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‘Displaced teachers in New Orleans very much welcome’
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Posted on Sep 15 2005
Displaced teachers from Katrina-ravaged New Orleans and surrounding environs are welcome to continue their careers and relocate to the CNMI, according to Public School System associate commissioner for administrative services David M. Borja. However, PSS would have to consider the cost of getting them due to its limited funding for the current fiscal year.
Borja said the PSS would be very happy if teachers who have lost their jobs in Louisiana would join the PSS and augment the shortage of public school teachers in the Commonwealth. “The CNMI has a home for them,” said Borja, adding that PSS is in need of teachers who have backgrounds in Mathematics, Science, and Social Studies.
He said that if the displaced teachers in New Orleans are willing to be relocated to the CNMI there would be no problem in hiring them, especially if they have competencies in the three subject content areas mentioned.
Borja, however, clarified that there has been no formal invitation extended by PSS to the New Orleans teachers. “But we would be glad to offer them a job,” he said.
The possible entry of teachers displaced by Katrina could not have come at a more opportune time.
A recent survey conducted by the office’s human resource division said that 52 of the 593 teachers in the CNMI would soon be leaving PSS.
“They’ll be leaving the PSS in the near future,” Borja said. The figure, he said, was the same number they gathered in 2004.
Borja said the teachers who are leaving are either retiring or pursuing further studies in the mainland. He said 19 teachers are up for retirement and 33 others are leaving the islands for professional development and for personal reasons.
Borja said the positions to be offered to teachers from New Orleans would become more permanent in December 2005 and next school year.
Just the same, these teachers should have hurdled the State of Board of Education requirement for a “Highly Qualified Teacher” that includes certification for passing both PRAXIS I and II.
