Fantastical Imaginarium Goodnight Moon Book Study

When Josh Reppun asked me to be a part of the “Fantastical Imaginarium” at the recent Schools of the Future Conference, I said “yes.” Of course, I had no inkling what idea Josh had come up with, but I knew it would probably be pretty amazing. 

This was what Josh came up with for my part of this amazing room full of fantastic innovative people:

So I was in a room that envisioned What School Could Be, surrounded by amazing educators like Trish Morgan,  Wesley Adkins, and students and staff from West Hawaii Explorations Academy. There were innovative displays from Design Thinking Hawaii, awesome town hall discussions about democracy, education and empathy with Ted Dintersmith and Kapono Ciotti, and numerous other opportunities to engage with outstanding educators. And I was going to discuss Goodnight Moon. It was a little intimidating to think about, but I realized it could work. 

 

Josh sent me a NY Times article about this book turning 75 years old this year. Wow, I had no idea it was as old as my husband (and older than me)! What is it about this simple 131-word book that has endured all these years? This was the starting point for our discussion at the SOTF conference. Every participant had warm memories to share about reading this book to their children or their grandchildren. The rhymes, the simple photos, the colors, the calming routine prior to bedtime - the word that brought nods of agreement was “comfort.” 

Then I reached into my bag and brought out these two books, and again, there were smiles and nods from those in our session and “Ohhh I love those books!”

We bought these books for our oldest son back in 1979 when he turned 2, and they were read countless times with all 3 of our sons, as you can probably tell. I shared one of my favorite memories of being a mom. I believe in “quiet time” where our sons needed to entertain themselves. They could play with their toys, read books, make up a game, etc.  One day during quiet time, I peeked in on Justin. He had his stuffed animals against the wall, and he was reading Where the Wild Things Are to them. He had memorized the book and was turning the pages, "reading" with expression, making the sounds we made when I read the book to him. I wish there had been phone cameras back then to capture that special moment, but that is a memory that will always bring a smile to my face. 

After that, other participants chimed in and shared memories of their favorite books like The Giving Tree, or Corduroy or The Kissing Hand. There was a warmth in these discussions and lots of smiles at these memories. Then I shared that at a recent workshop I was conducting, one of the participants said regretfully that they no longer read aloud to their students because there’s no time in the day to do so. I was so saddened by this comment and asked that teacher if her kids liked story time. It was evident from her response that they did, and she also missed it. “You need to make time,” I gently told her. In fact, one of the teachers at my Goodnight Moon book study said that she works with students who are often disengaged and miss many days of school. She noticed they were coming regularly and asked them what had changed. She had been reading a chapter book to the class, and the students didn’t want to miss out on the next chapter. What a formula for getting kids to come to school! Yes, even older children like to be read to. 

In this fast-paced world filled with innovations that are changing the way we live our lives, there is still a need for parents and teachers to read to their children even after they are able to read themselves. There is something magical about holding a book in our hands, pointing out pictures on the pages, asking questions after reading the book, and sharing laughter or tears. 

I hope that parents now and in the future will continue to read Goodnight Moon and other classic stories to their children. As this Gillian Strickland quote states: “You may have tangible wealth untold, caskets of jewels and coffers of gold. Richer than I you will never be - I had a mother (or father) who read to me.” 

Thank you, Josh, for taking this video of one of the conversations. As you can hear, it was quite noisy in the Fantastical Imaginarium, but the participants were engaged in the discussion. 

Inspired by a Tech Sherpa

When I attended school, I did well. I was good at memorizing information and got good grades on tests. Much of what I learned was not deep learning. I was not a risk-taker and chose to take “safe” classes that would prepare me for college. But I lacked the confidence and missed out on opportunities to stretch myself, to take classes that were out of my comfort zone. I realized that I was very uncomfortable in creative problem-solving types of activities. (Read my blog here: “Why Can’t I Be More Creative?”)

A few years ago, I had the opportunity to attend a Design Thinking class and met Ian Kitajima for the first time. (Read "Ian Kitajima: From surfer to sherpa").  I was self-conscious and felt out-of-my-element with people I didn’t know who jumped right in and seemed to know what they were doing. I, on the other hand, was looking for a “right” answer when there was no right answer. I think my lack of confidence as well as my lack of experiences being in uncomfortable situations added to my self-consciousness.

