HCEA Candidate Questionnaire - Hiruy Hadgu

The Howard County Educators Association (HCEA) requested responses to the following set of questions in consideration of Union’s recommendation process. While the Union has not endorsed in the District 4 Board of Education elections, my response to the questions are provided below.

• The Blueprint for Maryland’s Future requires all local school systems in Maryland to reach a $60,000 minimum starting salary for teachers by 2026. How will you as a Board member work to achieve not only a competitive starting salary for new teachers while also maintaining a competitive salary for veteran teachers?

  Cost of living in Howard County is high. Rent and mortgage are the largest expense in a household. Depending on household size, $60,000 is likely not sufficient to cover the cost of living in the county. According to the 2023 Self-Sufficiency Standard for Maryland, one adult with a preschooler would need $45.36 per hour to make ends meet in Howard County. With that in mind, as a Board member, to meet the $60,000 minimum starting salary for teachers by 2026 mandated by the Blueprint for Maryland’s Future, I will advocate for strategic budgeting that allocates funds effectively between new and veteran teachers. This would involve working closely with county and state officials to secure necessary funding and possibly reevaluate current expenditures to redirect funds where they are most needed. Ensuring a competitive salary for veteran teachers is equally important, within the bargaining agreement framework in place. I would also support the exploration of additional revenue streams and cost-saving measures that do not compromise the quality of education. Transparency in the budgeting process and collaboration with teachers' unions will be key to developing a fair and sustainable compensation plan that values both new and long-serving educators.

• Support staff, central office staff, and non-school based personnel play critically important roles within HCPSS. What do you know about the work of support professionals (ESP) in our school system? Do you support the goals of the ESP Bill of Rights? What are your priorities for these staff with respect to compensation, training, and support? Specifically, do you support every staff member having a device for work?

  Education Support Professionals (ESPs) are vital in HCPSS, ensuring smooth school operations and enriching the student learning experience. I support the ESP Bill of Rights, which acknowledges their contributions and rights. My priorities for these staff include competitive compensation, comprehensive training, and robust support to enhance job performance and satisfaction. Regarding devices, I approach this question the same way I approach the question of “should teachers be required to purchase school supplies out of their own pocket?” The answer to this question is obviously ‘no.’ By the same token any staff members that need a device/technology to their work should be provided one.

• According to a 2022 Hiring Practices and Diversity report, Howard County lags behind the state as a whole in retaining a diverse teaching workforce. What are some of your ideas about how HCPSS can compete with other school systems to attract and retain experienced staff who reflect the diversity of our students and community?

  To enhance the diversity of Howard County's teaching workforce, HCPSS could implement targeted recruitment strategies, such as partnerships with historically black colleges and universities (HBCUs) and minority-serving institutions (MSIs) to attract a broader candidate pool. Offering competitive salaries and benefits is essential, but beyond that, creating a supportive and inclusive work environment that values diversity and provides professional development focused on cultural competency can make HCPSS more attractive. Mentorship programs for new teachers from diverse backgrounds can aid retention by providing support and growth opportunities. Additionally, establishing clear career pathways and leadership development programs can encourage long-term commitment. Community engagement initiatives that involve diverse populations can also enhance the local ties and investment of staff. Lastly, conducting regular assessments of the work environment to ensure it remains welcoming and inclusive for all educators is key to retaining a diverse workforce.

• What lessons should HCPSS have taken away from the Bus Contractor issues at the beginning of the 2023-2024 school year? Would you support HCPSS managing its own fleet of busses and drivers?

  After having reviewed the School System’s Transportation Service Delivery Plan/School Start Time Initiative report, it is still not clear why the school system combined start time changes with bus contract changes. It was also shocking to read that one key finding suggested there was not much pushback from stakeholders around the decisions. The lack of transparency leading up to the following the execution of the contract with Zum is of great concern. Community members including me spoke up about the potential adverse impact of the initiative. The big lesson learned is the importance of a robust public process, which was lacking. I think the school system can and should move toward owning and maintaining its own bus fleet and drivers. Note that no single solution is a panacea to a problem. However, given the logistical considerations involved in changing bus operators, Zum, as the sole operator has a strong negotiating advantage as a monopoly. To this end, it would benefit HCPSS to continue to initiate a process where it operates its own bus fleets. This has the potential benefit of keeping costs down with Zum.

• Howard County policies currently address the selection of instructional material, development and implementation of curriculum, and teaching of controversial issues. What changes would you make, if any, to these policies as a Board of Education member?

  As a Board of Education member, I would address concerns that the history curriculum might be excessively sanitized. I believe in confronting this by ensuring that our country’s history is taught comprehensively and unvarnished, recognizing the importance of presenting a factual and complete narrative. This includes safeguarding against movements that may attempt to whitewash educational content or restrict the teaching of certain materials. Such actions not only undermine educational integrity but also impede our society’s ability to learn from the past. I am committed to protecting the academic freedom of teachers and would actively oppose any efforts that threaten this principle. My goal is to foster an environment where controversial issues are approached with honesty and openness, providing students with the critical thinking skills necessary to navigate complex historical and contemporary issues.

