This is an update of a post I wrote last year titled, "Chronic Absenteeism." The State has made increasing attendance at schools a priority, and all elementary schools' attendance data is a part of our annual Strive HI evaluation. First quarter ends this coming week, and we will be analyzing attendance data, in compliance with our goal to decrease chronic absenteeism from 16% to 11%. Last year, 16% of our students were chronically absent, defined as missing more than 15 days in the school year. In other words, 16% of our students missed almost one whole month of learning whether excused or not.
This year, our counselors are taking the time each month to send letters to parents when students have five or more absences. Some parents who received such a letter have expressed concern, especially when they notified the teacher and the absences were excused. We know that students need to be in school in order to maximize their learning opportunities. The State policy and our school procedures are clear; after 5 or more absences, parents must be notified. An absence is an absence, whether excused or not.
As a school, we are implementing a variety of programs to reverse this trend including incentives for those who have perfect attendance for the quarter, informing parents more regularly, and asking for suggestions from our school community. However, our data suggests that these incentives and procedures are not having as positive an impact as we had hoped.
As a state, we are implementing the Common Core State Standards which has been adopted by 45 states. These standards are more rigorous and expectations are more challenging regarding what students should know and be able to do. Hopefully, this will make it easier for families when they leave Hawaii for another duty station, but missing too many school days may be detrimental to students.
Because we are a military-impacted school, our families have different challenges that affect school attendance. With no extended family here on-island, a parent may not have the support when a child gets sick (and there's no way to get the student to school) or the soldier is deployed or in training. When the soldier comes back from deployment or for R&R, families want to spend the time together or take a trip back home to spend time with their extended family.We realize that this is valuable time, and even if we would prefer students to be in school, we understand the importance of reunification especially when a parent has been in harm's way.Additionally, since our families are transient, we need to make sure that the loss of instructional days does not result in learning gaps which can impact students now and in the future when they enroll in a new school.
Besides implementing incentive programs, we need to send a consistent message to parents about the importance of students coming to school regularly and keeping up with their lessons. This is why we are being diligent about sending letters to inform parents that we are concerned.
We can also use technology effectively for the purpose of ensuring that students do not fall too far behind. For example, we have encouraged all of our teachers to post their assignments as well as learning resources on their class websites. We have licenses for programs such as KidBiz3000, SOAR,and Measuring Up Live! which are web-based, and other resources are available on our library webpage which students can access anywhere, anytime from any computer. We are moving towards cloud-based computing via google apps; students will be able to work on their assignments and keep in touch with their teachers even if they are not physically in school. Our Blended Learning program is providing us with resources we can use with our fourth and fifth graders, and we should share similar resources for the other grade levels as well.
Our message to our parents is this: we understand the challenges of being a military family, but we need to work together to ensure that our students -- your children -- will be ready for the next grade level whether they remain at Hale Kula or move to another school in our state, our country, or the world. As a school, we need to have better procedures so parents understand that we are a team and that keeping up with schoolwork is essential. This also means that parents need to set aside time during vacations or emergency leaves so students can complete their assignments to ensure that they don't fall behind.
Our goal is to decrease chronic absenteeism at our school from 16% to 11%. It will take a collaborative effort to accomplish our goals, but we are determined to do all we can to reach our target so that all students continue to progress and have the skills and dispositions to be successful.
Saturday, September 28, 2013
Thursday, September 19, 2013
Safety First!
Ensuring the safety of our students and staff is our most important responsibility. We know that accidents do happen, but whenever an unsafe situation occurs such as a tree branch ready to fall, or wet hallways due to the rain, or a wobbly desk, we make sure we report it right away so our custodians or District maintenance team can take care of the problem. Likewise, we are required to have safety drills on a monthly basis so we can practice and work out any kinks in our procedures.