A couple of years later, Ian invited me to attend an Altino Coding class. I was in one of the first classes they had here in Hawai`i and again, I felt so out-of-my-element. This time, though, I was determined to do my best to learn to code that car. It was not easy, and fortunately, there were people who knew what they were doing and were able to guide me to be somewhat successful. They didn’t do it for me; they helped me to problem-solve and to figure it out myself. I must say it was a pretty good feeling the first time I was able to get that Altino car to do what I had programmed it to do, and I remember that I even programmed additional code to make my car do something more. It was a pretty good feeling!

https://www.youtube.com/watch?v=2FDSwIAoZns

Earlier this week, my husband and I had an opportunity to spend time with Ian and his wife at their home. After the initial chit-chat, Ian shared his latest Design Thinking project - a Smart Farm where students learn to code the “farms of the future.” (See more about Smart Farms in Korea at this link.)  I was intrigued especially because Ian shared that he is partnering with Leilehua High School’s ag-tech program. We had just visited there! (Read my blog “An Amazing Morning”) This Smart Farm is such an amazing project and I’ll admit that for a very quick fleeting moment, I wished I were back as the principal at Daniel K. Inouye Elementary School because then our students could have an opportunity to learn more about building and programming. Ian is such an advocate for our public schools and this is just another way of preparing our students for their future while finding a possible solution for a huge problem here in Hawai`i where 90% of our food is imported. Imagine if our students can be the solution-finders that will help to produce more food for future generations! 

This is the prototype where students will learn how to program the different parts of the Smart Farm.

They will put their knowledge to use in this actual Smart Farm. It will be exciting to see whether our students will be the ones to address the food sustainability issues we face in Hawaii.`

When elementary-aged students have opportunities to explore, discover, create, and share using technology, they can amaze us with their creative problem-solving abilities. One year, we did The Marshmallow Challenge with our faculty, and it was interesting to make observations about how adults process an activity like this. Very few of the teams successfully completed the task in the allocated time. However, some of our kindergarten teachers decided to try this activity with their students, and they were pleasantly surprised at how these five and six-year-olds were successful and completed the task. Yet, how often do we provide these kinds of opportunities for our students? Very rarely. 

We have a problem. We need to change our focus in schools away from teaching and learning the way we learned in the past. Of course students need to be literate learners, but grades and test scores are not the only indicators of how successful a person will be in the future. Ian Kitajima is a perfect example; he openly shares that he preferred surfing to school, and it wasn't until he went to college that he was challenged and learned to love learning.  

Project-based learning. 20% time. Internships. Makerspaces. Community partnerships. Design Thinking. Blended learning. Digital Media. Pathways. Public Exhibitions. These are just a few ways our schools can engage and empower our students in their learning. We need to make time in school for students to explore areas of interest and to find ways for them to share their learning with authentic audiences.. 

First, though, we need to give our teachers opportunities to explore new ways of teaching in order to engage and empower their students. Unless our educators realize the importance of making changes, schools will continue to be irrelevant for many of our students. I know from my experience as a principal, that teachers want to try out new ideas to engage their students. They loved "The Marshmallow Challenge" and other types of professional learning which they could replicate with their students. They became learners and realized that students could also be teachers especially when they are passionate about an issue or a relevant problem in our community.

Ian asks the question, "How do we create the future we want?" That's what should be the driving question for schools to explore today.

Change is Possible

I’ve been retired as an educator for over four years now, but I still keep up with what is happening in schools. While I did not experience leading a school during the pandemic, I empathized with the educators, the students, and the families who were impacted. The pandemic disrupted education and exposed the inequities that exist in our schools. Since returning to in-person learning, how have our classrooms, our schools, our complex areas, and our Department changed to address the concerns that became evident during the pandemic? Has education changed? How?

Recently, I met with a group of innovative teacher leaders who are or have been Hawaii Teacher Fellows. Their passion to change the education narrative is evident, but they are also somewhat impatient and want changes to happen more quickly at their school or in the Department.

