CERTIFICATION PROCESS, WE HAVE ESTABLISHED DISTINCT CAREER PATHWAY OPPORTUNITIES AND WE’RE WORKING ON EXPANDING THOSE, SO THAT WE– THAT TEACHERS HAVE OTHER REASONS TO STAY IN IF CLASSROOM TEACHING– AND THEY DECIDED THE TRADITIONAL CLASSROOM ROUTE ISN’T THEIR OPPORTUNITY. RATHER THAN LEAVING THE PROFESSION WHOLESALE, DEVELOPING OTHER CAREER PATHWAY OPPORTUNITIES OUTSIDE JUST ADMINISTRATION, WHICH SEEMS TO BE THE NEXT STEP. SO, THINGS LIKE TEACHER LEADER PROGRAMS AND INTENSIVE SUPPORT PROGRAMS, COACHING, ALL OF THOSE. RECIPROCITY. WE REALLY STRIVE TO ENSURE THAT OUR RECIPROCITY PROCESSES FOR RECEIVING TEACHERS FROM OUT OF STATE ARE STREAMLINED AS POSSIBLE. THE PAST COUPLE OF YEARS, ABOUT 25% OF OUR APPLICANTS IN MICHIGAN HAVE BEEN FROM OUT OF STATE. SO, THEY ARE COMING HERE. AND WE WOULD LIKE TO GET THEM HERE. SO, WE WORK ON DOING THAT WITHIN OUR BOUNDARIES OF LAW. SCHOOL COUNSELOR RENEWAL. SO, IN TERMS OF CERTIFICATION, LEGISLATION WAS INTRODUCED, YOU’LL LIKELY HEAR MORE ABOUT THIS SOON, THAT REQUIRES SPECIFIC PROFESSIONAL LEARNING FOR SCHOOL COUNSELORS TO RENEW THEIR CERTIFICATE. SO, WE’VE BEEN WORKING ON MAKING THAT PROCESS AS EASY FOR SCHOOL COUNSELORS AS WE CAN BY PROVIDING THEM SUPPORTS AND COMMUNICATION AROUND THAT INITIATIVE. AND CUSTOMER SERVICE. SO, ONE OF OUR MAIN FOCUSES OF OUR CERTIFICATION PROCESSES IS ALWAYS CUSTOMER SERVICE. WE SERVE EDUCATORS IN THE STATE. WE SERVE 400,000 EDUCATOR CERTIFICATIONS AND LICENSES IN THIS STATE AND WE LIKE THEM TO THINK THAT THEY ARE SERVED WELL BY THIS DEPARTMENT AND BY YOU.>>AND LEAH MIGHT NOT POINT THIS OUT, BUT ON PAGE 10 OF YOUR ANNUAL REPORT, IT HAS SOME OF OUR DATA AROUND OUR PHONE CALLS AND CUSTOMER SERVICE AND THIS OFFICE HANDLES ALMOST 31– LAST YEAR, ALMOST 31,000 CALLS OVER THE COURSE OF THE YEAR. WE DO NOT HAVE 31,000 STAFF DOWNSTAIRS ANSWERING CALLS. THAT WOULD BE EXCITING. SO, APPRECIATE THE COMMITMENT TO CUSTOMER SERVICE AND, AGAIN, LIKE LEAH SAID, WE DO WORK REALLY HARD AS A DEPARTMENT TO MAKE SURE THAT WE ARE SERVING ALL OF THE EDUCATORS IN THE FIELD TO THE BEST OF OUR ABILITIES. AND WE’VE BEEN TRACKING DATA ON THAT, WHICH HELPS US DO THAT BETTER.>>SO, RECRUITMENT AND PLACEMENT FOR EMPLOYMENT. THIS IS ONE OF THE AREAS THAT WE AND OUR PARTNERS HAVE ENGAGED IN SIGNIFICANT WORK. OUR K12 PARTNERS ASKED FOR INNOVATIVE WAYS TO EXPAND EDUCATORS’ ENDORSEMENTS ON THEIR CERTIFICATES. AND REALLY GROW EXISTING STAFF IN THE EDUCATIONAL SETTING, SUCH AS PARA PROS INTO TEACHING POSITIONS. ALSO ALLOWING CAREER CHANGERS AND EXTERNAL PROFESSIONALS THE OPPORTUNITY TO TEACH IN THEIR AREA OF EXPERTISE. SO, THINGS LIKE WELDERS AND MECHANICS IN THE FIELD SHOULD BE ABLE TO ENTER CLASSROOMS AND IMPART THAT IN CAREER AND TECH ED PROGRAMS. SO, IN THE PAST 4 YEARS, WE HAVE REALLY IMPLEMENTED A SET OF PATHWAYS FOR ALL OF THESE THINGS TO HAPPEN. AND NOW WHAT WE’RE DOING IS CAREFULLY EXAMINING THESE TO DETERMINE IF THEY ARE SUCCESSFUL AND WHAT ADJUSTMENTS WE NEED TO MAKE TO THOSE PATHWAYS IN ORDER TO MEET THE NEEDS OF EVERYBODY OUT IN THE FIELD. WE’VE ALSO DEVELOPED THE TOOLS AND SUPPORTS, AS I MENTIONED, TO ENCOURAGE YEAR-ROUND MARKETING. THIS IS NEW. AS STATE AGENCY, THIS IS NEW FOR ALL STATE AGENCIES IN THE NATION. THEY’RE ALL KIND OF WORKING ON SUPPORTING THEIR DISTRICTS TO DO THIS. AND WE’RE– IN DOING SO, WE’VE BEEN LUCKY TO ENGAGE SOME INDIVIDUALS THAT HAVE EXPERIENCE IN COMMUNICATIONS AND MARKETING AS PART OF OUR PLAN. AS A PARTNER TO DO THAT. WE CONTINUE TO ADVICE DISTRICTS AS WELL, IN ONE-ON-ONE AND SMALL GROUPS ABOUT HOW TO FLEXIBLY PLACE CANDIDATES IN ORDER TO MEET STUDENT NEEDS TO THE BEST OF THEIR ABILITY AND MAINTAIN THE STAFF THAT THEY HAVE. PROFESSIONAL LEARNING GROWTH AND RETENTION. WE’LL TALK ABOUT RETENTION FIRST. WE’VE BEEN TALKING A LOT ABOUT SCHOOL DISTRICTS AND CULTURE AND CLIMATE AND IF YOU HAPPEN TO SEE ANY OF THE QUOTES IN THE RECENT ARTICLES THIS WEEK, PARTICULARLY BY ME, WE HAVE SOME EMPHASIS. WE NEED TO RECRUIT INDIVIDUALS TO OUR VERY URBAN AND OUR VERY RURAL AREAS. AND IT’S NOT JUST THE CULTURE AND CLIMATE OF THE SCHOOL DISTRICTS THAT ARE SPECIFIC TO THAT, BUT THE CULTURE AND CLIMATE OF THE COMMUNITIES THAT THEY SERVE. SO, IT’S REALLY TALKING ABOUT THE KINDS OF RESOURCES THAT COMMUNITIES AND DISTRICTS NEED TO INCENTIVIZE TEACHERS TO MOVE THERE IN ORDER TO FILL POSITIONS BECAUSE WE’RE NOT PRODUCING ENOUGH TEACHERS IN THOSE AREAS, FRANKLY, TO FILL AVAILABLE POSITIONS. WE HAVE TALKED A LOT ABOUT LEADERSHIP. SO, WE KNOW THIS IS A KEY INDICATOR OF RETAINING TEACHERS IS HAVING GOOD LEADERSHIPS. SO, WE’RE WORKING ON DEVELOPING INITIATIVES AROUND LEADERSHIP, INCLUDING A REVISION TO OUR EDUCATOR PREPARATION STANDARDS AROUND LEADERS IN THE FIELD. WE’RE WORKING ON FINANCIAL INCENTIVIZATION. SO, FOR EXAMPLE, WE ALLOCATED SOME FEDERAL FUNDING THAT WE HAD TO SUPPORT RESIDENCY