This year is particularly challenging due to the construction project and the closure of one area of our campus. Prior to the beginning of school, our Safety Team made adjustments to procedures, and we even had input from the Fire Department to ensure that our exit plans were acceptable.
Despite our best efforts, however, unexpected events do occur. Last school year, we had an incident of a possible shooter walking around our base, and students were locked down in their classrooms for a large part of the day. Fortunately, everything turned out okay, but we did work closely with the military to revise procedures and to be better-prepared should a similar situation occur again.
I bring this up because there is no such thing as being too safe. Recent events remind us that we need to be proactive and to update or revise our emergency plans if necessary.
Next week Thursday, September 26, our school will be having an evacuation drill. We will walk in an orderly manner to the Teen Center which is within walking distance but far enough away from our school to ensure the safety of our students and staff. The walk is off-campus, and we want to be sure that all parents understand the importance of practicing for these kinds of drills.
For the past few years, the military has been our partner during these evacuation drills. They assist us by observing our drill from the moment we sound the alarm, throughout our evacuation to the Teen Center, and back to the school. They take notes, talk with students and adults along the way to ensure that they know the procedures, and make recommendations on how we might improve our evacuation plans.
Parents, it is important to make sure your child is in school on the day of the drill so he/she can practice along with the rest of the class. We are not just practicing our evacuation plan; we are also ensuring that our communication plan is efficient and that parents and the community are informed in a timely manner. We want you to trust that our school is prepared to do the best we can to ensure the safety of every child. To that end, we ask for your cooperation as well. If you've changed your phone number recently or the emergency contacts you listed at the beginning of the year have moved away, please send a note to the school so we can change your records on our database. It is important to have correct information on file because our mass messaging system uses the parent's primary phone number to alert parents.
Safety first! That is our most important rule at Hale Kula!
This year is particularly challenging due to the construction project and the closure of one area of our campus. Prior to the beginning of school, our Safety Team made adjustments to procedures, and we even had input from the Fire Department to ensure that our exit plans were acceptable.
Despite our best efforts, however, unexpected events do occur. Last school year, we had an incident of a possible shooter walking around our base, and students were locked down in their classrooms for a large part of the day. Fortunately, everything turned out okay, but we did work closely with the military to revise procedures and to be better-prepared should a similar situation occur again.
I bring this up because there is no such thing as being too safe. Recent events remind us that we need to be proactive and to update or revise our emergency plans if necessary.
Next week Thursday, September 26, our school will be having an evacuation drill. We will walk in an orderly manner to the Teen Center which is within walking distance but far enough away from our school to ensure the safety of our students and staff. The walk is off-campus, and we want to be sure that all parents understand the importance of practicing for these kinds of drills.
For the past few years, the military has been our partner during these evacuation drills. They assist us by observing our drill from the moment we sound the alarm, throughout our evacuation to the Teen Center, and back to the school. They take notes, talk with students and adults along the way to ensure that they know the procedures, and make recommendations on how we might improve our evacuation plans.
Parents, it is important to make sure your child is in school on the day of the drill so he/she can practice along with the rest of the class. We are not just practicing our evacuation plan; we are also ensuring that our communication plan is efficient and that parents and the community are informed in a timely manner. We want you to trust that our school is prepared to do the best we can to ensure the safety of every child. To that end, we ask for your cooperation as well. If you've changed your phone number recently or the emergency contacts you listed at the beginning of the year have moved away, please send a note to the school so we can change your records on our database. It is important to have correct information on file because our mass messaging system uses the parent's primary phone number to alert parents.
Safety first! That is our most important rule at Hale Kula!
Sunday, September 15, 2013
Changing Mindsets
We had parent-teacher conferences this past week. We have two weeks of conferences at Hale Kula. The first is held during the first quarter between parents and teachers, and the second one is student-led, and all students select projects or assignments to share with their parents. Often, these projects are included in individual e-portfolios. P/T Conferences are well-attended, and usually, we have about 95% participation.
