Holiday Nostalgia

As I sit here on this cold, wet day here in Hawaii - well, my iPhone says it’s 66 degrees so that’s a bit chilly for us - I am feeling a bit nostalgic for the days when our boys were little, and Christmas was such an exciting time of the year. Now our sons are adults, our grandsons are growing up in another state, and the excitement and anticipation of that special day has waned for me. 

This is also the time of year when we receive holiday cards or newsletters from those we may not have seen all year. Of course, with social media, we have been able to keep in touch with many of our friends and relatives, so the number of cards we receive are getting fewer as we get older. 

If you read my book “Leading with Aloha: From the Pineapple Fields to the Principal’s Office” you may remember that my husband, Randy, was in politics, first in the City Council and then in the State Senate. This morning, I was reminiscing about the years when our sons created the original Christmas cards that we sent out to his colleagues as well as our many supporters. So I decided to take a trip down Memory Lane and explain a bit about each card. 

  

Justin wrote this poem for our first Iwase original card and I decided to cross-stitch and frame it. I have too many holiday decorations especially since we don't put up a tree anymore, but I do display this cross-stich  every year.. One day, Justin will take it for his home, but I'm not ready to part with it yet.  

Those who live in Hawai`i know that sign-waving is a staple during election season. Jarand took this idea and created this original card with a Hawaiian Santa campaigning for Randy. It was a hit!

This was the outside of the card . . .

. . . and this was the inside.

Jordan was 6 years old when he did the artwork, and Justin was 16. We loved that Jordan thought of this all by himself, and the picture was so cute, don't you think?  At the time, using the computer to create something like this concrete/shape poem was a challenge, and we were impressed with what Justin came up with.  

Randy heard from other legislators about how much they loved this card! 

Jarand did not know how he could follow-up his Santa sign-waving card so I suggested he didn't have to do a drawing. After much prodding, this is what he came up with. It is definitely a different look from our previous years' cards.

Jordan was 8 years old when he drew this picture and wrote the poem for our annual card. By then, Justin and Jarand were in high school, and they were busy with other activities so Jordan willingly agreed to do the card by himself. 

When Justin drew the picture for this card, we were becoming a golfing family. It started with Randy getting hooked on the game, and eventually, all of us enjoyed golfing as a family. Today, Randy and I enjoy golfing in our retirement. P.S. Looks like Santa's got a pretty good swing!

Hmm . . . didn't we see this before?

Yes, the outside was the same, but the inside message was different!

Our last original Christmas card was sent out in 1998. The poem explains why we recycled an old design for the outside. 

* The poem was a collaboration between all of us. 

I am grateful that we kept these cards. They bring back fond memories of Justin, Jarand, and Jordan's creative ideas when they were younger. Sigh . . . they grow up too fast.  

“”We Need to Share Our Stories”

 I have been following George Couros for awhile now. At first, I read his blogs; now, I receive his blogs in my email twice a week and I enjoy his professional as well as personal stories. I had the opportunity to be part of his School Administrators Virtual Mentor Program and I wrote a blog post, Innovative Schools, after reading his first book, The Innovator's Mindset. Recently, George’s third book, Because of a Teacher was published, and it is so appropriate today because our educators have overcome obstacles to provide meaningful learning experiences for their students in the midst of a pandemic. 

There are three parts to this book with stories from different educators. The first part shares about an inspirational teacher, and the second part is about an influential administrator. In the third section, educators share what they would tell their first-year teacher self. As I read each excerpt, I kept thinking about what I would have written.

I think I would have shared about my kindergarten teacher, Miss Mizukami, because that was when I decided I wanted to be a teacher when I grew up. Kindergarten was a magical experience for me - making new friends, playing in the house corner, building with blocks, painting on easels, and listening to stories after lunch while lying in our sleeping bags for naptime. I loved those stories so much that when I became a teacher, I read them to my students and to my sons when I became a mom. Books like Mike Mulligan and His Steam Shovel, Madeline, The Story about Ping, and Caps for Sale still bring back happy memories for me. I am sure I loved reading stories to my students because of these warm memories of being read to when I was in kindergarten.

The administrator who influenced me most was Mrs. Mow, who was my principal at Mililani Mauka Elementary School. It was a wonderful experience working with all of the staff there to open a brand new school, the first "high tech" school in Hawaii.  Learning from David Perkins from Harvard's Project Zero, looping with our students for two school years, having opportunities to meet as grade levels to create curriculum, assessment tasks, and discussing results, learning how to use different tech tools to enhance the teaching and learning experiences, and observing other teachers in their classrooms - these were practices that positively impacted me as a teacher and later as a school principal. Additionally, Mrs. Mow and I were often the first to arrive at school in the mornings, and we had many meaningful conversations about education, about bills being introduced in the Legislature, or discussions at Board of Education meetings. She was the person who suggested that I consider going into administration. Prior to that, I had not given it a thought. I am grateful for her confidence in me. 