PROGRAMS BETWEEN HIGHER EDUCATOR INSTITUTIONS AND SOME OF OUR HARD-TO-FILL SCHOOL DISTRICTS THAT ALLOWED THEM TO PAY STIPENDS FOR THOSE TEACHERS TO SERVE IN YEAR-LONG RESIDENCIES IN THOSE AREA. AND HOPEFULLY, THEN, CHOOSE TO REMAIN EMPLOYED IN THE LONG-TERM. SO, THAT’S ONE EXAMPLE OF SOMETHING THAT WE’VE DONE THERE. LINKING– USING EDUCATOR EVALUATION APPROPRIATELY. LINKING IT TO PROFESSIONAL GROWTH PLANS AND PROVIDING THE RESOURCES FOR THOSE EDUCATORS TO PARTICIPATE IN THOSE PROFESSIONAL GROWTH PLANS WE THINK IS KEY. THAT ALSO INCLUDES MENTORING AND INDUCTION, WHICH IS ONE OF THE BIGGEST THINGS FOR THE BUCK THAT RESEARCH INDICATES WILL HELP RETAIN TEACHERS, ARE STRONG MENTORING AND INDUCTION PROGRAMS. SO, TALKING ABOUT THAT. PLACING EMPHASIS ON THAT. WE TALKED A LITTLE BIT ABOUT THE CAREERS PATHWAYS AND TEACHER CERTIFICATION. AND AS YOU CAN SEE, IT’S NOT LINEAR. A LOT OF THESE OVERLAP INTO MULTIPLE AREAS OF THE SYSTEM. SO, THEY’RE ON HERE MORE THAN ONCE. RECOGNITION. YOU SAW A GREAT EXAMPLE THIS MORNING OF PART OF OUR VERY STRONG RECOGNITION PROGRAMS IN MICHIGAN. WE ONLY WOULD LIKE TO MAKE THEM STRONGER AND JEN AND HER TEAM ARE SO GREAT AT FINDING PARTNERS TO REALLY STRENGTHEN OUR WORK. SO, WE LOOK FORWARD TO CONTINUING ALL OF THESE ROLES AND INITIATIVES AS WE MOVE FORWARD IN THE NEXT FEW YEARS. THEN, IT’S IMPORTANT TO COVER A LITTLE BIT, HOW DO WE KNOW IF WE’RE MAKING PROGRESS? HOW DO WE ENSURE THAT WE’RE MEETING OUR GOALS AND THAT OUR INITIATIVES REALLY DO HAVE A LOT OF DEPTH AND WE’RE NOT JUST, YOU KNOW, PUTTING A BUNCH OF THINGS OUT THERE THAT WE’RE NOT IMPLEMENTING WITH FIDELITY? WE DO THAT THROUGH THREE WAYS. DATA, RESEARCH, AND INVESTMENT IS WHERE WE PRIORITIZE AROUND OUR EDUCATOR WORKFORCE. SO, YOU’LL SEE IN THIS ANNUAL REPORT, WE HAVE DEVELOPED A WAY TO COMMUNICATE AND DEMONS– COMMUNICATE AND DEMONSTRATE PROGRESS ON A BREADTH OF AREAS. PART OF THIS, HONESTLY, WAS SELF-PRESERVATION AS INDIVIDUALS BECAME MORE INTERESTED IN THE EDUCATOR WORKFORCE, WE STARTED GETTING EMPLOYER REQUESTS. AND I THINK IN THE FIRST QUARTER OF LAST YEAR WE HAD SEVERAL HUNDRED. I DON’T REMEMBER EXACTLY. BUT WHAT WE HAVE STARTED DOING IS TRYING TO PROACTIVELY PUBLISH INFORMATION SO THAT OUR STAKEHOLDERS HAVE WHAT THEY NEED, RATHER THAN HAVING TO COME TO US AND ASK FOR IT EVERY TIME. AND IN A WAY, THAT CAN BE REUSED IN PRESENTATIONS IN KIND OF A PRETTY GRAPHICAL FORMAT. THIS ANNUAL REPORT IS ALSO AVAILABLE ONLINE. AND YOU’LL NOTICE IT IS ON LINE TO THE INITIATIVES WITHIN THE WORKFORCE ECOSYSTEM THROUGHOUT THE DOCUMENT. SO, WHO’S RECEIVING THE DATA? EVERYBODY. THE LEGISLATURE, COMMUNITY MEMBERS, P20 SCHOOLS. WE SHARE IT WITH OUR RESEARCHERS OUR NATIONAL PARTNERS, AND OUR ED PREP INSTITUTIONS. IT IS NICE TO HAVE IT AVAILABLE BASICALLY TO SUPPORT ANY CONVERSATION THAT WE HAVE AROUND THE EDUCATOR WORKFORCE. THOSE INDIVIDUALS ARE USING IT IN ORDER TO GUIDE DECISION MAKING, AND WE ARE USING IT TO GUIDE DECISION MAKING IN SUPPORT OF MARKETING AROUND THE PROFESSION. WE USE IT AND THEY USE IT TO COMPARE TO THE NATIONAL LENS. IT SUPPORTS DISTRICT STAFFING AND IT HELPS US DETERMINE THE EFFECT OF OUR INITIATIVES. RESEARCH IS ANOTHER WAY THAT WE SUPPORT THE ECOSYSTEM HERE AT MDE AND MAKE SURE OUR INITIATIVES ARE SUCCESSFUL. WE HAVE A NUMBER OF AUTHORED WHITE PAPERS. YOU MAY BE INTERESTED IN THOSE. THEY’RE LISTED RIGHT THERE. THEY’RE ON OUR WEBSITE. WE TALK ABOUT CERTIFICATION TRENDS, ATTRITION, RACIAL CHARACTERISTICS OF OUR WORKFORCE, AND MOBILITY. AND WE ALSO HAVE PARTNERSHIPS WITH THESE INDIVIDUALS. EPIC, AND THAT’S A LINK TO THEIR RESEARCH THAT THEY’VE PUBLISHED AROUND OUR WORK HERE AT MDE. AND THEN THE EDUCATOR WORKFORCE. AND THE MICHIGAN ALLIANCE TO IMPROVE TEACHER PREPARATION, WHICH IS ANOTHER PARTNER WE SOUGHT OUT TO FILL SOME RESEARCH PURPOSES. ONE OF WHICH WAS TO HELP US DEVELOP THIS ANNUAL REPORT. AND INVESTMENT. SO, WE HAVE ASKED THE LEGISLATURE ON SEVERAL OCCASIONS, AND THEY HAVE PROVIDED LEGISLATIVE INVESTMENT AROUND THINGS LIKE MENTORING AN INDUCTION OR RESIDENCY PROGRAMS, JOB BANK, DEBT TEACHING. THEY DID PROVIDE FUNDS FOR AN INNOVATIVE EDUCATOR CORE. IT IS IN ITS FINAL YEAR. AND THEY HAVE LAUNCHED A NEW GOVERNOR’S EDUCATION ADVISORY COUNCIL, WHICH WE WILL BE SUPPORTING HERE AT THE DEPARTMENT. AND AT MDE, WE HAVE INVESTED IN OUR EDUCATOR WORKFORCE BY FUNDING RESIDENCY PROGRAMS. WE ARE LOOKING AT FUNDING THE JOB BANK, IF WE CANT FIND EXTERNAL SUPPORT FOR THAT. CADET TEACHING PROGRAMS, AS I MENTIONED. WE HAVE INVESTED TIME TO BRING STAKEHOLDERS TOGETHER TO TALK ABOUT PROFESSIONAL LEARNING QUALITY MEASURES AND THINGS WE CAN IMPLEMENT TO BETTER SERVE OUR EDUCATORS IN THE FIELD. WE HAVE GAINED DATA AND MARKETING PERSONNEL TO HELP OUR SCHOOL DISTRICTS. WE HAVE FUNDED THE JOB FAIRS. WE HAVE A TON OF STAKEHOLDER FEEDBACK GROUPS THAT WE SUPPORT AND HONOR, INCLUDING REIMBURSEMENT TO EDUCATORS TO COME HERE AND SHARE INFORMATION, FOR SUBS IN THEIR CLASSROOM, TRAVEL EXPENSES. AND FUNDS FOR OUR RESEARCH PARTNERS. THAT IS TODAY’S UPDATE. WHAT QUESTIONS DO YOU HAVE? DR. RICE?