This year, we decided to try an on-line system for parents to sign up for dates and times. In the past, we had a system which we called an "auction." We sent out notices to parents, and they returned it with their prioritized choices. On the day of the auction, we all gathered in the cafeteria, we called family names, and teachers met to decide on a date/time for the conference for each child. This system worked, but we were looking for something more efficient.
We signed up for a free ptcfast.com account. Every classroom had an account and parents were able to go on-line to sign up. Teachers received emails to indicate which parents had registered so they could follow up. Teachers were able to manually register any parent who had not signed up, and most parents did attend their child's conference.
I adhere to the philosophy that if we use technology, it should make our work more efficient. Several teachers shared that they want to go back to the old system because they felt parents were used to the old system. However, that is certainly not an option I'd like to consider. We will make adjustments such as sending the notices out earlier or having computers available if parents want to sign up after dropping up or picking up their children. We will ask for feedback and suggestions, but I strongly believe that once we make signing up on-line the norm, it will definitely make the process easier for everyone.
Looking back, I realize how much our staff has grown as far as technology is concerned. A few years ago, when I asked teachers to send me documents via email, some of them had never done it and had to be taught. Today, universal screening is done on-line and teachers have instant access to their student data; attendance and report cards are submitted on-line; grade levels have discussions and share ideas via edmodo; classroom teachers regularly update their websites so parents are regularly informed about what is going on in their classrooms; teachers and students are sharing or participating in global projects; and we use Google Apps for Education to share files, collaborate on projects, and communicate with others.
This wouldn't have happened without trust and positive relationship-building. It is easy to say that things are going satisfactorily so "why change?" However, as school leaders, we need to be open to change which can make our work more efficient. This may take encouragement and support for some teachers, but we cannot give up. There are many more expectations on schools today, and having systems in place which saves time makes sense.
As a school leader, I depend on my staff to keep me updated, and I encourage them to try out new tools or resources and to show how they can be used in the classroom. This year, our librarian is hosting "Tech Tip Thursday" where teachers are sharing how they use different tech tools. This never would have happened a few years ago, but today, teachers are eager to share new ideas or new tech tools, and it is so refreshing to see them leading and learning from each other!
This year, we decided to try an on-line system for parents to sign up for dates and times. In the past, we had a system which we called an "auction." We sent out notices to parents, and they returned it with their prioritized choices. On the day of the auction, we all gathered in the cafeteria, we called family names, and teachers met to decide on a date/time for the conference for each child. This system worked, but we were looking for something more efficient.
We signed up for a free ptcfast.com account. Every classroom had an account and parents were able to go on-line to sign up. Teachers received emails to indicate which parents had registered so they could follow up. Teachers were able to manually register any parent who had not signed up, and most parents did attend their child's conference.
I adhere to the philosophy that if we use technology, it should make our work more efficient. Several teachers shared that they want to go back to the old system because they felt parents were used to the old system. However, that is certainly not an option I'd like to consider. We will make adjustments such as sending the notices out earlier or having computers available if parents want to sign up after dropping up or picking up their children. We will ask for feedback and suggestions, but I strongly believe that once we make signing up on-line the norm, it will definitely make the process easier for everyone.
Looking back, I realize how much our staff has grown as far as technology is concerned. A few years ago, when I asked teachers to send me documents via email, some of them had never done it and had to be taught. Today, universal screening is done on-line and teachers have instant access to their student data; attendance and report cards are submitted on-line; grade levels have discussions and share ideas via edmodo; classroom teachers regularly update their websites so parents are regularly informed about what is going on in their classrooms; teachers and students are sharing or participating in global projects; and we use Google Apps for Education to share files, collaborate on projects, and communicate with others.
This wouldn't have happened without trust and positive relationship-building. It is easy to say that things are going satisfactorily so "why change?" However, as school leaders, we need to be open to change which can make our work more efficient. This may take encouragement and support for some teachers, but we cannot give up. There are many more expectations on schools today, and having systems in place which saves time makes sense.
