The Public-Private School Divide

It’s been a couple of weeks since the publication of the Civil Beat editorial, “The High Cost of Inequality Between Hawaii’s Public and Private Schools.” After reading the editorial and the large volume of comments, I’ve been thinking about what schools might do to bridge the divide between the haves and the have-nots because there is a difference in what exclusive private schools can offer their students.

As a public school educator for 45 years but also as a mother of two sons who graduated from a private school, I saw first-hand the difference in opportunities between schools. My husband and I never regretted the sacrifices we made so our sons could benefit from everything their private school had to offer. Yet we never lost our commitment to support our public schools as well.

When we meet someone new in Hawaii, we often ask, “What school did you go to?” We often make judgements about people based on their reply. And yes, I am one of those people who usually cheers for the underdog public school sports team when they are playing a private school. Unfortunately, we do have biases even now, over 150 years after some of those private schools were established.

Civil Beat writer, Sterling Higa, mentions the PUEO program as a good start. Although I agree that it offers opportunities for several hundred public school students each year, it will take more than programs like PUEO to change people’s perceptions. The intention is good: to give less privileged students an opportunity to experience what private schools offer, but that alone will not make the kinds of changes we need if we are to bridge the divide between public and private schools.

The only way we can change our perceptions about people is to get to know them and to realize that everyone can contribute whether it is in school, on the playing field, in an organization, or in the workplace. Our students need to learn to collaborate on projects with others who come from diverse backgrounds.  What better time to learn skills in working together than in school? Learning the skill of working with and listening to other viewpoints is essential. This is why I believe that we need to provide opportunities for students from public and private schools to collaborate and learn together. I’m not suggesting that private school students “do a project” for public school students - things like collecting school supplies for a public school or helping out at a homeless shelter. Yes, these are admirable projects, but they don’t bridge the public-private school divide.

Here in Hawaii, students in many schools are examining problems in our community or in our environment using project-based learning. Imagine how powerful it would be for students from public and private schools to work together on projects to address issues that are important to them and which impact their future. Living in an island state, our students realize that we cannot rely on others to tackle issues such as reducing the amount of trash we generate, seeking ways to ensure that we use less disposable plastics which take hundreds of years to decompose in landfills, addressing how renewable energy systems can benefit our community, and even how we can improve our educational system in Hawaii. It would take collaboration between teachers and opportunities for the classrooms to come together to discuss, ask questions, explore, research, and to create a way to share their learning. Hopefully, through collaborative project-based learning, students will realize that it doesn’t matter where you live or where you go to school. Anyone can have great ideas and everyone can contribute to the team. Perhaps, too, private school teachers and students will realize how fortunate they are to have the resources that public schools may not have. This could be the first-step in bridging the divide that now exists.

Three years ago, I was fortunate to attend a series of professional development sessions focused on project-based learning through the Hawaii Innovative Leaders Network. Public and charter school principals were invited to participate, and until then, I had never worked with or gotten to know any charter school principals. What a missed opportunity! All of us got along so well, and we realized that all of us were committed to providing our schools with rich PBL experiences. It made me realize that as school leaders, we had the same goal: to provide our students with rich educational opportunities that will empower them to make a difference in their communities. It didn’t matter if we were a public school or a charter school leader, and we learned a lot from each other through our discussions as well as our learning walks to other schools. That experience can hopefully be replicated with students and teachers.

I look at our world today, and there is so much divisiveness. It seems that people don’t want to listen to opinions that differ from their’s. Part of the problem is that we lack empathy or the ability to put ourselves in someone else’s shoes. When we can work together, however, we discover that we are more alike than we are different, and that’s what we need in our world today: people from different backgrounds working together to discuss and come up with solutions to make this world a better place.

Hawaii is too small to divide people into haves and have-nots. Let’s find ways to provide opportunities for students and teachers from public, private, and charter schools to collaborate and discuss problems and solutions that impact us now and in the future. We will all benefit from that collaboration.

Discussions with My Grandsons

We return home tomorrow after spending several vacation days with our son and our grandsons. They are now 10 and 12 years old, so my husband and I wonder when or if they’ll ever tire of spending time with us when we visit. I hope the boys will continue to enjoy spending time with us

I brought a book called Caravan to the North: Misael’s Long Walk by Jorge Argueta to read with Jace and Jayden. I wasn’t sure what they would think of it, but we had great discussions. I loved hearing their thoughts, their questions, and their views about immigration and the border wall. They speculated on what might have happened to Misael and empathized with him and the other travelers in the caravan. Additionally, they pointed out figurative language in the book (similes, metaphors, personification, idioms). I really miss sharing books with them.

Recently, I’ve been reading a lot of blogs about math education. I saw this slide that Sunil Singh shared, and it got me really thinking. Can teachers teach math like the picture on the right if they’ve learned it through a staircase model? I wish I knew.

I also read this blog by Mark Chubb: The Type of Questions We Ask: Which categories of questions should we focus on? As a teacher and a principal at an elementary school, I was focusing on mathematical understanding when I realize we should have been reaching for mathematical thinking. Our 7th grade grandson loves math and is pretty good at it, but I wondered if he had opportunities to have discussions in math class. We took some of Mark Chubb’s questions and had math discussions. It was a great experience to really delve deeper into the questions. I must admit that I was pretty good at math in school, but I forgot most of what I learned. I know it’s because the questions were probably at the “knowledge” level with one right answer. If only I had more time to have these kinds of discussions with both of my grandsons.

We’ll see our son and grandsons later this month in Hawaii. I’m going to make sure we have time to read books together and have math discussions. I think they’ll enjoy it as much as I will!

There IS Life after Retirement

It’s been about 16 months since I retired after 45 years as an educator, the last 15+ years as a principal. Since then, I’ve had experiences that I never thought I’d have, opportunities that have definitely pushed me out of my comfort zone such as:

• Writing and self-publishing a book about my life journey and how I led our school as a principal - Leading with Aloha: From the Pineapple Fields to the Principal’s Office. The book is also available at Barnes & Noble Ala Moana, da shop books, Booklines Hawaii, and Amazon or directly through me. (Email me at jiwase1@gmail.com if you’d like to purchase a copy.)
• Appearing as a guest on “Think Tech Hawaii: Beyond the Lines”  with Rusty Komori
• Having a successful book signing at Barnes & Noble Ala Moana
• Appearing on “Kukui Connection” on `Olelo Comunity Television with Marilyn Lee
• Speaking to diverse groups (Toastmasters, Department of Education complex area school leaders, service organizations, an ad agency, etc.) and sharing about my experiences and my book. 
• Having an article written about me in the MidWeek Central O`ahu Voice (“Mililani Resident Releases ‘Leading with Aloha’ Book)
• Creating a web page (janiwase.com) and updating information regularly.
• Learning more and sharing a message about taking care of ourselves and about Chronic Kidney Disease and organ donation, topics that are directly related to our son Jarand who passed away unexpectedly in May 2018 at the age of 38
• And, as another author shared with me, “shamelessly promoting” my book. This has probably been the most challenging part of publishing a book (thank goodness for social media), but I am getting more comfortable about self-promotion. At the recent Wahine Forum, when I was asked where I worked, I confidently replied, “I am a retired principal and an author” which led to additional questions, conversations, and sharing my business card. The more I say it, the easier it gets.