>>BOARD MEMBERS, QUESTIONS OR COMMENTS. BOARD MEMBER McMILLIN.>>THANK YOU. I GUESS– YOU KNOW, THE THING THAT I– AND I DIDN’T REALLY HEAR IT, BUT THE THING– THIS IS JUST COMING FROM THE GUT, BECAUSE I DO TALK TO SOME TEACHERS, BUT I RECALL OVER THE LAST TWO AND A HALF YEARS THAT TEACHERS HAVE EITHER COME TO THIS BOARD OR I’VE HEARD THEM OUT IN THE FIELD THAT SAY, “YOU KNOW, I– AT THIS POINT I WOULD NEVER– MY CHILD WAS INTERESTED IN TEACHING, BUT I TELL THEM FORGET IT. DON’T EVEN THINK ABOUT IT.” AND I GUESS THAT IS REALLY THE CORE OF WHAT– I MEAN, THIS– SOUNDS LIKE THERE IS A LOT OF STUFF GOING ON, BUT I JUST THINK THAT THERE NEEDS TO BE A FOCUS ON RETURNING JOY IN TEACHING. I MEAN, MAYBE THERE’S SOME THAT HAVE THAT, BUT IT JUST SEEMS TO ME THAT, YOU KNOW, WE NEED TO FIND ROOT CAUSES OF WHY– YOU CAN’T REALLY– IT SEEMS TO ME, YOU CAN’T FORCE, YOU KNOW, THROUGH COACHING AND DEVELOPING AND MARKETING, YOU CAN’T FORCE THEM TO FEEL GOOD ABOUT WHAT THEY’RE DOING IF THEY FEEL LIKE THEY’RE BECOMING FACILITATORS AND THAT THEY REALLY DON’T HAVE THE AUTONOMY THAT THEY DESIRE. AND THESE ARE JUST MY OWN PERCEPTIONS, AGAIN. BUT WHATEVER THEY ARE, WHATEVER THE REASONS ARE, I THINK THAT’S WHERE WE KINDA NEED TO HAVE A LOT MORE FOCUS. AND THEN IT JUST KIND OF FLOWS OUT OF THAT. IF EVERYBODY IS– IF YOU GET MORE PEOPLE EXCITED OR HAPPY ABOUT WHAT THEY’RE DOING, THEN EVERYBODY SEES THAT. BUT I JUST THINK, THE MORE I HEAR TEACHERS SAYING THAT “I’M TELLING MY KIDS NOT TO GO INTO TEACHING.” AND MAYBE THAT’S JUST– MAYBE IT’S NOT WIDESPREAD, MAYBE IT JUST AN ANECDOTAL THAT A FEW– BUT I MEAN, IF THAT’S WIDESPREAD, THAT’S OUR PROBLEM. TO ME. AND THAT– YOU KNOW, THE 50 OTHER THINGS ARE FINE, BUT, YOU KNOW, IF EVERYTHING’S A PRIORITY, NOTHING’S A PRIORITY. SO, LIKE I WOULD JUST INVEST A LOT OF TIME IN THAT. LIKE, WHAT IS IT AND WHAT CAN WE DO TO FIX IT? AND, YOU KNOW, KIND OF OUT OF THE BOX KIND OF THINKING, YOU KNOW.>>WELL STATED AND WELL TAKEN. THANK YOU. PRESIDENT ULBRICH.>>SO I ECHO YOUR CONCERNS THERE AND I COMPLETELY AGREE WITH YOU. AND THIS IS KIND OF RELATED, BUT MAYBE A LITTLE OFF TOPIC, BUT RECENTLY, I’M SURE YOU SAW THERE WAS A BRIDGE ARTICLE ABOUT SOME SCHOOLS THAT HAVE LONG-TERM SUBS THAT HAVE ESSENTIALLY REPLACED EDUCATORS IN THE SCHOOLS. SO, HALF OF THE EDUCATORS ARE LONG-TERM SUBS. AND I’M JUST– I’M CURIOUS, BASED ON ALL OF THIS WORK, LIKE, HOW IS THAT POSSIBLE? HOW LONG CAN SOMEONE BE A LONG-TERM SUB? CAN THEY JUMP FROM SCHOOL TO SCHOOL? HOW CAN ONE SCHOOL HAVE HALF OF THEIR STAFF– HALF OF THEIR CLASSROOM STAFFED BY LONG-TERM SUBS? FROM OUR OWN RULES AND REGULATIONS, HOW LONG CAN THAT ACTUALLY GO ON BEFORE THEY HAVE BASICALLY VIOLATED THE LAW, ESSENTIALLY?>>I’M GOING TO ASK LEAH TO ANSWER THE QUESTION ABOUT THE RULES AND REGULATIONS COMPONENT AND ANYTHING ELSE SHE WANTS TO ADDRESS. BUT LET’S TAKE THAT PART FIRST.>>SO, IT DEPENDS ON THE TYPE OF LONG-TERM SUB PERMIT THE THEY’RE USING. WE’VE BUILT SEVERAL– AS I MENTIONED EARLIER– IN SUPPORT OF THE INITIATIVES THAT THEY WANTED TO DO. SO, WE’VE GOT LONG-TERM SUBS FOR PARAPROFESSIONALS THAT ARE CAREER CHANGERS AND THEY MAY REMAIN ON THAT AS THEY ARE PROGRESSING THROUGH THEIR PREPARATION PROGRAM. WE’VE GOT LONG-TERM SUBS FOR EXPERTS IN THE FIELD WHO WANT TO SERVE AS CTE ROLE OR AS A DANCE TEACHER, FOR EXAMPLE. AND THEY CAN STAY ON THAT AS LONG AS THEY MEET CERTAIN REQUIREMENTS. SOME IS CONTINUING EDUCATION, MOST ARE MENTOR. ALL MUST BE EVALUATED IN ORDER TO REMAIN IN THESE POSITIONS. WE HAVE LONG-TERM SUB PERMITS FOR THE RESIDENCY PROGRAMS THAT WE MENTIONED EARLIER, WHERE STUDENTS ARE ENGAGING IN LONG-TERM STUDENT TEACHING AND ALSO SERVING AS THE TEACHER OF RECORD AND BEING PAID FOR THOSE WITH HOPES THAT THEY’LL REMAIN IN THOSE POSITIONS. SO, THEY HAVE TO MEET CERTAIN CRITERIA. THEY CAN STAY ON THEM AS LONG AS THEY’RE MEETING THAT CRITERIA TO MOVE FORWARD THROUGH THE PROGRAM.>>SO I’M CONFUSED. IT SOUNDS– BECAUSE THAT’S NOT THE IMPRESSION THAT I RECEIVED WHEN I READ THIS ARTICLE, AND JUST FROM TALKING TO PEOPLE, IS THAT THESE ARE NOT FOLKS WHO INTEND TO STAY IN EDUCATION. THEY HAVE A JOB. AND SO, MY QUESTION IS, OKAY, MAYBE THEY’RE BEING EVALUATED, BUT AT WHAT POINT IS A SCHOOL REQUIRED TO ACTUALLY PUT A TEACHER IN THE CLASSROOM AS OPPOSED TO SIMPLY PAYING SOMEONE $180 A DAY, WHICH IS A HUGE COST SAVINGS, NO DOUBT, BUT WE CAN’T SIT HERE AND TALK ABOUT VALUING TEACHERS WHEN WE’RE ALLOWING BASICALLY, PEOPLE WHO ARE MAKING $15 AN HOUR TO BE FILLING OUR CLASSROOMS.