STATE OF HAWAII
BOARD OF EDUCATION
HUMAN RESOURCES COMMITTEE MEETING

MINUTES

Thursday, January 20, 2022
*The Board did not meet at a physical location. As part of the response to the threat of COVID-19, Governor David Ige issued an Emergency Proclamation dated December 29, 2021, suspending the requirement of having at least one meeting location open to the public, pursuant to Hawaii Revised Statutes Section 92-3.7, to enable boards to conduct meetings without any board members or members of the public physically present in the same location.

PRESENT:
Kaimana Barcarse, Chairperson
Shanty Asher, Vice Chairperson
Bill Arakaki
Lyla Berg
Lynn Fallin
Kili Namauʻu
Catherine Payne
Kenneth Uemura

EXCUSED:
Bruce Voss

ALSO PRESENT:
Keith Hayashi, Interim Superintendent, Department of Education
Sean Bacon, Interim Assistant Superintendent, Office of Talent Management, Department of Education
Alison Kunishige, Executive Director
Kenyon Tam, Board Analyst
Regina Pascua, Executive Secretary
Lady Garrett, Secretary


I. Call to Order

Committee Chairperson Kaimana Barcarse called the Human Resources Committee (“Committee”) Meeting to order at 10:31 a.m.

Committee Chairperson Barcarse announced that Committee Vice Chairperson Shanty Asher and Committee Members Bill Arakaki, Lyla Berg, Lynn Fallin, Kili Namauʻu, Catherine Payne, and Kenneth Uemura were participating in the meeting. Board members did not have others present with them at their nonpublic locations to announce.


II. Approval of Meeting Minutes of November 18, 2021

Committee Chairperson Barcarse called for public testimony on this agenda item. No one provided oral testimony at this time.

Committee Chairperson Barcarse asked Committee members to review the minutes of the Committee’s November 18, 2021 meeting.

Committee Member Fallin moved to approve the Committee’s meeting minutes of June November 18, 2021. Committee Member Berg seconded.

Committee Chairperson Barcarse asked if there were any objections to the motion. No Committee member raised objections, and the motion carried through unanimous consent from all members present (Committee Vice Chairperson Asher, Committee Members Arakaki, Berg, Fallin, Namauʻu, Payne, and Uemura).

ACTION: Motion to approve the Human Resources Committee meeting minutes of November 18, 2021 (Fallin/Berg). The motion carried through unanimous consent from all members present.


III. Discussion Items

Committee Chairperson Barcarse called for public testimony on this agenda item. No one provided oral testimony at this time.

Committee Chairperson Barcarse called on Keith Hayashi, Interim Superintendent, and Sean Bacon, Interim Assistant Superintendent, Office of Talent Management, to present on teacher positions filled, five-year teacher retention rates, and effectiveness of teacher shortage differentials in the areas of special education, hard-to-staff, and Kaiapuni (Hawaiian immersion program) on teacher vacancies and retention.

Hayashi stated that on December 5, 2019 the Board approved teacher shortage differentials for qualified and licensed teachers to fill vacancies in the areas of special education, hard-to-staff, and Kaiapuni (Hawaiian immersion program) to increase teacher recruitment and retention.

Hayashi outlined that licensed teachers in special education received an annual differential amount of $10,000. Hayashi reported that in 2019, the Department had 1,582 special education teachers, which increased to 1,836 in 2020, and there was a decrease in vacant special education positions.

Hayashi outlined that for licensed teachers in hard-to-staff geographic locations, the annual differential amount ranges from $3,000 to $8,000 depending on the tier. He stated that the charts on pages 4-5 compare the number of licensed teachers in blue, total number of teachers in red, and vacant positions in green. Hayashi explained that overall, the number of licensed teachers in hard-to-staff geographic areas in all tiers increased from 2,113 in 2019 to 2,147 in 2021, and the percentage of positions filled increased from 88% in 2019 to 90% in 2021. He noted that the Department inadvertently left out the chart relating to Tier 1 and will provide this information to the Board. Hayashi explained that the percentage of licensed teacher positions decreased in Tier 1 from 93.2% in 2019 to 92.6% in 2021. He also explained that the percentage of licensed teachers increased for Tier 2, Tier 3, and Tier 4, but the most significant increase was in Tier 4 from 85.8% in 2019 to 89.1% in 2021.

