The Power of Questions

We’ve been traveling a bit since I retired earlier this summer. Tonight, we returned home from a short trip to San Francisco where my husband, Randy, had meetings with the California Public Utilities Commission. Randy attended the University of San Francisco Law School, so visiting here is special and brings back memories of his days as a struggling law student.

Since we began implementing project-based learning at our school, I noticed that I was much more curious about generating questions and researching to find answers. ("The World Looks Different from a PBL Perspective.") Last year, one of my friends, Julia Myers, posted photos on Facebook of a family trip to Montana, and I was intrigued by one particular photo. I wrote a blog about how we collaborated to find out additional information. (“What Can We Learn from a Photo?”)

When we traveled to Las Vegas earlier this month, I saw a sign on Fremont Street outside the Golden Gate casino and researched to find more about this piece of history. I learned that the first telephone number in Las Vegas was “1” and that the first paved road and stoplight in LV were on Fremont Street. I know that when I return to visit (my son and grandsons live there), I am going to look for more pieces of history about Downtown Las Vegas.

This is the plaque that sits at the spot where the first telephone was installed in 1905.

Yesterday, we drove down to the Fisherman’s Wharf area in San Francisco, and decided to visit the San Francisco Maritime Museum. While there, I learned about two people whom I would never have known about before. The first is Hilaire Hiler, the artist who was commissioned to do the artwork at the Maritime Museum. I often wonder what inspires artists and how they come up with their ideas. One room is covered with sea-themed murals of vibrant colors. The other, a room which he titled, “Prismatarium," shows a color wheel on the ceiling. His theory about the relationship between color and the human psyche is certainly novel. 

The photo above shows the artist who was commissioned to work on the murals at the Maritime Museum. Notice the  colors of the murals which cover the walls of  one room in the Museum.

At the Maritime Museum, I also learned about Kenichi Horie who, at the age of 23, made a solo voyage in a 19-foot sailboat from Japan to San Francisco. The voyage took 94 days. The story of his journey is amazing and is captured in a book and was made into a movie. Since then, Mr. Horie has traveled solo across the Pacific in solar-powered, pedal-powered, and wave-powered boats, some of which were made from recycled materials. Clearly, he is a visionary! 

This is the Mermaid , the boat that Kenichi Horie sailed in on his 94-day voyage. He gifted it to the San Francisco Maritime Museum. As you can see, it’s not very large. Can you imagine being in that vessel for 94 days in the middle of the Pacific Ocean?

This is the journal Kenichi Horie kept while on his voyage. Everything is in Japanese, but I was struck by how neat his penmanship is. Beautiful handwriting!

Finally, I noticed this home and the sign when Randy and I were walking to breakfast one morning, and I went back to take a picture. I wanted to know more about the person who built this home. After I posted these photos on Facebook, one of my FB friends shared a link to a newspaper article about Captain Cavlary’s death so I was able to learn more about him. He was quite an accomplished steamer commander. Isn't it wonderful to be able to research our questions about people and events?

I love these old-style homes in San Francisco! That sign intrigued me; the house is 140 years old.

There are so many opportunities to ask questions and research to find out information about what's around us. All it takes is a bit of curiosity. Lifelong learner - that is what I strive to be!

Dear Jace and Jayden

Dear Jace and Jayden,
Grandpa and Grandma really enjoyed spending time with you last week on our last trip. I always feel that these trips are much too short and this one seemed to be more so because you were still in school. Nevertheless, I love that we got to share some quality time with you.

While we were with you, our 41st United States President, George H.W. Bush, passed away. I learned that he wrote letters to his grandchildren, letters that they cherish to this day. I decided that this would be a great time to write you a letter, too, and share some of my thoughts with you both.

Jayden mentioned that I remind him of Mama Bear in the Berenstain Bears books. Did you know that  your Dad, Uncle Jarand, and Uncle Jordan loved those books? . We read and discussed each one when they were published because they all were very applicable, addressing problems like messy rooms, too much TV, and sibling rivalry. I guess that thinking I am like Mama Bear is not a bad thing; she just wanted the best for her little bears.

After sharing time with you last week, I thought I’d suggest two bits of advice. I imagine that these could be themes in a Berenstain Bears book.

First, BE RESPONSIBLE. I know it’s hard to keep track of your things when you go from your Dad’s house to your Mom’s house. That’s why you need to figure out how to be responsible for your things for school and for activities like soccer and tennis. Maybe you will make a list for yourself or maybe you will get all your things ready the night before or maybe you will have another system that works for you.  Being responsible will help you tremendously as you get older. Start developing good habits now and you will be ahead-of-the-game.

Second, BE KIND. I asked you to share with me how you were kind to someone that day. Remember when I read you “Wonder?” When kids were kind to Augie, they realized what a neat kid he was. You might not realize it at the time, but a kind word or a compliment to someone can make a difference for that person and turn a bad day into a good one. You will discover that once you start being kind to others, your kindness might start to spread to others. Wouldn’t it be wonderful if everyone were kinder to others?

Take care and do your best. I can’t wait until we see you again in a few weeks!

Love,
Grandma

Giving Thanks 2018

I considered not writing a blog for Thanksgiving. This year has been challenging with the unexpected passing of our second son, Jarand, in May. As I reflected on this past year, though, I realize that there is still much to be thankful for.

I am thankful for my family who has helped me to be strong in this most difficult of times. My husband Randy and our sons, Justin and Jordan, have been a source of strength. Together, we help each other by recalling events and memories of Jarand, the son and brother we knew and loved. Jarand has also given us an opportunity to build awareness of Chronic Kidney Disease, and we hope that by sharing his story, we can help others. Jarand passed peacefully in his sleep; we had spoken with him the night before and ended our conversation with “I love you.” I am grateful for that last conversation with him.

I am thankful for Randy, my husband and soul mate for nearly 42 years. Like all married couples, we have had our ups and downs, but through it all, we have remained best friends and supported each other. This was especially true these past few months which were, undoubtedly, the most challenging experience in our marriage. I am proud of Randy for all he has accomplished for our State throughout his professional career, and I look forward to spending more time with him now that he will be retiring at the end of the year. 

I am thankful for Justin, our oldest son, who is a great Dad to our grandsons. When Jarand decided to move to the mainland to be closer to his nephews, Justin helped him get settled. I know that Jarand missed Hawaii but with his big brother’s help, he was able to acclimate and thrive in his new home. I am proud of the way Justin is raising his sons. They are respectful and so much fun to be with! I am a Proud Grandma.

I am thankful for Jordan, our youngest son, who is serving our country in the Air Force and recently returned from a deployment to Afghanistan.  We are so proud of him! After working with military families for so many years as the principal of Daniel K. Inouye Elementary School, I know there can be many challenges. Yet Jordan is upbeat and independent, and I am confident that his military experience has helped him as he plans for his future.

I am thankful for my family and friends who have been there for me during these past few months. They share their own memories of Jarand, and their many stories and photos help us to heal. We realize what a special son we had, and although we will always miss him, I am proud to know that Jarand had such a positive impact on so many people.

I am thankful for everyone at Daniel K. Inouye Elementary School. After serving as their principal for so many years, they were my second family. It was not easy to retire, especially when I was still enjoying my job and the people I worked with, but I know that it was the right decision. Retirement has allowed me to relax and enjoy the simple things in life that I didn't even realize I was missing.

