An Update on My Work in Schools

After a month in Pohnpei’s three high schools, I am beginning to get a clearer picture of the issues, the needs, and my perceived role.  There are myriad systemic issues, starting with funding.  Nearly all of the money to run schools still comes from U.S. aid, which has been ongoing since the Federal States of Micronesia (FSM) became independent in the 1980s.  There is a joint committee made up of both U.S. and Micronesian representatives that determines how to divvy up the aid package, including that which is targeted for schools.  One problem is that student outcomes have been pretty dismal for years, and there is the concern that future aid may dry up if schools do not improve.  To address this concern, an accreditation system was imposed on the schools to focus school improvement.  It consists of a series of standards the schools must meet to achieve and retain accreditation.  It is clear, however, that these standards were written and delivered to Micronesia from an outside consultant who did not fully recognize the context within which these standards would apply.  They are fine, but as written, are more appropriate for a school and staff in upstate New York than in Pohnpei.  They assume a level of understanding and set of values appropriate to U.S. schools; they are not, however, as well aligned with the understandings, traditional values, and cultural biases still in play here.

The above is more than you wanted to know, I’m sure, but it is the requirement for FSM schools to meet this western-based accreditation system that defines my role.  I am to work with and mentor school principals dealing with very real accountability issues such as administrator, teacher and student attendance, the number of student attendance days, the need for record keeping and data-driven decision making, teacher accountability, and facilities maintenance.  With department leaders and teachers I am to focus on basics such as lesson plans tied to curriculum objectives, more varied teaching and learning strategies, better classroom environments, and student record keeping.  None of this is rocket science, but much of what we would consider basic accountability expectations in the States have not been in place here and are foreign to those who we are expected to influence.  In addition, most teachers and administrators have had minimal training—typically two years at the local College of Micronesia with perhaps some extension coursework from the University of Guam or Hawaii.  Nor does their training necessarily prepare them for what they teach.  I met a teacher the other day who said his background was in the social sciences, but when he noted that to the Secondary Chief, he was placed as a biology teacher.  Complicating all of this is grossly inadequate funding, unclear priorities for what funds do exist, and a Department of Education that has many of the same short-comings as those found in the schools.

Sounds pretty bleak, doesn’t it?  All true, but equally true is the very positive reception I have received over the last few weeks.  Despite the sometimes overwhelming issues, the administrators I have begun to work with have been unfailingly respectful of me and seem eager for any help I can provide.  Their required Accreditation School Improvement Plans recognize the issues and have identified some concrete steps to address them.  The key will be follow-through—helping principals, assistant principals, department leaders, and teachers execute the actions they have identified on paper. 

Presently, I am working with principals on teacher observations, both short “walk-through” observations and more formal full-period classroom observations.  We are doing some of these together, comparing notes, and then meeting with teachers.  Next week, I am meeting with department leaders to develop relationships with them and determine what staff development will most benefit their teachers.  At PICS High School I have made it my mission to see that the campus gets cleaned up and better maintenance becomes the norm.  In particular, I am determined to see that electricity gets reinstalled in a whole building that has been without it for months.  So, I’m busy!

The pictures will give you an idea of both Nahnpei Memorial High School and Medolenihmw High School.  I was able to take them while classes were in session, so lots of pictures of high school students.  As you will see, these teenagers would look at home in any high school in the States.  While they deserve better than they are getting, they are pretty happy just being kids in school.

First, Nahnpei Memorial:

Medolenihmw High School:

Many teachers require that you remove your shoes before entering their classroom.