As a retiree in 2018, I looked forward to relaxing, traveling with my husband, going to the gym more regularly, spending time with my 92-year-old mom, and working on projects around the house. I had no idea that writing a book would bring so many opportunities and new experiences for me. Retirement has been all I hoped for, and more, and I look forward to continuing my journey as a learner. 

“Live Fearlessly”

The 12th annual “Wahine Forum” took place on Thursday, October 24, and this year’s theme was “Live Fearlessly.” I had not attended any of the previous events so I was pleased to receive an invitation though I had no idea what to expect. Wow! There were so many women expected (1,200+) that they turned the men’s restroom at the Coral Ballroom into a women’s restroom. It was strange and humorous to see all the potted palms lined up to block the urinals, but it was in-and-out for women with no long lines. I knew that this was going to be an incredible gathering of women!

There was so much energy throughout the event. Every woman I spoke with was so grateful to have this opportunity to bond with other women, to learn and network from each other, and to be inspired by the speakers. Wendy Sachs was the keynote speaker, and she got the forum off to an energetic start. I loved her stories and her advice to the audience: Be confident; confidence matters more than competence in the business world. Stop apologizing; women tend to do that a lot. Don’t be afraid to fail because “Failure is success in progress.” (Albert Einstein) Know what you’re going after and create opportunities for yourself - make the magic happen. Have a growth mindset, a term that’s used a lot nowadays in education. Believe that you can get better. Lift each other up and connect on a personal and professional level. Brand yourself; image is important. Ignore the voices in your head that are preventing you from going all-in. Great advice for women!

I grew up in a different time; many of the women attending the forum were closer to my sons’ ages, in the time of their career when they are thinking of making a change or pivoting in a new direction. Their life experiences are very different from mine. I grew up when girls wore dresses to school every day, when the women’s liberation movement was just getting started, when moms were often housewives relegated to taking care of the home and children, and when jobs for females were primarily as clerks or secretaries, teachers, nurses, or other lower-paying positions. There was no Title IX so we didn’t have equal opportunities to play organized sports like our male friends did. We were taught to cook, sew, and to set a table correctly in Homemaking class while boys took classes in Agriculture, Metal Shop and Wood Shop. I often laugh when I hear the lyrics of the song “Wives and Lovers.” Yet, this was the world I grew up in. Fortunately, my parents encouraged all of us kids to work hard and to follow our dreams while learning skills that would help us later in life.

Today, women have many more opportunities in life, but there is much more to do. For example, they are still not paid equally (Data) and although women earn more undergraduate and graduate degrees, they hold substantially fewer leadership positions. (Data) This is why the Wahine Forum is such a successful event; these women want to move up the ladder but may be hitting roadblocks along the way. Learning from and with other strong women can provide the motivation as well as the support that is needed to be successful.

Back in 2016 after our female candidate for President was defeated, I wrote this blog: “Why is it Taking So Long?” After attending the 2019 Wahine Forum, I realize the importance of bringing women together so they can be inspired. As Dr. Jill Hoggard Green shared in her welcome address, “Think forward, build new skills, meet new people, and build the future of our community.” Women need to hear that message!

Thank you, Cheryl Oncea from Hawaii Business Magazine, for continuing to sponsor the Wahine Forum! I hope the next one is even more successful!

 With Josh Reppun, one of the few males in attendance. 

(He is Cheryl Oncea’s husband and invited me to the event. Thanks, Josh!)

 Cheryl Oncea, publisher of Hawaii Business Magazine, welcomes the attendees.

Wendy Sachs, keynote speaker and author of Fearless and Free: How Smart Women Pivot and Relaunch their Careers

Telling Our Stories

I was so fortunate to be able to have a career that I loved. As an educator for 45 years - the last 15 as a principal - every day was a new beginning, an opportunity to make a difference for someone. From my first day on the job until my last, I continued to learn. I chuckle at my naïveté when I began; I didn’t realize how challenging it is to be a teacher and how much effort it takes to truly make a difference for our students, their families, and the school community. Even on the most difficult days, though, I was able to reflect and find something positive that happened that day. That’s what kept me going all those years.

The role of educators is not easy; we are entrusted with our nation’s most precious resource - our children. Our students’ perspectives - their voices - are so important as we seek to engage them as learners. Our responsibility is to work with our school community to empower our students with the skills and tools they will need to solve the problems they will face now and in the future. We prepare them for the world they will inherit.

Schools around our state and in our nation are reinventing themselves to become relevant in the 21st century. Social media provides the opportunity to learn with and from other schools and educators.  It is not enough, however, to just share photos of our school, our students, our staff, or our events. Let’s share our stories as well - our challenges as well as our successes. Additionally, social media can be a vital part of our professional development, and by sharing links to blogs, articles, podcasts, or videos, by participating in edchats, asking questions of our colleagues, starting discussions, or sharing resources, we are elevating the education profession. And it doesn’t cost any money, just a commitment of time.

Let’s get more educators on social media!

Equity in Education

In Hawai`i, 20% of students attend private schools, a higher-than-average number when compared to other states. Recently, a teacher shared on Twitter about the equity gap that exists between private schools and public schools here in Hawai`i. She pointed out the tuition at private schools ($15,000-$26,000/year) and the experiences those students have (such as class trips to Australia) that her public school students would never have. As teacher Sarah Milianta-Laffin states, “Private school money isn’t just buying access to different technology, it’s buying access to a different life.”

I don’t blame private school parents for wanting the best for their children. (Full disclosure: our older two sons attended a private school; tuition was high, but as parents, we were willing to make the sacrifice so our sons could benefit from the opportunities they might not have had in public schools. We never regretted our decision.)  I don’t blame private schools who often have alumni with big pockets who are more-than-willing to make large donations to their alma mater. I don’t blame private school teachers who just want to do the best for their students like their counterparts in public schools.

It’s not a problem of private schools having too much; the problem is that public schools don’t have enough. As a public school principal, I know how difficult it was to take our limited funds and to craft a budget that provided our students with a well-rounded education, one that included not just academics, but fine arts and physical education, as well as supports for students and teachers. As a larger elementary school, we had more choices than smaller schools, hiring teachers for drama and physical education as well as a part-time art teacher. Many schools don’t have those kinds of choices or they have to apply for grants or rely on their Parent-Teacher Organization to fundraise to provide students with non-academic experiences. All students need those opportunities.

I follow many Hawai'i educators on Twitter, and I am constantly amazed at how much they give of their time to provide their students with amazing opportunities - Robotics, video productions, place-based project based learning, musical performances, designing and painting murals, participating in student marches - these are just a snippet of what our public school students are doing. Educators are sharing via their tweets or Instagram posts, podcasts, videos, or blogs. They share their successes as well as challenges, and they encourage each other to keep going, making suggestions when a colleague may be feeling discouraged. They plan their own professional development sessions such as W-RITE or EdCamp or 808Unconferences and spend “spare” time continuing to learn with other like-minded educators. I doubt that the public is aware of how much our educators sacrifice for their students.