Despite the curve ball that life threw at us this past year, I realize that there is still much to be thankful for. May you all count your blessings and have a wonderful Thanksgiving.

This was the last selfie of our family, taken on New Year's Day 2018.

Resilience

I’ve been doing quite a bit of yard work since I retired. I find that it’s no longer a chore like it used to be when I was working. In fact, it’s relaxing and when I see the fruits of my labor, well, there is a sense of satisfaction. The yard is definitely not perfect, but it’s neater than it just was a few months ago! 

I’ve been watching this weed grow out of a rock. My first inclination was to pull it out, but I decided to observe its growth to see what would happen. I see it as a sign of resilience and individuality. While other weeds grow where the conditions are more amenable to their growth, this weed has chosen another growth path. It’s as if he is telling me, “Who said you need dirt to grow?” 

Isn’t this how some of our children are? There are some who need to be different, as if to prove that they CAN do it. They are individuals who have chosen to be different from others. We sometimes discourage them and try to steer them to the path we think they should take. . 

Let's remember that weeds and people can flourish in the most unusual places!

Where is the Respect?

I was watching a candidate forum and the question came up about whether a candidate agreed with the policies of the President. The candidate went on to dodge the question by saying that she respects the office of the President.

I have tried not to make this blog political, but I have decided that if I keep quiet, it might be assumed that I don't have an opinion. I do. I, too, respect the office of the President, but when that person is so disrespectful to others, it is very difficult to justify that behavior.

As a school principal, our staff didn't always agree with our decisions, but the rational way to deal with that was to have open, collaborative discussions to try to resolve our differences of opinion.We may not have come to a win-win, but treating others' ideas with respect is essential to move forward on our vision for the school. Imagine if I ridiculed or put-down our staff for sharing their ideas. There would be a negative ripple effect with staff and students. If the principal treats the staff with disrespect, we would soon see the staff treating the students with disrespect. Then students would be disrespectful to the staff and to their fellow students.

Improving the culture of the workplace is a goal that schools constantly work on. When the adults like each other, they will more likely work together as a team to support the students. A negative school climate is toxic, and teaching and learning will be negatively impacted.

At a school, it starts at the top with the principal and trickles down to the staff and students and the school community. As a principal, if I ever resorted to name-calling or ridiculing someone, there would have been a complaint then an investigation, and I would likely be removed from my position.

As adults, it is up to us to teach our students right from wrong. Studies show that social-emotional learning is essential to developing positive behaviors in students, and that is why schools make time during the day to teach students to advocate for themselves, to treat others respectfully, and to work cooperatively with their peers. And yes, we need to have discussions with students when they question the disrespectful behaviors of their leaders. We need to teach them how to disagree respectfully without resorting to name-calling or ridiculing those with different opinions. It is important for us to honor our students' opinions and to let them know that they can speak up when they disagree with someone's behavior or name-calling, even if that person is the leader of our country.

Are You Bored Yet?

It's been a little over three months since I officially retired after working for 45 years as an educator -- 27 years as a classroom teacher and 18 years as an administrator. A common question I'm asked these days is "Are you bored yet?" to which I respond, "No." "Well, what do you do all day?" is the next question. Hmm . . . let's see, I go to the gym, I take our dog out for walks, I work around the house or I work in the yard. I read or I write. I have appointments. I plan for upcoming events. People look at me a bit strangely as if they're thinking to themselves, "That sounds so boring!"

Today marks the end of the first quarter for public schools in Hawaii. If I were sitting around the house with nothing to do, I would definitely be feeling it now. I loved my job right up until the day I retired. I loved the people I worked with; I loved the students; I loved the challenges; and I really loved making a difference in people's lives. But once I retired and turned the responsibility of leading the school to the new principal, I chose not to look back with regret. 

I made a resolution of sorts that every weekday, I would do at least one chore so that on the weekend, I can relax. So every day, I do something like vacuuming, weeding, doing laundry, going through cabinets or drawers and purging or organizing, washing the car, cleaning windows, or working in the yard. I figure that after a few months, I should be caught up and after that, it should be easier to maintain.

After completing my task-of-the-day, I am free to do whatever I want until Randy comes home from work. Sometimes I binge-read. I've read so many great books since I retired! Other times I go shopping although I don't really need much of anything now that I'm not working. I might pick up my Mom and take her somewhere; she is almost 91 years old and lives by herself so I know she enjoys the company. I realize that for once in my life, what I do is my choice and not dictated by by schedule as a student or a wife or a parent or a teacher or a principal.

There may be educational opportunities for me in the future. I will think carefully before making a decision. As a lifelong educator in Hawaii, I believe I still have something to offer. For now, though, this retirement has been exactly what I needed.

Back to Blogging

Since my retirement, I was having a difficult time blogging. I promised myself I would continue to write. I’ve had some ideas for topics and I actually got started, but I was not inspired to continue and deleted them. Today, I read George Couros’ blog, “3 Ways Blogging Has Helped Me Grow as a Learner,”and I knew that I needed to get going again because blogging has been a way for me to reflect and to continue my learning.

Like George, I started blogging to experience what it would be like for our students. ("What Was I Thinking?") At the time, our students were being asked to do more persuasive types of writing as part of the Common Core State Standards. It was hard to keep going. I tried to blog regularly, but a set schedule didn't work out for me. Since I started six years ago, I've averaged about two per month. Some are better than others, and I am hopeful that readers were able to think about what I had written and apply it to themselves.

Now that I've retired after 45 years as an educator, I find myself continuing to read about teaching, leading, and learning, but I realize that as time passes, I may find new interests and new ideas to advocate for. After all, isn't that what retirement should be - the ending of one journey and the beginning of another?

During the last few months as a retiree, I've been able to binge-read books that I somehow didn't have the chance to read when I was working. I go to the gym and walk my dog regularly, something that is good for both of us since he is also getting older. I continue to purge (this will take a long time; we've lived in this house for 36+ years) and I've been able to get my hands dirty as I work on weeding and trying to be a gardener (this is definitely a work-in-progress as I have not been successful yet). It has been so relaxing!

Retirement came at the right time for me. I had prepared for it mentally and emotionally. I loved being the principal of Daniel K. Inouye Elementary School, and I still miss the people and the challenges, but it was time. I don't regret my decision at all, and I know the school continues to move forward in a positive direction under their new leadership team.

Those who read this blog know that we lost our second son recently ("Aloha, Jarand"). His passing made me realize that life is fleeting; we never know when it is our time. In the beginning, it was difficult for me to talk with people about how Jarand passed, but now, I see if as a responsibility to let others know how Chronic Kidney Disease can be prevented through early screening. This was not something I planned on doing in my retirement, but as a life-long learner and an educator, I believe this is something I need to do.

So as I write this blog post, my first in over a month, I realize that I do have something to write about. It may no longer be exclusively about education, but hopefully, writing will provide me with the venue to reflect and to continue to learn in the process. Thank you, George Couros, for getting me back to blogging!