Finally, what advice would I give to my first-year self? I started my teaching career way back in 1973; I was hired as a Head Start teacher working with disadvantaged preschoolers and their families. I spent much of the time during that summer before school began to turn a dirty, dusty classroom that had not been used in many years into a bright, inviting learning environment. On the first day of school, one of the boys started taking off the calendar numbers, and I stopped him, telling him not to touch. Shortly after, as I was consoling a little boy who was not happy at being left at school, I heard a scream and a girl crying. I ran over. "He bit me!" she said, and I saw a bite mark that was already starting to bruise. "I told her teacher said not to touch," the boy said solemnly, pointing to the calendar. Wow, and the day hadn't even started. I don't remember much after that, but we got through the rest of the day just fine. In those days, there were no phones in classrooms and no cell phones. So right after the bus picked up the students to take them home, my aide and I got into the car to go to the girl's home. Luckily, we had already been on a home visit to all our families so we had established a relationship with the mother. She was not upset even after seeing the bruise on her daughter's arm. "You'll be fine!" she said. Whew! Two important lessons I learned that day. First, be proactive when something negative happens. Make the phone call or catch the parent after school to let him/her know what happened. It's better coming from you than from their child. Second, my aide and I went back to school and looked at the classroom through the eyes of our students. We actually got down to their level and made sure that everything was safe and we would not have to tell our students not to touch something. In all my teacher preparation classes, I never learned how to set up a classroom. That first day was a lesson for me. 

In the last part of his book titled "We Need to Share Our Stories," George writes, "My hope for this book is that it will remind you why you do what you do. More than that, I hope it inspires you to share the stories of our profession that have made such a positive impact on the world." 

Our schools and our educators have been through many challenges, and not just during this pandemic. Yet, they persevere and do all they can to engage their students in meaningful learning experiences. Now, more than ever, we need to appreciate them for their resilience and their creativity. Let's hope that all educators will realize the positive impact they are having on their students. And let's support our educators by sharing our appreciations. We never know how that one kind word or note could make a difference for an educator. As George says, "Because of a teacher like you, the world is a better place."

Professional Learning (Not Professional Development)

I've been thinking recently about the best professional learning opportunities I had as an educator. I recall visiting other classrooms as a Head Start teacher and discovering Workjobs when I saw a shelf filled with learning activities made out of common items found around the house. We were visitors to the classroom and had so many questions for the teachers. This book transformed our classrooms as we created activities using no-cost or low-cost materials to meet the needs of our students. As a second grade teacher, I had the opportunity to attend a series of sessions throughout the year on math problem-solving. We met with same-grade teachers from other schools, discussed what we saw as challenges, and came up with lessons as well as an assessment task. At the next session, we shared our students' work and had rich discussions about math and problem-solving. It changed how I taught math focusing on understanding concepts through group work, discussing the reasonableness of an answer, and having students share their questions and strategies for solving the problem. As a vice principal, signing up for a series of sessions on Positive Behavior Supports had a huge impact on not just me, but on the entire faculty. Looking at data about what, where, when, and who allowed us to come up with a positive rather than punitive school-wide plan. As a principal, the most impactful professional learning opportunity for me was the Hawaii Innovative Leaders Network. 

So often, teachers and school leaders attend professional development sessions that may or may not be what we need at the time. Other times, we attend a conference where we hear great ideas, and we are excited to try them out in our classroom or school. However, if we don't implement the new idea right away or we encounter questions that we don't have answers to, all that we heard that day is soon forgotten.. As a principal, our Professional Development Day agenda was often filled with mandatory trainings with little time for professional learning. Just as more seat time does not equal more learning, sitting in PD sessions does not equate to better teaching.

That is why I was excited when Josh Reppun asked if I would assist with a year-long professional learning community titled Investing in Human Capital, a course he created with Robert Landau and Ann Mahi. This is the first year of implementation and ten public, charter, and private school vice principals are its first participants. Through virtual meetings, readings, book studies, conversations, and executive coaching to implement a school project, these vice principals will gain the skills which will help them to be the innovative leaders we need in our schools today. One of the expectations of the participants is that they share about their experiences via a public blog. That is where I come in. I am their blogging coach. 

I know that blogging is not easy for most of us, and yet, once we get used to it, sharing our thoughts via a blog is a very effective way of communicating with and learning from other educators or anyone who is invested in education. There are many benefits to writing on a public venue:

• It helps us to think critically about why we do what we do in the classroom or in our school system. So much of what we continue to do in school has been around since the Industrial Age, and we are now in the Age of Information, the Age of Technology, the Age of Innovation. Why do we continue to do the same thing over and over in a world that is changing rapidly and continues to change?
• Sharing our writing makes us realize that other educators have similar experiences, challenges, thoughts, and ideas. It can be empowering when we realize that schools and educators across the country are grappling with the same issues we are, especially during this pandemic. How are we addressing these issues? 
• We can learn with and from each other. In this changing world where social media has such an impact on us, our Personal Learning Network (PLN) can include people from all over the world. We all have something we can contribute to making our schools better for our children. Let's share our ideas about how to address the challenges we face in education. 
• If we don't tell our stories, someone else will, and they may be sharing negative and biased generalizations about our schools and education.  Good ideas don't come from one person making a lot of noise and getting all the attention. It's going to come from us, those in the schools, doing the work, and writing, discussing, and sharing ideas about education and what works. It is why we need to encourage more educators to write or to blog or to share their ideas via a podcast or video. All of us working together can overcome the often-negative perceptions of schools and our educational systems. 

The Investing in Human Capital participants recently published their first blog post, and I am impressed with their commitment to this process. Sharing their ideas publicly and reading/commenting on the other IHC school leaders' blogs will build community and enhance their learning experiences as they learn with and from each other. As they continue to build their capacity to share their thoughts publicly via their blog and to engage in conversations about what they wrote, they will gain confidence in themselves as writers.