The equity divide between private and public schools will only grow wider if we don’t do anything to increase the funding pot for public schools. Years ago, I asked a state senator why the Legislature couldn’t increase the General Excise Tax by 0.5% with the additional funds solely dedicated to the Department of Education. He shared that it is always unpopular for legislators to increase taxes, and there would be little support for such a bill. Even for our kids? Yes, even for our kids. 😞 (Maybe that can be changed. 😊) Private schools can fundraise to upgrade their buildings; our school (Daniel K. Inouye Elementary) was fortunate to be able to apply for a Department of Defense grant for our project because we are on a military base. What funds exist for other public schools, many of which are old and in need of renovations? Legislators advocate for their schools, but there is never enough money to go around, and schools sometimes have to wait for their chance. A few years ago, the Hawaii Institute for Public Affairs proposed and the 2013 State Legislature approved Act 155. “This Act requires the Department of Education (DOE) to identify three school-related sites that could generate revenue through a public-private partnership (P3) or other mechanisms to create a source of funding for the construction of new schools and enhancement of existing schools into state-of-the-art learning environments.” I look forward to seeing how such a public-private partnership can work to enhance the learning environments for our students. Wouldn’t it be great to ensure the success of this type of partnership?

Lastly, I hope educators continue to share their stories about their students and invite the public to be partners as we prepare our students for their future. It will take all of us - not just educators - to ensure that the divide between public and private schools does not get wider. Let’s work together to ensure that public schools have sufficient funds to provide their students with a quality education. Our students and our schools deserve it!

I Found My Voice through Blogging

I am an introvert. I prefer small group or 1:1 conversations over large group presentations. I have opinions and thoughts but have never felt comfortable standing up and speaking my mind. Yet, I knew that as an educator and a school leader, it was important for me to share my thoughts and opinions especially when the issue impacted our school community.

I found my voice through blogging.

I started blogging back in 2012 after reading that “Blogging is the New Persuasive Essay.” This was when schools began implementing the Common Core State Standards, and persuasive writing was emphasized. I decided that if blogging was good for students, I needed to try it out first. It was challenging, (See my blog from July 2012.) but through the process, I found my voice. I began sharing my thoughts, challenges, successes, questions, and frustrations. There were times when I was so concerned that I immediately started a blog post. Fortunately, I saved it as a draft and didn’t publish it; after some time to cool off and to see things more clearly, I realized that I was either misinformed or had overreacted or it really wasn’t that important in the long run. So I deleted that draft. Blogging gave me a venue to make my thoughts visible to the public. I like to think that the reader makes a connection with my blog and has some sort of reaction: they agree; they disagree; or it’s not relevant.

For students, persuasive writing is not about writing for the teacher but writing for a wider audience. It is not about telling students how to respond to a persuasive writing question on a standardized test. Rather, it is about students asking questions, researching to see different viewpoints of an issue, and then taking a stand, explaining their reasons to the audience. It is about producing quality writing that students can be proud of and being open to receiving comments from readers. Persuasive writing is about writing, reading, and thinking.  The writer writes a blog post; others read the blog and think about what the writer had to say. They may agree; they may disagree, or they may have further questions. They can respond to the writer or they can reflect on how the blog impacted him/her. Persuasive writing is about reading and reflecting, on expanding our viewpoints beyond ourselves.

Recently, teachers in our state formed W-RITE, a safe supportive community focused on writing. As the group grows to include W-RITE communities on all islands, I envision a site where educators can share their blogs or their writings to get feedback from their peers. After all, those reflective or clarifying questions or comments will not only help us to improve as writers, it will help us be better teachers of writing, and our students will then benefit.

I finally found my voice when I began blogging, and writing became important to me. If I had not stuck with it all these years, I know I would not have had the confidence to write a book. (Leading with Aloha: From the Pineapple Fields to the Principal’s Office) I hope that more educators will see the value in writing and reflecting and publishing their writings. It might be a step out of your comfort zone, but as the old adage states, "Nothing ventured, nothing gained." You might be surprised at how empowering blogging can be!

I was able to share about my writing with educators at W-RITE earlier this summer. 

The group is growing as educators commit to supporting each other in their writing.

Please Consider Being an Organ Donor

This past weekend, we were invited to attend a Nevada Donor Network’s Donor Remembrance Event to thank the families and friends of recent organ donors. Randy and I decided to make the trip to Las Vegas and to attend the event with our son, Justin, and our grandsons, Jace and Jayden. We wanted to honor the memory of our second son, Jarand and his unselfishness in becoming an organ donor. Nevada Donor Network was able to harvest his corneas to give sight to two people and thus improved their quality of life.

The convention room was filled with people, young and old. It was somber but also uplifting to know that somehow, all of us were connected by our loved one’s decision to become an organ donor. As I read through the book and viewed the slide show, I was overwhelmed by the stories of how each person made a difference, most of them to strangers, by their simple act of checking the box on their driver’s license. In fact, that’s why Nevada Donor Network contacted us - because Jarand checked that box.

The keynote presenter was Dr. Kenneth Moritsugu, M.D., M.P.H., F.A.C.P.M., and Rear Admiral, USPHS (Retired). That convention room was silent as he shared grim data about organ donation and transplantation: 113,000+ names in the United States for those needing an organ donation; 18 people on that list passing away each hour, never having had their opportunity to receive a transplant. He asked us to visualize the new Las Vegas Raiders Stadium that is presently being built and which will hold 65,000 fans. I pictured that in my mind and could only shake my head. Then Dr. Kenneth Moritsugu shared that his wife, Donna Moritsugu had passed away in an automobile accident 27 years ago, and different organs were transplanted into people, thereby giving them a new opportunity at life. Four years after that, his 21-year-old daughter, Vikki Lynn Moritsugu was hit by an automobile and her organs were also donated so others could have an improved quality of life. The Moritsugu family took two tragic events and turned them into opportunities to make a positive difference for others.

One day, medicine and technology will merge and make it possible for organ donation and transplantation to be unnecessary. Until then, society will rely on ordinary people like Jarand to be organ donors.

I was filled with an array of emotions on Saturday. I was proud of our son for being an organ donor; it validates what a selfless person he was. I was also filled with an overwhelming sense of loss, not just for Jarand, but for all the donors and their families. I also felt gratitude for those who benefited and now have an opportunity to live a better life. At the event, there were donor recipients who shared their stories and showed their medals about the Transplant Games, an Olympics-style event for those who received transplants and are now living active lives. They were inspirational.

If you are not presently an organ donor, I hope you will consider becoming one. It’s so easy to just check the box on your driver’s license. If you would like more information about organ donation in Hawaii, check out the link for Legacy of Life.

I want to thank Nevada Donor Network for inviting us to share in this very special event.

 We received a book that shared about the donors. This is Jarand’s page.

There was a slide show with photos of the donors as well as displays about some of the donors.