"Why?" Questions for Education

As I reflected on discussions about education at the national and state level and my experiences as an educator for 45 years, I want to pose these why? questions for education. I don't have the answers, but I believe that these are questions we might explore if we want to make the kinds of changes that are necessary to prepare our children to inherit a world where they can make a difference. Here are some of my why? questions:

• Why are schools so "traditional" and why is it so hard to change?
• Why aren't we looking at different ways to fund the building and/or upgrading our schools to the 21st century?
• Why can't developers be responsible to build schools for the areas they are developing?
• Why do we need standardized report cards to tell us how a student is doing in school? What do grades really tell us about a student? 
• Why do we need standardized tests? What do these tests really tell us that we didn't already know about a student?
• Why do we have grade level standards? What would be a better way of collecting evidences of student progress - where they started and where they are now - as opposed to where we say they need to be by the end of a grade level?
• If we value innovation and diversity, why are we so intent on standardizing education?
• Why do we keep talking about school reform? When will we stop talking and do something amazing that will keep our teachers excited about teaching and our kids excited about learning?
• Why aren't educators valued in the United States as they are in other countries?

And my most important why? question is:  If we say that the 'children are our future,' why aren't we willing to invest in that future?

What questions would you add to the discussion? 

Hooray for Twitter!

As a recently retired principal, I have time on my hands. It’s wonderful to be able to relax and not be beholden to schedules and the responsibilities of the position.

Teaching staff returned to work in Hawaii this past week. It was great to see the enthusiasm as evidenced by the Twitter posts. Around ten years ago, I started a Twitter account for school, primarily to keep parents informed about upcoming events or activities. Then I read a blog somewhere that Twitter can be an effective professional development tool. Hmm . . . I decided that there was more to this social media site than I previously thought. I started paying more attention to who I followed and what they were sharing. I also did my best to share how Twitter was helping me as a principal, but getting others on-board was a challenge.

Last year, I wrote a blog, "Connecting with Our School Communities," encouraging principals to use social media to communicate about happenings at their school. I suggested using Twitter as a starting point. Twitter is not only a way to share the great things happening at our schools; it's also a wonderful way to learn about the latest educational research, to read about other schools, not just in our state but nationally and internationally, and to make connections that can enhance how we teach and learn.

As the year progressed, I noticed more and more educators and school leaders in Hawaii being active contributors on Twitter. When the school year started this past week, there were so many photos and tweets about how the first days of school were structured to engage and empower teachers so they, in turn, can use these strategies with their students. I saw schools using problem-solving processes, going on field trips to sites in their community, learning about SEL programs,and sharing information through collaborative group work. I saw tweets about partnerships with the community and engaging parents through different types of activities. The beauty of Twitter is that it then allows schools to contact each other especially if they are experiencing the same kinds of challenges, and through the many and diverse edchats,, an educator can participate and learn from other like-minded participants. Twitter provides an opportunity for individualized professional development.

It is my hope that all educators will begin to see the value in Twitter, not just as a tool for communication, but also as an opportunity to share and learn from each other. I would also encourage these schools to explore how their students can use Twitter to enhance their educational experiences. If you haven't tried Twitter yet, create an account and see how it might work for you.

Is Criticism Leadership?

Recently, a political ad proclaimed, "Criticism is not leadership," a statement that caused some controversy. As someone who was in a leadership position until my recent retirement, I reflected on my beliefs and my experiences as I thought about this statement.

There are lots of books, articles, research, and blogs about leadership, and I’ve read my share of them. Yet I believe that I learned best from those around me. I observed leaders in action and reflected on what made them successful or why they might be having difficulty. I believe that everyone can be a leader. In a classroom, all students can be leaders if given the opportunity. In a school or business, every staff member has strengths that can be maximized to benefit the organization. It takes a culture where ideas are valued and people feel confident that they will be listened to.

It is important to know the history, culture, and the relationships in order to understand the challenges and how to address them. Coming from the outside and having never been a principal was a barrier for me when I was first appointed, one I knew I would have to overcome. It would be my actions that would determine whether the school community would accept me as their leader and decide to join in the conversation about what we might keep and what we might change. I found that listening to the conversations, building relationships, and  asking questions really helped me to understand the strengths and the challenges at our school and how we could continue to improve.

In my over fifteen years as the principal, our school community initiated the discussions that led to changes that eventually were implemented school-wide. Some examples are: co-teaching, inclusive classrooms; blended learning classroom environments where students have daily access to technology to explore, discover, create, and share; project-based learning where students are actively engaged and empowered to make a difference in their world; professional learning communities based on teacher interest; and school community meetings held virtually via social media.

An environment of trust is essential when a new idea is proposed. At our school, we agreed that once an idea is put on the table, we no longer "own" it. It is now open for discussion and questions, and changes to the initial idea may be necessary. Sometimes, decisions can be agreed on quickly; other times, it takes longer or the team decides to put the idea on-hold until later; and at other times, teachers agree to try out their proposal and share their progress with the rest of the team.

Not all ideas will work. And some ideas will be started in one administration and continue - and hopefully improve - under the next administration. Leadership is about recognizing that a win-win can be achieved by working together and being mindful of others’ ideas as well as any concerns that need to be addressed.

What is criticism and does it lead to better results? Criticism, according to dictionary.com is “the act of passing severe judgment; censure; faultfinding.” When someone criticizes another person’s ideas, especially without offering proposals of their own, discussion ceases or people begin to take sides. When it's the leader criticizing, staff will lose trust and the willingness to share ideas. The culture of collaboratively seeking solutions and an environment of trust will need to be rebuilt, if that is possible.

Too often in today’s world, we fail to listen to other people’s concerns and viewpoints. Empathy for others is necessary if we are to resolve our problems, not just for today, but for future generations. Rather than criticizing others’ ideas or actions, effective leaders know how to engage our communities respectfully so we can all be part of the solution.

Aloha, Jarand

We bid our final farewell to our second son Jarand in a Celebration of Life last weekend. Our family was overwhelmed with the outpouring of love from such a diverse group of people who all were positively impacted by Jarand in some way. The stories people shared about our son were heartwarming and made us proud to have raised such a generous and caring person who made others feel welcome and included.

I grappled with the idea of going public with why Jarand was taken from us when he was just 38 years old and lived life with purpose and passion. It was a difficult decision, but one I think needs to be shared.

Back in January, Jarand went to renew his prescription for his contact lenses. During the examination, his optometrist was alarmed that his eyes were hemorrhaging and immediately sent him to the emergency room. He was hospitalized for five days while they ran tests. Jarand's blood pressure was highly elevated, his heart was enlarged, and he was diagnosed with Stage 5 Kidney Disease. How could we have missed the signs? Jarand was an active young man, and now, his world as he knew it, was about to change drastically. I was ignorant and needed to do research on Chronic Kidney Disease. I knew people who were on dialysis, but I never knew that it is called "the silent killer" because often, there are no symptoms. According to an article, "Chronic kidney disease takes heavy toll in Hawaii," 1 in 7 adults in America are affected by CKD, and the number of deaths has doubled in the past twenty years. In Hawaii, according to statistics, the number of kidney dialysis patients rose 42% between 2006 and 2014. Sobering statistics.

At first, Jarand was in denial; he insisted that he felt fine and was not experiencing the symptoms associated with CKD. To his credit, he read the information that was shared with him, listened to his doctors, followed up with his blood tests and medical appointments, took his medication, changed his eating habits (this was difficult because he loved good food and posted photos on Instagram with the hashtag 'foodporn'), took his blood pressure every morning and evening, and started exercising more regularly. He went to an information session about kidney transplants, and we were ready to be tested to see if any of us were a match for him. Whenever we called or texted Jarand, he insisted that he was doing well. After his last appointment with the nephrologist, Jarand was optimistic; his numbers were improving, and he was very close to being Stage 4 instead of Stage 5. His diligence seemed to be paying off.