>>I THINK YOU’RE CALLING OUT A VERY DIFFICULT TENSION IN MICHIGAN’S EDUCATOR WORKFORCE TODAY. WHICH IS THE BALANCE BETWEEN QUALITY AND BEST OUTCOMES AND QUANTITY AND SUPPLY. SO, WHEN WE TALK WITH SCHOOLS AND DISTRICTS, PEOPLE– I’M SURE THERE’S SOMEONE OUT THERE DOING THIS, BUT IN GENERAL, THEY’RE NOT SAYING, “WE’RE USING A LONG-TERM SUB TO SAVE MONEY.” THEY’RE SAYING, “WE’RE USING A LONG-TERM SUB BECAUSE WE CANNOT FIND A FULLY-CERTIFIED TEACHER.” WE HAVE IN OUR PARTNERSHIP DISTRICT, MUSKEGON HEIGHTS CAME IN AND SAID, “WE WANT TO BUILD A GROW-YOU-OWN PROGRAM. WE HAVE EIGHT LONG-TERM SUBS THAT WE COULD GET TO FULLY CERTIFIED TEACHERS BUT HERE’S THEIR BARRIERS.” SO, THEY’RE WORKING DIRECTLY WITH US AND GRAND VALLEY TO HAVE AN ALTERNATE ROUTE PROGRAM AND GET THOSE PEOPLE FULLY CERTIFIED. BUT THEY ARE CERTAINLY NOT RUNNING AT 40% LONG-TERM SUBS BECAUSE THEY WANT TO, THEY CANNOT FIND BODIES. SO, TO YOUR POINT, IF WE JUST SAID, “OKAY, YOU CAN ONLY HAVE LONG-TERM SUBS IN THIS POSITION FOR A YEAR,” THAT WOULD HELP IN TERMS OF GETTING SUBS OUT OF THE CLASSROOM, BUT THEN, WHO WOULD STEP IN A FILL IT? THEN SCHOOLS WOULD HAVE TO DO THINGS LIKE DOUBLE UP ON CLASS SIZE OR, YOU KNOW, OTHER MEASURES. SO, WE HAVE TO SELL BOTH A QUALITY AND A QUANTITY PROBLEM IN MICHIGAN RIGHT NOW.>>DO BOARD MEMBERS– BOARD MEMBER FECTEAU?>>I– SO, JUST TO FOLLOW UP ON ALL– I COMPLETELY AGREE WITH TOM AND HIS COMMENTS. JUST WANTED TO SAY THAT. AND I JUST WANT TO FOLLOW UP ON SOMETHING THAT CASSANDRA SAID. SO, HOW LONG CAN A LONG-TERM SUB TEACH WITHOUT CERTIFICATION?>>SO, I’M HAPPY TO SHARE ALL OF THAT INFORMATION WITH YOU, BUT EACH TYPE OF PERMIT HAS DIFFERENT CRITERIA AND DIFFERENT LENGTHS OF TERMS AND DIFFERENT RULES ASSOCIATED WITH THAT, SO.>>OKAY. SO, CAN A LONG-TERM SUB TEACH FOREVER WITHOUT A CERTIFICATION? ARE THERE SOME THAT CAN TEACH FOREVER WITHOUT CERTIFICATION?>>SO, CAREER OR TECHNICAL EDUCATION IS PROBABLY THE LONGEST ONE THAT WE HAVE NOW, WHICH ALLOWS FOR 10 YEARS AND THEN ALLOWS FOR THE SUPERINTENDENT TO EXTEND THAT AFTER 10 YEARS.>>OKAY. SO, BUT NOT ENGLISH, NOT SPANISH, NOT MATH? THOSE YOU NEED TO HAVE CERTIFICATION WITHIN A CERTAIN PERIOD OF TIME? AS LONG AS YOU’RE WORKING TOWARD COMPLETING THE PROGRAM, NOT NECESSARILY.>>SO, IT COULD GO ON FOR 10 YEARS AS WELL, WITHOUT CERTIFICATION? HOW ABOUT SPECIAL EDUCATION?>>THAT I WOULD WANT THE SPECIAL EDUCATION PEOPLE TO ANSWER FOR YOU.>>OKAY. BECAUSE THAT, TO ME, IS REALLY HIGHLY TECHNICAL AND YOU NEED PEOPLE REALLY TRAINED TO WORK WITH THAT GROUP. SO, AND I KNOW THAT– SO, I WORK AT WAYNE STATE, AND I’VE SEEN– AND MICHIGAN AND ACROSS THE COUNTRY, HOW THE ENROLLMENT IS PLUMMETING. AND IT’S ALSO JEOPARDIZING OUR HIGHER ED INSTITUTIONS TO EVEN EXIST. SO… AND MY DAUGHTER IS GOING TO BE STUDENT TEACHING IN THE FALL, MUCH TO HER DAD’S ADVICE NOT TO GO INTO TEACHING, WHO’S A TEACHER. SO, AND I’M NOTICING HERE ON PAGE 9, UNDER THE RETENTION, HOW THE RETENTION IN THE FIRST 5 YEARS– OR IT LOOKS LIKE– IT SEEMS TO INDICATE THAT WITHIN 5 YEARS, THE NUMBER OF TEACHERS THERE WITH– AND MAYBE THIS IS SOMETHING TO DO WITH THE LONGITUDINAL TREND AND I’M INTERPRETING THIS CORRECTLY, BUT IT SEEMS TO INDICATE, AND I THINK THAT DATA SHOWS THAT, THERE’S A HIGH TURNOVER WITHIN THE FIRST FIVE YEARS. CORRECT?>>MM-HMM.>>SO, ARE THERE FOCUSES– AND WHEN MY– YOU KNOW, I AGREE THAT IT’S BECOME MUCH MORE REGIMENTED, SO DATA-DRIVEN THAT, IT’S ALL– IT CAN BE OVERWHELMING AND NOT REALLY HAVING THE FREEDOM TO DEVELOP CURRICULUM AND BE TRUSTED AS THE EVALUATORS OF THE KIDS’ ACADEMIC ACHIEVEMENT. SO, I KNOW PLAYS A PART IN WHY PEOPLE AREN’T GOING INTO IT. AND THE TEACHER EVALUATION IN PARTICULAR. I’VE HEARD A LOT OF COMPLAINTS ABOUT THAT, HOW IT’S NOT FAIR. IT’S NOT DONE APPROPRIATELY. BUT MY QUESTION IS, SOME OF THIS IS ALSO FINANCIAL. I THINK THE COST OF HIGHER ED IS VERY HIGH. THE STATE DOESN’T SUBSIDIZE IT OR FUND IT ANYMORE, THE WAY IT USED TO. I THINK IT’S LIKE 25%, 30% IS STATE-SUBSIDIZED. WHERE IN YEARS AGO, IT WAS 70% TUITION AND NOW IT’S– IT USED TO BE THE OPPOSITE OF THAT. SO, THE TUITION’S REALLY HIGH. KIDS ARE COMING OUT WITH TONS OF LOANS, AND THEN THEY GET A JOB THAT PAYS, YOU KNOW, PRETTY LOW. AND IF THEY’RE IN THE FIRST STEP AND THE WAGES ARE FROZEN– I DON’T KNOW IF THERE IS ANY INITIATIVES TO TRY TO WORK WITH THAT FIRST 5 YEARS. NOT ONLY ON SUPPORTING THEM ACADEMICALLY, BUT… YOU KNOW, I KNOW WE’VE HAD TUITION FORGIVENESS PROGRAMS, WHICH I WOULD LOVE TO KNOW THE STATE OF THAT, BECAUSE I KEEP HEARING THAT THAT PROMISE IS NOT BEING KEPT. SO, THERE ARE THINGS WHERE YOU WORK WITH THESE– YOU KNOW, WHAT PROGRAMS ARE YOU LOOKING AT THE FIRST 5 YEARS FOR TEACHERS AND WHAT ARE YOU DOING TO HELP THEM STAY IN IS WHAT I’M ASKING.