Mr. President, I am introducing the Teacher Acculturation Act of 2005 as a means to address an issue that impedes effective learning in our Nation's classrooms, and that is cultural incongruence.…
Mr. President, I am introducing the Teacher Acculturation Act of 2005 as a means to address an issue that impedes effective learning in our Nation's classrooms, and that is cultural incongruence. Such a lack of congruence exists in a wide range of situations, from rural and underserved communities in remote areas to well-populated urban centers, from my State of Hawaii to areas on the Eastern seaboard. The dynamic I am describing exists along lines of race and ethnicity, socioeconomic strata, age, and many other vectors, which can muddy the stuff of learning that needs to be transmitted between students aiming to learn and teachers seeking to teach.
As many of my colleagues and I have said many times, our children are our future. Furthermore, our great Nation is dependent on the success of our educational system and what it is delivering to our children. An essential part of our educational system is a highly qualified teacher with knowledge of the subject area, and the ability to teach that subject to students. This is the most important factor in the academic success of the student. My bill will address one attribute of that success: the ability of the teacher to present the lesson in a way that students are ready to learn it.
I started my professional life as a teacher, so improvement of the field of education is never far from my thoughts. Even after all of my teacher training, I remember walking into a classroom and thinking, ``What do I do now?'' and, ``Will I be able to connect with my students?'' I have never forgotten those thoughts. Through my bill, I hope to work to help teachers answer these and similar questions, particularly for those teachers who are placed in States that are new to them, or in parts of their home States with which they have little or no familiarity. In my State of Hawaii, according to an article published Monday in the Honolulu Advertiser, Hawaii's 258 public schools need 1,400 to 1,600 new teachers every year to replace those who retire or leave the system, particularly in the areas of special education, speech pathology, autism, and hearing impairment. However, only about 500 Hawaii teachers are graduating and earning their licenses every year from both public and private colleges, and many of them are being drawn away from the State to schools on the mainland. Recruiting trips by the Hawaii Department of Education are seeking hires in cities such as New York, Chicago, Los Angeles, and San Francisco. I would like to help to ensure the success of these and other teachers in similar situations across the country, to help smooth their adjustment to their new homes, and thus, make a fluid transition to their new classrooms.
The Teacher Acculturation Act seeks to address cultural incongruence between the teacher and the student population in the classroom. To be successful, the teacher must be prepared to teach in a way that students are ready to learn. And with a increasingly diverse student population, that becomes harder and harder as time goes by. To achieve these ends, the bill proposes programs in three parts.
The first two parts recognize the success of ongoing and sustained professional development to affect positive change in teaching pedagogy. The bill authorizes demonstration programs that aim to assist teachers in learning, developing, and implementing pedagogies that help all students learn. I have modeled the programs on the Lesson Study theory of change, which is a model that uses a cohort of professionals for lesson development, presentation of the developed lesson by a member of the cohort to a class, observation of the presentation by other members of the cohort, and post-presentation analysis and reflection by the entire cohort, along with coaches, mentors, and supervising practitioners. A group of teachers working together to improve their pedagogy has been shown to be very effective, and this model is becoming more popular at every level in teacher education and professional development, from classroom work in colleges of education, to cohort work by candidates for National Board Certification--the highest performance achievement available to a teacher in the United States.
The first demonstration program would take place during the time the prospective teacher is in a college or school of education, and introduces a multicultural awareness component into the pre-service teaching activities. In this program, prospective teachers would work with members of the community, trained academics, and practicing teachers to learn about cultural characteristics of the student population, to develop pedagogies and curriculum to fit those cultures, and to study how to deliver the new lessons in a culturally relevant style. Prospective teachers would then deliver these lessons to the students in a real classroom setting while student teaching. Post- teaching analysis, reflection, and discussion would then allow the student teacher to analyze and reflect upon the performance.
The second demonstration program is structured similarly to the first program, but conducts a professional development activity during the time the teacher is new to the profession--generally the first three years--recognizing that many teachers develop teaching styles in these initial years that they may use for the duration of their teaching careers. Through this program, a cohort of teachers would undertake a year-long program, which includes two summers, under the direction of a coach trained in multicultural education. Participating teachers would already be placed in teaching positions and have a defined learning community to work with. If done right, such a program has the potential to involve the whole school community and, eventually, contribute to whole school change.
