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HB439
HOUSE OF REPRESENTATIVES
H.B. NO.
439
THIRTY-THIRD LEGISLATURE, 2025
STATE OF HAWAII
A BILL FOR AN ACT
relating
to EDUCATION
.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF HAWAII:
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SECTION 1.
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The
legislature finds that the BridgeUSA J-1 visa program, administered by the
United States Department of State, offers foreign teachers an opportunity to
teach in accredited schools in the United States servicing students in grades
kindergarten through twelve.
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The J-1
visa program, was also designed to help address the ongoing chronic teacher
shortage while providing academic and cultural exchange opportunities to visiting
teachers.
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Additionally, the J-1 visa
program offers the opportunity for foreign teachers of various backgrounds to
become a part of educational communities to reflect the diverse student
populations.
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The legislature also finds that 22.4 per
cent of the public school student population identifies as Filipino, while 7.4
per cent of educators share the same background.
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According to the federal Institute of
Education Sciences, diverse educator representation significantly impacts
student learning.
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Teachers of color can often
help close achievement gaps and improve attendance and behavioral outcomes, and
are highly rated by students of all backgrounds.
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Beyond academic benefits, having educators
who reflect their students' backgrounds can inspire future aspirations.
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Seeing role models in the classroom can
encourage students to pursue similar career paths.
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Presently, the State's implementation of the
J-1 visa program has aimed to expose Filipino children to Filipino educators,
inspiring them to consider careers in education.
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Conversely, the J-1 visa program has further
contributed to classroom diversity while eliminating certain barriers to
academic achievement.
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Since its implementation, the J-1 visa
program has been a resounding success.
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To date, two hundred eighteen internationally certified educators,
primarily from the Philippines, serve in fifty-five public schools statewide.
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Similar to the Philippines, Kenya also has
strong educational equivalencies, and the State's first J-1 teacher from Kenya
was hired at an elementary school serving military families accustomed to
working with diverse educators around the globe.
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Educators from the J-1 visa program are positively
impacting the State's diverse classrooms, and the program has strong support
from community organizations, including groups from the Filipino community.
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However, the State's existing licensing
rules hinder the full potential of prospective teachers for the J-1 visa program.
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Unlike states such as Alaska, Nevada, and
North Carolina, which have streamlined licensing processes for international
educators, Hawaii classifies J-1 teachers as "emergency hires".
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This designation requires prospective
participants to take a series of additional comprehensive examinations that can
exceed $1,000 in costs.
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Preparing for
these exams significantly reduces the time available to analyze formative
assessments, meet with families, and plan curriculum.
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Further, J-1 teachers are ineligible for
additional compensation offered to educators in hard-to-fill positions despite
performing equal work.
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The legislature further finds that the
State's existing licensure reciprocity policies do not adequately recognize the
international qualifications of J-1 teachers.
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This limitation contradicts the department of education's commitment to
being "globally competitive and locally committed".
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By creating a more inclusive and equitable
licensing system, the State can fully leverage the skills, knowledge, and
experience of international educators.
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Accordingly, the purpose of this Act is to
recognize the qualifications and experience of international educators, while
ensuring equitable compensation, by requiring the Hawaii teacher standards
board to establish a provisional licensing pathway for visiting international
teachers.
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SECTION
2
.
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Section
302A-802, Hawaii Revised Statutes, is amended by amending subsection (c) to
read as follows:
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(c)
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The board shall adopt policies, exempt from
chapters 91 and 92, to initiate the following:
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(1)
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Develop criteria allowing more
individuals with trade or industry experience to teach in vocational,
technical, and career pathway programs, and criteria for the issuance of
permits allowing qualified individuals to teach when recommended by the
superintendent or the commission, when appropriate.
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The department or the commission, when appropriate,
shall be responsible for the review and acceptance of the relevant licenses,
certificates, or other qualifications related to an individual's vocational,
technical, or career pathway education-related experience that the department
or the commission, when appropriate, deems necessary for a permit.
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The department or the commission, when
appropriate, shall have the authority to waive the requirement of a bachelor's
degree to teach in a vocation, technical, or career pathway education program;
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(2)
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Develop a plan to accept teachers from
any state as long as they have completed state-approved teacher education
programs and pass relevant Hawaii teacher examinations or their equivalent;
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(3)
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Clarify the requirements, on a
state-by-state basis, for out-of-state licensed teachers to obtain a license in
Hawaii;
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(4)
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Develop a plan to facilitate licensing
for those who intend to teach in Hawaii immersion programs, the island of
Niihau, or any other extraordinary situation as defined by the superintendent
or the superintendent's designee, or by the commission, when appropriate;
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(5)
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Pursue full teacher license
reciprocity with
all other states; [
and
]
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(6)
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Develop a plan to facilitate an
optional certification for those who teach or intend to teach at private
schools[
.
]
; and
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(7)
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Establish a visiting international
teacher license to promote cultural and educational exchange between the State
and other countries.
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The international
teacher license shall provide educators hired by the department or public
charter school the ability to teach all subjects and grade levels that the
teacher is qualified to teach.
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International educators hired by the department or public charter
schools with an appropriate visa shall be issued a renewable visiting
international teacher license upon receipt of the following:
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(A)
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The equivalent of a United States
bachelor's degree or higher;
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(B)
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Completion of an equivalent United
States teacher preparation program that verifies basic skills and content
knowledge;
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(C)
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A valid and active international
teacher license; and
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(D)
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Verification of three years of
employment at a public or private school in a pre-kindergarten through grade
twelve setting.
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SECTION
3.
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Statutory material to be repealed is
bracketed and stricken.
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New statutory
material is underscored.
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SECTION
4.
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This Act shall take effect upon its
approval.
INTRODUCED BY:
_____________________________
Report Title:
Filipino
Caucus; HTSB; International Teacher License; Criteria; Establishment
Description:
Requires
the Hawaii Teacher Standards Board to establish an international teacher
license for certain visa holders.
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Establishes criteria for obtaining an international teacher license.
The summary description
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not legislation or evidence of legislative intent.