Common Education

Rep. Tammy West, R-Oklahoma City, led an interim study examining if Oklahoma's current approach to teacher professional development is producing meaningful results. During her opening remarks, West said she wanted to "peel back all the layers of the onion" to better understand what districts and educators are being asked to do, how they are doing it and whether it works. West, a former school board member, pursued legislation earlier this year to modify teacher professional development requirements. "This study took a close look at every facet of Oklahoma’s teacher professional development system," West said. "The discussion highlighted the importance of making professional development relevant and focused on helping teachers and students succeed. I am grateful to all the educators and administrators who gave up their time to speak on this important topic, and I look forward to continuing the conversation in the coming months." Stephen Walden, a social studies teacher at Tahlequah High School, told the committee professional development is most effective when it is directly connected to the needs of teachers and their students. "The best PD for teachers, in my opinion, is actionable. It's relevant. It knows its audience. It isn't one size fits all. And it allows for follow up and modification," he said . Samantha VanOsdol, an educator and elementary math curriculum coordinator with Putnam City Schools, said as a classroom teacher, said a lack of follow-up can limit the impact of professional development. "Sustained, in-depth professional learning is essential to keep this learning from being one and done and actually impacting what happens in a classroom," VanOsdol said . Dr. Katy Green, executive director of education effectiveness and professional development for Tulsa Public Schools, said simply tracking the number of hours completed doesn't demonstrate whether professional development was effective. She pointed to a framework to evaluate effectiveness, including whether teachers valued the training, whether they changed their classroom practices, whether they developed new knowledge and skills, and whether there are potential connections to student outcomes. "A number of hours completed provides one piece of information, but it doesn't tell us whether that learning was relevant, whether the teacher applied it or whether it improved instruction," she said . Additionally, Green highlighted the need for professional development to reflect local circumstances rather than relying on a one-size-fits-all approach. She said Tulsa Public Schools can reach the state’s 150-hour five-year cap through its normal professional-learning calendar before accounting for any additional training or support. Administrators from Broken Arrow Public Schools described a model built around ongoing learning rather than disconnected professional-development days. The district uses instructional coaching, classroom observation, model classrooms and ongoing support to help teachers apply what they learn. "When we started thinking about how to respond to these challenges, one of the biggest shifts for us was realizing that that teacher development, learning that they're doing, really isn't a one day on the calendar," said Bridget Powell, executive director of instruction. "It needs to be a layered approach to professional learning." Kristin Graves, assistant superintendent of instruction, told lawmakers districts should have greater flexibility in how they use time for professional learning, while remaining accountable for the results. "Districts across the state are just like students in a classroom," Graves said . "There are varying needs from district to district and what teachers need. So the less that is mandated, the more districts have the freedom or flexibility to develop things that meet their specific teachers' needs," later adding, "if that freedom or flexibility was offered, we also believe we should fully be accountable to how we used that time." The study also examined the potential for regional education service centers to provide districts with more accessible professional-development resources. Oklahoma State School Boards Association Executive Director Dr. Sean Hime presented a proposal, developed by a coalition of education organizations, that would establish regional education service centers within roughly 200 miles of every Oklahoma teacher. Lawton Public Schools, he said , had to "pay the Texas regional service center for their teachers to get trained." West said the study confirmed concerns about the current approach and highlighted areas that warrant further examination. "We know it's not working the way anyone intends for it to work, or hoped that it was designed to work," she said . "We've gotten a lot of stuff that I think we can peel back and start having deep conversations about."