Each donor’s family received a small jar of colored sand which we added to the larger container. Now we are all connected to the other donors and their families and friends.

The Red Rock Casino Convention Center Ballroom was filled with people. 

Each donor received this very special medal. Jarand, we are proud of you. 

“Ho`oha`aheo” Public School Proud

I was honored to be asked to write an article for the September 2019 issue of Ho`oha`aheo, the newsletter for the Hawaii Department of Education. I thought I’d share the article here.

I wasn’t quite 5 years old when I stepped foot into my kindergarten classroom at brand-new Helemano Elementary School in Whitmore Village, north of Wahiawa, Oahu. I was in awe - new friends, new books, new activities, and a teacher - Miss Okihara, whom I adored. It was sometime during my first year in school that I decided that I wanted to be a teacher when I grew up. I never lost sight of my goal, and after graduating from Leilehua High School, I obtained my teaching degree from the University of Hawaii, Manoa.

There were no jobs at the time for those of us who majored in elementary education, so I was fortunate to be hired by the Head Start program. I was thrilled to have my own classroom in a former Japanese language school that I attended when I was in elementary school. It was old and had been vacant for a long time, but we brightened it and turned it into a classroom where our students would gain the skills they needed to be successful when they entered elementary school.

After 15 years with Head Start, I was finally hired at the Department of Education, teaching first at Wheeler Elementary School and then opening a new high tech school, Mililani Mauka Elementary. I loved being a teacher! Every student was different; every one was special, and building relationships and helping them to grow socially, academically, and emotionally was so rewarding. I felt so lucky to be doing something I really loved.

At the suggestion of my principal, I decided to pursue educational administration, and for the last 15 years of my career, I was the principal of Daniel K. Inouye Elementary School (aka Hale Kula Elementary). It was a truly wonderful experience working in a school community where 98% of our students were from military families. These families faced unique challenges such as transitions and deployments, and our school became their `ohana. I believe that our military students and their families are the perfect ambassadors for our Hawai`i schools, sharing the aloha spirit wherever their paths may lead them in the future.

When I retired in July 2018, I decided to write a book, and in July 2019, my book was published. Leading with Aloha: From the Pineapple Fields to the Principal’s Office  shares how my humble roots growing up in a pineapple plantation village strengthened the core values and beliefs that helped me to lead our school with aloha - love, compassion, empathy, and respect. The process of writing and publishing a book was more difficult than I thought, but the opportunity to share my story motivated me to persevere.

I encourage all educators to reflect and to write about their own personal and professional experiences - the successes and the challenges - because we can learn from each other. I cannot think of a more rewarding profession than being an educator; we should be proud to share our stories!

“Most Likely to Succeed in Hawaii”

I’ve been retired for a little over a year now, but that doesn’t mean that I am no longer interested in education issues. On the contrary, I probably have more time now to delve deeper and to decide how I want to stay involved.

Last week, I agreed to be a mentor for Hawaii Innovative Leaders Network 2.0. I was a member of the first HILN cohort, and it was the best professional development I received as a principal. When I first began HILN 1.0, I was a bit hesitant because I had never interacted with any of the other participants prior to being a part of this PD. By the end, though, I considered all of those school leaders as not just colleagues, but friends. Today, I reflected on my experiences (see my blog), and I know why HILN was so valuable to me as a school leader. It was the culture of trust, the realization that we were at different places in our journey, but that we all were striving to engage and empower our students and our staff to make a difference in this world through project-based learning. It is evident that HILN 2.0 is a dynamic group of school leaders. Many are young and just starting their journey as administrators, but already, they are confident in who they are and what they hope and dream for their schools. Others are more experienced, but they are excited and open to new ideas so that their schools will benefit.

Our schools and our leaders in Hawaii are going through some pretty significant changes that are positively impacting our students. I see many more schools using social media to share not only what is going on but also to engage in conversations with others about “What School Could Be.” I am thrilled! This was something I hoped for, where schools in Hawaii are much more open about sharing successes as well as challenges. Educators are supporting each other in their writing; they are planning un-conferences; they are hosting ed chats, and recently, a “Most Likely to Succeed in Hawaii” podcast launched. I’ll be honest; I don’t listen very often to podcasts, but I really enjoyed the first two episodes and can’t wait to hear more from outstanding school leaders! I wished that these podcasts had been available when I was a principal so I could have connected and learned from others.

This is a great time to be an educator! Let’s show the rest of the country “What School Could Be” in Hawaii!

Mahalo for a Wonderful Morning!

Earlier this week, I was invited to a Kau Kea`au Pahoa Complex Principals Meeting to share about my book Leading with Aloha: From the Pineapple Fields to the Principal’s Office as well as my experiences as a principal. I wasn’t sure what to expect. During a phone conference with Complex Area Staff, I shared that I preferred that it be a conversation rather than a presentation. My husband Randy and I got up early for the plane ride and arrived at the meeting at about 8:30 a.m. We were greeted warmly with music, hugs, lei, and food. I immediately felt at-ease.

I shared a bit about why I wrote my book, and principals had an opportunity to ask questions or to participate in discussions about issues like Early Learning and Project-Based Learning. I have strong opinions about these issues, and I encouraged the principals to share their thoughts with others. After I had completed my book-signing and Randy and I were ready to leave, the KKP Complex Area Team stood and together, they sang an Oli Mahalo to us. It was so touching; I cannot adequately put into words how that made us feel. The KKP Complex Area went through a challenging time in recent years due to the lava flow which threatened homes and schools and forced students and staff to relocate. From our comfortable homes on Oahu, we read or heard about how the Complex and the Department came up with a plan that ensured the safety of the 1,700 students and 300 employees who were impacted by the lava flow as well as other health and safety issues. Everything is now back-to-normal, and students returned to their home schools. Perhaps, though, that coming together as a Complex Area will have a long-lasting impact that will benefit all of their students.

Thank you, KKP Complex Area principals and staff, for a wonderful day and for sharing your aloha with Randy and me! We are humbled.

Singing the Oli Mahalo to Randy and me

 The KKP Complex Area principals and staff

Such a cute bag of Big Island goodies

The Life of a Military Spouse

I saw this on Facebook this morning; it was a post on our school’s PTO page. I smiled at the reference to the song, "Call Me Maybe" by Carly Rae Jepsen, but then it hit me. This is real for our military families. Until I became the principal of a military-impacted school, I had no idea how much we take for granted in our stable lives in our stable communities. Think about it; a family moves in to our geographical area; they have children who need to be registered for school. What if they don't know anyone yet? Who do they put down as emergency contacts? 