On May 19, Jarand went on a Pokemon Go raid with his brother, his nephews, and some friends. When they parted, he hugged and kissed his nephews and said he would be at Jace's soccer game the next day. He called Randy and me and said he had an early appointment with some clients. He went to sleep and passed away peacefully sometime that evening or early the next day. The cause of death, according to the coroner, was Stage 4 Kidney Disease.

I share Jarand's story because so many of us neglect to take care of our health. Jarand didn't look sick. He had actually lost weight (sudden weight loss is a symptom of CKD) and I, as well as others, complimented him on how great he looked. If only I knew . . . In hindsight, we were being optimistic (or were we naive?) that if  Jarand took care of himself, and if one of us were a match for a transplant, he would have a second chance at life, albeit one with restrictions. Sadly, that didn't happen.

On July 11, 2018, the Honolulu City Council unanimously approved Resolution 18-134 to name the tennis complex at the Patsy Mink Central Oahu Regional Park after our second son. We are humbled by this honor; this 20-court world-class facility hosts national as well as local tournaments, and it is well-utilized throughout the year by players of all ages. Jarand loved tennis and other sports, but he also loved coaching. He had a positive influence on his players, and they and their parents were among the many who attended his Celebration of Life. At the City Council meeting, Randy shared our testimony, then he read a card we received from one of Jarand's players:

Dear Jarand's family,
       Jarand was my soccer coach when I was in middle school. We were called "Chaos!" I played soccer at MHS and then on to college at Pacific University in Oregon. I remember at one practice he made us practice celebrating because he said when we score, we were emotionless. LOL! So he made us scream & jump & even do a victory dance if we scored! I used my celebration skills throughout my whole soccer career. I am now 30 years old and am so grateful for Coach Jarand and that time he gave us . . . He coached us for free! We all loved him.  
Love, Brenda Sekigawa

Brenda substitute taught and coached fitness until she became a flight attendant for a major airline. Presently, she works with youth at her church, so she is paying it forward by positively impacting other young lives just as Coach Jarand influenced her's.

We lost Jarand to a disease that is preventable. By sharing Jarand's story, I hope that all those who knew him - as well as those who will see his name at the Jarand M.Y. Iwase Tennis Complex - will take the time to get regular medical checkups so any symptoms, can be addressed immediately before it gets to Stage 4 or 5. As Glen Hayashida President and Chief Executive Officer of the National Kidney Foundation of Hawaii stated, "The solution to address the issue of chronic kidney disease cannot be building more dialysis centers, but unfortunately, that seems to be the track we're on. It's just too expensive of a solution, so we really need to look at prevention. That's really the key to chronic disease."

As a parent, we never think we will outlive our child. I know that Jarand is giving us permission to tell his story so that others will not have to experience the pain of losing our loved ones to chronic kidney disease, the silent killer. Let's take the time to hug those we love a little harder, to live each day to the fullest, to treat others well, and most importantly, to take care of ourselves.

#ahuihoujarand

So What’s Next?

Today is June 30, 2018, my “official” last day of work with the Hawaii Department of Education. I’ve been on vacation for the last seven of those days, and this has afforded me the time to reflect on what’s ahead.

I must say that this vacation has been different for me. In the past, I always had my computer and I was in touch with what was going on back at school. I knew that if I didn’t keep up with emails, I would be inundated when I returned to work. Right now, I still have access to Lotus Notes on my phone but I’m not really responding to queries; I’m forwarding anything important to Principal Arikawa for follow-up. Whenever I was on vacation before, I got up early and took care of my emails before Randy woke up. Then I’d find time when we returned to our hotel to take care of any new emails that arrived and work on anything else that needed to get done - agendas or presentations for upcoming meetings, staff bulletins, school plans, etc. Some vacation, huh?

I am a morning person. That’s just how we were raised in our family. Dad got to work while it was still dark, so Mom got up earlier to prepare breakfast for the family and get us off to a good start. My first job was as a summer pineapple field worker, and if we weren’t at the station and in our seat with our “gang,” the truck would leave without us. As a teacher and a mom, morning routines were important to get the day off on a positive note, and even when our sons grew up, I continued to wake up early in order to get things done. I found that when I became a principal, mornings and evenings were essential in order to get ahead  or to catch up on what I missed during a busy day. I anticipate continuing this routine, but now, I’ll find new ways to fill my time both in the mornings and in the evenings.

The question I’m asked most often is, “So what are you going to do now that you’re retiring?” When I give vague responses, some people knowingly tell me that I’ll be back, at least part-time. Let me say that this is not what I foresee at this time.

I do intend to keep on blogging. When I first became a principal in February 2003, we were encouraged to journal daily. I tried, but when I realized that my entries were starting to sound the same, I quit. I started this blog in 2012, albeit under a different title, and because these are my personal thoughts and reflections, I no longer set requirements regarding how often to blog. I think this is a great time for me to go back and read my original journal entries as well as all my blog posts.  If nothing else, I should see my transformation as a school leader.

Retirement is my opportunity to continue to learn, but now, I’ll be learning new things I didn’t have time for in the past when I was working. I don’t anticipate that my time clock will change; I’ll still be an early riser. Now, though, I’ll have more choices on how to spend my time, and that’s what I’m looking forward to!

Family Time

We had planned this trip back in February when plans for my family’s reunion were finalized. The location would be at a restaurant in San Jose, so we made reservations for a suite in Burlingame so our family could be together and close enough to drive to make the most of the trip.

When our second son Jarand passed away unexpectedly, I briefly thought abut cancelling the trip but realized that it might be a way to heal. I’m glad I didn’t cancel; Jarand is with us on this trip. This was the first trip he would be taking to California since moving to Las Vegas three years ago. He was looking forward to it.

Randy was so excited to visit his Law School in San Francisco. He hadn’t been back to walk the grounds since he graduated back in 1974. It has changed a lot since then, and as he went through the rooms, he reminisced about the classes he took. We ate at Mel’s Diner where he ate sometimes when he was in Law School and showed us the apartment he lived in during his last year at USF. It overlooks Mel’s Diner. During his three years in Law School, Randy learned how to analyze and synthesize information, skills that have proven useful to him in his many different career choices such as Deputy Attorney General, City Councilmember, Director of Aloha Tower Development, State Senator, Chair of the Labor Appeals Board, and now Chair of the Public Utilities Commission.

This was not my first time in San Francisco, but this time, as we drove around the city, I was particularly drawn to the layout of the city and the architecture of the homes and buildings which was  clearly designed for the city. The tall, narrow Victorian-style homes stacked next to each other appealed to me, but at the same time, I felt somewhat claustrophobic with so little space between the homes. Our son Justin is a realtor and he follows trends around the country. The whole area is the second-most expensive in the country, next to San Jose which is part of Silicon Valley. Honolulu is number four.