As a school leader, I depend on my staff to keep me updated, and I encourage them to try out new tools or resources and to show how they can be used in the classroom. This year, our librarian is hosting "Tech Tip Thursday" where teachers are sharing how they use different tech tools. This never would have happened a few years ago, but today, teachers are eager to share new ideas or new tech tools, and it is so refreshing to see them leading and learning from each other!
Friday, September 13, 2013
SAVMP - A Terrific Opportunity for Professional Growth
I read a Tweet about SAVMP - School Administrators Virtual Mentor Program and clicked on the link to find out what it was all about. I learned what was required to be a mentor, and I was intrigued. I met the qualifications: I am a principal with more than three years of experience; I have a professional blog and a Twitter account; and I was willing to mentor new principals. However, I hesitated. Would I be an effective mentor? Do I have the time? What if I have nothing to offer my mentees? I did not jump at the opportunity, but I did mention my dilemma to our librarian/media resource teacher, and she encouraged me to get out of my comfort zone. I decided to take a leap of faith and sign up to be a mentor. There was no guarantee, after all, that I would be selected.
Well, I am now a virtual mentor to Natalie, Scott, and Jeff who live in Montana, Washington, and British Columbia. We are learning together . . . and I am certainly enjoying the experience. I felt my mentees' excitement when they shared about their first days of school, and it was coincidental that two of them showed the same video to their staff! (I viewed it and applauded their choice.)
What I'm learning from this experience is that there are so many opportunities for educators to grow professionally. The SAVMP community has outstanding members, and I enjoy reading other blogs and realizing that many of us share similar challenges as we seek to positively impact education, not just at our school, but globally as well. I hope to share my experiences with my principal friends, and maybe I'll be able to convince others to join me as mentors or mentees in this virtual community.
Well, I am now a virtual mentor to Natalie, Scott, and Jeff who live in Montana, Washington, and British Columbia. We are learning together . . . and I am certainly enjoying the experience. I felt my mentees' excitement when they shared about their first days of school, and it was coincidental that two of them showed the same video to their staff! (I viewed it and applauded their choice.)
What I'm learning from this experience is that there are so many opportunities for educators to grow professionally. The SAVMP community has outstanding members, and I enjoy reading other blogs and realizing that many of us share similar challenges as we seek to positively impact education, not just at our school, but globally as well. I hope to share my experiences with my principal friends, and maybe I'll be able to convince others to join me as mentors or mentees in this virtual community.
Saturday, August 31, 2013
Opportunity to Model Math Problem-Solving
We have been struggling with the Common Core State Standards for math. Our teachers have been studying and trying to align their mathematics instruction with the CCSS since the standards were released a few years ago. However, implementation without gaining a full understanding of the CCSS with its Mathematical Standards of Practice led to some frustration. After analyzing our students' math scores and reviewing released items from the Smarter Balanced Assessment Consortium (SBAC), we knew we had to change the way we teach mathematics at our school.
We have been concerned about mathematics instruction for several years now. Working closely with Dr. Julia Myers, a former parent at our school, we identified areas of need and planned professional development sessions for groups of teachers, grade levels, or the whole faculty. Over the years, we implemented Lesson Study, discussed ways to use children's literature to teach math, followed the Standards-Based Change Process for math, and had numerous school-wide workshops and professional development sessions focused on math. (In fact, I just went back to my old files from 2007-2008 and retrieved an activity we used on Math Misconceptions because it so happens that I'm presently reading a book titled Math Misconceptions.) Despite all the different professional development activities we planned for our teachers, however, teaching and learning of mathematics has not made much of a difference at Hale Kula as evidenced by our fluctuating scores on statewide assessments or national screening tools.
