I’m saddened by the recent news of political wrestling in our state education system that has caused the loss of Superintendent Kathryn Matayoshi, a deeply caring and thoughtful leader. I’m concerned about a restructuring of our Board of Education that may be headed toward further fragmentation of our vision for public education in Hawaii.

As a public educator, I have indeed been frustrated at times with the perceived “top-down” nature of Hawaii Department of Education governance: “Race to the Top” was a stressful — and ill-named — effort at wholesale, rapid-fire change that generated painful pressure for surface compliance more than quality support for systemic growth.

But, as a child of immigrant parents for whom the guarantee of free, quality public education for all was the golden icon of American opportunity, I always keep my eyes on the prize offered by our unique, statewide DOE. That prize is the potential for equity — equity of opportunity, support and resources for every student and teacher across our diverse socio-economic communities.

When I hear a call to “empower schools and principals” as independent agents of change and “to move to a more school-initiated innovative approach,” I worry about the threat to that foundation of unified equity. I fear a shift toward the patterns seen in so many states where narrow self-interest and competition for resources can replace collaborative planning for the greater good.

The history of our Windward District Peer Mentor/Induction Program, of which I am a founding member and now coordinator, is a good illustration of this dynamic. Our induction program, with its district-based team of full-time, dedicated peer mentors, has thrived as a gold standard model of a quality induction program since 2001. Beginning teachers in every school in the district — from Waimanalo to Sunset Beach, pre-kindergarten to grade 12 — are assured the one-on-one quality support of a professionally trained peer mentor.

Thanks to a legacy of visionary leadership, Windward principals were inspired to recognize that greater work could be accomplished in collaboration than could ever be achieved singly, to pool resources, and to commit to the understanding that beginning teachers — like students — belong to all of us. It is a responsibility that we hold in common to nurture and support all learners in their striving for efficacy, for the good of our entire community.

This model induction program is now threatened by budget cuts that may divert funds from districts and complex areas to individual schools in the name of empowering schools and principals. That diversion of resources likely will result in a less-effective, site-based induction model, common in other districts, in which appointed peer mentors who are overburdened teachers with full class loads or teaching responsibilities do their best to double task and “mentor” a beginning teacher on the side. Without the cohesion of a school-independent team of peers to support unifying understandings and skills, these programs necessarily produce highly varying quality of services and support, the opposite of equity.

My work in partnership with Kamehameha Schools colleagues has taught me the importance of embracing the gift of Hawaiian ancestors: the ahupua‘a mindset with its values of malama/caretaking, kuleana/responsibility and laulima/collaboration that sees self and others as fingers on one hand. We must commit to and internalize that mindset. We must teach students and remind ourselves that we are an interdependent community of learners, dedicated with common purpose, to that great promise of quality public education for all.

Elly Tepper, Hawaii State Teacher of the Year 2000, is coordinator of the Windward District Peer Mentor/ Induction Program and Kahua Ko‘olau Program.