Investing in Human Capital is an example of the kind of professional learning that I found impactful in my years as an educator. Professional learners are invested in what they are learning and are integral participants in the process. It is what our educators need more than ever today as they grapple with the challenges of  teaching in a post-pandemic world. Let's provide them with professional learning time. 

Here is a blog post I wrote back in 2012: Textbooks or Professional Development for Teachers?

Still Struggling and Learning

The Covid-19 pandemic changed our world forever. As a retired educator, I was very concerned about how this pandemic would affect our schools. I know that change is hard and takes time and commitment, but there was no time for a smooth transition. Suddenly, providing education via distance learning was the norm, and schools had to scramble to address the challenges. It was my concern for schools, students, educators, staff, and school communities that led me to write my second book, Educating with Aloha: Reflections from the Heart on Teaching and Learning. I wanted to challenge the status quo, to encourage anyone who is interested in education to reflect on whether we are preparing our students to become the problem-finders, problem-solvers, and the innovative and empathetic leaders we will need in our future.  I hoped this book could lead to honest and open discussions about how we can improve our schools. But as other authors have shared, launching a book during a pandemic is a challenge. 

Therefore, I was excited when I was asked to present at the Schools of the Future Conference. I was concerned, though, because I had not presented virtually before. I was more comfortable having a talk story session sharing my book through conversation rather than through a formal presentation. I realized though that this was an opportunity to grow, and if there's anything I've learned in my life, it's that we need to be open to new experiences. So I gratefully accepted the invitation.

I was a lot more concerned about my presentation than I would like to admit. I knew what my message would be: that educators need to write and share their stories. It took me awhile to work on my slides and a week before my presentation date, I practiced with my husband. He has always been my most honest critic, and as a non-educator, he sees things from a different lens. As usual, he asked the best questions, and I ended up changing the way I approached my presentation. 

I contacted the host who had been assigned to assist/support me during my presentation. I told him that having retired in 2018, I have not had much experience with Zoom other than attending meetings. We scheduled two sessions where I was able to get comfortable with him and to practice sharing my screen so I could share my slides. It worked just fine, and when I shared my presentation with my husband, he stated that it was much improved.

It's amazing how large conferences have adapted during this pandemic, and SOTF is no exception. The conference organizers communicated regularly via email and held a virtual meeting to share information for the presenters. If I had questions, I could email and I received a response immediately. I was able to view some of the presentations from the comfort of my home, and I appreciated that I had so many choices. The great thing about a virtual conference is that everything was recorded so if I couldn't attend a session at the time it was presented, I can watch it later since the videos will be available until January. 

I wish I could say that everything went smoothly with my session, but for some reason, I couldn't share my screen despite the fact that my host and I had practiced twice and I had used Zoom to share my presentation with my husband. Ordinarily, if something like this happened to me, whether in-person or virtually, I would have panicked, but luckily, the host for my session stepped in and volunteered to share the screen with the audience. Whew!

I will be viewing my presentation when it is uploaded to the SOTF website. This is also something new for me. In the past, I haven't had the opportunity to critique myself after a presentation. It's not something I'm comfortable with yet, but I know that watching it with a critical eye will help me in the future whether in-person or virtually. Hopefully, I'll have more opportunities. 

Should Students Create a Blog?

Our niece sent a copy of an essay that her daughter, S, a sophomore in high school, had written for an assignment at school. I was so impressed; I think it is wonderfully-written, so descriptive and filled with imagery.  I asked if I could share this essay in a blog, and they agreed, so here it is: "The Paint of the Past". 

I had questions for S which she answered willingly. She shared that the topic of her essay was to describe a time when she misunderstood a situation and understood its significance when she got older. She said that there was an opportunity for classmates and the teacher to give her feedback, but no one did. And she said she had not published anything on a public site, had never thought about starting a blog, but was open to the idea. 

When I first began blogging in 2012, it was because I had read "Blogging is the New Persuasive Essay"  I felt that students should be writing and sharing their ideas with their classmates, and  I saw that blogging could be a way for students to do real writing, to get feedback not just from their teacher or their classmates but from others on the internet. And I loved the idea that students would strive to do quality work if they knew their writing could be viewed publicly. 

Blogging with students did not take off the way I hoped. I had envisioned students writing and sharing their blogs and people from all over the world reading and responding. I had hoped that students could realize that their work matters. It would help our young people to recognize the power of writing to make connections with others, to be open to receiving critical feedback that can take their work to a higher level, and to share their opinions or ideas with others.  

Starting and maintaining a blog can be challenging for high school students with all the other academic requirements, extracurricular activities, and home or work responsibilities. Yet, I believe that today's students have the skills to create a way to showcase meaningful work, to share their accomplishments, and to reflect on their learnings. These authentic evidences can set them apart from others when it comes time to apply to colleges or seek employment. S is a writer, but her blog or virtual portfolio can include  work samples from other courses she takes and from  activities she participates in, both in and out of school. It could include photos and links to her various accomplishments as well as reflections about what she learned.

I remember when our elementary students learned how to create their own websites. They were so excited to personalize their site and to include links or photos of work that they were proud of. Many of them continued to add to their web page at home because they were so motivated. If we can get students to start a blog, a web page, or a virtual portfolio when they are in elementary school, they will be ahead-of-the-game when they start to think about their post-high school plans. Let's get them started!