This disparity between what I envisioned for math instruction and what was actually happening in classrooms was troubling to me. I believe that the majority of our elementary school teachers feel more comfortable teaching language arts than they do teaching math, and although many have changed their math instruction to include the use of manipulatives or technology, we weren't seeing the results in student math performance.
Our math instructional coaches and I had honest discussions after we reviewed grade level student work for a problem-solving activity we assigned earlier this month. After much honest reflection, I realized that my idea of problem-solving was not the same as the teachers', and that it was my lack of clarity in providing guidance that led to the disconnect between what I was expecting and what was actually assessed. What could I do to correct this disconnect?
Fortunately, we had a school-wide Wednesday meeting scheduled for that week. I decided on my plan. After sharing brief observations about the grade level problem-solving tasks and student work samples, I read the description about the CCSS Mathematical Standard #1 from a Math Coach's Corner poster. I asked the teachers what stood out for them after hearing this description, and they shared phrases like "stand back," "let them grapple," "use questioning strategies," and "provide support without giving the solution away." In our effort to have students "feel" successful, we were depriving them of the opportunity to "make sense of problems and persevere in solving them."
We then assigned a problem, an SBAC-released extended response item, and teachers got to work. I felt proud as I walked around, watching them as they worked, and noticing the strategies they used. Teachers were attacking the problem from different vantage points; some were using the calculator on their phone while others were thoughtfully figuring out what they needed to do to come to a solution. The discussion afterwards amongst four teachers, all from different grade levels, was equally valuable. Teachers were clearly demonstrating the Mathematical Standards of Practice by justifying their process, questioning others about their reasoning, using mathematical vocabulary, communicating clearly about their process, and most importantly, they were making sense of the problem and persevering!
Modeling problem-solving by having teachers be the students was invaluable. They saw the importance of the process and having students participate in discussions. They realized that while the answer is important, having students explain their thinking is more important because we need to see where the errors are and what concepts might need reteaching. Additionally, teachers realize that a good problem allows multiple entry points and that we need to give students time and encouragement to persevere.
In their reflections, teachers shared ideas on how we can improve problem-solving at Hale Kula. We look forward to continued growth to "Make sense of problems and persevere in solving them."
We have been concerned about mathematics instruction for several years now. Working closely with Dr. Julia Myers, a former parent at our school, we identified areas of need and planned professional development sessions for groups of teachers, grade levels, or the whole faculty. Over the years, we implemented Lesson Study, discussed ways to use children's literature to teach math, followed the Standards-Based Change Process for math, and had numerous school-wide workshops and professional development sessions focused on math. (In fact, I just went back to my old files from 2007-2008 and retrieved an activity we used on Math Misconceptions because it so happens that I'm presently reading a book titled Math Misconceptions.) Despite all the different professional development activities we planned for our teachers, however, teaching and learning of mathematics has not made much of a difference at Hale Kula as evidenced by our fluctuating scores on statewide assessments or national screening tools.
This disparity between what I envisioned for math instruction and what was actually happening in classrooms was troubling to me. I believe that the majority of our elementary school teachers feel more comfortable teaching language arts than they do teaching math, and although many have changed their math instruction to include the use of manipulatives or technology, we weren't seeing the results in student math performance.
Our math instructional coaches and I had honest discussions after we reviewed grade level student work for a problem-solving activity we assigned earlier this month. After much honest reflection, I realized that my idea of problem-solving was not the same as the teachers', and that it was my lack of clarity in providing guidance that led to the disconnect between what I was expecting and what was actually assessed. What could I do to correct this disconnect?
Fortunately, we had a school-wide Wednesday meeting scheduled for that week. I decided on my plan. After sharing brief observations about the grade level problem-solving tasks and student work samples, I read the description about the CCSS Mathematical Standard #1 from a Math Coach's Corner poster. I asked the teachers what stood out for them after hearing this description, and they shared phrases like "stand back," "let them grapple," "use questioning strategies," and "provide support without giving the solution away." In our effort to have students "feel" successful, we were depriving them of the opportunity to "make sense of problems and persevere in solving them."