• As you know, the Board of Education receives nearly all of its funding from the County and State government. How will you as an elected official use your position to advocate for the funds needed for HCPSS?

  Leveraging my experience from 2019 to 2022 in advocating for school funding through various initiatives, such as leading petitions to adjust school surcharge fees and providing analyses on legislative impacts on schools, I will continue to proactively engage in fiscal policy development. My role on the Spending Affordability Advisory Committee has equipped me with a deeper understanding of the county's fiscal assumptions, allowing me to critically evaluate and influence revenue and cost projections related to development. Recognizing that zoning and land use decisions are foundational to our educational system's quality and funding, I will persistently advocate at both county and state levels for legislation that benefits HCPSS. I will use my position on the Board to support policies that bolster school financing and oppose those that do not, ensuring that our schools receive the necessary funds to provide a high-quality education.

• This year, the Superintendent has proposed cutting nearly 350 positions across the school system. What would you be doing right now if you were a member of the board facing these cuts?

  Educators frequently confront the difficult decision between accepting larger class sizes or receiving salary increases. Opting for raises can result in more substantial class sizes, which equates to a heavier workload, essentially diluting the value of the pay increase. Conversely, choosing smaller class sizes often means sacrificing potential raises. This is not sustainable. As a BOE member I would advocate to fully fund the school system. At the same time, I would first thoroughly review the budget to identify areas of potential savings without impacting essential personnel. I would engage with stakeholders, including teachers, parents, and unions, to understand the implications of these cuts and to explore alternative solutions. My focus would be on minimizing the impact on student learning and frontline education delivery, seeking innovative ways to achieve efficiency. Additionally, I would advocate for increased funding or budget adjustments at the county or state level to preserve these critical positions, emphasizing the long-term value of investing in education.

• What, if anything, needs to change about how HCPSS administers Special Education programs? What would you propose to address the challenges teachers and students in special education face?

  HCPSS needs to reassess resource distribution for Special Education, ensuring that budgeting decisions enhance rather than hinder support for these programs. Smaller class sizes and adequate resources are essential to manage the workload of educators and provide quality education to students with special needs. Collaboration with county officials to secure necessary funding is crucial. I would advocate for a thorough budget analysis with a clear focus on strengthening Special Education, supporting educators, and fostering student success. I continue to stress that advocating proactively for zoning and land-use decisions would help lead to a less constrained budget.

• What is the appropriate role of system-provided technology in a “post-COVID” school system? Should the School System continue to provide devices to all students? What about all the staff?

  In the context of a "post-COVID" school system, the role of technology should be evaluated based on its practical benefits to learning, with a focus on equitable access. While not all students may require devices, it's essential to ensure those who benefited from remote learning or come from low-income families have the necessary technology. As I stated earlier, staff should not be required to furnish, out of their own pocket, tools that they need to discharge their duties. Therefore, a cost-benefit analysis must guide the decision, ensuring that investments in technology directly support educational outcomes and equity.

• What does an inclusive school system look like to you? By inclusive, we mean a place for kids to learn that embraces their race, gender, identity, and ability where every child feels safe and welcome?

  An inclusive school system means an environment where all children feel they belong. One of the major reasons I am running for BOE is because I do not believe this to be the case. I took this step because I believe that Howard County in general and HCPSS in particular do not represent the interests of my children and those who look like them. This is evidenced by the way the school system and county responded to October 7 - the collective statements of condemnation - versus the deafening silence since then as Apartheid Israel and America with the help of the West bring down unimaginable pain and suffering on thousands of people. Almost every jurisdiction in the US has displayed this shocking level of hypocrisy and racism. The school system actively censored and discouraged walkouts and failed to curb the climate of fear that many teachers face. Personally, I have also been targeted by Zionists as they reported me to my employer and requested my removal from my community volunteer roles. One local group called the Howard County Citizens Association removed me in a sham process while the PTA Council of Howard County stayed firm against removal. Legitimate questions should be asked about the BOE’s and School System’s lack of decisive action while students were silenced and its failure to address the climate of fear

• The Board of Education has an ever-growing list of capital needs: from building High School 14 in Elkridge to addressing hundreds of millions in deferred maintenance for existing schools. Renovations are desperately needed at Oakland Mills High as well as Dunloggin Middle School. As a Board member, how will you decide what to prioritize and where should the funds come from to meet existing and future capital needs? What do you see as the advantages and disadvantages of a P3 (Public Private Partnership)?

  Prioritizing capital needs as a Board member involves a strategic, needs-based approach, assessing urgency and impact. High School 14 construction and the maintenance backlog must be balanced. For funding, exploring diverse sources is key, including county, state, and federal funds, potentially supplemented by bonds or grants. A Public-Private Partnership (P3) could offer advantages like leveraging private investment, sharing risks, and accelerating project timelines. However, disadvantages may include complex contracts, public concerns on accountability, and long-term financial commitments. A thorough analysis of potential P3 projects should ensure they align with the community's educational goals and financial health.