These two programs taken together have the potential to develop a cadre of teachers adept at teaching in ways that are culturally- relevant, ways that address the needs of the students, and ways in which the students are ready to learn. I truly feel that such programs working with new and prospective teachers can make a difference in addressing the current achievement gap, particularly impacting the groups most at risk of being on the losing end of the achievement gap.
The third section of the Teacher Acculturation Act of 2005 would set up Centers of Excellence in Multicultural Education. These centers would support the professional development activities from the first two parts of the bill by providing trained mentors, coaches, and academics, as well as undertaking research into the areas of multicultural education. The centers would also develop activities for use by schools and districts to provide ongoing professional development opportunities to all faculty or teachers.
We must never forget that a solid education is the cornerstone of our future. And a highly qualified teacher is needed to provide that education. The teacher not only needs to be knowledgeable about the subject being taught, but needs to know how to teach the subject to the students. This bill would help address the question of how. It seeks to prepare the teacher to deal with groups of students with different learning styles, as well as to identify the needs of divergent groups of students and how to vary teaching to support the learning of these students. My bill seeks to improve learning among those groups who are underserved today. Although my bill alone would not eliminate the achievement gap, it seeks to provide a good start.
This bill is supported by leading experts and organizations in the field of multicultural education, including Ms. Joyce Harris, Executive director of the National Academy for Multicultural Education, Dr. James Banks of the Center for Multicultural Education at the University of Washington, and Dr. Randy Hitz, Dean of the College of Education at the University of Hawaii. I ask unanimous consent that their letters of support be printed in the Record. I ask unanimous consent that the text of the bill be printed in the Record.
I urge my colleagues to cosponsor this important piece of legislation.
Mr. President, I rise proudly today to introduce legislation that would establish Parkinson's Disease Research Education and Clinical Centers and Multiple Sclerosis, MS, Centers of Excellence in the Veterans Health Administration of the Department of Veterans Affairs, VA. The need for research and care is extremely pressing at a time when VA is dealing with meeting the demands of veterans suffering from debilitating neurological diseases.
VA has been a leader in the advancement of medicine and should be applauded for its progressive and innovative research endeavors. Yet, continued strides in specialized research are necessary to address the specific health care needs of our veterans. Through the establishment of the Parkinson's Disease and Multiple Sclerosis Centers, VA clinicians and educators will be able to gain a better understanding of these diseases that affect not just our veterans, but Americans across the nation. It is through this understanding that clinicians will be able to provide more effective patient care, treatment, and education.
The establishment of the Parkinson's Disease Research Education and Clinical Centers stems from the same spirit that inspired the conception of a great alliance formed between VA and the National Parkinson Foundation, Inc., NPF, in June of 1999. This alliance created an opportunity for the two entities to come together to develop research and treatment symposiums, provide information concerning Parkinson's disease, and also provide VA physicians that treat at least 20,000 Parkinson's patients with continuing education.
Those affected with Parkinson's Disease not only suffer from symptoms that manifest themselves physically, such as through tremors, muffled speech, slowness and impaired mobility. There are also psychological effects characterized in the form of depression for those suffering from this diseases. Through these centers, clinicians and educators can determine better ways to manage symptoms associated with Parkinson's Disease, as well as those symptoms such as fatigue and spasticity associated with MS that will give veterans suffering from these diseases a better quality of life.
Since the time of its inception, the VA health care system was tasked with
meeting the special needs of its veteran patients. Though VA is providing the necessary care to those currently affected by the disease, more can be done to develop new treatments to reduce the symptoms and slow down the progression of the disease.
This legislation will provide VA with the opportunity to establish these centers and mark a new phase in the pursuit of enhanced treatment for those that struggle with the daily challenges imposed by these diseases, which includes not only the veteran patients but their families as well. The Parkinson's Disease Research Education and Clinical Centers and Multiple Sclerosis Centers of Excellence will also be beacons of hope towards finding a cure for degenerative neurological diseases.