Military families know that changing duty stations is part of their lifestyle, and although most have positive attitudes about moving every few years, it isn't easy for anyone. Just this week, two of our former DKIES teachers shared how challenging it is for them to start over in a new school in a new district in a new state and in a new grade level. They are considered probationary teachers again even though one of them is in her 16th year of teaching. They shared that they missed the aloha spirit they felt at our school as well as the grade level colleagues they taught with. My heart ached; I wished I could give them a big hug. So I did the next best thing. I messaged them and told them I knew they would be fine, that they would persevere, and that they would contribute positively to their new school. These teachers as well as many other military spouses who taught at our school were assets to our school community. I loved hiring these military spouse teachers! They knew what it was like to be the “new kid on the block” and they welcomed transitioning students with empathy and helped them to feel a part of their classroom `ohana. More than that, though, we had opportunities to share and learn from each other. I embraced this mutually beneficial relationship in my years as a principal.

One positive outcome for these military spouse/teachers is that they are able to work under different principals and with different colleagues. They learn to adapt and to make the best of a challenging situation, and in the process, they create their own set of core values about teaching and learning that become part of who they are as educators. I have suggested to several of them that when their husband retires from military service, they need to settle down and pursue their dreams. Hopefully, some of them will take my advice and go into administration. And hopefully, the experiences they gained while at our school will help them to lead with aloha.

Just as I believe that our students are ambassadors for our Hawaii schools, I also believe these teachers are ambassadors as well. That teacher with 16 years of experience? As a special education teacher, she had the opportunity to be trained in the use of a multi-sensory reading program while she was at our school. She shared that even though her first day was rough, she knows that she brings something to the school because her new school has adopted that program. The other teachers were so excited to have someone on staff with experience! When the other teachers looked at her gratefully and asked where she was trained, she proudly said, "Hawaii!" Yes! She is already making a positive impact!

#leadingwithaloha

Will Teachers Become Obsolete?

I happen to think that teaching is society’s most important profession. The future of our kids is in the hands of educators who care and who are continuously learning and trying new strategies to engage and empower their students to be their best. The caring relationships that teachers create with their students can have a long-lasting positive impact. Teaching is a hard job and requires stamina and the willingness to keep pushing forward even when things get challenging. It is not a job for the faint-hearted.

I also believe that our society has diminished the important role of teachers. We hear our leaders claim that education is a priority, but the reality is that it isn’t. Funding is inadequate to update facilities, and schools must sometimes choose between classroom teachers and a librarian or an art or music or physical education teacher because there is not enough to go around. Many teachers are forced to get second jobs in order to pay their bills, young people are discouraged from becoming educators, and the public is quick to criticize schools for new ways of teaching and learning that they don’t understand or that conflict with how they learned the same concept years ago when they were in school. It is no wonder that we have a teacher shortage; and it can only get worse.

As schools deal with a shortage of teachers and the availability of technology, what will they do? One option is to purchase a personalized learning program where students work at their level until they achieve mastery on the specific standard. Teachers review the data and then plan small group instruction for groups of students with similar areas of need. It sounds like a good plan, but does it work for every child? According to this report, the results are mixed. Some students would probably thrive in a system like that because they are capable and competitive, but I think lots of kids would have difficulty in this kind of system. They would find it boring and would not be motivated to do their best. I also am concerned about whether learning for mastery in a personalized learning program translates to application of skills in real-life situations. Yet, I can see schools spending their funds on these types of programs as a solution to shortage of teachers.

I am as guilty as the next person of using the self-checkout line at Wal-Mart or going to the ATM machine to deposit or withdraw money instead of going to a sales clerk or a teller. We hear about robots replacing maids at hotels and robots efficiently preparing items for packaging and mailing at Amazon. Will this happen in our schools as well? Will teachers become obsolete? I certainly hope not.

This morning, I read a blog by Principal Derek Minakami, and I knew the picture of a rock wall was the perfect analogy for me. His blog so poignantly shares why and how teachers fill the “little spaces of aloha” to make a big difference for our students. The Tripps of this world will always be there, and they will need the aloha from teachers to overcome the obstacles in their lives to become productive citizens.

And that is why teachers and students need to tell their stories because teachers truly make a difference for their students. Teachers need to share stories with their students about why they chose to become teachers. Students need to hear from teachers about how much they love their job and how the little successes are sometimes the most heartwarming. And we need students to share their stories as well about teachers who believed in them and helped them to overcome difficulties they were facing. Those “empty spaces of aloha” that Principal Minakami shares in his blog? Those are the memories our students will have when they have move on from our classroom. It is what sustains them during challenges in their lives: I know you can do it. I care about you. I love how you never give up. Talk to me. I believe in you. Tell me what matters to you.

As an educator for 45 years, I cannot think of a more honorable or fulfilling profession than teaching. Educators and students, let's share that message with the public!


#leading with aloha

A Serendipitous Meeting

This is Herbert Yanamura. Earlier this week, my sisters and I brought my Mom to visit Aunty Grace, my Dad’s sister, who is in a skilled nursing facility. Her daughter and son-in-law were visiting from California, her son was there, and we all had a nice visit. Herbert is also at this facility; he is a World War II hero, having served in the 442nd Battalion and as a linguist with the Military Intelligence Service. Herbert came out of his room to visit with us, and small world, he knew our Dad back in Honaunau on the Big Island. This was when my Grandpa decided to move his family to Kona to try his hand at coffee farming. Unfortunately, that didn’t work out, so the family moved back to Oahu. Herbert shared that he was a year older than my Dad, Keiji, so that would make Herbert 95 years old today. He told us that he and my Dad played together often and that my Dad had to walk very far just to get to school. He also said that they enjoyed playing baseball and that my Grandpa was such a baseball fan; he would watch games and cheer loudly, raising his hands in the air.  Herbert demonstrated, and we laughed, recalling that Grandpa enjoyed watching our brother Roy playing baseball.

We asked Herbert to share about his time in World War II. He was thoughtful and spoke quietly but with clarity to details. It is evident that he understood the importance of sharing his story with us as one of two hundred soldiers, recruited from the 442nd Regimental Combat Team, to serve as linguists with the Military Intelligence Service.

When I got home, I searched for more information about him. I found out that Herbert was a war hero, but like many of his generation, he was modest about his heroics. The Battle of Okinawa in April 1945 claimed the lives of 50,000 American soldiers, 100,000 Japanese soldiers, and over 140,000 Okinawa civilians. In June of that year, Herbert saved the lives of 1,500 villagers in Madeira, Okinawa through his repeated appeals over the loudspeaker to surrender to US troops. (Read the story of Herbert’s bravery here.) In 2013, Herbert attended a ceremony at the Okinawa Prefectural Peace Museum, and he met Hatsuko Tomori, who was a 10-year-old girl back then. It was Herbert’s appeals that led to her family coming out of hiding. (Read that story here.)

World War II was an opportunity for Americans of Japanese Ancestry to prove their loyalty to their country. They did so honorably, despite knowing that many of their family and friends were stripped of their rights and interned in concentration camps. We need to hear stories from people like Herbert; he is a true American hero. I am so glad we had the opportunity to talk story with him.

Girl Power!