Writer’s Block

 Things are not going well in our state and in our country. So many problems. So many differing opinions. So many unhappy people. It began to weigh on me, and I found myself with writer’s block. I had ideas about what to blog about, but I just couldn’t get started. I knew that whatever I wrote would reflect my mood, and I chose not to be judgmental or condescending to those with different viewpoints or opinions from me. I decided I needed a break.

I realize that it's okay. I am not on a timeline. I blog when I have something to share - an idea, a reflection, an experience, a question - and it's not necessary to feel pressured to write regularly. I am no longer at a school, experiencing the challenges of running a school while Covid numbers increase across our state and our nation. It's been way too long, and because we thought things were getting better, it's even more frustrating. People - including teachers and parents - are upset. I empathize with their anxiety, but really, what could I say to make things better? So it's been over a month since I wrote my last blog post.

I've had writer's block before ("Back to Blogging"). I found that the best thing was to not push myself  to publish something I wouldn't be proud of. Eventually, I was able to find my voice again. In fact, my second book, Educating with Aloha: Reflections from the Heart on Teaching and Learning is a compilation of selected posts from this blog. I really hope it will be helpful as a resource to inspire discussions from school communities about "What School Could Be". Our world is changing, and our schools need to change, too. I invite you to join in the conversation.  

Using the Olympics to Build Community in the Classroom

One of my first blogs, written back in 2012, was titled, “It’s Time for the Olympics!”  Four years later, I wrote  “Using the Olympics to Excite and Engage.” I really enjoyed writing these blogs and now seemed like a good time to reread them. 

Covid-19 forced the postponement of the Tokyo Olympics from 2020 to this year with the hope that the worldwide pandemic would be over by now and life would return to normal. It hasn’t. This year's events look different with no fans in the stands. Yet the Olympics goes on and elite athletes from around the world are in Tokyo, representing their countries with pride. The stories of perseverance and mental wellness provide opportunities for discussions about taking care of ourselves so we can be our best. 

With students returning to school next week in Hawaii and other parts of the country, teachers can use the Olympics as a theme to build community within the classroom. Share videos and articles and have students generate questions. Divide students into teams to research and share information with their classmates. Good questions lead to more questions and hopefully, students will continue to dig deeper to learn more and to understand the history of the Olympic Games. There are so many inspirational stories as well: Who does not appreciate Suni Lee's individual all-around gold medal in gymnastics and what it means to the Hmong community? I watched as two 13-year-old girls took the gold and silver medals in skateboarding. They were fearless and it was joyous to watch their excitement and energy.  Jordan Windle was adopted from an orphanage in Cambodia by a single dad and is representing the United States in diving.  And here in Hawaii, we cheered for our very own Carissa Moore who took the very first gold medal in women's surfing. There are many other individual stories about the athletes who are competing. Their pride at representing their country is evident, and the commitment to give their all and to do their best is admirable. 

Wouldn't it be fun to end the week with an Olympics-style event? Students can be divided into teams and come up with their own team name. They can design a flag to represent their team and have a parade much like the Opening Ceremonies. Students can think of Olympic-type activities that don't necessarily rely on athleticism such as a shot put event with an aluminum foil ball or a discus throw with paper plates. Brainstorm and make sure everyone is involved in some way; the emphasis is on sportsmanship and teamwork. 

As schools resume to full-time in-person learning, building relationships and community within the classroom are essential. If we want students to be invested in their own learning, we need to engage them as learners. The Olympics can encompass every content area - language arts, math, science, social studies, the arts, physical education. Let's use this worldwide event to engage our students in their own learning and set the tone for the rest of the school year.

“What School Could Be”

This book was published in 2018 and was written by Ted Dintersmith after a year-long trip across our country to visit schools in all fifty states. I had already watched Ted’s film, “Most Likely to Succeed” and had attended a local conference where Ted was the featured speaker. I definitely related to his message about schools needing to change in this, the 21st century. I eagerly read “What School Could Be” and was hopeful for the future of education in our state and our country.

I retired as a school principal shortly after reading the book, and a lot happened in that time. The Covid-19 pandemic changed the way we live, and schools were forced to change as well. It concerns me that schools seem to be going back to the same-old, same-old pre-pandemic educational system. Didn't we learn anything about students, teaching, and learning during the past year? Recently, I decided to reread What School Could Be. This time, I was not going to rush through to finish it. Instead, I would treat it as if I were doing a shared reading with other educators or community leaders because that is the power of this book; we should all read, reflect, and discuss how we can do school better. It was inspiring to reread the stories of innovative schools and districts.

It got me asking questions about what school could be. Why aren’t schools and educators trying new ideas to engage students? Why do schools continue to be judged by test scores rather than the ability to engage and empower students to be self-directed, community-minded problem-solvers? How can we expect our students to know how to collaborate, to be good listeners as well as clear communicators, to have empathy for others, to ask questions and research to find their own answers or solutions to problems, or to be able to separate facts from opinions if we expect them to be passive receptors of content rather than active learners of knowledge? Why aren't students given opportunities to work with others on important issues that concern them now and will impact them in the future? How can we involve our school communities - educators, students, parents, businesses, higher education, and government leaders - to discuss how we can make education more relevant in this, the 21st century? 