 When I got home, I reflected on my own experiences. I was lucky. My first fifteen years of teaching were with the Head Start program, working with disadvantaged preschoolers and their families. I was in a center with one other teacher and two educational assistants but we had opportunities to visit other classrooms, and this was a great opportunity for personal and professional growth. We asked questions  and took some of the new ideas and modified them for our students. When these teachers came to visit my classroom, I got to respond to their questions as well. In the process I learned and gained confidence as a teacher, trying new ideas, sometimes making mistakes but learning from them. My experiences working with Head Start students and their families provided me with strong core values about early childhood education, hands-on activities and learning through play, working with students from disadvantaged backgrounds, gaining trust with parents as partners in their child’s education, creating hands-on activities to address student needs, focusing on language experiences, using developmental checklists to plan differentiated activities, and working as a team to provide services to students, including those with special needs. 

 I have no doubt that those fifteen years of experience at Head Start helped me when I finally landed a position in the Hawai`i Department of Education. I was a newbie as an elementary school teacher, but all these years of teaching and learning helped me as I worked with first and second graders. My core values and beliefs didn’t change as I adapted to working with elementary-aged students, and I was able to become a better teacher through this new experience. I learned about grade level expectations and collaborated with our team as well as with teachers from other grade levels to ensure that our students had a well-rounded education. Together, our team agreed that grouping students homogeneously based on their reading level did not work and that all students need to be exposed to a quality curriculum with high expectations. Parent volunteers were essential in our classroom, and I continued to  learn from my colleagues as we collaborated on grade level projects to engage our students.

Everything I learned as a teacher was instrumental in how I led our school when I became a principal. I realized the importance of relationships; I was fortunate to have leaders who encouraged me and who gave me many opportunities to become a better teacher. That is the kind of principal I strived to be, one who knows that every teacher is different just like every student in our class is different. My goal was to help each teacher to grow and gain confidence in themselves as educators. I encouraged our teachers to try new ideas, to reflect, to share, and to continuously grow. We chose to make changes from the bottom-up rather than top-down.. A few examples: a general education and special education teacher asked to co-teach and it was so successful for all students in their classroom that we expanded that inclusion model to all grade levels. Project-based learning began with a core of teachers who attended trainings and met together as a professional learning community to support each other. Teachers regularly led our professional development sessions, and sharing with others became routine at our school. 

So what bits of wisdom can I share for teachers who ask why change is so slow in our large Department of Education? First, figure out what it is that you want to change and why. Talk with others about your concerns or ideas and see what the reaction is. Find other like-minded individuals at your school or in organizations you belong to and discuss concerns as well as changes you would like to see. Prioritize and have a plan of action before proposing your idea to administration or to the Leadership Team. Be aware that once you put an idea on the table, it is no longer your idea; it then belongs to the whole group, and their input, concerns, and questions can make a good idea even better. Start with small wins; once others see that change is possible, they may be more willing to get involved. 

Remember, too, that there might be a good reason why your idea might not be possible to implement at this time. Having a conversation with the principal can provide insight, and if he/she knows that you are concerned, that could open up discussions with others that could lead to positive results. Teacher voice is essential if we are to improve education for our students. As Mother Teresa stated, "I alone cannot change the world, but I can cast a stone across the waters to create many ripples."  

*Here are articles that might be useful to read if you would like to propose changes in your school or organization:

• 5 Strategies for Managing Change in Schools
• A Guide to Winning Support for Your New Idea or Project

**If you are looking for a global organization of passionate educators to collaborate with, consider joining the What School Could Be community and become an active participant in the online discussions and events. 

An Amazing Morning

 So many schools and teachers are doing amazing things, but we aren’t always aware about them. Unless we are friends on social media or we know someone in the school or someone writes a news article or it’s shared on the nightly news, we might never know. Until I listened to Josh Reppun’s podcast (Episode 93), I had no idea about the Career and Technical Education (CTE) agriculture program at Leilehua High School.  

Today, my husband Randy and I were able to visit that CTE pathway. They are growing squash, pumpkins, corn, broccoli, Japanese cucumbers, and other vegetables which they give away to the students in their program or sell to their faculty or the community. Many of those crops were planted to be sold at the Fall Festival coming up in October. Additionally, students are growing flowers, a project that started during the pandemic where they discovered that people were eager to brighten their homes with the colorful flowers, mostly dahlias in all colors and shapes as well as anthuriums. (What started out as 60 anthurium potted plants has grown to over 400 pots, and the number keeps increasing!) They discovered that Wahiawa’s climate is perfect for raising protea, and now, they are cultivating protea plants; there is a market for these flowers which are generally only grown in certain areas of Maui. There are other sources of food on their premises - taro, banana, lemons, oranges.  There are animal pets - ducks, pot-bellied pigs, turkeys, a goat, a mule, and hens which lay eggs daily. There are even beehives .