>>SO, SEVERAL YEARS AGO, WE ACTUALLY CONDUCTED A SURVEY OF EDUCATORS WHO LET THEIR CERTIFICATE LAPSE AFTER THE FIRST 5 YEARS AND DID NOT RENEW THEIR CERTIFICATE. AND THE TWO– TWO OF THE TOP REASONS THAT THEY CITED ACTUALLY ALWAYS ARE SURPRISING TO PEOPLE. ONE WAS THE INABILITY TO FIND A JOB. AND WHAT THEY MEAN BY THAT IS IN THE CONTENT AREA AND THE REGION IN WHICH THEY WANT TO WORK. SO, MOST OF OUR WHITE SUBURBAN MIDDLE-CLASS TEACHERS WANT TO WORK IN WHITE, SUBURBAN MIDDLE-CLASS AREAS. IT IS HARD TO GET THEM TO RELOCATE INTO REGIONS THAT ARE NOT WITHIN 30 MILES OF THEIR HOME. AND THAT’S NATIONAL RESEARCH. THEY GENERALLY WORK WITHIN THEIR AREA. AND THE SECOND IS THAT THEY DIDN’T FEEL SUPPORTED BY THEIR LEADERSHIP IN THEIR SCHOOL AND IN THEIR DISTRICT IN THEIR ROLE. SO, WE’RE APPROACHING THAT THROUGH SOME OF THE INITIATIVES I MENTIONED EARLIER. IT’S NOT AS TRANSPARENT UNLESS YOU KNOW THAT THOSE ARE TWO OF THE TOP REASONS THAT THEY CITED. ONE IS WORKING ON RELOCATION. ONE IS BETTER PREPARING THEM TO WORK WITH DIVERSE POPULATIONS THAT DON’T LOOK LIKE THEM AND FEEL LIKE THEM. AND WE HAVE CHANGED OUR PREPARATION AND OUR CLINICAL EXPERIENCES IN ORDER TO DO THAT. AND THE THIRD IS BY REDOING THOSE LEADERSHIP STANDARDS AND TALKING ABOUT PROFESSIONAL LEARNING FOR OUR SCHOOL ADMINISTRATORS IN THE FIELD, SO THAT THEY MAY BETTER SUPPORT THEIR EDUCATORS. AND THE LAST ONE IS MENTORING AND INDUCTION PROGRAMS, WHICH RESEARCH DOES SUPPORT AND DOES SAY MAKE A DIFFERENCE.>>SO, WHAT WERE SOME OF THE OTHER THINGS BESIDES THE TOP TWO?>>I WOULD HAVE TO PULL IT FOR YOU, AND I’M HAPPY TO SHARE THAT INFORMATION. WE SHARED IT YEARS AGO AT THE BOARD, BUT IT’S BEEN A LONG TIME SINCE WE REVISITED IT. AND WE HAVEN’T RE-INITIATED THAT STUDY BECAUSE IT’S VERY HARD TO GET THOSE PEOPLE TO RESPOND. WE ACTUALLY CALLED THEM. WE CALLED IN TEMPS AND WE CALLED THEM ONE BY ONE.>>WOW. WOW.>>YEAH.>>I WOULD ARGUE THAT, AT LEAST, I WOULD SUSPECT THAT SOME ECONOMIC, YOU KNOW– THERE ARE SOME ECONOMIC ISSUES. THERE IS A COUPLE MORE THINGS I JUST WANT TO TOUCH ON. THE GROW-YOUR-OWN PROGRAM I THINK IS GREAT, AND I’M NOT QUITE SURE HOW ROBUST IT IS OR HOW MUCH– OR HOW IT’S WORKING. BUT I HAD THE OPPORTUNITY TO JOIN SCOTT AND TERRY JOHNSON AT THE MICHIGAN SCHOOL FOR THE DEAF. AND ONE OF THE CONCERNS IS THAT THERE ARE NOT INSTRUCTORS WHO ARE DEAF IN CONTENT AREAS. AND I KNOW IT’S REALLY DIFFICULT, BECAUSE I UNDERSTAND THAT THERE’S I THINK NO HIGHER TEACHER PREP PROGRAM IN THE STATE THAT DOES THAT SORT OF TRAINING. ALTHOUGH THERE IS AN INITIATIVE I KNOW IN THE DEPARTMENT TO DO SOMETHING. HAVE YOU CONSIDERED MAYBE A GROW-YOUR-OWN WITH THE MICHIGAN SCHOOL FOR THE DEAF AND TAKE DEAF STUDENTS AND HELP SUPPORT THEM TO BECOME TEACHERS?>>I DON’T THINK WE’VE DONE THAT DIRECTLY, BUT IT’S A GREAT IDEA.>>OKAY. SO, THAT’S IT. THANK YOU.>>THANK YOU VERY MUCH, BOARD MEMBER FECTEAU. BOARD MEMBER RAMOS-MONTIGNY. BOARD MEMBER TILLEY.>>OKAY. SO, FIRST OF ALL, I LIKE THIS DOCUMENT. I LIKE THAT WE’RE KEEPING OUR EYE ON THE PRIZE. AND SO, WE WANT TO HAVE QUALITY TEACHERS IN ALL THE CLASSROOMS. AND RIGHT NOW, WE’RE HAVING TO TACKLE THE QUANTITY OF JUST AN ADULT IN A CLASSROOM. AND BECAUSE THEY CANNOT FIND THE PERSONNEL, THEY DOUBLE CLASSES. SO, THEY NOT ONLY HAVE 30 KIDS, NOW THEY HAVE 60 KIDS. AND ALSO, THEY HAVE STUDENTS THAT ARE NEWCOMERS TO EDUCATION, PERIOD. THEY HAVE NEVER BEEN IN SCHOOL BEFORE. AND THEN THEY HAVE THE BILINGUAL STUDENTS. AND THEN THEY HAVE THE REGULAR STUDENTS. ALL TOGETHER IN ONE CLASSROOM. AND THAT’S BECAUSE THEY CANNOT FIND THE QUALIFIED PROFESSIONAL TEACHERS TO SERVE IN THOSE CAPACITIES. BUT THIS DOCUMENT KEEPS AN EYE ON THE PRIZE. NOW, ONE OF THE THINGS THAT TOM SAID WAS THAT– HOW DO WE KEEP THE JOY IN TEACHING? AND SOME OF THE THINGS THAT ARE SAID HERE USE POSITIVE LANGUAGE ABOUT THE PROFESSION. AND WE DON’T HAVE THE COMMUNITY RESPECT IN MANY INSTANCES. AND WE DON’T HAVE THE ADMINISTRATIVE RESPECT. AND I’M TALKING ABOUT THE TEACHERS. I’M TALKING ABOUT THE HEARTBEAT OF A SCHOOL DISTRICT. THE TEACHERS ARE THE HEARTBEAT OF A SCHOOL DISTRICT. AND SO, THAT RESPECT IS NOT THERE. THE TEACHERS GO AND TEACH. DO THE BEST THAT THEY CAN WITH THEIR SITUATIONS AND GO HOME. BUT IF THERE WAS JOY. IF WE WERE RESPECTING THEM. IF CLASS SIZE WAS SMALLER. IF WE COULD ENCOURAGE MORE PEOPLE TO GO INTO THE PROFESSION. IF WE HAD– WELL, THEIR SALARY IS VERY IMPORTANT. YOU KNOW, PEOPLE BELIEVE THAT WE ONLY TEACH 9 MONTHS. BUT IN ESSENCE, THAT SALARY IS THE WHOLE YEAR’S SALARY. BUT WE ALLOW THE SCHOOL DISTRICTS TO KEEP OUR MONEY THROUGHOUT THE SUMMER. WE COULD GET ALL THE MONEY IN ONE [ INDISTINCT] WE EARNED IT ALREADY. BUT THEN WE ALLOW THEM TO USE IT AND THEN THEY USE THAT INTEREST FOR, YOU KNOW, EDUCATION. SO, IN ESSENCE, WE DON’T GET PAID FOR THE SUMMER MONTHS THAT WE’RE OFF. THAT MONEY’S ALREADY OURS, BUT WE– MANY TEACHERS SAY, “YES, YOU CAN USE OUR MONEY “THROUGHOUT THE 12 MONTHS.” I DID, BECAUSE THEN I WOULD’VE SPENT IT ALL THAT SUMMER. SO, THERE’S A LOT OF DIFFERENT REASONS WHY WE DON’T HAVE THE PERSONNEL THAT WE NEED. BUT