On Friday, we visited Randy’s 86-year-old aunt whom we rarely see since she moved back to the mainland about 30 years ago to be closer to her children. It was a long drive by Hawaii standards, but it included crossing the Golden Gate Bridge. What an engineering wonder! We could see the bridge from the distance, and it was even more impressive in person than it is in pictures! (After returning from our day trip, I googled to find out more about the Golden Gate Bridge. I was especially interested in how the workers were protected during the construction. Amazing!) It was wonderful to see Aunty Kike; she has some health issues but is still alert and communicative. I’m sure it was nostalgic for Randy’s family to reminisce about past events, and our grandsons had a wonderful time exploring and discovering in the back yard. Time seems to melt away when we’re with family; the stories that were shared were often acccompanied by hearty laughter.

Saturday was a busy day. Our family reunion was in the evening so we stopped along the way at Levi’s Stadium where the San Francisco 49ers recently relocated to. Since the 49ers was Jarand’s favorite team, we had to visit for him. He would have loved learning more about the history of the team and their philosophy. I could just imagine his excitement as we walked through the museum. SF has always been my favorite team as well, but this year, our whole family will be cheering for the 49ers to have a great season.

One of the great things about Google is finding new places to visit. That’s how we found the Tech Museum of Innovation (https://www.thetech.org/) in San Jose. We could have spent all day there; it was a such a fun, hands-on place filled with new learning. I experienced being a bird flying over the city through a short virtual reality activity; truthfully, I wasn’t thrilled about it, but it was definitely something new to try. We tried to experience as much as we could in the hours we had available to us; that’s really not conducive to deeper learning. However, that is what we did since we don’t know if we’ll ever have another opportunity to visit there. I think that’s true when we travel to a new place. In our desire to experience as much as possible, we rush from place-to-place and miss out on the deeper learning. Is that how learning is in school as well?

The Amemiya family reunion was fun; it was great to see relatives we hadn’t seen in years and to talk story. The family is scattered around the country, and many were unable to make the trip due to a variety of reasons. My grandfather is a first generation immigrant, and my grandma is second generation; she was born in Hawaii. Seven children, 21 grandchildren, and many fourth and fifth generations later, our family has grown considerably. Through the power of social media, we keep in touch with what is happening in our lives. I can’t imagine not being connected through Facebook and Instagram!

This was a very busy, short trip to California, packed with activities. Next, we’ll “relax” in Las Vegas and spend time with Justin, Jace, and Jayden before returning to Hawaii. My retirement won’t be official until the end of the month, but I can tell that I’ll adjust. There’s so much to explore and discover and learn!

PS - This was my first time adding to my blog from my iPad. It’s an adjustment, and I don’t know how to add pictures. One more thing to learn iduring my upcoming retirement!

My Last Day

I'm sitting here in my office for the last time. My actual retirement day is June 30, but I'll be taking vacation days until then.

It's hard to put into words what I'm feeling. I guess the closest word would be "bittersweet." I look forward to the next step in my journey of life, but I know that I'll miss so much about what has been my "normal" for the past 45 years. I am an educator; I will still be an educator, even in my retirement. Our school vision is "Empowering learners to explore, discover, create, and share." I don't intend to stop learning or sharing my thoughts and ideas.

Casual conversations with others are forcing me to face my insecurities. I told Yuuko that I never really learned to swim because during the summer when I was supposed to learn, I got a rash. The doctor thought it was due to the chlorine in the pool. I expressed regret that I am a poor swimmer so Yuuko decided I need to learn now. She gave me swimming lessons at the Y.  I mentioned to Teri that I was thrilled when I was able to replicate a picture in the book Drawing on the Right Side of the Brain by following the instructions. The next day, Teri brought some art books and art materials for me. (Her husband is a retired art teacher.) When I shared how my grandsons loved the garden at our school, she gave me some gardening tools. Talk about pressure to follow through on my words!

As I sit here in an office that's been mostly cleared out, I am reflecting on the past and looking forward to the future.

What I'll miss most:

• the people - I believe that it's the students, staff, parents, other school leaders, and those I came into contact with who made this the best possible "job" for me. It was a job, but it didn't feel like a job because I enjoyed myself each and every day. Seeing the growth of our students and our staff was so rewarding!
• the conversations - I believe that if we don't ask tough questions and really listen to other viewpoints, we are limiting our overall impact. I have grown so much from listening to others, disagreeing sometimes, but always feeling that I have learned from the experience and the discussion. Nothing is set in stone, and listening to different viewpoints made good ideas even better.
• the challenges - I believe that sometimes, the most difficult challenges help us the most. We have had our share at our school, but putting ourselves in someone else's shoes has helped me to look at challenges from a different perspective. I choose to view challenges as opportunities to work together to problem-solve, to think out-of-the-box to find a win-win. It is possible!

As I reflect on my 15 1/2 years as the principal of Daniel K. Inouye Elementary School (aka Hale Kula Elementary), I feel a sense of calm. I know that as the Department focuses on School Design, Teacher Collaboration, and Student Voice, our school has already been moving in that direction for the past few years. I remember that in my principal interview all those years ago, I shared that as a military-impacted school with students who would be with us for just a few years, my goal was to have them learn and feel aloha so they could take that with them to share at their next school. Today, my vision has changed. I still want our students to learn the important values of our island state, but I want them to also know that through their actions, they can make a difference for others in their school or their community or their state or the world. I am confident that the new principal, Yuuko Arikawa, and her staff will continue to move that vision forward.  

A hui hou, malama pono.

 I was so fortunate to have such a spacious office for the past few years. 

I cross-stitched this for Randy when he was elected to the State Senate back in 1990. When he left office, he brought it home so I decided to put it up in the principal's office when our Administration Building was completed. I am grateful that Yuuko agreed to have me leave it here for her; she will be the next principal. I think the last few lines describe how I chose to lead our school. "I took the one less traveled by. And that has made all the difference."

Our New Normal

It has been three weeks since we heard the news that no parent wants to hear. Our second son, Jarand, had passed away in his sleep. It seemed impossible. We had just spoken to him the night before when he was returning from a Pokemon Go Raid with his older brother, Justin, and two nephews, Jace and Jayden. He was upbeat and spoke about what he had scheduled for the next day.

Jarand had spent a few days in the hospital when he visited Hawaii in January, and when he returned to Las Vegas, he made the effort to change his lifestyle to deal with the heart and kidney issues caused by high blood pressure. In typical Jarand fashion, he followed doctor's orders,  took his blood pressure faithfully and recorded his numbers twice daily, took his medication, ate healthy, and went for long walks. He had been active when he was in Hawaii, playing tennis, bowling, and golfing, but when he moved to Las Vegas, his physical activity declined. Jarand was upbeat and shared that his doctor, whom he described as somewhat of a curmudgeon, had complimented him at his last appointment and told him his numbers had improved. I believe that gave Jarand the motivation to continue what he had been doing, and I cling to the belief that it gave us a few more months with him.

These last three weeks were the most difficult of our lives, and as I look back, I reflect on what has helped us get through the dark days. For me, it was hearing from so many of Jarand's friends, primarily through social media, and realizing how much everyone loved him. It was his boss' comments and the positive impact he seemed to have, especially with new realtors who shared with us about how much he helped them when they first started. It was the remembrances of family and friends who reminisced about our son. It was also my own personal memories of Jarand and what made him special.

I had hoped that Jarand would follow in my footsteps and become a teacher. He had coached his little brother Jordan's soccer teams from the time he was 12 years old, and he was a great coach. He was positive, organized, taught skills and strategies, and made sure the players had fun, showed good sportsmanship, respected the game, and improved as soccer players. Jarand continued to coach or help out teams throughout his years in high school and at the University of Hawaii, even while playing competitive tennis.  I encouraged Jarand to go into education, but he chose to obtain his degree in history instead. I was so disappointed when he told me that he was tired of going to school and did not want to pursue his Master's degree in education.