Students don’t just learn about agriculture, though. A GEER grant provided funds to purchase equipment such as FarmBots. A space was cleared out for solar panels and solar battery storage which will power the FarmBots, and students will use this technology to hopefully increase production of food sources. The plan is to use the FarmBots to raise Romaine lettuce which will be served in their school cafeteria. As students experience success in using these FarmBots, I am certain they will use them to provide an ideal environment to grow other vegetables.

Here in Hawaii, 90% of our food is imported. We recognize the need to change that, statistic,  and it is possible. Starting in our schools is one of the best ways to change our habits. Just recently, Civil Beat published this article about Hana, Maui, where they are working to make their community more self-sustaining, starting with students at the school growing and harvesting local foods. In the rural community of Ka`u, students are also making a difference for their community and learning to not only grow and harvest food, but to market them as well. (Read article.)  These rural communities recognize the need to provide opportunities for their children to live and work in the area where they were raised. Leilehua High School is involving younger students as well with partnerships and mentoring for elementary and middle schools in their area. Hopefully, all of their complex area schools can be involved in the future. 

Schools are still recovering from the pandemic. Yes, there was learning loss, but students need more than academics and test-taking skills to be successful in their future. They need these kinds of hands-on, real-world experiences where they can apply the academic skills they are learning, where they work with others to achieve success, where failure sometimes happens but they problem-solve to make improvements. I believe that innovation in schools needs to be encouraged. Leilehua’s CTE agriculture program can be a model for other schools to follow. 

With Principal Nakamoto and Teacher Jackie Freitas

Students are already harvesting and selling some of the squash that are growing. 

One of the larger pumpkins that are growing; the school is preparing for the Fall Festival for the community that will be held on October 22. 

These are some of the students in the CTE agriculture pathway. They are weeding the area where the protea are growing.

These colorful dahlias were an unexpected hit during the pandemic. People wanted something beautiful in their homes during that time. Now they are expanding their flower sales to include different kinds of flowers including protea.

They are growing Japanese cucumbers in this hydroponic system. 

One of Jackie’s students painted a mural to honor her teacher and the Leilehua CTE agriculture program. 

This area will soon have solar panels as well as a solar battery system to power the FarmBots in that greenhouse. The students also have composting pits and a vermiculture bin, and only organic products are used for the crops. 

Third Culture Kids

Imagine moving from Indiana to Japan at the age of 3, the only blonde kid in your school. You spend six years in Japan, then move back to your home country, the United States, only to be teased and bullied for speaking with a Japanese accent and not being able to understand the nuances of the  language. You persevere through several other transitions, each time building your resiliency and transitioning between two cultures. Meet Casey Eugene Bales, 35-year-old author of the recently-published book, Invisible Outsider: From battling bullies to building bridges, my life as a Third Culture Kid. 

Imagine living in Spain for three years then Italy for four years as the child of a parent who served in the diplomatic service. Returning to your passport country, you are totally clueless about the American culture. You look like everyone else, but your clothes are wrong, your haircut is wrong, you don't know how to dial a phone, and you are used to riding in a car with American flags on the hood. You share your experiences in a blog about the bullying you endured when your family returned to the United States. You  turned to reading: "Keeping my nose in a book helped bridge the chasm between my old life and my new existence, and reading about young, strong main characters enabled me to put those bullies in perspective." Meet Margo Sorenson, author of more than thirty books for young readers and a Third Culture Kid.

Imagine living in Italy from age 6-13, immersing yourself in that culture and becoming fluent in the language, then coming back to Philadelphia, not understanding the language because everyone was speaking slang. You need to navigate middle school by yourself because your older sisters are now in high school. Basketball is your ticket to re-assimilate into American culture. Meet Kobe Bryant, one of the greatest basketball players of all time and a Third Culture Kid.