I ask my colleagues for their support of this bill as a commitment to advancing research and education for veterans battling Parkinson's Disease and Multiple Sclerosis. I also wish to thank Congressman Lane Evans, who serves as the ranking member of the House Committee on Veterans' Affairs, for his leadership on this issue.
I ask unanimous consent that the full text of the bill be printed in the Record.
Mr. President, I rise today to introduce the Public Land Protection and Conservation Act of 2005. I am pleased to have Senators Inouye, Lautenberg and Levin join me in cosponsoring the bill. My legislation encourages Federal, State, and local agencies, nonprofit organizations, Indian tribes and private entities to work together through a cost-shared, cooperative grant program to control and mitigate the spread of invasive species.
Invasive species are defined as harmful, nonnative plants, animals, or organisms likely to cause economic harm, environmental harm, or harm to human health. They are widespread throughout the United States and cause billions of dollars of damage annually to crops, rangelands, and waterways. The globalization of trade, the massive volume of cargo shipments, and rising tourism have combined to increase the chance of introductions of nonnative species into the United States. They are responsible for damage to native ecosystems and vital industries such as agriculture, fisheries, and ranching. The economic, social, recreational, and ecological losses attributable to invasive species are huge. A recent Cornell University study estimated that invasive plants and animals cost the U.S. economy $137 billion annually. The costs are predicted to increase substantially as more invasive species enter the country.
The implications of the nationwide invasive species problem are enormous. The Ecological Society of America notes that invasive species contribute to the listing of 35 to 46 percent of all threatened and endangered species. Nowhere, however, are the impacts greater than in my home State of Hawaii. Hawaii is known for its biodiversity. Hawaii has more than 10,000 species found nowhere else on Earth. Unfortunately, invasive species are the number one cause of the decline of Hawaii's threatened and endangered species. This is a serious concern because of the 114 endangered species that have become extinct during the first 20 years of the Endangered Species Act, almost half were in Hawaii. Recently, gall wasps were found laying eggs in wiliwili trees. These trees were once a dominant species in dry Hawaiian forests. Now they are nearly 90 percent gone with the remnants of the remaining trees, primarily found on Maui and the Big Island, threatened by the invasive gall wasp. The fragility of our native species is compounded by the fact that most introduced species have no natural predators in the State, and such predators cannot simply cross a State border to enter Hawaii. Hawaii's Invasive Species Partnerships, a group comprised of a state council and island-based committees stated in its 2004 report that ``the silent invasion of Hawaii by alien invasive species is the single greatest threat to Hawaii's economy, natural environment, and the health and lifestyle of Hawaii's people and visitors.'' Hawaii is plagued with pest invasions to a greater extent than almost any other location in the world. The invasion has limited our agricultural export market, decreased bio-diversity in the forests, and decimated native bird populations. It is imperative that this serious issue receive our full attention.
Let me give you just a few examples of invasive species problems in Hawaii. Control efforts for the Formosan ground termite are estimated to cost residents in Hawaii more than $150 million per year. Damage to our agricultural industry and the related control costs of the Mediterranean fruit fly are more than $450 million annually. Miconia, an invasive tree infesting more than 15,000 acres of rainforest in Hawaii, eliminates the habitat of endangered plants and animals and causes serious erosion problems that threaten our water supply. Bush Beardgrass is a drought-tolerant grass that increases the risk of brushfires. Wildlife authorities say the grass is beyond control on Kauai and the Big Island. Native birds in our rainforests are succumbing to malaria spread through introduced mosquitos. Coqui frogs can reach densities of 8,000 frogs per acre and threaten Hawaii's real estate, export floriculture, and nursery industries. The brown tree snake has invaded Guam and devastated native bird populations there. If the snakes become established in Hawaii, economic costs have been estimated to exceed hundreds of millions of dollars. Red fire ants threaten the agriculture industry in Hawaii and in 14 Southern States, causing more than $2 billion in annual damage. As you can see, the list
of problems is long and the time to address the issue of invasive species is now, before even more serious problems crop up.