Three years ago, Jarand decided to leave his job and move to Las Vegas to be there for Justin and his boys. He also wanted to share his love for soccer by helping his brother coach Jace and Jayden. He loved waking up early to watch soccer games on TV, and he was thrilled that Jace would often join him. Jarand was everyone's favorite uncle, often going over to his friends' homes just to play with their children He loved winning stuffed animals at arcades and giving them to his friends' kids or his nephews. One of my favorite photos shows the boys waking up in the morning and discovering the giant teddy bear that Jarand had won for them the night before. Their joy is obvious!

On May 30, the staff at school threw me a retirement party, and Jarand, Justin, Jace, and Jayden were coming from Las Vegas to surprise me. We had the party despite Jarand's passing (though it was no longer a surprise). It was such a special evening, and I was overwhelmed with aloha for all these people who have touched my life. Instead of Jarand being there, Jordan was able to attend in his place. He was able to get a week of emergency leave from his deployment to be with the family. I was so happy to have him with us at this difficult time.

Very few people knew that Jarand had recently applied to be a substitute teacher at Clark County School District. He was looking for a part-time job to supplement his realtor income, and I casually suggested that substitute teaching might be a good option. Again, in typical Jarand fashion, he took action immediately and seemed genuinely excited about the possibility. I thought it was somewhat ironic that just as I was retiring, he was going to experience what it was like to be a teacher. I held out hope that he might even decide to go back to school to become a teacher and do real estate as his side job. Alas, it is not to be.

Randy and I knew that our family needed to be strong and rely on each other for support. I shared with Randy that what was helping me get through this challenging time was a phrase from the movie, "The Last Samurai." When Emperor Meiji asks Nathan Algren (the Tom Cruise character), "Tell me how he died (about the samurai, Lord Katsumoto), Algren replies, "I will tell you how he lived." Jarand impacted so many people in the 38 years of his life. Although I mourn his passing, I choose to remember how he lived. Randy calls this our "new normal." We realize that Jarand is no longer here with us physically, but his legacy lives on. We will do all we can to ensure that he is not forgotten.

As I transition to a new phase of my life - retirement - I am renaming this blog, "A Legacy of Love." It reflects my continuing love for education and my deep commitment to ensuring that our children benefit from the kinds of experiences that prepare them to make a difference. I want them to realize that everyone has something to offer to make this world a better place. Jarand made a difference in many lives; this is how I choose to honor his memory.

#ahuihoujarand

How Can We Provide Meaningful PD for Teachers?

By the end of this month, I will be retiring from the Hawaii Department of Education. My career as an educator began when I graduated with my degree and secured a job as a Head Start teacher. 45 years and thousands of students later, I end my formal career as a principal at Daniel K. Inouye Elementary School. It has been a most gratifying career!

Just because I'm retiring doesn't mean that I won't continue to follow education issues and do what I can to make a difference. One issue that I've grappled with deals with professional development for teachers. Back in early May, I shared this blog, "Making Time for Teachers to Learn in PLCs" with my Twitter community along with this question: How does your school do PD? There never seems to be enough time for Ts to collaborate and learn together. We tried PLCs this year? Do you have other ideas about differentiating PD for Ts? Please share!

Denise Murai saw my post, and in typical Denise fashion, she saw this as an opportunity for school leaders to convene to discuss this issue. She created an event, and we came up with two driving questions:

• How does your school create opportunity and time for teachers to learn, collaborate, and share in professional learning communities?
• How can we differentiate PD for teachers?

Yesterday, an intimate group of school leaders met to talk about PD at our schools. I truly believe that sometimes, it helps to start with a smaller group who are invested in the topic. Sharing our successes and our challenges was valuable because one size doesn't fit all. Every school is different, and every school leader is different. What works for one may not work for another principal at another school. However, just listening to other viewpoints and ideas can help us as school leaders to come up with a plan that could work for our teachers. 

I recently read this blog by Katie Martin, "Do We Really Need PD?" Katie explains the difference between "training" and "learning" and states, "If we want to change how students learn, we must change how teachers learn." After all, the goal of professional development should be to not only gain new skills and knowledge but to ensure that student learning is positively impacted.

I believe that we are on the right track at our school in providing an opportunity for teachers to have input in what they want to learn about. Just as we want students to learn from each other, we also want teachers to be able to do the same. The next step is to ensure that these PD PLCs are positively impacting student learning.

Our teachers shared what they learned in the PLC of their choice with their colleagues. 

We need to make time for teachers to share and learn from each other. 

Inspirational! "What School Could Be"

Back in 2010, Sir Ken Robinson created this "RSA Animate: Changing Education Paradigms." I loved this video and shared it with our staff because it really hit home with me. Since then, I've watched videos and read numerous books and blogs about changing paradigms in education and how schools need to change to meet the needs of our students who will be living in a far different world. More recently, I've watched "Most Likely to Succeed" and "Ka Helena A`o: The Learning Walk," heard Ted Dintersmith speak at the Education Institute of Hawaii Empowerment Conference this past spring and just finished reading his book, "What School Could Be,"

I am excited and feel validated that Daniel K. Inouye Elementary is moving in the right direction. We are a school with 98% military-impacted, transient students who change schools multiple times during their school career. We are responsible to ensure that our students are learning grade level content. However, rather than teaching through textbooks and worksheets, our teachers are committed to making learning meaningful for students, and we are focusing on project based learning and social-emotional learning to positively impact our students and give them the skills and strategies that can help them to be successful wherever they move to. It is not just about high test scores; it is about learning that "sticks."

 Second graders have learned so much from their garden and even built their own compost bin. Parents marveled at how well these students communicated their knowledge. 

Third graders learned a lot about the history of our community and created websites and Flipgrids to share information so those moving to Schofield would feel more welcomed and connected to their community.

This past school year, we began with a cohort of teachers - about 1/3 of our staff -  who were committed to implementing project-based learning with their students. These teachers supported each other via a professional learning community where they shared successes, challenges, and resources. PBL is a shift in mindset from teacher-directed to student-centered learning, and  teachers shared that they found it difficult at first to let students struggle.  In the end, though, students were able to explore, discover, create, and share about what they had learned at a PBL Student Showcase. It was such a success, and now that students and our school community have experienced PBL, there is no turning back. We are already planning for PBL next year with a school-wide driving question, "How can we make a difference?"

Ted Dintersmith shares that in his travels to visit schools in all 50 states, he saw that "transformational teachers are those who help their students develop four important areas of expertise, the PEAK principles": Purpose, Essentials, Agency, Knowledge.  We believe we are on the right path as we implement PBL at Daniel K. Inouye Elementary School. In an article, Ted Dintersmith shares that he is now working specifically with North Dakota and Hawaii! Ted, consider this an open invitation to visit our school when you return to our state. It would be an honor!

"Kaulele - To Soar!"

Our school community was the recipient of a $100,000 Art in Public Places/ Artists in Residence grant. This past Saturday, our artwork was installed. Please see a slideshow about the process. This has been a wonderful learning experience for me! Our school vision and project-based learning processes guided us in our decisions.

Link to presentation: "Kaulele - To Soar!"