What is a Third Culture Kid? According to Wikipedia, "Third culture kids (TCK) are people who were raised in a culture other than their parents' or the culture of their country of nationality, and also live in a different environment during a significant part of their child development years." 

I had never heard of "Third Culture Kids" or TCKs  until I read Casey's book. There was much to absorb about his description of the different stages of his life as a TCK, and I found myself reflecting on what I read during and after each chapter.  It was not an easy journey, and he shared in an email to me, ". .  . if more educators and kids understood the existence of TCKs, there would be more patience and understanding towards kids with bi/multi-cultural backgrounds. " 

As I reflected on both Casey and Margo's experiences and their comments, I recalled my time as a principal at a military-impacted school and realized that those students could also be considered Third Culture Kids. Like Casey who attended several different schools in Japan and the United States, our military-impacted students often find themselves having to adjust to a new school many times in their lives, often in the middle of the year. TCKs and their families could benefit from learning how to transition to their new environment and to understand the culture of their new home and new school. We in Hawai`i have a unique culture, so students and their families could also learn more about our multicultural society, to respect our unique history, and to care for this place we are proud to call home. Every school should have these kinds of support services, whether from a transition coordinator or a counselor or another staff member or even from trained student ambassadors. When dropped down into a new unfamiliar culture, students may need someone to help them navigate the changes.

I notice a commonality between Casey and Margo as well as many of our TCK students. They are resilient. They persevere. They are empathetic. They are observant. And they are survivors; they may get pushed down, but they get back up. In this mult-cultural world we live in, we should all strive to be like Casey and Margo who share their experiences to bridge understanding between people. Casey writes on page 4 of his book,  "How I wish I could tell my younger me that travel and culture shock would be my birth pains leading to a lifetime passion for developing tolerance, celebrating diversity, and manifesting acceptance toward all cultures. At last, I understand that having so little in common with my peers was the push to make me realize how much I have in common with people the whole world over." And in her email, Margo writes, "I am more than grateful for the experiences, because it has shaped how I interact with people. We TCKs know we need to read body language, listen to intonations in voice, and process cultural differences - which we have done since day one (well, three months old!) - and accept without questioning that other people are different and we are not all the same and that we value others, despite how different they might be."  

Our world is getting smaller. Technology makes it possible to lessen distances between countries and between people. We travel more and relocate more so Third Culture Kids may become more prevalent in the near future. I think of my niece, her husband, and their young children who live in Paraguay. They are having rich experiences, meeting people, and learning a new culture. They will benefit from their TCK experience. Casey closes his book with this: "If I have learned anything from my TCK experience, it is this: anyone is capable of developing tolerance, celebrating diversity, and manifesting acceptance towards others. Inclusion is not a head issue; it's a heart issue. To accept those who are different is a choice." 

Spark and Inspire!

 

I had the amazing experience of attending this year's Spark and Inspire event this past week. Sponsored by Teach for America Hawai`i and HawaiiKidsCan, this event invited three educators to pitch their ideas to those in attendance to gain funding for their projects. It was definitely inspiring as all three teachers were articulate, and their project ideas were outstanding and relevant.

First, Cerina Livaudais shared about how she had wanted to be an engineer but as a female, she felt out-of-place and ignored in her college classes. Now she teaches computer science at Dream House Ewa Beach so that no student ever feels that they don't belong. Cerina's goal is to make computer science available to all students, not just at her school, but in all schools in our state. Listening to Cerina made me wish that I could go back to school to take computer science classes and to understand about coding, Minecraft, and creating apps that reflect our unique culture here in Hawaii. (Link to Cerina's video)

Next, Zachary Morita, a music teacher from Niu Valley Middle School along with students from his Youth Advisory Board, spoke eloquently about music performance and how much they grew in confidence through their participation in the Music Olympics. They would like to expand that program to include more K-12 students, especially those who aren't able to take private lessons. I was fortunate to attend the first Music Olympics back in 2019, and all of the participant groups were poised, played music beautifully and with confidence. Schools today often eliminate the arts in order to balance their budgets. This is why programs such as the Music Olympics needs to be supported. (Link to Zachary's video)

The final educator to share his project was Isaiah Pule, a teacher at Kamaile Academy. Isaiah remembers the time when a teacher made a difference in his life. As a young student who didn't realize his own identity as a young Hawaiian, the canoe E Ala helped Isaiah learn about his roots and the connection between land and sea. It helped him to appreciate and be proud of his heritage, and now he shares those hopes and dreams with the students he teaches. The E Ala has been dormant for the past five years and Isaiah hopes to revitalize the canoe so it can be used to give students in the Waianae area real-world experiences that can help them to rediscover and be proud of their roots. (Link to Isaiah's video)

As I left the Spark and Inspire event, I was a bit troubled. Here were three teachers who were pitching excellent projects and hoping for donations from businesses and other education supporters. All of their projects were worthy, but without extra funding, their dream projects may not be realized. 