AGAIN, I HAVE TO GO TO THIS DOCUMENT. AT LEAST WE’RE KEEPING OUR EYE ON THE PRIZE AND MAYBE SOMEDAY WE’RE GOING TO HAVE THE PERSONNEL THAT WE NEED. MORE STUDENTS GOING INTO THE PROFESSION. WHICH WE DON’T HAVE. WE DON’T HAVE THAT DESIRE ANYMORE. AND THAT’S BECAUSE THEY HEAR ABOUT ALL THE DIFFERENT THINGS THAT ARE HAPPENING IN THE SCHOOLS AND WHO WANTS TO GO THERE? ONLY SOLDIERS AND BRAVE PEOPLE. BUT THERE– I HAVE TO SAY, TOO, THAT THERE’S A LOT OF SCHOOL DISTRICTS WHERE IT IS REALLY HAPPENING. THEY HAVE THE PERSONNEL. THEY HAVE THE SALARIES. THEY HAVE THE RESPECT FROM THE COMMUNITY. SO, THERE’S MANY SCHOOL DISTRICTS WITHIN THE STATE THAT DO HAVE THAT. SO, WE HAVE TO WORK ON THE ONES THAT ARE NOT AND SEE HOW WE CAN EMULATE– YOU KNOW, THERE’S– IT’S EASIER SAID THAN DONE. IT’S A VERY COMPLEX SITUATION THAT OUR STATE IS IN.>>IT IS. THANK YOU VERY MUCH. BOARD MEMBER TILLEY.>>I’M REALLY GLAD AS WELL THAT YOU’RE DRAWING ATTENTION TO THIS. THIS IS SOMETHING THAT WE LEARNED ABOUT IN ONE OF OUR SESSIONS DURING OUR TRAINING WITH NASBE. WHERE THEY WENT IN DEPTH ABOUT IT BEING A NATIONAL ISSUE. SO, IT’S NOT JUST MICHIGAN. I’M GOING TO ECHO SOME OF THE THINGS THAT THE BOARD MEMBERS SAID. THE THREE THINGS THAT THEY REALLY SPOKE TO THAT I REMEMBER WAS, OF COURSE, SALARIES. MICHELLE POINTED OUT THE COST OF EDUCATION, BUT NOT JUST THE OVERALL COST OF EDUCATION, THE INITIAL FEES THAT SOME STUDENTS, YOUNG STUDENTS, COULDN’T AFFORD THE INITIAL FEES TO ENROLL INTO THE PROGRAMS. SO, THAT’S AN ISSUE YOU MIGHT WANT TO RESEARCH AND LOOK INTO AND SEE HOW WE CAN HELP WITH THAT. AND THEN THE THIRD THING WAS THE FACT THAT THE CAREER ISN’T AS RESPECTED ANYMORE. AND A BIG PART OF THAT THAT THEY SPOKE TO WAS THAT THE PROGRAMS WEREN’T AS CHALLENGING AND THERE ARE TALKS ABOUT MAKING THE PROGRAMS EASIER TO BECOME TEACHERS. AND THEY FELT LIKE, YOU KNOW, MORE RIGOROUS PROGRAMS LIKE BECOMING AN ENGINEER OR BECOMING A DOCTOR, YOU ASSOCIATE THAT WITH RESPECT. THEY DON’T WANT THE PROGRAMS TO BE LESS CHALLENGING. SO, THAT’S SOMETHING TO LOOK AT AS WELL.>>THANK YOU VERY MUCH. DR. PUGH?>>THANK YOU FOR THIS REPORT. IT’S VERY THOROUGH AND LOOK FORWARD TO GOING THROUGH MORE OF IT. AND I THINK WHERE TOM BEGAN AND WHERE OTHER BOARD MEMBERS HAVE TAKEN US, REALLY LOOKING AT– I’M GOING TO PICK UP ON TWO PIECES. THERE’S MARKETING AS WELL AS TEACHER RECOGNITION. SO, AS WE TALK ABOUT MARKETING, I THINK ONE OF THE BEST MARKETING TOOLS IS HOW WE TREAT OUR CURRENT EDUCATORS. HOW THEY’RE TREATED. HOW THEIR VOICE IS VALUED. HOW THEY ARE RESPECTED FOR GOING TO SCHOOL OR BECOMING EDUCATORS BUT ALSO HAVING THAT PASSION TO BE EDUCATED. AND LET ME BACK UP, BECAUSE I SEE OUR ASL FOLKS– LET ME USE MY TEACHING, THIS IS BOARD MEMBER PAMELA PUGH SPEAKING. BUT JUST GOING– LOOKING AT SOME OF THE THINGS THAT I HEAR FROM EDUCATORS. EDUCATORS IN SOME DISTRICTS IN PARTICULAR ARE REALLY FOCUSING ON TEACHING TO A TEST, STILL. AS MUCH AS WE WOULD LIKE TO SAY THAT THAT’S NOT HAPPENING, IT IS HAPPENING. WHEN WE TALK ABOUT CLOSING, ADDRESSING OUR ACADEMIC ISSUES, OR WHETHER WE’RE TALKING ABOUT ADDRESSING OUR FINANCIAL ISSUES IN SOME OF THESE SCHOOLS, IT’S AT THE EXPENSE OF TAKING AWAY MANY OF THE PROGRAMS THAT TEACHERS KNOW THAT THEY NEED TO HAVE IN ORDER TO FULLY EDUCATE THAT CHILD, INCLUDING THE ARTS. AND I COULD GO ON AND ON AND ON. THERE ARE TWO REPORTS THAT JUST CAME– I THINK THEY JUST CAME OUT, OR AT LEAST I JUST READ THEM. ONE WAS YESTERDAY WHEN WE LOOKED AT MICHIGAN WAS NUMBER TWO FOR HOW MUCH EDUCATORS ARE HAVING TO SPEND IN THEIR CLASSROOM OUT OF THEIR POCKET. I KNOW THAT’S TRUE. MY MOM WAS A PARA-PRO. SHE USED TO SPEND HER MONEY. WE GAVE SOME OF OUR THINGS IN CLASSROOMS. SO, THAT’S HORRIBLE. WHEN WE’RE ALSO– I KNOW THERE WAS A TIME AND STILL IS WHERE WE WERE ASKING TEACHERS AND EDUCATORS TO TAKE PAY CUTS. ALSO LOOKING AT THE PAY THAT EDUCATORS GET, BUT THEN ADD ON TOP OF THAT THE TAXATION THAT THEY HAVE TO PAY TO PAY FOR THE SUPPLIES THAT GO INTO THAT SCHOOL DISTRICT. THE OTHER PIECE THAT I DO WANT TO MENTION. AND I WANT TO BE VERY CAREFUL WITH THIS BECAUSE AS WE LOOK AT OUR DISPARITIES, BECAUSE ANOTHER REPORT THAT CAME OUT TALKED ABOUT THE EDUCATORS THAT ARE LEAVING THE FASTEST AND THOSE ARE THE EDUCATORS OF COLOR. AND THIS IS ESPECIALLY CRITICAL IN OUR COMMUNITIES OF COLOR. BUT WE ALSO– LOOKING AT THAT REPORT AND LOOKING AT HOW THE EVALUATIONS CAN FAIR WORSE EVEN IN THAT SAME SCHOOL DISTRICT FOR TEACHERS OF COLOR. AND SO, ONE OF THE THINGS THAT I WAS ALSO ASKING– I ASKED SOME OF THE MICHIGAN TEACHERS OF THE YEAR TO GIVE ME SOME STATISTICS ON WHO’S BEING RECOGNIZED AS WE TALK ABOUT OUR MICHIGAN TEACHER OF THE YEAR. AND WE REALLY APPRECIATE THOSE WHO– AND I HIGHLY RESPECT THOSE WHO HAVE BEEN AWARDED. BUT I WAS TOLD THAT ONLY THREE TEACHERS OF THE YEAR, SINCE THE INCEPTION OF THE PROGRAM IN