Hayashi detailed that licensed Kaiapuni (Hawaiian immersion program) teachers receive an annual differential of $8,000. He stated that the number of teachers receiving the differentials increased from 87 to 98 teachers and that the number of classes designated as Kaiapuni (Hawaiian immersion program) have increased. Hayashi emphasized that the Department needs to continue to build the pipeline of Kaiapuni (Hawaiian immersion program) teachers to meet the growing student interest.

Hayashi stated that as of October 4, 2021, the differentials cost a total of $34.5 million, but if the Department fills all vacant positions, the total cost is approximately $37 million. He reported that for the past five years the Department has maintained a 52% teacher retention rate. Hayashi noted that the Department has only implemented differentials for two years; the Department needs to monitor the program further to determine the long-term effect on teacher retention.

Hayashi stated that teacher differentials have made a number of impacts on the areas of special education, hard-to-staff geographical locations, and Kaiapuni (Hawaiian immersion program). He noted that the Department needs a dedicated, recurring appropriation to sustain recruitment and retention efforts. Hayashi expressed appreciation for the $32.5 million appropriation that Governor David Ige has included in his supplemental budget request for the teacher differentials and that he looks forward to legislative support for this appropriation.

Committee Member Payne stated that the Department cannot stop paying teacher differentials and that the best teachers should be educating students receiving special education services, are hard-to-staff geographical areas, and in Kaiapuni (Hawaiian immersion program).

Committee Member Arakaki asked for clarification if all licensed teachers in hard-to-staff geographical areas receive a differential or just special education teachers. Hayashi replied that the differential applies to all teachers working in hard-to-staff areas.

Committee Member Arakaki asked how the Department designates schools as hard-to-staff geographic locations. Bacon explained that the Department looked at four criteria when designating hard-to-staff geographic locations: (1) the current Hawaii State Teachers Association (“HSTA”) collective bargaining agreement identifies schools or complexes that qualify; (2) the average number of teachers who have completed a State Approved Teacher Education Program over the past three years in a complex area; (3) geographically isolated complex areas with a high school more than 25 miles from the urban center; and (4) staff vacancies plus emergency hires must be greater than 10%.

Committee Member Arakaki stated that the Department’s teacher retention goal was 60% for 2021, but that the Department is currently at 51%. He asked what the Department is doing, besides offering a differential, to encourage teachers to stay. Hayashi replied that the Department has numerous innovative programs to recruit and retain teachers, including refer a friend, relocation bonuses, and induction and mentoring programs.

Bacon shared that the Department has focused strategies to make sure candidates are aware and understand the positions for which they are applying. He stated that the Department also re-branded its website, offers relocation bonuses, and has an ambassador program, an induction and mentoring program, and the Grow Our Own program, which recruits teachers locally. Hayashi also stated that high schools are working to connect students with community colleges for workforce development opportunities.

Committee Member Uemura expressed support for continuing teacher differentials and asked when the Department anticipates doing another review on the effectiveness of differentials. He stated that the Department should review the amounts it is paying for each shortage area and the tiers within hard-to-staff to determine whether the differentials are sufficient to reach its recruitment and retention goals. Hayashi replied that the Department is constantly monitoring the success of the differentials.

Committee Member Uemura asked whether increases in teacher salaries affect the teacher differentials. Hayashi replied that if teacher salaries increase, the differentials do not increase.

Committee Member Uemura noted that the Department should look at the effect of inflation on the effectiveness of differentials. He also stated that he would like to hear any concerns the Department might have about maintaining the teacher differential program. Committee Member Uemura also asked the Department to consider teacher salary compression for more discussion with the Board later.

Committee Member Fallin stated that the previous strategic plan identified 60% as the target for teacher retention for those who the Department employs five years after their initial hire shows positive movement. She asked if the Department has met or exceeded its targets in the specific teacher retention categories and whether the Department conducts exit interviews to understand why teachers chose to leave. Committee Member Fallin requested more detailed information on why teachers leave the Department.

Bacon stated that the Department is not yet able to determine the effect of differentials on teacher retention. He stated that the Department looks at a five-year retention period, but the differentials have only been in place for two years, so it does not have the necessary data at this time.

Committee Member Fallin asked if the 60% teacher retention target is for all teachers. Bacon confirmed that is correct.

Committee Member Fallin stated that if the teacher retention target is 60% then in the specific categories of special education, hard-to-staff, and Kaiapuni (Hawaiian immersion program) could the Department reach the 60% target because of the differentials. Bacon replied that the Department is looking to meet and exceed its target and differentials have helped with efforts to retain teachers.