Many teachers have wonderful project ideas, but continued funding can be a barrier. Grants may be available, but often, they are time-limited with restrictions. Once the grant funding is over, schools need to find the funding to continue the program, and unfortunately, that is not always possible. 

I wish that all educators had more opportunities to receive funding for projects that will make a difference for the students they teach. There are funding sources such as Good Idea Grants and Donors Choose that teachers here in Hawaii can apply for. That's a good place for educators to start, and hopefully, more funding will be available in the future. Let's support our teachers by providing more opportunities for them to receive funding for the kind of projects that we learned about at Spark and Inspire. 

Teacher Reclassification

I've been following a Twitter conversation about professional development and reclassification for teachers here in Hawai`i. There is a level of frustration with the requirements, and unfortunately, many of the courses that pass as "professional development" fail to inspire. 

When I began teaching in the Department, I was pretty clueless about reclassification. Back then, the classes for teachers were held in-person, usually during the summer, and I was teaching summer school at that time. The classes were often in large meeting rooms, where the incentive to get a credit or two outweighed the fact that the classes had no relevance to teaching and learning. When a new Superintendent was appointed in 2001, she announced that classes like "basket-weaving" would no longer be eligible for recertification. 

Things changed for the better. At the time, we could receive credit for school-sponsored professional development courses that focused on a school-wide goal. Our principal set up the PD class, and we attended the sessions and implemented lessons that demonstrated our understanding. But somewhere along the line, things changed, and suddenly, teachers were required to submit portfolios as evidence of fulfilling the requirements of the class. From the aforementioned Twitter conversation, that portfolio has been a stumbling block for teachers even though many of them are leaders within their school or community.  Additionally, Department-approved courses that are relevant for teachers may be lacking. Our counselors shared that there were very few courses they could take in order to reclassify; this is unfair to those in positions with few options. 

I understand the frustration of these teachers on Twitter. It takes  leadership to call attention to something that isn't working and to offer suggestions. 

One suggestion is to allow teachers to share their learning in multiple ways just like we do for our students. A portfolio binder which is now a requirement, is just one way to show evidence of learning and application to the classroom. Just as students have options - electronic portfolio, video, blog, poster, oral presentation, etc. - we should leave it up to the course instructor, not someone sitting in an office, to determine if the course requirements were met. Maybe the instructor could have options as well; if a student did most of the work but failed to complete one section, perhaps that student could earn 1 or 2 credits for a 3-credit course. 

When our  Department implemented the Educator Effectiveness System, one of the major changes (after an initial year of mayhem) was a focus on Professionalism. I felt that we were finally on the right track with teacher development. (Read my blog about it back in 2015.) Perhaps this can be another option to ensure that all teachers have the opportunity to grow and to gain Department-approved credits in the process. School leaders would meet with teachers throughout the year to provide guidance and support, and at the end of the year, there can be a public exhibition where teachers share evidences of their learning and growth. There could be a system in place where teachers can earn up to a maximum number of credits for the year.  In this way, every teacher has the possibility of moving towards reclassification, not just those who have the time or who have course options.

It was suggested that perhaps a group made up of different stakeholders could tackle the professional development reclassification system. This is a great idea; that group can be convened to create a fair and equitable system that ensures that our teachers continue to grow as professional. When our teachers are trusted to be creative and innovative and to own their own learning, they will be more excited about teaching, and that enthusiasm and confidence transfers to their students. 

I hope that those teachers who shared concerns on Twitter about the professional development reclassification system will work towards that goal. Sharing concerns on social media reaches a limited audience. I encourage discussions and a plan of action. Times have changed, and expectations for our teachers need to change as well.