HOUSE BILL REPORT

EHB 1654

This analysis was prepared by non-partisan legislative staff for the use of legislative members in their deliberations. This analysis is not a part of the legislation nor does it constitute a statement of legislative intent.

As Passed House:

March 2, 2017

Title: An act relating to changing explicit alternative routes to teacher certification program requirements to expectations for program outcomes.

Brief Description: Changing explicit alternative routes to teacher certification program requirements to expectations for program outcomes.

Sponsors: Representatives McCaslin, Bergquist, Ortiz-Self, Muri and Pollet; by request of Professional Educator Standards Board.

Brief History:

Committee Activity:

Education: 2/7/17, 2/14/17 [DP].

Floor Activity:

Passed House: 3/2/17, 98-0.

Brief Summary of Engrossed Bill

  • Repeals the statute describing each of the alternative route programs in detail, and instead provides the Professional Educator Standards Board (PESB) with rulemaking authority with respect to the design of the alternative route programs, and specifies expected outcomes for the program.

  • Requires a report from the PESB with respect to the alternative route programs beginning December 1, 2017, and every two years thereafter, and specifies the data that the report must include.

HOUSE COMMITTEE ON EDUCATION

Majority Report: Do pass. Signed by 19 members: Representatives Santos, Chair; Dolan, Vice Chair; Stonier, Vice Chair; Harris, Ranking Minority Member; Muri, Assistant Ranking Minority Member; Bergquist, Caldier, Hargrove, Johnson, Kilduff, Lovick, McCaslin, Ortiz-Self, Senn, Slatter, Springer, Steele, Stokesbary and Volz.

Staff: Megan Wargacki (786-7194).

Background:

In 2001 the Legislature first authorized the alternative route to residency teacher certification programs.  In these programs, one or more school districts and a Professional Educator Standards Board (PESB) approved preparation program, partner to develop and offer an alternative route program. 

The PESB provides grant funding to support alternative route teacher preparation programs that engage in grow your own teacher strategies.  These grants are available to preparation programs, school districts, and teacher candidates (in the form of scholarships).  Applicants are selected based on their commitment and ability to partner with one another in order to create effective alternative route programs that meet district workforce development needs.  The PESB provides technical assistance and guidance in creating strong partnerships, developing clear expectations, identifying how to structure the alternative routes program for greater success, and understanding the regional and state needs of districts.

There are various alternative route programs intended to attract different possible candidates, and these are all spelled out in statute, as follows:

Summary of Engrossed Bill:

The PESB has the duty to establish policies for the approval of nontraditional preparation programs and to provide oversight and accountability related to the quality of these programs. The PESB is directed to construct rules with respect to alternative route programs that address the competitive grant process and program design. It is specified that the program design must continue to evolve over time to reflect the innovations and improvements in educator preparation.

In establishing and amending rules for the alternative route programs, the PESB must:

Beginning December 1, 2017, and each odd-numbered year thereafter, the PESB must report to the Legislature regarding outcomes of the alternative route programs. In considering rules, and reporting outcomes, the PESB must examine the historical record of the data, reporting on:

The statute that spells out, in detail, each of the alternative route programs is repealed. Provisions describing the application proposal for an alternative route program are removed.

Appropriation: None.

Fiscal Note: Available.

Effective Date: The bill takes effect 90 days after adjournment of the session in which the bill is passed.

Staff Summary of Public Testimony:

(In support) Part of the reason for the teacher shortage is because people who have expertise in shortage fields, but who do not have teaching degrees, are not being brought into the teaching profession.  These individuals can bring valuable content knowledge into the classroom, and common sense.  This bill focuses on program outcomes, and allows for program innovations and improvements.  It prioritizes districts that have large achievement gaps.  This program is outcomes based.

This bill nearly made it through the process last year.  There are about 400 people in these programs, which are focused on career changers and experienced paraeducators.  The specific program requirements are in statue, which makes it difficult to innovate over time.  The design elements should be in rule, as they are for other preparation programs. The statue should continue to require accountability through evidence based outcomes. The PESB should have authority to innovate overtime.

It might be good to require additional data on the district assignment of alternate route completers and the content area they are assigned to teach, in order to inform the state's equity plan.  The Superintendent of Public Instruction features the Alternative Routes in the equity plan because individuals going through these programs can immediately fill slots in the classroom.

Paraeducators involved in alternative route programs will come right into special education teaching positions.  This allows people to access teaching who would normally not have the means or time to do this type of work.  December 1, 2017 is a bit early for retention data because some individuals have just started the program.  There is a line about $500 stipends for mentor teachers, equates to about an hour per month, and this is less than what the mentors are asked to do.

(Opposed) None.

Persons Testifying: Representative McCaslin, prime sponsor; Jennifer Wallace, Professional Educators Standards Board; Tony Howard, Richland School District; and Maria Flores, Office of the Superintendent of Public Instruction.

Persons Signed In To Testify But Not Testifying: None.