Making Time for Teachers to Learn in PLCs

We had our last Project Based Learning discussion with our staff last Wednesday so we could reflect on our past year and look forward to the new year ahead. (Link to slides) Our final question was "What do you need to move forward with PBL?" because with the success of our Showcase, the expectation is that ALL students will have these kinds of learning opportunities.

Teachers shared their ideas on post-its, and our next step is to have grade level and resource teachers look over all the responses from their colleagues and come up with ideas on how to move forward. Rather than the PBL Leadership Team making decisions (top-down), we will be getting input and feedback from those who will be impacted. We want to hear their voices about how best to address the needs of ALL teachers at ALL stages of PBL - those who were part of the cohort or are the "experts" (compared to their colleagues), those who have received training and are ready to give it a try, and those who are newbies who will probably need more support. I'm excited to see what ideas our teachers come up with.

This past year, we decided to give teachers time to explore a topic of their own choosing as part of our Wednesday meeting schedule. For want of a better descriptor, we called it "Professional Learning Communities." The first step was to ask teachers what they wanted to explore as part of their professional growth. We collected all the responses, categorized them, and had teachers select their top three choices (Link to document). We then divided staff up into manageable PLC groups. Groups were diverse. The number in each group varied, and different grade levels were represented. Teachers were able to work with those they might not usually collaborate with.

One of the most important assignments was to agree on a driving question that would answer the question, "Why are we doing this?" This would help the PLC focus on what to explore and discover. Examples of the driving questions:

• How can we impact student achievement through play? 
• How can I as a teacher integrate technology in my classroom to support 21st century learning?
• How can we create the best and most effective model for co-teaching at DKIES?
• Why do we want students to be empowered and how do we get them there?
• How can a focus on STEM (or STEAM) impact student achievement?
• How will learning and trying out new strategies improve student reading and writing achievement?

Teachers had opportunities to work individually or in their group. They shared ideas with each other and had rich conversations about what they learned. They collaborated to complete tasks and share resources that were then shared with the rest of the teachers through a shared presentation. We gave teachers time to review and comment on what other PLCs shared. Most of the teachers used their PLC explorations as their Individualized Professional Development Plan for the Educator Effectiveness System. As we meet with teachers for their end-of-the-year summary, administrators are having more meaningful and reflective discussions with teachers about their IPDP.

Our last PLC meeting will be a Showcase, an opportunity for teachers to share what they learned and tried out in their classrooms as well as any evidences of their personal learning. We believe that giving teachers opportunities to share and learn from their colleagues builds community and breaks down barriers within our school. Unfortunately, with nearly 70 teachers spread out over a large campus, finding the time to share and learn from each other can be challenging.

Our teachers may not realize it, but they participated in their PLCs using PBL processes. We started with a driving question and they decided what they needed to know. They asked relevant questions and used 21st century skills (collaboration, communication, critical thinking) to research and learn from each other. Teachers had voice and choice in what they wanted to explore and discover with their PLC, and colleagues in other PLCs asked questions or added comments on the PLC slides. These led to discussions as well as validation of the direction the group was going in. Finally, there will be a publicly presented product although it will be just within our school at this time.

As we reflect with teachers on their IPDP, they are sharing concerns with the PLC process. We continue to believe it is an effective way for teachers to explore an area they would like to know more about; however, only one extended PLC Wednesday meeting time per quarter meant that the learning process was not as effective as it could be. As one teacher reflected, "I was hoping that we could spend more time sharing and discussing ways to implement some of the things we researched. I felt like we spent more time researching and talking about what we were learning. We didn’t give ourselves time to discuss what we could implement in class. And with the time in between, I don’t think we remembered our previous discussions and often spent time looking at what we talked about."

I believe that professional development for teachers needs to be differentiated. Just as every student in a classroom has different strengths, needs, and interests, so do teachers at a school. We realize that time to collaborate and to look at student work/data is essential, so next year, we are building in that time during the school day. That will free up more Wednesdays when teachers can meet in PLCs as well as to be more actively engaged in PBL PD that is relevant and/or tailored to their needs.

We realize that time will always be a challenge, but if we believe that something is important, we need to make effective use of the time we have available to us. This was our first year implementing PLCs in this way; next year, we will make adjustments so that the time is structured to maximize collaboration that positively impacts student learning.

Our Inaugural PBL Showcase!

I love this quote from George Couros: "Our responsibility isn't solely to teach memorization or mechanics of a task but to spark a curiosity that empowers students to learn on their own. To wonder. To explore. To become leaders. . . . if students leave school less curious than when they started, we have failed them."  George started his latest blog with this quote from The Innovator's Mindset. Coincidentally, I'm starting this blog with his quote because it is so appropriate.

We hosted our first Project Based Learning Showcase this past week. Last summer when our PBL cohort of 15 teachers was meeting with Marnie Masuda-Cleveland to learn more about place-based project based learning, we agreed to hold a Showcase on Thursday, April 19, 2018. It seemed like a good date - far enough into the year to ensure that students in those classrooms had the experiences and would be ready to share their learnings with the school community. All teachers knew their grade level standards and decided what their PBL might include and creating a driving question, all the while knowing that things could change depending on their students and their questions.

Our PBL Leadership Team provided training for all staff throughout the school year, and the cohort met as a Professional Learning Community to share their successes as well as their challenges and to get feedback from their peers, all in preparation for that April 19 Showcase.

I'll be honest. We didn't really know what to expect or what a Showcase was "supposed" to look like, but as the year went on, it was evident that students in our cohort classrooms were empowered in their learning, and we had other teachers jump on-board the PBL train. As a principal, I was delighted! We want all of our classrooms to use PBL processes, but we know that initially, we needed a strong team to get on-board and give it a go.

Fast forward to April 19. We had notified our school community about the PBL Showcase, but we didn't really know how many students and families to expect. We were prepared (we have a great PBL Leadership Team who took care of the details including this outstanding handout), and the event exceeded our expectations. As the students were at their stations getting ready to share their learnings, the families filled the cafeteria and learned more about project based learning and why it is  important. (Link to slideshow) Because 98% of our students are military-impacted and transition through different schools throughout their lives, we believe they need skills that are transportable. PBL is perfect for our students.

To say that our students, families, and teachers were proud is an understatement. The students were articulate and communicated with confidence about what they had explored, discovered, and created.  PBL emphasizes collaborative learning, thinking critically, and communicating, and all were on display at our Showcase. One of our parents shared that her child, a rather shy first grader, was nervous initially, but by the end of the evening, after talking with so many parents and answering questions, her confidence was evident. "She couldn't stop talking about the Showcase," her mother marveled. Other parents shared that they had never heard about PBL until that evening; they were impressed and wanted to know why all students weren't given that opportunity. (Video link of Snapshots)

Our plan is to expand project based learning next year and to encourage every teacher to empower their students through PBL.  Project based learning is an integral component of our school's design, and we will be determining a local measure that will be part of our school's Strive HI data. Our cohort will support our other teachers as they begin to implement PBL processes with their students. We may decide on a school-wide driving question such as "How can we make a difference?" which could apply to all of the projects that were shared at this year's Showcase.