Rep. Tammy West, R-Oklahoma City, led an interim study on Wednesday that explored the effects of alternative education in elementary schools compared to long-term suspension.  "I've heard from parents in my district that are concerned about how behavioral challenges are addressed in elementary schools," West said. "Every student deserves access to the support they need, no matter where they live or the size of their school district. I hope that this study is a meaningful first step to finding solutions that promote student success and keep them included in their learning communities."  Dr. Kenny Rodrequez, superintendent of Putnam City Schools, said they have seen an “inordinate amount” of increased elementary behavior since 2020.  Rodrequez, who previously worked to redesign alternative education in Tulsa, stressed that alternative education shouldn't simply mean putting a student in a smaller classroom. Instead, he said, it should involve different strategies, individualized support, family involvement and trained staff to adequately provide both behavioral and academic support.  "Alternative had to be… different," Rodrequez said . "It wasn't just a smaller setting… We needed different strategies, we needed different tools in our toolbox. It needed to be individualized. It needed to be supported. It needed everybody coming to the table."  Rodrequez also argued that the objective shouldn’t be permanent placement in an alternative setting and that a successful alternative program should be designed around eventual return. He added , "The goal was not placement, but just successful return back to that setting with maybe additional supports." Amy Moyer, a principal in Verdigris, spoke about the challenges facing rural districts. She described administrators simultaneously handling discipline, IEP meetings, evaluations, transportation, federal programs and other responsibilities. "We wear all those hats, and every time something else goes on, another report, another thing—again, who's the human that's going to do it? It falls back on us," Moyer said . She also argued that county- or regional-level alternative programs could help small districts access resources they cannot afford individually. Moyer referenced a $20,000 grant available to cover behavioral therapy for qualifying students, but said the last time they sent a student to a behavioral therapist, the cost totaled $200,000. Siomara Davis, a behavior interventionist at Edmond Public Schools, told the committee that behavioral intervention can be more effective when it happens before suspension. Davis said she works with students, teachers and parents to develop plans when behavioral issues are first identified "in a hope we're not immediately jumping to suspension." Presenters also emphasized that behavioral support does not mean eliminating accountability. Brandon Carey, an attorney for the Oklahoma School Boards Association, spoke about the effects of federal laws, such as Title IX, on schools' disciplinary options. Carey explained that federal law limits the circumstances under which a student with a disability can be removed from their normal educational setting for extended periods. After 10 days of removal, a manifestation determination is required, with additional requirements depending on the circumstances. The full study may be viewed at okhouse.gov . 

The ten finalists for Oklahoma Teacher of the Year were recognized Friday during a ceremony at the State Capitol,  hosted by House Common Education Chairman Rep. Dick Lowe, R-Amber. During the ceremony, each finalist was presented with a check provided by the Masonic Charity Foundation.  Earlier that day, Lowe joined other members of the 2026 Oklahoma Teacher of the Year selection committee for interviews with the ten finalists. He praised the finalists for their dedication to students and communities across the state.  "It’s an honor to recognize these outstanding educators who are making a real difference in the lives of Oklahoma students every single day," Lowe said. "The impact of these educators reaches far beyond test scores and directly shapes the character of and opportunities for the next generation. They continually serve with excellence, compassion and an unwavering commitment to their students. I’m grateful for their service to our state, and I’m proud to celebrate the example they set for educators across Oklahoma." Senate Education Committee and Education Subcommittee Chair Sen. Adam Pugh, R-Edmond, also offered his congratulations. "I am incredibly proud to celebrate these ten remarkable educators who represent the very best of their profession," Pugh said. "These finalists have demonstrated an unwavering commitment to their students, their communities and the future of our state. Oklahoma educators are second to none, and it is their dedication in the classroom every day that builds the foundation for our children’s success. Since taking office, my primary motivation has been improving education at every level. We have fought for historic teacher pay raises and common-sense reforms because we know that nothing can replace a high-quality, dedicated teacher in front of the classroom. To our 2026 finalists, I thank you for your passion and for being shining examples of excellence in Oklahoma schools. You have earned this distinction and I applaud your continued efforts."  The 2026 Teacher of the Year will be named in June. The ten finalists are: Vanessa Jones, Bethel High School, Bethel Serena Neely, Will Rogers Elementary, Shawnee Tracie Grunewald, Oklahoma Virtual High School, Oklahoma Virtual Charter Academy Tobi Gordon, Brink Junior High School, Moore Mary Tyree, Alva High School, Alva Ellie Pryor, Cedar Heights, Highland Park, and Horace Mann Elementary, Woodward LeeAnn Pressler, Central Middle School, Bartlesville Kasey Bennett, Northwest Heights Elementary, Durant Keely Flynn, Lindbergh Elementary, Tulsa Public Schools Elizabeth Reed, Owasso Eighth Grade Center, Owasso