MICHIGAN, HAVE BEEN OF COLOR. AND WHEN I READ THIS BOOK. THIS VERY NICE BOOK. 1952 IS WHEN THAT PROGRAM BEGAN. AND ONLY THREE TEACHERS OF COLOR HAVE BEEN– IS WHAT WAS REPORTED TO ME. AND THEN I ALSO WANT– ONE OF THE QUESTIONS THAT HAS NOT BEEN ANSWERED IS HOW MANY OF THOSE TEACHERS HAVE EVEN BEEN FROM LIKE SOME OF OUR PRIORITY SCHOOLS? AND THOSE NUMBERS I’M ASSUMING COULD EVEN BE WORSE OR NOT THAT FAR FROM THAT. AND SO, AS WE TALK ABOUT RECOGNIZING OUR TEACHERS AS WE TALK ABOUT MARKETING THIS PROFESSION, I THINK THAT THAT’S NOT A GOOD PLACE FOR US TO BE. SO, AS WE’RE LOOKING AT MOVING TOWARDS THIS SELECTION WINDOW THAT’S OPENING, I WOULD HOPE– AND I DON’T KNOW WHAT ALL GOES INTO THAT– THAT WE THINK ABOUT THAT. ARE THEY FINANCIALLY ABLE TO TAKE A YEAR OFF? DO THEIR PEERS EVEN HAVE THE TIME TO FILL OUT A RECOGNITION FORM OR TO NOMINATE THEM? SO, THESE ARE SOME OF THE THINGS THAT I’M HOPING THAT WE CAN LOOK AT. IF WE’RE REALLY GOING TO TAKE THIS ISSUE SERIOUS. AND OBVIOUSLY, IN SOME AREAS, WE ARE AT A STATE OF EMERGENCY WHERE WE DO HAVE PERMANENT SUBS IN ORDER FOR KIDS TO EVEN BE SITTING IN FRONT OF AN ADULT. SO, THIS IS URGENT. AND SO, I THINK THAT THESE ARE SOME OF THE THINGS THAT WE COULD LOOK AT TO BEGIN TO REALLY GET AT THE ROOT OF THIS ISSUE.>>THANK YOU, DR. PUGH. DR. PRITCHETT?>>THANK YOU. THANK YOU FOR THE REPORT. AND I ECHO MY COLLEAGUE’S COMMENT. MY QUESTION CENTERS AROUND THE TEACHER EVALUATION PROCESS, WHICH I KNOW IS, YOU KNOW, COMING ALONG SINCE LEGISLATION WAS PASSED SEVERAL YEARS AGO. DO WE HAVE ANY INDICATION OF THE IMPACT OF THAT PROCESS– AND I KNOW IT LOOKS DIFFERENT IN EACH DISTRICT, SOMETIMES IN EACH SCHOOL– ON HOW THAT IS EFFECTING RETENTION IN PARTICULAR? OR POSSIBLY EARLY RETIREMENTS FOR SOME TEACHERS? AGAIN, GOING BACK TO COMMENTS ABOUT TEACHING TO THE TEST AND THE FOCUS ON THE ACCOUNTABILITY PART. WHICH IS IMPORTANT AND NECESSARY. BUT HOW THAT IS DETERMINED VERSUS THE OTHER MYRIAD OF BEHAVIORS ETCETERA THAT GO ON IN A CLASSROOM ON A DAILY BASIS. SO, I JUST DIDN’T KNOW IF YOU HAD THAT KIND OF INFO.>>SO, WHAT WE HAVEN’T DONE IS ASK SOMEBODY LIKE OUR RESEARCH PARTNERS EPIC TO DO A QUASI-EXPERIMENTAL PRE/POST POLICY IMPLEMENTATION CAUSAL ANALYSIS. WHAT WE DO HAVE LOTS OF PEOPLE TALKING TO US ABOUT THE IMPACT THE EDUCATOR EVALUATION PROCESS HAS HAD. THE INTENDED AND UNINTENDED CONSEQUENCES OF IT. I KNOW DR. RICE HAS A VISION FOR HOW WE MOVE FORWARD IN THAT SPACE, AND SO I THINK IT IS IMPORTANT THAT WE THINK ABOUT HOW EDUCATOR EVALUATION– WHAT IT WAS MEANT TO DO, IS IT DOING IT, AND WHAT MIGHT WE NEED TO DO IN THE FUTURE. ESPECIALLY SINCE SOME OF THE IMPETUS FOR IT, ORIGINALLY, SOME OF THE FEDERAL LAW, HAS CHANGED. AND SO, SOME OF THE FEDERAL REQUIREMENT IS DIFFERENT. SO, IT IS A GOOD TIME TO NOT ONLY CONSIDER ITS IMPACT ON OUR BROADER EDUCATOR WORKFORCE SYSTEM, BUT SPECIFICALLY HOW IT CAN BE MORE POSITIVE FOR EDUCATORS AND LESS PUNITIVE. AND YOU’RE RIGHT, THERE’S A LOT OF VARIATION IN DISTRICT IMPLEMENTATION AS WELL.>>AND LESS TIME-CONSUMING.>>AND LESS TIME-CONSUMING.>>AND LESS JOY-SUCKING.>>YES. [ LAUGHING ]>>JUST SAYING.>>JUST ONE LAST COMMENT.>>MS. FECTEAU.>>OKAY. SO, THERE WAS SOME DISCUSSION– AND I THINK THERE WAS SOME TALK ABOUT HAVING… I THINK WHAT I HEAR IS THAT IT’S NOT JUST THE ACCOUNTABILITY, IT’S THERE’S SOME ISSUES OF JUST BASIC FAIRNESS IN THE WAY TEACHERS ARE TREATED AND IT’S AS EXEMPLIFIED BY THE EVALUATION PROCESS. AND MANY FEEL THEY HAVE NO VOICE IN IT. IT CAN’T BE NEGOTIATED. THEY DON’T HAVE A RIGHT TO GRIEVE IT, EVEN IF IT’S COMPLETELY FLAWED. THEY CAN ONLY GRIEVE TO THE SUPERINTENDENT. NOT ALL SUPERINTENDENTS ARE AS GOOD AS MICHAEL RICE. SO, THERE WAS SOME DISCUSSION ABOUT HAVING AT LEAST A DUE PROCESS MECHANISM IN THAT EVALUATION, WHERE YOU COULD APPEAL IT AND HAVE A SAY. AND I WOULD EVEN ASK THE GOVERNOR, SOMEONE FROM THE GOVERNOR’S OFFICE, TO CONSIDER PUSHING TO REINSTATE THAT THAT BE A MANDATORY SUBJECT OF BARGAINING. SO THAT IT BECOMES SOMETHING WHERE THE TEACHERS TRULY HAVE A VOICE, AND IF IT’S MISAPPLIED, THEY CAN ACTUALLY GRIEVE IT AND GET IT FIXED. SO, IT’S MORE OF A COMMENT THAN A QUESTION. BUT I DON’T KNOW IF YOU’RE AWARE OF ANY ACTIVITY AROUND THAT?>>ONE OF THE DEPARTMENT’S CONTINUED POINTS OF ADVOCACY FROM THE INCEPTION OF THE LAW, REALLY, HAS BEEN JUST THIS. THAT THERE NEEDS TO BE SOMETHING IN THERE IF SOMETHING IS NOT DONE FAIRLY. WE’VE HAD DIFFERENT POSITIONS WE’VE TAKEN ON IT OVER TIME. LAST YEAR, THE LEGISLATURE HAD THE LAW OPEN LONG ENOUGH TO EXTEND THE GROWTH TIME PERIOD WITH A PROMISE TO OPEN IT AGAIN. SO, AGAIN, I THINK WE’VE HAD VARIOUS PROPOSALS THAT WE’VE FLOATED OF TEACHERS NEED A VOICE WHEN IT’S BEEN UNFAIR. THERE’S NOT A GOOD ONE NOW. LOOK FORWARD TO WORKING WITH DR. RICE TO FIGURE OUT WHICH OF THOSE, AND HOW WE MIGHT CONTINUE TO WORK TOWARD THAT. BUT WE AGREE THAT THE LACK OF THAT IS A FLAW IN THE LAW. AND HAVE SAID THAT BEFORE.