When I was growing up, there were few opportunities for girls to participate in athletics. My first experience playing on a sports team was in my sophomore year in college when our dormitory decided to enter a team in flag football. Some guys agreed to coach a bunch of girls who never played football before, and I realized how fun it was to learn something new and to compete on a playing field. Later, I also played on intramural teams for basketball and softball. At that time, the University of Hawaii had put together a women’s volleyball team, and one of my best memories is taking second place in softball to that team; we were clearly overmatched by their pure athleticism, but it was pretty awesome to lose in the finals to them. When we got married, Randy and I lived in a condo with a tennis court, and I learned to play that sport-of-a-lifetime, and later I played old-ladies soccer and learned the game of golf. I love sports, and those experiences have taught me a lot about myself, about persevering even when it was difficult, and how difficult it can be to learn something new.

Title IX didn’t come about until 1972 when I was in college so as a young girl growing up in a plantation village community, we didn’t have opportunities to play on sports teams. It never occurred to me that it was “unfair” for my brothers to be able to play Little League while us sisters were relegated to watch and cheer for them. In high school, there were limited opportunities for girls  in sports, and I’d never played any of them competitively.

Today, I realize the many life lessons that participating in sports teaches us, and our girls are benefiting from having many choices and being exposed to inspiring role models. Our women’s national soccer team recently won the World Cup, going undefeated in the process. 15-year-old Coco Gauff beat several higher-ranked players including Venus Williams before falling to eventual champion and former #1, Simone Halep, at the recently-completed Wimbledon Tennis Tournament. And an Under 11 girls team from Hawaii were featured in Soccer Nation for their pure joy after winning the championship at a tournament in California. It was obviously a very exciting game, but I like what the coach shared: “Win or lose, we came to play soccer, continue to improve and spread our aloha spirit.”

It’s wonderful that young girls have role models as well as choices in what they want to play: team sports such as softball, soccer, basketball, volleyball, and hockey or individual sports like golf, ice skating, gymnastics, bowling, martial arts, and tennis. Participating in athletics teaches our girls so many life lessons such as teamwork, perseverance, and sportsmanship. I am thrilled that they are having opportunities that I never had when I was growing up.

Out of My Comfort Zone - Public Speaking

From the time I was a young girl in school, public speaking made me anxious. I was never comfortable speaking in front of groups, especially large ones. So I avoided those opportunities to speak in front of others. It’s true that as a principal, I was fine getting in front of the students and speaking with them; I could speak to parents comfortably, and I wrote and delivered speeches if I had a script in front of me.

Last night, I agreed to do a presentation for a Toastmasters Club to promote my book that has just been released. I wrote a speech, practiced in front of Randy, revised the speech based on his questions and feedback, and practiced some more. I silently recited the presentation in my head as I walked my dog. And then I got to the meeting. I was feeling okay, and my voice didn’t feel strained like it sometimes does when I’m nervous.

It helped that everyone was so nice and made me feel comfortable. And then I presented and included some Power Point slides. I thought the visuals could help me to remember that particular part of the presentation. I felt relieved when I was done, primarily because it was over. I knew I hadn’t hit a home run, but I thought I had made a positive connection with most of the members.

Toastmasters is an organization that helps its members to improve their communication skills in a no-pressure environment, and after the designated members presented their speeches, it was time for feedback.

Usually, one member is assigned to get up and share their observations and reactions to a speech. Because I was a guest who was practicing for future presentations, all members were given an opportunity to give me pointers. It was a powerful experience; I had never had that type of feedback before. Some of the members validated what I already knew. For example, I didn’t make connections by looking at people in the eye; I was looking at the tops of their heads and I never turned to look at the member who was my the left side. I should have been confident enough not to look at my notes because I was sharing my story. I could have had an attention-grabber at the beginning to draw the audience in. I didn’t need the Power Point; my story was effective without the slides. More important though, was the feeling I got after the members had an opportunity to share their suggestions with me. I felt empowered; I knew that I could improve, and they were giving me specific feedback that I could definitely work on for my next presentation.

As I reflect on my time as a principal, I realize that I stayed in my comfortable box where public speaking was concerned. My speeches were for a specific audience who knew me, and I had my notes as my security blanket; I wasn’t nervous because I was basically reading aloud.

I learned that now, as an author, when a book is completed and sent to press, the job is only 50% done. The other 50% is spent in promoting my book. In my mind, I am already preparing for the different groups I will be speaking with, keeping in mind the feedback I received. I know it will be a process to be able to speak with the confidence I observed from the Toastmasters, but I am determined to continue to progress. As a principal, one of my core values and beliefs was that I needed to continue to learn. Even in retirement, I continue to gain new skills.

Thank you to the Paradise Hawaii Toastmasters!

Thank you, Jicky Ferrer, for inviting me to speak at your Paradise Hawaii Toastmasters meeting!

Speaking and listening are essential skills. Thank you to the Toastmasters for your valuable feedback!

How Do We Teach History to Today’s Kids?

When I was in school, history was taught through books and lectures. I learned names, dates, places, and events, but now, many years later, those details escape me. As we were preparing for our recent travels with our grandsons, I realized how little I actually knew aside from the basic facts. I realized that visiting those places as part of our travels with our grandsons this summer would be as much a learning experience for me as it was for them. It was eye- and mind-opening to walk the Freedom Trail, to learn more about the Salem Witch Trials, to interact with content at the various museums, or to stand on the grounds of the Gettysburg battlefields. I hope that Jace and Jayden will remember their travels when they continue to learn in school about the history of our country.

Social studies, like science, math, and language arts, is essential in a school’s curriculum. (So are the arts and physical education.) Social studies standards for our youngest students focus on a sense of self, then on their family and their community and working outward to their state, nation, and then the world. Within social studies, though, the National Council for Social Studies framework organizes the standards into ten themes such as Culture, Global Connections, and Civic Ideals and Practices. It can be overwhelming to find the time to address these standards especially for an elementary teacher with many conflicting priorities during the day.

Oftentimes, as well, we view history through one set of lens. Teaching history is complicated. There is more than one perspective to issues, and we don’t know how the events impacted the people who were living during that period of time. Sharing this slide show (thanks, Esther!) and discussing each slide helped Jace and Jayden to realize that not all colonists wanted to fight the British. They also realized the sacrifices and impact of war on people, ordinary families whose lives were suddenly disrupted by events over which they had no control, people like the Shriver family who lived in Gettysburg or family members who fought on opposite sides during the Civil War.

We cannot change history; it is in the past. We can educate ourselves and learn what others went through at the time by visiting museums, reading books, or watching videos, but we cannot experience what the people involved went through. When we discuss history, we need to ask questions and research to find answers, and we need to discuss why the events unfolded as they did. We need to understand the impact of events on the people who were affected and discuss how those events impact us today.

And we must vow to learn from the mistakes of our past. Unfortunately, I am not confident that we have done so. There was a wall at Salem Witch Museum that stated “Fear + Trigger = Scapegoat.” How many examples can we think of from our country’s history that had its beginnings in fear? Is it still happening today? Why is it important to not repeat our mistakes from the past?

I know that our recent travel experiences to Boston, Philadelphia, and Washington D.C. have made me think much more deeply about our country’s history. I realize that if our forefathers had not had the courage to break away from Britain and fight to create a new nation, our own history would be much different than it is today. That’s what I want Jace and Jayden to realize.