Committee Member Fallin stated that the data shows that positive movement in the three shortage areas that received differentials (special education, hard-to-staff, and Kaiapuni (Hawaiian immersion program)) affected the 60% teacher retention target. Bacon replied that the Department is hoping the differentials will encourage teachers to stay in the profession and increase the retention rate.

Bacon stated that in response to Committee Member Fallin’s question regarding why teachers leave, upon separation of service employees provide various reasons for leaving, which the Department reports in its annual employment report. He stated that this report is available on the Department’s website and noted that this report also includes five-year trend information.

Committee Member Fallin asked that the Department provide the link to the information Bacon described.

Committee Vice Chairperson Asher asked for more information on the Department’s ambassador program and whether the program recruits ambassadors to address specifically the fact that teachers may be coming from various cultural backgrounds. She also asked what percentage of part-time teachers have expressed an interest in pursuing certificated programs in special education services or other areas.

Bacon replied that the Department’s ambassador program focuses on teachers who are considering moving to Hawaii and explained that the Department uses current teachers in Hawaii classrooms to provide real life information on the application process and what it is like working in a particular location.

Committee Vice Chairperson Asher stated that the ambassador program appears to be for teachers the Department is recruiting, but she would like to know what the Department does for teachers who are already in the system and whether this information is on the Department’s website. Bacon replied that the information is on the Department’s website in the recruitment section.

Bacon also stated that the Department offers opportunities to substitute teachers who are interested in applying to be full-time teachers. He stated that the Department collaborated with the Institute for Native Pacific Education and Culture (“INPEACE”) to identify educational assistants who were interested in becoming teachers in the Waianae-Nanakuli area. Bacon stated that the Department provided additional supports to these candidates after they became teachers. Bacon also mentioned the “It’s great to be a teacher” event where people to meet with current teachers to learn about what it is like to work in the Department.

Committee Vice Chairperson Asher asked about pathways for Department employees who are interested in these programs. Bacon replied that any interested employee should contact the Department’s recruitment section so they can help the employee select an appropriate pathway.

Committee Member Namauʻu asked if the reduction in special education vacancies was the result of a number of general education teachers transitioning to into special education and whether this resulted in more vacancies in general education classrooms. She also asked whether teachers are moving into shortage areas because of the differentials or if differentials are encouraging new people to become teachers. Hayashi replied that a combination of differentials, teachers moving into shortage areas, and new teachers has resulted in the reduction in vacancies.

Bacon replied that the differentials are causing both teacher movement and more people applying to be a teacher. He also shared that during the teacher assignment and transfer program period more teachers moved from general education into special education positions. Bacon also explained that principals move teachers from regular to special education classrooms, based on need. Committee Member Namau’u requested additional data relating to the number of teachers that moved from general education positions to special education positions because of the teacher pay differentials.

Committee Member Namau’u asked if the Department has plans to work with high school seniors in the Kaiapuni (Hawaiian immersion program) to explain the opportunities available to them to become teachers right out of high school.

Hayashi explained that previously the Department launched the Hawaiian Special Permit known as Palapala A‘o Kūikawā to help address the Kaiapuni (Hawaiian immersion program) teacher shortage. Bacon shared that the process began with the University of Hawaii encouraging individuals currently working in the Department to move into a Kaiapuni (Hawaiian immersion program) classroom. He stated that the Office of Hawaiian Education (“OHE”) is offering language courses as a part of teacher professional development and that the Department needs to look at options for current high school students.

Committee Member Namau’u stated that OHE can address the language component, but the Office of Talent Management needs to provide support to those interested in applying.

Committee Chairperson Barcarse expressed appreciation for the questions from Board members and noted that future meetings will further explore this issue. He noted that the Committee plans to ask for annual updates because this is only the second year of implementation.

Committee Chairperson Barcarse asked how the COVID-19 pandemic has affected teacher retention rates and what the Department is planning to do to address teacher retention issues. Hayashi replied that all Department employees are dealing with the effects of the COVID-19 pandemic and more teachers may be considering leaving the profession because of these challenges. He noted that if differentials were not in place, more teachers probably would have left there could have been an increase.