There are many resources out there - books, articles, films, social media communities, podcasts. How do we start conversations and excite school leaders, teachers, students, parents, and the community? What if we treat this issue like we would if we implemented epic learning or project-based learning in our classrooms? We could start with an entry event for the community and invite them to view a video. Here in Hawaii, we have two excellent documentaries: “The Innovation Playlist” and “Ka Helena A`o: The Learning Walk” about transforming education in our state in this, the 21st century. Then we break into smaller groups to address a driving question such as "Why should we care about education in our community?" or "How can we involve all sectors of our community to ensure a meaningful future for our children?" I am sure participants can come up with a driving question that is unique to their community. If we plan the event carefully to include all community members - students, educators, parents, complex area or district staff, businesses, coaches, lawmakers, higher education, etc. - and if we create opportunities to continue the discussion and to share ideas and successes, we can transform education, one community at a time. We want concerned citizens who think critically about issues that are relevant to them and who can work collaboratively with others to engage in discussions, problem-solve, and come up with workable solutions. Waiting until our children become adults is too late; they can and should be involved in examining issues that impact their world today and in the future. 

William Butler Yeats stated, “Education is not the filling of a pail, but the lighting of a fire.” Unless we actively make the effort, though, we may not be aware of how students at public, charter, and private schools are taking ownership of their own learning and really making a difference for themselves and for others. The educators at these schools were willing to step out of our comfort zones and see the whole world as an educational opportunity and resource for their students, and the results speak for themselves: engaged, empowered, enthusiastic young people who are making a difference in their communities and who will hopefully continue to be involved, informed citizens in the future. 

Note: Ted Dintersmith recently launched a What School Could Be community to share ideas and learn from each other. Join the conversation at https://whatschoolcouldbe.org/

I Did It (Again) 😊

 Two years ago, I shared about writing my first book in a blog “I Did It 😊”  At the time, I shared about how much I had learned, not just about the process but about myself. 

I was often asked when I would write a second book. I had not given it any thought, but when COVID-19 forced us to stay at home, I found myself worrying about what would happen within our educational system. How would schools provide teachers with the tools and the support to ensure that students would be engaged and empowered via distance learning? I realized that I wanted to write another book. I had a foundation - this blog - which I started back in 2012. 

When I began writing this blog, I had no idea how long I could or would continue, but today, I am still writing and sharing my thoughts, my opinions, my hopes, and my experiences as someone who will always be an educator even if I am retired. It is not my intention to tell others how to lead or how to teach. Rather, I hope that my blog and my books will encourage conversations and reflections within our communities amongst those who are passionate about improving education to be more relevant in today’s society. These discussions should include educational leaders, teachers, students, parents, and community and business leaders. 

 Experienced principals have shared with me that school year 2020-2021 was their most challenging year ever, and they are proud of their school communities for persevering through all the changes and the challenges that were necessitated by COVID-19. I am hopeful that the lessons they learned will lead to changes in how schools view education. 

My new book, Educating with Aloha: Reflections from the Heart on Teaching and Learning, is now at the printer and will hopefully be ready for purchase later this summer. I am grateful to those who read my earlier manuscripts and provided me with feedback because my book changed a lot from beginning to end. Writers benefit from feedback and questions. The sometimes-frank and honest comments and questions helped me to reflect and to make the necessary changes to address those concerns, and I am proud of the final copy. The book is divided into chapters:

1. A Culture of Aloha
2. Positive Relationships with Our Students
3. Explore, Discover, Create, and Share
4. Build Teacher Capacity
5. Partnering with Families and the Community
6. What Does the Future Hold for Education?

Leading with Aloha: From the Pineapple Fields to the Principal’s Office was a reflection of my life and how my early life experiences impacted how I led our school. Educating with Aloha is about my experiences as an educator. I hope it can serve as a tool for discussions about how we can work together to make the changes in our schools to prepare our students for their futures. 

W.B. Yeats once said, “Education is not the filling of a pail, but the lighting of a fire.” We should not be filling students with information that they may forget soon after leaving school. Now is the time to reimagine education so that students and teachers are truly engaged and empowered to be innovative, lifelong learners. 

I love this cover! I am not an artist so I depended on my publisher to assist me by providing choices. 

Ted Dintersmith, Peter DeWitt, Cris Waldfogel, Josh Reppun, Chad Keone Farias, and Derek Minakami read my manuscript and wrote such wonderful testimonials. I am grateful to them. 

Teacher Leaders

 Recently, I followed a conversation on social media on why anyone would want to leave the classroom to become a teacher leader. Some of the comments were what I considered “brutal.” The implications were that teacher leaders were “bossy” and were there to tell a colleague what to do or how to teach. Another comment was that principals put teachers in those positions to get them out of the classroom, implying that these teacher leaders were ineffective. Other tweets accused  teacher leaders of being “above” classroom teachers because they were considered part of administration and even helped with evaluations.  As a retired principal who viewed our teacher leaders as essential to teaching and learning at our school, many of those comments surprised and saddened me. 

In a school where relationships matter, teacher leaders follow the lead of administrators. If there is a culture of trust, respect, teamwork, and continuous improvement at the school, teacher leaders can play a key role in partnering with the administration to provide support and guidance. 

As a principal, I believed in helping all of our teachers gain skills and strategies that would help them to be even better. Sometimes that meant taking a teacher out of the classroom to gain a different perspective. Our  teacher leaders were more like coaches or mentors, helping their colleagues to reflect and to improve their craft through guided discussions, informal conversations, classroom observations, and reflective questions. When a teacher was feeling overwhelmed, it was often easier to speak confidentially with a teacher leader rather than with an administrator who also happens to be the evaluator. 

Selecting the right person for a teacher leader position can be tough. Good teachers love being with their students, but they are not always confident that they can work effectively with adults. As a principal, I sometimes needed to convince teachers that they could do the job and that I thought they would not only be effective, they would also enjoy the new experience. And they did! 