Experiencing History

When we decided to take our grandsons Jace and Jayden on a trip to experience history, I wasn’t sure how it would go. I spoke with a travel consultant from Travel Happy, and she did the research regarding where to stay as well as suggestions of places to visit in Boston, Philadelphia, and Washington, D.C.  I had never used a travel consultant before, so this was a new experience; I would definitely do it again! She made reservations at the hotels we would stay at, and all of them were in close proximity to walk or to use public transportation or Uber.

As I mentioned in previous blogs, my husband Randy is a history buff so this Revolutionary Civil War Tour was an attempt to have our grandsons experience history and to gain a better understanding about our country. They are still young - Jace just turned 12 and Jayden will be 10 later this summer - so we didn’t know what they had already learned in school since we live in different states. Now that the historical portion of the tour is over, I can say that I am pleased that Jace and Jayden have truly experienced history. I don’t expect that they will remember all the details of what they learned, but through all the “field trips” we took, they are better able to communicate big ideas. They understand the sacrifice it took to fight the British and to form a new nation. They understand that our founding fathers had to come to a common understanding about the ideas that our country would be founded on. They walked the battlefields of Gettysburg and realized that America came very close to becoming two nations instead of one. They understand the important role that Congress plays in making laws that impact all of the people of our country. When I asked Jace and Jayden separately about who they felt was the greatest leader they learned about on this RCW Tour, they each immediately answered, “Abraham Lincoln” because he freed the slaves and was successful in keeping our country together.

I think I was most proud of how attentive Jace and Jayden were throughout the tours even though there were many days when we were out all day. Never once did they say they were bored, and they answered respectfully when adults asked them questions. Of course, there was the time the park ranger asked Jayden what his favorite part of school was, and his response was “Recess!” I am sure he was just being honest. On the last day when we were out all day touring several national memorials, a lady took the time to go up to Jace and Jayden at the end of the tour to compliment them on their respectful and attentive behavior.

We are now in Orlando; since we were already on the East Coast, how could we not stop here to enjoy some fun? I believe that Jace and Jayden earned this “reward” to relax after experiencing history for eleven days. I also learned so much and gained new understandings about the events and people that are so crucial to the understanding of what makes our country great. Hopefully, we will all have more opportunities to experience history in the future.

 Jace and Jayden learned how a civilian family was impacted when 90,000 Union soldiers and 70,000 Confederate soldiers overran the town of Gettysburg with a population of 2,400 people. 

 They got to walk the battlefields of Gettysburg and learned how the Union Army took advantage of their position on Little Round Top to win the decisive battle that ultimately determined the outcome of the Civil War.

Jace and Jayden stand by the statue of who they consider to be the greatest President of our country. 

What an Experience so Far!

Well, my intention to have Jace and Jayden keep a travel journal went down the drain. I think I was treating this like an educational opportunity, getting them to practice thinking and writing skills. However, I didn’t want to nag them, and we were doing a lot of reflecting after each of our trips. We have been to Boston, Philadelphia, and half of our Washington D.C. travels so far. Tonight we discussed their reflections. Here are some of their thoughts:

• So far in Washington D.C., walking up to the top of the Capitol was the most amazing experience for Jace and Jayden. They learned that it took lots of effort and skill to be able to build, work, and do the artwork on the dome. Jayden shared that he was petrified of falling, but going up the 300 stairs and finishing the trip all the way up and down helped him with his fear of heights. Jayden was happy that his brother gave him confidence to finish and to take the stairs on. That helped him a lot. Jace was excited to make it all the way to the top and to see the amazing view of Washington D.C. and buildings like the Washington Monument and the Supreme Court. Jace was wondering how the workers felt to be working on and fixing the dome, standing on such a tiny ledge! He probably wouldn’t want to do that job!
• Both boys are respectful of the patriots who risked their lives so people in America could have less dangerous and greater lives where they could do what they liked without being afraid.  If Jace and Jayden had been living back then, it might have been a difficult decision on how much to get involved with the patriots. They feel that it was unfair for the King to rule over America when he was so far away in England.  Walking on the Freedom Trail and being in Independence Hall made Jace and Jayden realize that they are grateful for the soldiers who fought for the 13 colonies against the British because we would not be living in our country today if they had not done so.
• Jace and Jayden learned that Congress makes laws that are good for the country and they should be working together to get the job done. Right now according to the news, they are fighting each other and not getting things done for our country. Jace knew about the three branches of government, and that no one has complete power over the U.S. So they feel that Congress should be working together for the people and the President should be doing so, too.

Learning about those who fought to form our country has been an eye-opening experience for Jace and Jayden. They are learning about history, government, and famous people like George Washington, John Adams, Benjamin Franklin, and John F. Kennedy who have helped America become a better place for everyone including them and all of their friends and family. Tomorrow, the boys will learn about Abraham Lincoln who was the President who ended slavery and kept our country together. They are excited; Abraham Lincoln is one of their heroes, and they read books about him. 

Choosing Experiences Over Things

I recently read a blog, “7 Reasons Why Spending Money on Experiences Makes Us Happier than Buying Stuff,”  It’s something I never thought about before, but it certainly makes sense.  Coincidentally, when Randy and I retired, we decided to take a trip with our son and grandsons, and that trip is almost here!

Justin and the boys don’t live in Hawaii; they moved to Las Vegas about 8 years ago, so we only see them about 3 times a year. It is hard; I know we are missing out on so many of their activities. Phone calls, FaceTime, or texts are nice but being there would definitely be nicer. We thought about different places we could go, and we decided that Jace and Jayden should experience our country first before traveling to a foreign country.

Randy named our trip the RCW Tour - Revolutionary Civil War Tour. He is a history buff and wants the boys to learn about our country’s history and government, so we decided to visit Boston, Philadelphia, and Washington DC traveling by Amtrak between the cities. Once an educator, always an educator so I already informed the boys that they will be keeping a reflective journal. We will have discussions each day and allow Jace and Jayden time to share their learnings and memories in their journal. They’ve decided to create a slide show so they can include photos they plan to take with their phones. It is our hope that after this trip, our grandsons will be more aware of our country’s history and to be proud to live in the USA.

Since we will be on the East Coast, we will spend a few days in Orlando. I’m sure Jace and Jayden will love this part of the trip! We’ll spend two days at Disney World and one day at Universal Studios before heading back to Las Vegas.

We will be making memories. I cannot wait!

I Did It 😊

It’s almost a year since I retired back on June 30, 2018. At the time, I didn’t have any goals for myself except to enjoy this new phase of my life. Yes, I planned to do some cleaning up around the house, go to the gym more regularly, spend more time with the family, go on long walks with our dog, and relax. I did all that.

I also wrote a book. 😊

The book is titled Leading with Aloha: From the Pineapple Fields to the Principal’s Office and it shares how my life as a kid growing up in a pineapple plantation village as well as my experiences as a teacher, a wife, and a parent influenced my core values and beliefs which then impacted how I led our school, Daniel K. Inouye Elementary, for over fifteen wonderful and memorable years.