Walking into a PBL classroom and observing students so excited about their learning is what we want for all students. As Alvin Lin (@teampueo) shared with our complex principals, "When kids leave our classroom doors, do they see their world as a playground for ideas and learning, that there are problems to be solved, discoveries to be made, and people to be impacted?" I believe that project based learning can have that impact on our students. We cannot only focus on test scores and memorization. We need to focus on deeper learning that sticks, learning that helps students to care about others, to care about their community, and to care about their world.

Learning to Read or Loving to Read?

It's the last weekend of Spring Break. I love these breaks because it affords me an opportunity to catch up on my reading - not just for professional growth but for enjoyment as well. (Hooray for authors like Michael Connelly, David Baldacci, and Lee Child!)

I don't know when I bought Life's Literacy Lessons but I found it this week in a stack of books at home. (Spring Break is also a great time to do some spring cleaning.) I loved that Steven L. Layne shared his views on reading instruction in humorous, nostalgic, and sometimes-blunt anecdotes and poems. I found myself nodding my head, smiling to myself, and basically agreeing with the author's message.

When I began teaching reading many moons ago, I wasn't aware of all the scientific research behind reading. I was not on either side of the reading wars, and for some reason, I missed the political debate over the best way to teach reading. ("The Reading Wars") For much of that time, I was teaching Head Start, and I was shielded from that debate (thankfully). Teaching preschoolers who were from low income families gave me the experiences I needed to understand that hands-on learning was crucial to help students make connections. When I became a teacher in elementary school, I was lucky. The principals I worked for weren't micromanagers, so I was able to teach reading using a variety of strategies; after all, our students were all different, at different levels, and with different interests. 

Here are few of my beliefs about reading, gleaned after over 45 years as an educator:

• Reading instruction is not one-size-fits-all. Everyone is different and what might work for one student might not work for another. As Steven L. Layne shares in his poem "For the Balanced Instruction Advocate" (page 14),  "Balance is a difficult state to achieve. It takes dedication, perseverance and equal support from all sides. Teachers come equipped with these first two qualities. Why doesn't everyone just stop bickering and help us out with that last part."
• Students need to be surrounded by a variety of reading materials. We learn to read so we can read to learn. There are those who say that students in grades K-2 are learning to read so they can read to learn later. That is why the reading curriculum is heavy on phonics instruction in the early years. I don't buy that. Kids can learn from the time they are exposed to books and other reading material, and if their interest level is high, they just might surprise you with their knowledge.
• We need to make time every day to read aloud to students. (Listen to Steven L. Layne read his poem, "Read to Them.") Truthfully, reading aloud to my students was one of my favorite times of the day. I loved holding my kids captive with a great story. In his poem, "Priorities," (page 62) Dr. Layne shares that "It is easy to become convinced that there are more important things to do than read to the kids. I really doubt it." I agree.
• I don't believe in inundating students with homework, but reading every day should be an expectation. It should be something the student has chosen to read, not something that is assigned based on Lexile levels or to complete a book report. 
• As the mother and grandmother of boys, I am concerned that many of our boys are turned off to reading because we don't always allow them to read what they want to. I am reminded of a conversation with our school librarian last school year. Some of the kindergarten boys were in a section of the library that was "off-limits" for younger students. (I'm not sure who called me in to intervene; it wasn't the librarian.) Mrs. Colte shared that she needed to rethink the "rules" in the library. Why couldn't kindergarten boys borrow books about football if that's what they wanted? I told her that when I spoke to the boys and told them to put the books back, they knew exactly where they got the books from, and they knew the players and their teams. Let's not force our boys to read what we think they need and let them choose their reading material. 
• I am not a fan of grade level standards for reading. Students come in at different places as far as reading is concerned. Expecting every student to achieve grade level standards does not take student differences into consideration. I would prefer using a continuum and starting where the child is and then planning next steps in the progression. 
• There is no reason why we can't use available technology to help our students who need the most help with decoding and fluency. In this article, "The Goal of Phonics Instruction is to Get Readers Not to Use Phonics When Reading," the author shares two strategies that have been successful in producing gains in reading fluency and comprehension: assisted reading (listening to a text simultaneously while reading the text) and repeated reading (practicing several times until the reader can read the text fluently.) Students can independently use technology to help them self-assess their decoding and fluency. They can listen to another person reading the text while following along; they can time themselves to see how many words they can read in a minute, practice reading the same passage a few times and time themselves again to see their progress.  We should teach students these strategies to help them become more fluent readers which will lead to automaticity and hopefully, better comprehension. 
• My final thought - when I read Life's Literacy Lessons,  "Aliteracy Poem" hit home for me. One of the reasons for going into education was because I wanted students to realize their potential and to realize that we can learn something new every day of our lives. Reading is essential if we want to be life-long learners. Dr. Layne (page 16) states, "Aliterate individuals are those who can read but choose not to do so. I often ask my graduate students, 'If we teach the children how to read, but none of them want to, have we done our jobs?'" I recently asked a 10-year-old who read voraciously when he was younger what he was reading. "Nothing," he replied, "I read in school, but that's it." It puzzled me. When this boy was 7, he asked for the set of the Diary of a Wimpy Kid books for  his birthday and finished reading all of them within a month. What happened to his love of reading?  Sometimes in our zeal to get our students to be better readers, we tell them what to read based on their reading level. But  if students don't have the life experiences to relate to a book, they won't find that book enjoyable. Let them choose what to read.

So here I am on this dreary last weekend of Spring Break. Now that I've finished this blog, I'm going to snuggle up in my warm bed and read my Michael Connelly book. 

Science is a Verb

I learned science through textbooks. Suffice it to say that I don't recall much from my classes. When I was studying to become an early childhood educator, I was introduced to a new way of teaching science through hands-on experiences. Dr. Pickens from the University of Hawaii provided an "aha" moment for me that I never forgot: "Science is a verb," he shared, and that changed my views as an educator about science.

Our Hawaii schools are expected to transition to the Next Generation Science Standards by 2020, and if implemented correctly, students will be actively sciencing rather than just learning science concepts through books. It will not be easy because many of us who became elementary educators do not have strong backgrounds in science.

Recently, Alvin Lin (@teampueo), a Science Resource Teacher funded through a DoDEA grant. "introduced" the shift to our complex area principals.  As an administrator, my professional development generally focuses on leadership issues or mandatory trainings. This presentation was a breath of fresh air! We were scientists, making observations about "Mystery Fish." I loved the time spent working with my partner, exploring, discovering, and taking notes on our observations.  As I looked around the room, I noticed that all of us adults were absorbed in what we were doing and having FUN! If anything, the time for exploration was much too short!

Alvin then shared a "Tale of Two Classrooms." The results were surprising but at the same time, not surprising. (If you want to read the Bertelsmann Foundation study, here's a link.) The main point of this study: Make learning stick! Stand and deliver is not enough; learning must be student-centered, relevant, and process-based.

I am definitely not an expert in science education, but I do know that it is important for students to explore and discover about their world through sciencing. Kids are naturally curious and ask hundreds of questions, if we let them. As a mom as well as an elementary school teacher, I loved opening up worlds for my children by building on their natural curiosity about the science around them.

Back in 2012, I blogged about an exciting project our students were participating in.  ("Science is an Adventure") Unfortunately, the sea urchin project lasted for just two years, but this is an example of the kind of sciencing that makes learning stick.  With guidance from experts like Alvin Lin, and by collaborating with their colleagues and learning from each other, I am optimistic that our teachers will make the shift to NGSS and teach students to science.