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!

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.

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."

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.

I'm glad Dad was able to celebrate with me at a luncheon for the District Principal of the Year award in April.

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.  

My Vision for Hale Kula

Recently, I took a risk and signed up to participate as a mentor in  the School Administrators Virtual Mentor Program . #SAVMP creator George Couros shared that he expected to get 35-50 requests to participate.  He got 350!   I was assigned three administrators to mentor - from the United States and Canada -  and I look forward to learning with my mentees as we go through this school year together.

Last week, we were asked to blog about "Why I Lead" or "Why I am an Educator."  We shared our blogs on a Google+ SAVMP mentor community, and it is evident that everyone is committed to learning while leading.  What an impressive group of committed school leaders!

This week, George suggested we blog about our vision for our school.  As a school leader, we need to be the keepers of the vision, always bringing decision-making back to the core of our beliefs about our school and where we are headed.

When I was interviewed for the principal position at Hale Kula back in 2003, I was asked about my vision for the school.  I remember sharing that because most of our students are military dependents, my vision was that they would embrace the unique culture of our State while getting an education which would prepare them to be successful wherever they went after leaving our school.  This remains my vision for Hale Kula despite the changes in policies, changes in standards, and changes in personnel at the school, District, and State levels.

I must admit that with the emphasis on statewide assessments and making Adequate Yearly Progress, it was sometimes challenging to focus on our vision.  Part of this lack of focus was my fault, as the principal, in setting a goal every year to make AYP.  I realize that test results are only one measure of success, and I am relieved that our State was given an exemption to No Child Left Behind.  (Now, we will be measured on student growth as opposed to a "magic" score of 300 to be considered proficient.)

My vision is to have every student be successful when they leave our school so I want Hale Kula to be a place where:

• everyone is included as part of a learning community, and every person is valued for their strengths.
• everyone strives to be the best they can be, and we support each other to achieve our goals.
• there is a genuine attitude of caring for each other.
• learning is meaningful and relevant to the real-world.  Students apply skills and strategies they have learned to complete relevant assignments such as writing a letter to a class in another country, reading to find answers to self-generated questions about a topic they're interested in, or solving relevant math problems such as comparing which store offers the better value on a product.  
• students and teachers collaborate on projects and assignments and take responsibility for their own learning.
• students and teachers care about our community and strive to make a difference now and in the future.

Some of these kinds of teaching and learning are already evident at Hale Kula.  For example, as part of their social studies unit on communities, our third graders brainstormed ways to help families who were devastated by Super Storm Sandy.  Our fifth grade Hope Garden is an example of sustainability, and students lead tours for the community during Earth Day activities.  Additionally, our sea urchin project is a great example of how our students are making a difference.

Steve Jobs stated, "If you are working on something exciting that you really care about, you don't have to be pushed. The vision pulls you."  I am still working on something exciting that I care about, and my vision for Hale Kula continues to pull me every day! 

Why Am I an Educator/Lessons Learned

I come from humble roots.  My mom was a secretary who became a full-time mother while we were growing up.  My dad worked his way up from laborer to a respected supervisory position at Dole Company. Education was emphasized in our home, especially since my dad, the oldest child in his family, was obligated to quit school after his eighth grade year to go to work.  When I look back to my early years, I  marvel at how my parents, with very limited resources and no real training, were able to instill in my four siblings and me a deep desire to learn and to appreciate what we had.  We went to the beach, took trips around the island, sang and put on performances for our parents, caught the bus to borrow books from the library, made carnival games out of boxes and invited neighborhood kids to come and play, and went hiking down the gulch to pick guavas and lilikoi. It was a great way to grow up!

I decided to become an educator when I was five years old.  I loved going to school, and teaching, to me, seemed to  be the most wonderful job!  Throughout my school years, I never wavered from my goal to become a teacher, and it is a decision I have not regretted.  All of my siblings are successful professionals as well, all in different fields.  I think this is a tribute to our parents who gave us roots to ground us and wings to explore our own passions.

I taught for 27 years until I went into administration.  Right up until my last day in my classroom, I loved teaching!  My philosophy of teaching and learning grounded me with every group of students I worked with: student-centered, hands-on learning, differentiating, parent involvement, building personal relationships with each child, problem-based, inquiry-based learning, and the importance of giving students choices.  I had never aspired to be an educational administrator, but a chance question by my then-principal - Have you ever thought about going into administration? - started me on a new journey.  

Today, I am in my eleventh year as the principal of an elementary school.  To be honest, I never thought when I accepted the position that I would be here this long, but I continue to love what I do and can't imagine being anywhere else.  Through the years, I have grown as a leader, and I would like to share a few lessons I've learned along the way:

a)  We cannot lead if no one is following.  A leadership title does not guarantee anything. People will follow a leader they trust, and trust is earned.

b)  Leadership is a shared responsibility, and every person has something to contribute. Create opportunities for individuals to collaborate so their strengths can be appreciated and leadership skills can be cultivated.  

c)  Diverse viewpoints make for richer discussions. We will not always agree, but through respectful discussions, our win-win solutions are often better than what was originally proposed.

d) We all make mistakes, but when there is a trusting relationship, our staff will be comfortable about sharing their concerns with us.  It's okay to admit that we may have erred, but it's also okay to be firm in our decision.  The principal is ultimately responsible, and as long as we have a reasonable explanation,  most people would accept our decision.

e)  Never stop learning.  Just as we want our students to be life-long learners and to pursue their passions, we need to model that behavior.  I've learned so much from everyone around me including those in my virtual communities.

f)  Support each other.  Leadership can be lonely, and having a support group -- colleagues, spouse, family, friends -- is important especially after a particularly difficult day..  

g)  Play!  We need to take time to smell the flowers and enjoy life and to take care of our health and well-being.  When I'm golfing with my husband on the weekend, I try not to think about work and just appreciate the opportunity to do something I enjoy.  We all need to play!

I look forward to continuing my learning as a member of this #SAVMP community!  Thank you for this opportunity to participate in this new venture!