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Certified Teachers and Employment Policies

As educators, we are entrusted with the critical responsibility of shaping the future of our island through the education of our children. It is imperative that we address the issues surrounding teacher certification, rehiring practices, and employment policies that directly impact the quality of education in our classrooms.

The Guam Education Policy Board’s Resolution No. 2010-4 outlines the standards for teacher classifications, from Teacher I-A through Teacher VI. These classifications are based on varying levels of education, professional credits, and experience. For clarity:

·      Teachers I-A and I-B have between 30 and 60 college semester credits but do not hold a bachelor’s degree.

·      Teacher I-C may hold a bachelor’s degree but lack 18 professional education credits or may have 90 semester hours of college credits, including 12 hours of professional education credits, along with two years of teaching experience.

·      Teacher I-D holds a master’s degree but has fewer than 18 semester hours of professional education credits.

·      Teacher II through Teacher VI represent progressively advanced qualifications, from a bachelor’s degree with professional education credits (Teacher II) to terminal degrees with additional graduate-level coursework and professional credits (Teacher VI).

While these classifications are intended to ensure that our classrooms are staffed with qualified educators, we must also recognize the challenges posed by the current policies, particularly regarding "double dippers" and non-certified teachers.

Retired teachers who return to the classroom, often referred to as "double dippers," play a vital role in addressing teacher shortages. However, the current practice of letting them go and rehiring them on an annual basis creates unnecessary financial and administrative burdens. These teachers must repeatedly obtain costly clearances, and the department must allocate resources to process their rehiring. Additionally, while these teachers are granted sick leave, they cannot accrue it toward retirement, leading to a "use it or lose it" mentality.

This system is inefficient and unsustainable. The Board of Education must explore solutions to streamline this process, reduce costs, and provide these educators with the stability they deserve. Retired teachers bring valuable experience to our classrooms, and their contributions should not be undermined by bureaucratic inefficiencies.

Another pressing concern is the employment of non-certified teachers, such as those classified as Teacher I-A and I-B, who do not hold bachelor’s degrees but have completed a minimum of 30 to 60 semester hours of college credits. While we value the dedication of every individual who steps into the classroom, it is essential to prioritize certified teachers with the training and education necessary to meet the standards of our profession.

The law is clear: classrooms must be staffed with certified teachers. Non-certified teachers, by law, should be the first to be let go if layoffs are necessary. This is not to diminish their efforts but to underscore the importance of having educators who are fully equipped to deliver high-quality instruction. A biology degree alone does not guarantee the ability to teach biology effectively—just as a professional athlete is not always the best coach. Teaching is a skill that requires specialized training, and our students deserve nothing less.

As we face the potential closure of schools and the difficult decisions that come with it, we must prioritize transparency and fairness in determining who remains in the classroom. Before any layoffs are considered, we need a comprehensive review of who is educationally certified and who is not.

Furthermore, we call on the Board of Education to address the systemic issues that hinder our ability to retain and support qualified educators. This includes revisiting the policies surrounding retired teachers, streamlining hiring processes, and ensuring all teachers have access to the resources and training they need to succeed.

The challenges we face are significant, but they are not insurmountable. Together, as a union and as advocates for our students, we will continue to fight for policies that uplift our profession, support our educators, and ensure that every child in Guam has access to a high-quality education delivered by certified, qualified teachers.

In solidarity,

Timothy Fedenko

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