Hawaii is failing in ongoing efforts to maintain a sufficient supply of qualified teachers in its statewide public schools system.

During the 2018-19 school year, according to the Hawaii State Teachers Association (HSTA), the statewide roster of about 13,700 teaching positions included a total of nearly 1,030 emergency hires — typically instructors lacking complete license credentials — and long-term substitute teachers. This year, more of the same, sadly.

In hopes of fending off more trouble in three shortage areas, the state Board of Education voted last week to provide higher pay for special education teachers, Hawaiian immersion teachers and those who teach in remote, hard-to-staff schools.

The unusual tactic of acting midway through the year means the state Department of Education will likely be cobbling together funds — tapping reserves and salary savings balances — to cut “pay differential” checks before a February transfer period, when educators can choose to change jobs.

Schools Superintendent Christina Kishimoto has rightly stressed that whatever the funding source for the differential, no school program would be cut. Meanwhile, Gov. David Ige pledged to seek the estimated $14.7 million needed to support the pay hikes for the remainder of the fiscal year.

Since the differential is not part of an HSTA contract, there’s no guarantee that it amounts to much more than a one-time bonus. But the DOE intends to lobby the 2020 Legislature to secure another $30.4 million to continue the tiered pay in the next fiscal year. That’s a heavy lift.

The state’s average salary for licensed teachers is $68,000 a year, according to HSTA, with pay starting at about $49,000 and topping out at $89,000. The differential pay includes: $10,000 a year for special-ed teachers; $8,000, Hawaiian immersion teachers; and $3,000 to $8,000 for teachers in hard-to-staff areas, depending on severity of the shortage.

In recent years the state has reported that its retention rate for new teachers — educators who stay on the job for five years — hovered near 55%. A large portion of resigning teachers are now noting “leaving Hawaii” as their primary reason.

Given that young teachers in particular struggle with Hawaii’s high costs of living, the differential could serve as a first step in attracting and retaining qualified classroom teachers throughout the system; there are pressing needs for more expertise in all core subjects and at all grade levels.

On the mainland, some school districts grappling with similar shortages are subsidizing rent and building affordable housing tailored for teachers on government-owned land. Hawaii should further explore such options, as housing is the most daunting expense for most households here.

Also, the DOE must prioritize sustainable working conditions for classroom teachers.

Special education teachers can be tasked with heavy paperwork loads tied to required Individualized Education Program plans for students with disabilities. And some Hawaiian immersion teachers have the challenge of developing coursework spanning several subjects. With better DOE support, they can be more effective in their jobs — and less likely to burn out.

In the 2018-19 school year, 84% of special-education positions and just 34% of Hawaiian immersion positions were filled by qualified and licensed teachers. And in remote sites, job applicants are few and far between.

At a recent news conference, Lindsay Ball, an administrator overseeing schools in Hana, Lanai and Molokai, said, “We just simply don’t even have teachers to interview,” and noted subs are filling the void. Reliance on long-term substitutes is a disservice to students.

In all, some 180,000 children are enrolled in Hawaii’s public schools. The state must do better by them.