>>I’VE HEARD YOU SAY IT.>>WHEN DID WE PASS THE FIRST LAW, 2010? SO, 9 YEARS. GETTING TO BE A LONG TIME AGO.>>BOARD MEMBER RAMOS-MONTIGNY.>>I JUST HAVE A QUESTION. CAN RETIRED TEACHERS SUB?>>THERE ARE LIMITATIONS IN THE LEGISLATION AND WE’RE ACTUALLY WORKING– SO, THE OFFICE OF RETIREMENT SERVICE AND A COUPLE OF OTHER DEPARTMENTS HAS FORMED A STAKEHOLDER GROUP AND ASKED ME TO JOIN THEM IN ORDER TO FIGURE OUT A WAY TO BETTER SOLVE THAT PROBLEM.>>ANYTHING ELSE FROM BOARD MEMBERS? FROM OUR MICHIGAN TEACHER OF THE YEAR?>>I CAN ADDRESS THE JOY.>>YES.>>TEACHING A JOYFUL PROFESSION IN MANY WAYS. I FIND A LOT OF JOY IN IT. I ALSO FIND A LOT OF FRUSTRATION, BUT I THINK THAT’S THE SAME FOR ANY JOB, THAT PART. BUT WHAT I’M SEEING IN ALL OF THESE DOCUMENTS WILL RESTORE A LOT THAT JOY. IF YOU HAVE STRONG MENTORSHIP PROGRAMS. IF YOU HAVE WAYS TO NEGOTIATE THINGS THAT ARE UNFAIR. IF YOU HAVE PARTNERSHIPS WITH BUSINESSES, PARTNERSHIPS WITH COLLEGES THAT MAKE TEACHERS FEEL RESPECTED, THEN I THINK YOU’RE GONNA SEE A RETURN TO WHAT YOU ALL WANT TO SEE. SO, I– JUST LOOKING AT SOME OF THIS, AND SOME OF THE WORK THAT I’VE BEEN DOING WITH OAKLAND UNIVERSITY, I THINK WILL PUT US ON A PATH TO RESTORE SOME OF WHAT YOU WERE SAYING ABOUT THE TEACHING PROFESSION.>>THANK YOU VERY MUCH. THANK YOU. I’D LIKE TO PAINT A FEW PICTURES. FIRST OF ALL, THANK YOU FOR THE PRESENTATION. I THOUGHT IT WAS REALLY VERY, VERY STRONG. IT HIGHLIGHTS A SIGNIFICANT ISSUE WITHIN THIS STATE. PERHAPS OUR MOST SIGNIFICANT ISSUE IN THE STATE. SO, TWO PEOPLE– IF PICTURES ARE WORTH A THOUSAND WORDS, HERE ARE TWO PICTURES. TONY SPENCER, FORMER BUS DRIVER IN THE KALAMAZOO PUBLIC SCHOOLS, NOW A TEACHER AT ARCADIA ELEMENTARY. PART OF A GROW-YOUR-OWN PROGRAM. OUTSTANDING TEACHER. ROLE MODEL FOR OUR YOUNG PEOPLE. TEACHER OF COLOR. AND NON-TRADITIONAL IN MANY, MANY DIFFERENT WAYS. WE’RE PROUD TO HAVE HIM IN THE PROFESSION. A JOYFUL MEMBER OF THE PROFESSION. MARIA PARHAM-TALLY. PRINCIPAL IN CLIFTON PUBLIC SCHOOLS. SHE STARTED HER CAREERS AS A PARAPROFESSIONAL. SHE MOVED UP TO A TEACHER. WE HIRED HER AS AN ASSISTANT PRINCIPAL FROM THE PATTERSON PUBLIC SCHOOLS WHEN I WAS IN CLIFTON PUBLIC SCHOOLS. SHE’S NOW A PRINCIPAL. SHE, A NON-TRADITIONAL CANDIDATE INTO THE TEACHING PROFESSION. ALSO OF COLOR. THE ABILITY TO HIRE TEACHERS OF COLOR, CRITICAL. PARTICULARLY AS OUR PERCENTAGES OF YOUNG PEOPLE OF COLOR GROW, IS GOING TO BE IN PART A FUNCTION OF WORKING ON SOME OF THESE NON-TRADITIONAL ROUTES. THE GROW-YOUR-OWNS. THE CADET PROGRAMS THAT YOU’VE CITED. WHICH I THINK ARE SO IMPORTANT. THAT THEY CAN BE FEATHERED OUT AND STRENGTHENED ACROSS THE STATE. SO, I SHARE THOSE TWO EXAMPLES. CADET PROGRAMS, WHICH YOU CITE, ARE CRITICAL. WE’VE GOT TO GET DOWN TO HIGH SCHOOL AND EVEN INTO MIDDLE SCHOOL. REALLY TALKING UP THE PROFESSION WITH OUR YOUNG PEOPLE. AND ENCOURAGING THOSE WHO HAVE AN INTEREST TO EXPLORE WITH TEACHERS WHO THEMSELVES ENJOY AND ARE EXCITED ABOUT THE PROFESSION. WE TALK ABOUT AN ECOSYSTEM. THERE ARE LOT OF PARTNERS IN THAT ECOSYSTEM, TO YOUR POINT. INCLUDING THE STATE LEGISLATURE. AND WE APPRECIATE THE STATE LEGISLATURE’S PARTNERSHIP IN A WHOLE HOST OF DIFFERENT WAYS. WE HOPE THAT THE STATE LEGISLATURE WILL UP ITS GAME IN THIS AREA. OVER A PERIOD OF YEARS, AS WELL. BECAUSE THERE ARE SO MANY DIFFERENT THINGS. MANY OF WHICH OUR BOARD HAS CITED THAT THE STATE LEGISLATURE CAN DO OR DO ADDITIONALLY. TO THE ISSUE OF FACTORS RESPONSIBLE FOR THE TEACHING SHORTAGE. I WANT TO TALK ABOUT JOY AND COMPENSATION BECAUSE THEY ARE TWO VERY DIFFERENT AND TWO VERY IMPORTANT FACTORS. TO THE ISSUE OF JOY. IT’S AN INTRINSIC REWARD. ANYBODY WHO THINKS THAT IT IS UNIMPORTANT, DOES NOT UNDERSTAND WHO GOES INTO EDUCATION. PEOPLE WHO GO INTO EDUCATION ARE NOT TRYING TO MAKE ENORMOUS SUMS OF MONEY. BUT THEY ARE PEOPLE WHO HAVE BILLS NONETHELESS. SO, THE IDEA THAT JOY IS IMPORTANT AND IT ABSOLUTELY IS– DOES NOT MEAN THAT TEACHER COMPENSATION ISN’T IMPORTANT. IT MOST ASSUREDLY IS AS WELL. THEY’RE EACH NECESSARY. NEITHER IS SUFFICIENT. TOGETHER– AND AGAIN, WITH SOME OTHER FACTORS AS WELL, THE SUPPORT AROUND TEACHERS WHICH HELPS CREATE OR DIMINISH JOY. REALLY VERY, VERY IMPORTANT TO THE PROFESSION. AND THEN THE ONLY OTHER THING THAT I WOULD ADD IS WE REALLY ALL NEED TO TALK UP EDUCATION IN A MAJOR WAY. IT HAS TAKEN US THE BETTER PART OF A HALF GENERATION TO CHIP AWAY AT THIS PROFESSION IN THIS STATE. AND IT’S GONNA TAKE US THE BETTER PART OF A HALF GENERATION TO REBUILD IT. IT DESERVES TO BE REBUILT IN SERVICE TO OUR CHILDREN. IF I SEE OR HEAR NO INTEREST IN SHARING ADDITIONALLY AROUND THE TABLE, IT IS 12:04. WE WILL BREAK FOR LUNCH AND WE WILL RECONVENE AT 1 O’CLOCK. THANK YOU. [ OVERLAPPED CHATTER ]

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