Committee Chairperson Barcarse requested additional data on the amount of teachers who left the profession in the years leading up to the COVID-19 pandemic and years after to get a better understanding of how the COVID-19 pandemic affected teacher retention. Hayashi replied that the Department would provide this information and report back to the Board.

Hayashi expressed support for competitive wages for all Department employees and vowed to continue to work with the Board and legislators in continuing to support employees. He shared that in his experience, the Department’s induction and mentoring program helps new teachers and provides continuous positive support.

Bacon stated that the Department would continue to monitor and adjust its current programs. He also stated that the Department signed a memorandum of understanding with HSTA to create a workgroup to look at possible adjustments during the teacher assignment and transfer process. Bacon also stated that the Department looks forward to more discussions with the Board on teacher compression rates to compensate employees appropriately.


IV. Late Public Testimony on Board Agenda Items

Committee Chairperson Barcarse called for public testimony from any individuals who did not have an opportunity to testify on earlier agenda items.

Elizabeth Wiggans, Konawaena Middle School, testified on agenda item III.A. regarding conditions at Konawaena Middle School. She stated that she loves her school but morale is low among the staff because teachers are taking on additional duties and many are currently looking to change professions.

Jennifer Oana, member of the public, testified on agenda item III.A. and expressed strong support of continued pay differentials for special education teachers and expressed opposition to any pay decreases for educational assistants in special education related positions.

Committee members received written testimony before the meeting. The following is a listing of the people who submitted written testimony before the meeting.


Name
Organization
Agenda Item
Mike LandesIII. A. Presentation on teacher positions filled; 5-year teacher retention rates; and effectiveness of teacher shortage differentials in the areas of special education, hard-to-staff, and Hawaiian language immersion programs on teacher vacancies and retention
Tai BairdIII. A. Presentation on teacher positions filled; 5-year teacher retention rates; and effectiveness of teacher shortage differentials in the areas of special education, hard-to-staff, and Hawaiian language immersion programs on teacher vacancies and retention
Derek BishopIII. A. Presentation on teacher positions filled; 5-year teacher retention rates; and effectiveness of teacher shortage differentials in the areas of special education, hard-to-staff, and Hawaiian language immersion programs on teacher vacancies and retention
Drew FernandezIII. A. Presentation on teacher positions filled; 5-year teacher retention rates; and effectiveness of teacher shortage differentials in the areas of special education, h
hard-to-staff, and Hawaiian language immersion programs on teacher vacancies and retention
Jenna TateIII. A. Presentation on teacher positions filled; 5-year teacher retention rates; and effectiveness of teacher shortage differentials in the areas of special education, hard-to-staff, and Hawaiian language immersion programs on teacher vacancies and retention
Justin HugheyIII. A. Presentation on teacher positions filled; 5-year teacher retention rates; and effectiveness of teacher shortage differentials in the areas of special education, hard-to-staff, and Hawaiian language immersion programs on teacher vacancies and retention
An abused public school teacherIII. A. Presentation on teacher positions filled; 5-year teacher retention rates; and effectiveness of teacher shortage differentials in the areas of special education, hard-to-staff, and Hawaiian language immersion programs on teacher vacancies and retention
Osa TuiHSTA PresidentIII. A. Presentation on teacher positions filled; 5-year teacher retention rates; and effectiveness of teacher shortage differentials in the areas of special education, hard-to-staff, and Hawaiian language immersion programs on teacher vacancies and retention
Sheri PrestonIII. A. Presentation on teacher positions filled; 5-year teacher retention rates; and effectiveness of teacher shortage differentials in the areas of special education, hard-to-staff, and Hawaiian language immersion programs on teacher vacancies and retention
Randy RuisIII. A. Presentation on teacher positions filled; 5-year teacher retention rates; and effectiveness of teacher shortage differentials in the areas of special education, hard-to-staff, and Hawaiian language immersion programs on teacher vacancies and retention
Teresa McAveneyIII. A. Presentation on teacher positions filled; 5-year teacher retention rates; and effectiveness of teacher shortage differentials in the areas of special education, hard-to-staff, and Hawaiian language immersion programs on teacher vacancies and retention
Dawn ShirotaIII. A. Presentation on teacher positions filled; 5-year teacher retention rates; and effectiveness of teacher shortage differentials in the areas of special education, hard-to-staff, and Hawaiian language immersion programs on teacher vacancies and retention


V. Adjournment

Committee Chairperson Barcarse adjourned the meeting at 11:45 a.m.