I was thinking about writing a book before I retired even though I didn’t have a firm grasp on what I would write about. My book evolved after receiving valuable feedback from others. Eventually, though, the final manuscript was mine - my experiences, my ideas, my book.

I knew that I wanted to go with a local publisher so I met with George from Legacy Isle Publishing.  I liked that their company publishes “Hawai`i’s stories” and that they would provide guidance and support through the process. George shared that they hadn’t published a book by an educator before; that gave me the motivation to continue the painstaking process of revising and editing my manuscript.

I learned a lot, not just about the process, but about myself. I learned that I can persevere on a project that took nearly a year and many drafts and revisions to complete. Writing a book takes commitment and determination, and there were times when I wondered if I should/could continue. I’m glad I didn’t give up. It was difficult for me to ask others to read my early drafts and to provide me with feedback because I knew that everyone has commitments and things to do. I am grateful that I took that step out of my comfort zone because the comments and questions I received really helped me to hone in on why I chose to write a book. Additionally, so often, we in the education world assume that the general public knows what we are talking about when we use acronyms or educational phrases. My husband Randy used to tell his Public Utilities Commission staff: explain it to me like you’re talking to the person at the bus stop. He reminded me that non-educators might not be familiar with “educalese” so I needed to explain the terminology that might not be familiar to readers.

The book is now at the printer and is available for preorder now. It will be available at bookstores in early July. The next step for me is promoting the book; I know this is a necessary part of being an author. This blog post is the first step in sharing about my book, Leading with Aloha, and I’ve created a website to share a bit more about my background and about my first book. There will be a book-signing later this summer at Barnes & Noble, Ala Moana Center, and hopefully, there will be other opportunities for me to connect with the public to share my book.

This is an exciting time for my family and me. I never thought that I’d add “author” to my name, but now that my first book is being published, I am an author. Who knows? Maybe I’ll write another book in the future.

The Difference a Teacher Makes

This past Friday was the 100th birthday of a special lady whom I had the privilege to meet last year at our family reunion in San Jose. Kathleen Lloyd is the mother of a cousin’s husband, and she and other family members who live in the area joined our Amemiya clan to share stories and make new memories. When I was introduced to Kathleen, she shared that she had been Facebook friends with our son Jarand who had recently passed away. I immediately invited Kathleen to be my friend on Facebook. She accepted. 😊

I was scrolling through my FB feed on Friday and saw this post from Carol Conway. It resonated with me; I wasn’t aware that Kathleen had been a teacher in her younger days. I read that post several times and knew that I wanted to share it. I messaged Carol, and she agreed to let me use her post in my blog. Thanks, Carol! 👍 Here it is:

Do you remember 5th grade?  For me, it was 1973-74, my father had died the year before and my mom, I'm sure, was struggling to keep us in our Mill Valley home.  (She succeeded - thanks Mom!)

My fifth grade teacher celebrated her 100th birthday today, (and she's on Facebook!) so I tried to pry a few memories from the dark recesses of my creaky brain.  

I remember the  garden that Mrs Lloyd started on our school grounds.  She taught us about growing food in unyielding soil.   I remember learning how to do batik and making a lovely Douglas Iris on a purple background, which I turned in to a pillow.  I remember going to Cronkhite beach to gather pebbles to make mosaics, and finding a single carnelian which I used to make the eye of the snail I created.

In 5th grade I remember competing with Geoff Barnard for the highest level in SRA - and winning.   Mrs. Lloyd,  I can picture the classroom, the tall windows facing south, and you sitting in front with an open book, looking out at us between paragraphs.  I loved being read to - I have no surviving memories of what you were reading, but it was a quiet time for me when my world was tumbly, and I enjoyed it.

Mrs. Lloyd, I hope that you had a birthday full of the things and the people that you love.  I hope that you know that your students felt loved and protected in your class, and that you made a difference.  And I know that I speak for my brothers as well - David before me, Jeff after - you mattered to us.

Happy Birthday!

As I read and re-read this tribute to a beautiful teacher, I had a few aha's. First, 1973-1974 was my first year of teaching. I was just getting started in my career while Mrs. Lloyd was making lasting memories with her students. The second thing I noticed was that Carol remembers things like gardening and art and field trips. There's nothing in there about test scores or academics. (Hmm. . . what will students remember about their teachers 45 years from now?) Carol mentions SRA levels, something I remember from my 7th grade Reading class where, like her, I quietly competed to get to the highest level before anyone else. (Someone beat me; I was second, but once I was done, I got to read whatever I wanted to in that class.) Lastly, Carol's recollection of being read to was so touching. Mrs. Lloyd was reading aloud to her students in the fifth grade, and Carol cherished and needed that quiet time when her world was "tumbly." (In today's classrooms, read-aloud time is often eliminated as teachers rush to "cover" the curriculum, but students may need that time to settle their "tumbly" world.)

This lovely post spoke volumes about the positive impact of a teacher on a student, one who was going through emotional challenges. 45 years later, this student shared these fond memories, and I am sure Mrs. Lloyd was touched. Henry Adams said it best: "A teacher affects eternity. He can never tell where his influence ends." 

Thank you, Carol, for sharing your memories of your fifth grade teacher on Facebook! What a gift to all of us!

This was a photo taken at our family reunion in 2018.

Mrs. Lloyd is somewhat hidden in this photo, but she is there in the second row from the back.

Good Job, Dr. Kishimoto!

I may be retired, but once an educator, always an educator.

It's that time of the year when Honolulu Magazine publishes their annual public school grades. I haven't seen this year's issue yet, but I did read an article by current Superintendent Christina Kishimoto, and I applaud her for sharing her thoughts in "Grade everybody or grade no one, but be fair to public schools." Finally, someone is speaking up about the injustice of grading public schools using test scores as the measure of success.

Four years ago, I wrote this blog titled, "Grading Our Public Schools." As the principal of our school, I was proud of our teachers and our students. I knew that everyone was invested in providing our students with an education that would help our students to navigate their world.

Our public schools are vastly different from private schools; I have worked in Title I schools, military-impacted schools, and an upper-middle income school. I also worked for several summers at a private school. We cannot compare the challenges that each public school faces. Using performance data only to grade schools is demeaning to all the staff at schools who are working so hard to show their students that they care and who encourage them to make the most of their opportunities. Dr. Kishimoto mentions a high school that is showing growth and despite their geographical isolation, has qualified for the FIRST Robotics world championship. Additionally, students at this school are taking dual college and high school credits in record numbers. Yet, they are graded an "F" in the ratings by Honolulu Magazine. I know that when schools are not recognized for their growth, their innovative ideas to engage students, or their positive school culture, it can be demoralizing.

Educators are optimists; we believe in our students. We want the best for them because we know that we are preparing them for their future. I suggest that Honolulu Magazine devote a section in each issue to focus on great things going on in our public schools. I also believe that if more people spent time volunteering in public schools, they would see how each school is different and how each one is addressing the needs of their students in creative, engaging, and empowering ways. We need the public to be more involved in our schools; maybe then, the perception will change.