We then assigned a problem, an SBAC-released extended response item, and teachers got to work. I felt proud as I walked around, watching them as they worked, and noticing the strategies they used. Teachers were attacking the problem from different vantage points; some were using the calculator on their phone while others were thoughtfully figuring out what they needed to do to come to a solution. The discussion afterwards amongst four teachers, all from different grade levels, was equally valuable. Teachers were clearly demonstrating the Mathematical Standards of Practice by justifying their process, questioning others about their reasoning, using mathematical vocabulary, communicating clearly about their process, and most importantly, they were making sense of the problem and persevering!
Modeling problem-solving by having teachers be the students was invaluable. They saw the importance of the process and having students participate in discussions. They realized that while the answer is important, having students explain their thinking is more important because we need to see where the errors are and what concepts might need reteaching. Additionally, teachers realize that a good problem allows multiple entry points and that we need to give students time and encouragement to persevere.
In their reflections, teachers shared ideas on how we can improve problem-solving at Hale Kula. We look forward to continued growth to "Make sense of problems and persevere in solving them."
Thursday, August 22, 2013
Aloha, Dad
A few weeks ago, I posted a blog about why I became an educator, and I shared that my parents inspired me. They gave me roots to ground me and wings to pursue my passions.
Yesterday, my Dad passed away. We will miss him dearly because he was a wonderful person who gave so much to others. He is an example of unconditional love, never asking for anything in return. As I reflect today on how he has impacted me, I realize how much Dad taught me, not through lectures or words, but through his actions. What I have learned influences how I interact with others and how I approach life.
Treat others well - Dad loved being around others, and he instantly made strangers feel comfortable. If he had negative thoughts, he never shared them aloud. Dad was assertive when he needed to be, but I never heard him raise his voice at anyone. He was respected because of how he treated others. As a school leader, this is how I strive to treat others.
Work hard - Dad never finished high school, but he rose through the ranks at his company through hard work. My siblings and I all worked in the pineapple fields during the summer months, and that experience taught us the value of hard work. Mom and Dad never had to convince us to study hard in school so we could go to college. That summer experience alone made us realize that we wanted something better. My Dad never had the opportunity to go to college, but he made sure all of his children had that chance, and he was proud that we are all successful in our chosen professions.
Serve others - At every school we attended, Dad served as a PTA officer, usually as the President. He coached youth baseball and was a Lions Club member for 52 years. Ever since I can remember, Dad was involved in the community. Today, my siblings and I all give back to our community, through our professions and as volunteers, and we will continue to honor Dad by serving others.
Enjoy life - Dad loved fishing, golfing, growing and sharing vegetables from his garden, going to sports events, vacationing in Las Vegas, cooking his special chicken hekka and Filipino chicken, and get-togethers with his extended family. He taught me that it is important to make time for fun. I have great memories while growing up of going to the beach, throwing ball and playing games outside, and running races (which Dad always won, even after giving us a big lead). In recent years, I enjoyed golfing with Dad, and our last three trips to Las Vegas were with my parents. Too often, we are so committed to our professional responsibilities that we forget to make time to enjoy life. Today, I work hard, but I also make time to have fun and to relax.
A few days before Dad's surgery, my husband and I took my parents out to dinner. We had a great time, reminiscing about the past and sharing our hopes for the future. Dad was so hopeful that the surgery would be a success, and we talked about him going fishing or golfing again. Things don't always work out as we hope, but for me, the wonderful memories of Dad and the way he lived his life will forever influence me as I strive to positively impact those around me.
Thank you, Dad, for all you taught me.
Yesterday, my Dad passed away. We will miss him dearly because he was a wonderful person who gave so much to others. He is an example of unconditional love, never asking for anything in return. As I reflect today on how he has impacted me, I realize how much Dad taught me, not through lectures or words, but through his actions. What I have learned influences how I interact with others and how I approach life.