These coaches/mentors guided grade level curricular discussions, helped to analyze student work, shared resources and strategies, and helped to plan grade level activities. They co-planned lessons with new teachers and co-taught lessons with them, reflecting afterwards about what worked and what didn’t. They observed new teachers using the Department’s evaluative tool, shared their evidences from the observation, and helped these teachers to reflect on what they could do to improve their lessons. They realized that new teachers needed opportunities to be part of a professional learning community, and they asked for release time so these teachers could get together during the school day to receive training or to share with each other. These coaches/mentors were able to take new teachers to visit other classrooms and debrief afterwards to set goals or to commit to trying a new idea. In short, these teacher leaders were able to provide the support, training, and guidance that was so crucial to keep our school moving forward.

I recently had a conversation with Sandy Cameli, facilitator of  Na Kumu Alaka`i - Hawaii Teacher Leader Academy. Sandy and her team continue to train teachers from every island and every complex area in the Hawaii Department of Education. Some of these teachers may eventually go into administration, but many just want to be better leaders at their school or in their complex area or district. I feel there should be some way of compensating these teacher leaders. National Board Certified teachers receive annual bonuses; perhaps those teachers who complete training with the Hawaii Teacher Leader Academy and who commit to serving in a leadership capacity in the Department of Education could receive compensation as well. Another idea would be for the Department to negotiate with the teacher’s union to create a separate category for teacher leaders who would then receive a slight bump in their salary. That may encourage more teachers to agree to take on leadership roles. 

Teacher leaders are important, and I believe that in that role, they gain skills that help them to be more confident and contributing members of their school communities. They experience teaching and learning from a different perspective, and if they decide to return to the classroom, they do so with new skills and strategies under their belt. 

As a principal, I appreciated our teacher leaders; they provided crucial support for their colleagues and were important members of our Leadership Team. We ensured that they were not quasi-administrators; their roles were strictly as support for our teachers. As such, they were essential to improving teaching and learning at our school. 

Appreciation for Teachers

 This is Teacher Appreciation Week, and I know that educators everywhere are being honored and thanked for all that they do for their students and school communities. This year, more than ever, teachers need to feel appreciated as they have navigated many obstacles in their never ending quest to make teaching and learning meaningful for their students. 

I read all the posts on social media with joyful photos of snacks, breakfast or lunches, signs, cards, and other treats for teachers, and I decided to read about “The History Behind Teacher Appreciation Week.” I was surprised to read that former First Lady Eleanor Roosevelt took the lead in convincing Congress to designate a National Teacher Appreciation Day back in 1953.  I think back to my school years, and I don’t think we knew there was such a day. However, I remember my classmates and I proudly gifting our elementary school teachers with flowers from our yard. I don’t think there was ever a day when someone didn’t bring flowers for their teacher, and our classrooms were filled with a variety of vibrant colors and heavenly scents. 

I know that most teachers go over and above what is required for the sake of their students. I also know that they would love to be appreciated throughout the year, not just during Teacher Appreciation Week. It doesn’t have to cost anything, and it doesn’t have to take up much time. A picture or a note from a student can bring a smile and the incentive to go on when things are tough. An email or a note of thanks from a parent can be particularly meaningful at the end of a challenging day. A compliment from a colleague or administrator can give the teacher confidence that what she/he is doing is worthy and acknowledged by others.

Recently, renowned American journalist and author Dan Rather wrote a post, “Did a Teacher Change Your Life?”, and one of his paragraphs summed up the value of our teachers:

“Teachers provide so much more than a curriculum. Teachers can be a mentor, cheerleader, resource, refuge, advisor, even a literal life saver. They come in early, stay late, and prepare in all hours in between - often for not enough pay, with not enough resources, and for not enough appreciation. But teachers are an indelible part of our communities and our society. To borrow a phrase, if “children are the future” then teachers are the bridge connecting the present moment to that eventuality. Educators are a type of magic makers who turn potential into reality.”

I couldn’t agree more. In these challenging times especially after this tumultuous year for educators, many are choosing to leave the profession. Our communities and our society need dedicated teachers who care about our children. So if you remember, please thank a teacher, not just during Teacher Appreciation Week, but throughout the year. That one small act of kindness could be just what a teacher needs that day!

"The Reason I Jump"

Recently, I watched a documentary titled,  "What You Taught Me about My Son" about how a young Japanese boy with autism, Naoki Higashida, helped a British writer, David Mitchell, better understand his son who also had autism. I was so captivated by the documentary that I bought the book,  "The Reason I Jump." I wish I had viewed this film and read the book when I was still working as an educator. 

My experience with autism didn't begin until 1989 when I taught a preschool special education class. Until then, my knowledge of autism was limited and generally involved people like the Dustin Hoffman character in the movie, "Rain Man." I had a lot to learn.

One of the twelve students in that preschool class was a beautiful 3-year-old boy, J, who didn't speak. He had a diagnosis of autism. When J was upset, he screamed and ran out of the classroom, flapping his arms. We were able to eventually calm him, and we observed carefully to try and figure out what was bothering J, but most of the time, it was a guessing game. J did make progress, though, and after a few months of school, he was able to sit with the group and with assistance from an adult, he was able to follow along when we sang or played musical instruments. He was quiet and listened to stories, and he played appropriately with toys though he rarely played with other students. 