• You are running for a position in your district, but as a Board member your decisions will affect the entire county. As an elected official, how would you represent voters both inside and outside of the district in which you personally live?

  As a Board member whose decisions impact the entire county, it's crucial to represent all constituents fairly. This involves inclusive decision-making, prioritizing the greater good over district-specific interests. Establishing open communication channels and understanding diverse district needs are key. Transparency in explaining decisions helps build trust across the county. Collaboration with fellow Board members ensures balanced representation. Implementing data-driven policies and equitable resource distribution addresses the varied needs of each district. Accountability to all voters, continuous education on county-wide issues, and advocacy for minority interests are essential for inclusive governance.

• Do you support or oppose public education employees’ rights to bargain collectively?

  I support public education employees' rights to bargain collectively. Collective bargaining is essential for educators to negotiate for fair wages, benefits, and working conditions, which directly impact the quality of education provided to students. It also offers a democratic process for teachers and staff to have a voice in their professional environment, contributing to better morale and job satisfaction. Ensuring that those at the forefront of our children's education are heard and valued is critical for a thriving educational system.

• How would you work collaboratively with HCEA on issues that impact the employees whom we represent?

  Collaborating HCEA, I aim to champion both educators and student needs without compromise. I believe in advocating for fair class sizes and competitive salaries simultaneously. With HCEA's support, we can influence the county's financial health proactively rather than reactively during budgeting. I intend to continue engaging with HCEA to influence zoning and land-use decisions early, ensuring these considerations are part of the financial planning process. This strategy will safeguard the interests of HCEA members and contribute to the county's educational and fiscal well-being.

• You have been critical of the Board of Education’s response (or lack thereof) to the War in Gaza. If you were a Board member, what would you be doing differently?

  Over the past few months we as a society have witnessed unimaginable pain and suffering as the Gaza genocide gets live-streamed to our phones. The shock and horror of this genocide was met by a deafening silence from our community. Specifically our school system’s response highlighted glaring flaws. First the former superintendent responded with a highly slanted email to the community, which was only corrected after pushback. Second, students who demonstrated against the genocide faced serious and egregious acts of censorship.

  I was the target of a concerted effort to remove me from the PTA council of Howard County (PTACHC). Faced with intense pressure from Zionists the PTACHC board was steadfast in defending free speech and the right to free expression. Unfortunately, I can’t say the same thing about another civic organization, where the board removed me after pressure due to racism. I was also reported to my employer, without an adverse outcome, because I am merely exercising my first amendment rights.

  In response to the question about my critique of the Board of Education's handling of the Gaza genocide and what I would do differently as a Board member, my approach would be multi-faceted and driven by the need for open dialogue, educational integrity, and the welfare of all students.

  Firstly, I would organize a formal or informal listening session with teachers, to the extent that it is allowed according to rules and regulations. It's essential to provide a platform where educators can voice their experiences, concerns, and the impact of the Gaza genocide on students. Such a session is not only about listening but also about acknowledging the emotional and educational implications of global events on our local community. We need to address the climate of fear and protect academic freedoms.

  Regarding censorship, my stance is clear and consistent: it should be addressed with the same vigor regardless of the content at issue, whether it's book banning or discussions about Gaza genocide. Censorship in education stifles critical thinking and prevents students from engaging with multiple perspectives, a cornerstone of comprehensive education.

  The narrative surrounding the genocide is often framed as an Israel-Hamas issue, which oversimplifies and ignores the humanitarian aspect—children's lives are lost, and this genocide is funded by our taxpayer dollars. As a Board member, I would advocate for recognizing and addressing these painful truths head-on rather than sanitizing the conversation for comfort.

  Considering the testimonies presented at public forums, I would call for a thorough review of our curriculum concerning the history of the region from the origins of the settlement to the Nakba. It's imperative that our educational content reflects a balanced and factually accurate representation of such complex issues. I believe the scope of the curriculum should also look inward and remove sanitized historical accounts. From the genocide of Native Americans to the cruel dystopian history of slavery.

  I understand topics like the Gaza genocide, Black Lives Matter, and the content of library books are considered "controversial" and "divisive" by some. Divisive in American discourse is nothing new. We know what “divisive” means. It means it makes those who enjoy privileges based on their skin color uncomfortable. However, the role of education is not to shy away from controversy but to engage with it constructively. Avoiding these discussions does a disservice to students who deserve to explore and understand the world's complexities.

  The implication of labeling issues as "controversial" or "divisive" is significant. It often leads to avoidance rather than engagement, silence rather than discussion. More importantly, it creates an environment that leads to the otherism of students. Education should be about facing and unpacking complexity, not evading it. The current stance of the Board to be assertive on anti-book banning and supportive of BLM indicates a selective approach to advocacy. As a Board member, I would push for consistency in our defense of open inquiry and the inclusion of diverse perspectives, ensuring that we equip our students with the critical thinking skills needed to navigate a world where many views exist and many voices need to be heard.