Treat others well - Dad loved being around others, and he instantly made strangers feel comfortable. If he had negative thoughts, he never shared them aloud. Dad was assertive when he needed to be, but I never heard him raise his voice at anyone. He was respected because of how he treated others. As a school leader, this is how I strive to treat others.
Work hard - Dad never finished high school, but he rose through the ranks at his company through hard work. My siblings and I all worked in the pineapple fields during the summer months, and that experience taught us the value of hard work. Mom and Dad never had to convince us to study hard in school so we could go to college. That summer experience alone made us realize that we wanted something better. My Dad never had the opportunity to go to college, but he made sure all of his children had that chance, and he was proud that we are all successful in our chosen professions.
Serve others - At every school we attended, Dad served as a PTA officer, usually as the President. He coached youth baseball and was a Lions Club member for 52 years. Ever since I can remember, Dad was involved in the community. Today, my siblings and I all give back to our community, through our professions and as volunteers, and we will continue to honor Dad by serving others.
Enjoy life - Dad loved fishing, golfing, growing and sharing vegetables from his garden, going to sports events, vacationing in Las Vegas, cooking his special chicken hekka and Filipino chicken, and get-togethers with his extended family. He taught me that it is important to make time for fun. I have great memories while growing up of going to the beach, throwing ball and playing games outside, and running races (which Dad always won, even after giving us a big lead). In recent years, I enjoyed golfing with Dad, and our last three trips to Las Vegas were with my parents. Too often, we are so committed to our professional responsibilities that we forget to make time to enjoy life. Today, I work hard, but I also make time to have fun and to relax.
A few days before Dad's surgery, my husband and I took my parents out to dinner. We had a great time, reminiscing about the past and sharing our hopes for the future. Dad was so hopeful that the surgery would be a success, and we talked about him going fishing or golfing again. Things don't always work out as we hope, but for me, the wonderful memories of Dad and the way he lived his life will forever influence me as I strive to positively impact those around me.
Thank you, Dad, for all you taught me.
 |
| I'm glad Dad was able to celebrate with me at a luncheon for the District Principal of the Year award in April. |
Monday, August 19, 2013
Welcome back, Kolea!
Today, I spotted my first Kolea of the season as I was waiting to tee off by hole #1 at Mililani Golf Course. The arrival of these birds always amazes me! Frankly, I wasn't aware of these birds when I was younger, but in recent years, I've discovered more about these remarkable creatures. Kolea are territorial, going back to the same location every year. They live in Hawaii from the time they arrive in August until late April or early May when they leave to spend the summer months nesting in Alaska. The amazing thing is that these small birds fly non-stop, almost 3,000 miles to get to Alaska and 3,000 miles back to Hawaii!
Every time I see Kolea around the school, at parks, or the golf course, I am reminded about the lessons I can learn from these remarkable birds. Just as the Kolea are focused and know where they want to go, I need to be a focused leader. Every year, we work together as a school community to create our Academic Plan with a few targeted goals. By working and learning together, success will be more achievable.
I cannot imagine being a bird as small as a Kolea, flying that kind of distance without stopping until reaching my destination! It takes perseverance and withstanding challenges to be successful. Likewise, as a school, we need to persevere despite the challenges that confront us. I feel disappointed every time I read negative comments about our educational system because I know how hard our teachers and staff work to support students so they can be successful, not just in school, but in life. Teaching and learning is not just about the academics; rather, we need to give students opportunities to develop characteristics such as perseverance, to understand that anything worth doing will take effort and hard work. This year, our teachers will be evaluated using the Educator Effectiveness System, and it will be a challenge. However, by persevering and supporting each other, all of us -- teachers and administrators -- will improve as educators. This will lead to more effective teaching and learning at our school, and that is -- and will always be -- my goal as a school leader.
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