When I taught that preschool special education class, we communicated with each family via a composition book. We shared what the student did that day as well as any successes or concerns. (Remember, this was 1989 before we had email or any of the other communication apps that teachers today use to stay in touch with families.) Parents read and responded with comments like "T had a rough night; she couldn't sleep so she may be grouchy today" or "L is very sad because his Dad is out in the field and won't be home for a few days" or "S is really excited because Grandma is coming to visit this weekend!" One Monday, J's mom wrote, "J has a book in his bag. He wants to read it to you." 

So at the first opportunity, I asked J to get his bag and bring the book to me. I thought that I would be reading it to him. It was a book about a boy who was being potty-trained, something we were working on with J. Well, you could imagine my surprise when J sat with me, pointed to the words on the book cover, and read the title clearly. He proceeded to read every page, pointing out the words as he read them and even corrected himself when he made a mistake. He got to a page about the little boy saying he had to go: "He sat and he sat and he sat and he sat . . .  and he sat!" J pointed to and read each word and when he was done with that page, he looked at me, and we both laughed! I can still hear his joyful laughter and see the smile on his face! That one experience made me realize that even with a diagnosis of autism, J was able to understand much more than we had thought.  He still wouldn't answer questions like, "What is your name?" but here he was, reading a book and understanding the humor in those pages. 

I don't know what J is doing today. His family moved after that school year, but I am hopeful that he received the kind of support and services he needed to help him to overcome the challenges he faced as a person with autism. 

As an administrator, I sat in on many Individualized Education Program meetings for students with autism. I reflect on those students and know I learned so much from them. They taught me patience and to not give up on anyone, that every step forward was progress. I saw the value in working as a team to provide a safety net for those who needed the most support. These students taught me to look at their strengths and to focus on what they could do, not just what they couldn't do. As an educator, I believe in early interventions, and for these students with autism, providing additional services up-front could make a difference down the road. And I learned to trust the parents of the child with autism. If we were having challenges at school, these students were often having even more challenges at home. 

We have learned so much about autism since I first came into the profession way back in 1973 and since I had my first student with a diagnosis of autism in my class. When I read Naoki Higashida's responses to questions like, "Why don't you make eye contact when you're talking?" or "Why do you make a huge fuss over tiny mistakes?" or "What's the reason you jump?" or "Why do you like spinning?" I think of some of our students with autism; it would have helped us to understand them better. 

Every so often, a book or a film comes along that could make a huge difference in educators' attitudes and perceptions. I encourage educators to watch the documentary and if possible, to read the book. I think it can open your mind as well as your heart. 

Leveling the Playing Field

 When I was growing up, there was an expectation that my siblings and I would study hard, go to college and get a job. I followed that dream and became a teacher. My husband went to college, took a year off, and decided he needed to go back to school. After graduating from college, he went on to law school and came back to Hawaii to work. Our two older sons followed a similar pathway though their eventual professions were not in the field they majored in. Our youngest son took a different path. He went to college after high school but dropped out. Although he graduated from high school with honors, he did not adjust to the expectations of college. He took a different path and enlisted in the Air Force. After serving honorably for six years including a deployment to Afghanistan, he came home, enrolled in an on-line university, and is on-track to graduate this semester. Thankfully, he has no student loans; his GI bill paid for everything. 

Because of our youngest son’s experiences, I’ve been thinking a lot about high schools. There are high schools where students take courses at the college level and earn dual credits. Other schools have academies where students do real work in their area of interest, experiences that could give them a heads-up in the field when they graduate. 

I am surprised that more high schools don’t offer internships though, and that is why I was excited to read about an internship program between students at a charter school here in Hawaii, the State Department of Transportation, and Oceanit (Time to Flip the Internship Upside Down: Education, Imagination, and Industry) When I think of a company here in Hawaii that has been very instrumental in supporting our schools, Oceanit immediately comes to mind. They have trained hundreds (or maybe thousands) of our educators and students on Design Thinking as well as coding using Altino cars. I was able to participate in these trainings, and it made me realize what an important partner Oceanit was with our schools in Hawaii. Internships can be a great way for students to gain valuable experience and work habits that they will need when they graduate from high school.  When students can work on projects that impact our communities, they may be more invested to work collaboratively to seek meaningful solutions. 

Recently, I read a book titled Making It: What Today’s Kids Need for Tomorrow’s World by Stephanie Malia Krauss. As she states, the pathway we went through that helped define success - graduate high school, go to college, get a job, get a promotion or a better job, make money and manage responsibilities, retire and live off savings or investments - will no longer be true in the future. Ms. Krause shares that very possibly, today’s kids could be living longer - maybe to 100 - and they may be working for much longer - maybe for 80 years. Therefore, they will need currencies - competencies, connections, credentials, and cash - in order to be successful in their lives. Below is an explanation of the 4 currencies students will need in the future. 

We are living in a world that is far from equitable, and students from disadvantaged families will find it more challenging to build up their currencies. High schools can level the playing field by providing opportunities for all students through academies, early college classes, apprenticeships, internships, and other types of innovative programs. Elementary and middle schools can ensure that all students have access to enrichment classes, after-school activities, tutoring, summer programs, etc. Communities or businesses can partner with schools to provide assistance, materials, mentors, or other support. We can all be part of the solution to level the playing field, to ensure that our youth are prepared to make it in tomorrow’s world. 