With 73 percent of land in the continental U.S. held privately, our Federal lands will not be adequately protected without public-private partnerships. My bill requires coordination between the National Invasive Species Council, the Department of the Interior, the U.S. Department of Agriculture, and State invasive species councils and plans. The bill authorizes the Secretary of the Interior to provide grants to promote the development of voluntary State assessments to establish inventories and priorities for controlling invasive species. This is a critical step in establishing an invasives program, but many States do not have the resources to carry out this critical assessment. The legislation also provides additional grants to public or private entities, or Indian tribes, to carry out in partnership with a Federal agency an eradication, containment, or management project on Federal land or adjacent land. Control grants are cost-shared with partners. The criteria for ranking control projects include shared priorities in State and Federal plans, the severity of the invasive species impact on a State, and whether the project fosters results through public-private partnerships. Finally, and perhaps most importantly, the bill provides rapid response funds for States facing new outbreaks of invasive species, to eradicate serious new outbreaks. Rapid response funds are critical to States in order to combat newly identified invasives.
I was pleased to see that Federal departments would receive an overall increase for the seven invasive species general categories in the President's fiscal year 2006 proposed budget. I appreciate the consideration that my colleagues on the Appropriations Committee have given this important issue. However, I was dismayed to see that the budget for the category of control of invasive species declined by $25 million from its fiscal year 2005 enacted level. Control is an essential element in combating invasive species and requires additional funding.
I would like to acknowledge the fine work being accomplished by the National Park Service in establishing its Exotic Plant Management Teams. These Teams are designed to provide a highly trained, mobile strike force of plant management specialists to assist parks in the control of exotic plants. Approximately 2.6 million acres in the national parks are infected and 234 parks have invasive animals in need of management. To date, 17 Teams have been deployed throughout the country. I am grateful to the Pacific Island Team for its efforts to protect increasingly rare native communities in the Hawaiian Islands from invasion. Control of exotic species is one of the most significant land management issues facing national parks. Although I applaud the current efforts of the Department of the Interior and the U.S. Forest Service, a more coordinated and forceful attack on invasive species is needed. The attack must have robust funding and work in partnership with the States.
I am particularly pleased that the State of Hawaii is taking a leadership role in addressing its invasive species problems. Two years ago the Hawaii State Legislature established the Hawaii Invasive Species Council to coordinate the State's fight against animal and plant invaders, with the Department of Agriculture and the Department of Land and Natural Resources in leading roles. The Hawaii State Legislature has directed approximately $8 million to the invasives campaign so far. The Hawaii Invasive Species Council and each county council are committed to a proactive approach to preserve the environmental heritage and economic security of our communities for generations to come. In addition, many public and private partnerships have been formed to protect our common natural resources. For example, the East Maui Watershed Partnership brings together multiple public and private landowners and the County of Maui to control invasive species and protect 100,000 acres of our prime watershed areas. This is just one example of many highly successful and dedicated partnerships in Hawaii working to preserve our invaluable resources.
The National Environmental Coalition on Invasive Species, a coalition of representatives from major environmental organizations, has extended its full support for this legislation. Its letter of support calls this bill ``one of the best legislative proposals to date to deal with the growing threat that invasive species pose to our nation's ecological and economic health.'' The State of Hawaii, Department of Land and Natural Resources, also supports the bill. The Department acknowledges that success in invasive species projects in Hawaii have come largely from the formation of strong partnerships between State, County and Federal agencies and private groups -exactly what my legislation endorses. My bill is also supported by the Conservation Council of Hawaii, the National Wildlife Federation affiliate in Hawaii. I greatly appreciate these endorsements.
As Federal efforts to combat the growing tide of invasive species increase, some landowners and private property advocates are concerned that increased efforts to combat invasives and support native plants and animals could lead to the next big government invasion of private lands. Let me assure you this is not a property rights issue. Any action taken by governments or nonprofits through this bill can occur only with the participation and willingness of the property owner.
There are increasingly severe problems and economic burdens associated with invasive species in our Nation that are borne at the State and local levels. If ever there was a time to commit to defending the security of our domestic resources for the future, it is now. My legislation provides the support necessary for agencies, organizations, and individuals to implement cooperative projects to address new threats and long-standing invasive species problems. This is an issue that must be confronted.
I ask unanimous consent that text of the bill be printed in the Record, as well as the letters of support from Hawaii and national groups, and urge my colleagues to support my legislation.