I don't usually use my blog to write about "issues." However, I cannot let the absurdity of Hawaii's teacher-hiring system go untold.
Let me begin this story with some background on the school where I work school and the students in my classes. Three short weeks ago, I began working with the ELL classes (English Language Learner) at
Kahuku High & Intermediate School, grades 7-12.
Kahuku, Hawaii is a close-knit rural community on Oahu's North Shore. It has a mixed immigrant population with
familes from, among others, Tonga, Samoa, the Philippines, China, Taiwan, and Laos.
Across the U.S.,
ELLs are an oft-forgotten and neglected group of students. The approximately forty ELL students enrolled in ELL language arts classes at
Kahuku have almost slipped through the cracks.
(Note: The following part of the story is a history that I have pieced together from conversations with various coworkers at
Kahuku. I have done my best to be accurate, but of course I didn't experience any of the previous changes first hand.)
At the end of the 2005-2006 school year,
Kahuku's ELL teacher of 10 years moved on to a position at the district level. I have spoken with her some and from what I can tell and have heard she was - and is - passionate about the education of ELL students. After she left
Kahuku, however, things started falling apart. At the beginning of the new school-year, a former social studies teacher assumed the helm of the ELL program and the teaching of its 40 or so students. It is unclear whether this teacher lacked the training or motivation to work with this very high-need group of students. Perhaps he did not get the support needed to perform this new job, but by November, 2006 the ELL program had completely fallen into disarray. The teacher called in sick for two consecutive weeks and it became apparent that he was never coming back. The students have described feelings of hurt and abandonment due to this situation. An assortment of substitute teachers led the class for the remainder of the fall semester.
In January 2007, the school placed a long-term substitute teacher at the head of the ELL classes. This teacher, however, offered little instruction to the students. At last, in early February 2007, principal at
Kahuku was able to draft the help of an experienced ELL teacher from a nearby high school to help undo the damage of the previous six months. This teacher remained in the classroom for a week and then another substitute teacher stayed with the students until I became the students' permanent full-time teacher on February 20, 2007.
While I have only been in my position for three weeks, I believe I have restored the order that was absent during the students' period of teacher turnover. Once again, the students are working on learning English. They have returned to the challenging task of becoming competent readers in their new language and learning to express themselves orally and in writing. They are developing listening skills while simultaneously trying to grasp the difficult nuances of English grammar.
Still, the chaos they have been through has left a mark on them. The students have had
at least five different teachers since the beginning of the school year. It is no surprise that I have had students ask me questions such as, "Ms.
Rodvien, are you going to stay with us?" or "Ms.
Rodvien, will you at least stay until I graduate from high school in 2009?"
Until last week, the answer I gave was a resounding "Yes!" In three short weeks, I have grown so attached to my wonderful students. I spring out of bed at 5:30am ready to start the day, ready to challenge and serve them. I have worked hard on improving the physical environment of the classroom: repainting, cleaning, scrounging around for classroom
furniture that wasn't broken and actually matches, and ordering very basic supplies that were missing. Students have begun to help. With only a little guidance, they have painted the words for "hello" in their first
languages on the walls of the classroom alongside hibiscus flowers, all in bright
Kahuku-red. At last, the students are starting to feel some stability again.
Unfortunately, thanks to the brilliant teacher-hiring system these lovely students may have
yet another teacher come next fall. I am crushed to learn that I may have to tell these students that I indeed
cannot stay with them until they graduate. You see, I am recently-licensed ELL teacher. For that reason, my position at
Kahuku must be listed as vacant for next school year. More senior teachers from other schools have priority in filling this "vacancy." Basically, because I am new to the system, my job can be poached by more senior teachers.
Honestly, I am not that worried what will happen to me, although I do have a few concerns. As a new teacher, having to pick up and move to a different school only a few months into my professional teaching career is a heavy burden. Every school does things differently: schools have different materials and different program structures. There are no official state-wide curriculum or standards for ELL. ELL teachers must design curriculum on their own, from scratch, based on the needs of their students and the design of their school's chosen ELL program model. Most importantly, I will have another steep learning curve to face in getting to know the individual needs and abilities of the students I serve.
At this point, however, my bigger concern is the students. After a year of being tossed about like unwanted foster children, the last thing that will benefit these students is yet another teacher come fall. They need continuity. They need the stability of a teacher who has begun to learn about each of them as individuals. They need the stability of a teacher who is not in fear of her job security, even if she were the most successful teacher in history!
My question is: who does this absurd job-poaching system benefit? If yet another teacher comes to teach the ELL class, it will certainly not benefit the students. Once again, they will have lost any continuity and stability they regained in their classroom. It will certainly not benefit me as a new teacher. I will essentially have to start over in a new school. Did I mention that any job I get can be "poached" for the first two years of my teaching career? Even at a new school, I will have to live with the knowledge that I will have to start all over
yet again in 2008-2009. The system does not benefit the students who will be losing their teacher to my school. Basically,
everyone loses. Yet this is the system in place in Hawaii's schools.
Oh wait - maybe there is one person who benefits: the more senior teacher who now has a shorter commute to her new job than she did to her former school. Yes, it is a great system after all.