Times and Priorities Have Changed

 A little more than a year ago, I submitted a presentation proposal for a local Read to Me conference. I titled it, “Mirrors, Windows, and Sliding Glass Doors: Using Picture Books to Celebrate Diversity and Build Empathy in Young Children,” and I wrote a blog post titled “Mirrors and Windows” That conference was cancelled due to the pandemic, and since that time, I realize that we are now in a different world; so much has changed. My presentation would not be as relevant today as it could have been a scant year ago. We are dealing with a pandemic that has turned our comfortable world upside-down. Schools are just now getting back to having students back, but that doesn’t mean things have returned to normal with all the new rules and regulations in place for health and safety reasons. We learned a lot during this year of virtual or distance learning, and schools need to reexamine their priorities. Do schools realize the opportunities they have right now to change what they were doing pre-pandemic? How can we make school more meaningful for our students during these challenging times? Our world is changing rapidly and we cannot keep teaching students the way we were taught when we were in school. Memorization and regurgitation of information doesn’t work in this day and age when information is so readily available at the click of a button. Last summer when we were still unsure about the future, I wrote a blog post titled What Should Schools Be Teaching in these Turbulent Times? about how project-based learning can empower students to be engaged in the challenges facing their community. 

Today, I read a blog by A.J. Juliani titled, “Curriculum as Windows, Mirrors, and Sliding Doors.” As he states, we need to do more than just expose and share multicultural literature with students. The whole curriculum needs to reflect the diversity, the history, the challenges, and the successes of the many different people who make up our communities, our states, our countries, our world. In his blog, Mr. Juliani shares that it starts with those in the community to create a curriculum with a purpose. “Every school should have a different curriculum because every school community is different,” he states. This process will take time; creating a curriculum is a work-in-progress with teachers making adjustments depending on their students, their understandings, their questions, and their evidences of learning. 

As I reflect on the project-based units our teachers created when I was a principal, I realize that due to the events of the past years, there needs to be a discussion with the school community about how we can ensure that the curriculum reflects the diversity of our world. Times have changed, and with them, priorities for schools have also changed. This past year has brought many issues to the forefront, issues which are threatening our hopes for a peaceful world. I am optimistic, though, that if schools can focus on “curriculum as windows, mirrors, and sliding doors,” our students may be better prepared to make a difference in their world. 

An Activity for All Ages

When I was growing up, my siblings and I often worked on jigsaw puzzles. I remember sitting on the floor and working together, sometimes challenging each other to find the piece that fit into a certain spot. It was such an exhilarating feeling to finally put in the last piece of a 1,000-piece puzzle! 

Sometime early in my career when I was teaching preschoolers, I remember reading about the value of jigsaw puzzles and how they helped students become better at math. So I made sure we had puzzles on our shelf for students to work on either individually or with their classmates. I saw that it helped my students with many skills such as spatial awareness, classifying, noticing details and observing differences in shapes or colors, working together, and persevering. There was such a sense of accomplishment when students completed a puzzle. 

When I became a mom, working together with my sons on jigsaw puzzles was one of my favorite activities. We often talked story, listened to music, or sang songs while we worked.  Sometimes it took several days to complete; this was a great way for my sons to learn about persistence and stamina. My favorite puzzle story is when Justin and Jarand were little. We gave them money to buy Christmas presents for each other, and Justin asked Jarand to get him a teddy bear. When it came time to exchange gifts, Justin was disappointed when he looked at his gift because it was clearly not a teddy bear. When he opened his present, Jarand told him, “I didn’t get you a teddy bear. I got you lots of teddy bears!” We put that teddy bear puzzle together numerous times when the boys were little. A few years ago, I shared the story with our grandsons, and we worked together to complete it while they were visiting Hawaii. 

When the pandemic closed down many activities, I was looking for things to do at home. I had books to read, a book to write (soon to be published!), and other things to do around the house, but I still had free time. We received a Beatles puzzle in December (my husband is a huge fan), and I worked on it for a few days. I realized how much I had missed working on jigsaw puzzles, although I couldn’t work for extended periods of time because my back and my legs would begin to hurt; we didn’t have a separate table that would fit the puzzle pieces, so working on the floor (which was fine when I was younger) was a challenge. 

Fortunately, I found an app for my iPad called Jigsaw Puzzles. I didn’t have to buy anything, and there are lots of different puzzles to choose from. I don’t need to store boxes of puzzles, and I don’t need extra space to work on them. It offers options - number of pieces as well as the ability to rotate the pieces - so youngsters or oldsters can choose puzzles to work on. In the past few months, I’ve completed about one puzzle per day. Some are more challenging than others, but I find myself focused and calm when I am working on one. Yes, it can get frustrating and sometimes I have to stop for a bit and do something else, but I always go back and complete the puzzle. That is one app that I am glad I found! 

I hope that everyone can see the value of jigsaw puzzles, an activity for all ages!

This was an Awesome Opportunity!

 This morning’s local newspaper had an article about a sea urchin project (“Taking back the Bay”) that is making a difference in Kaneohe Bay and Waikiki. I was excited when I read this article because back in 2012, some of our students had an opportunity to  be a part of this project (Sea Urchins Project-Based Learning) and we even made a video of the experience. (The Time We Became Citizen Scientists) 

I remember visiting the sea urchin facility at Sand Island - they were still in the infancy stages - and I am thrilled that they have been successfully producing so many urchins over the years. They have definitely made a difference in the health of the reefs by eating the invasive algae. Seeing our students’ excitement and listening to their conversations about this project was so worthwhile, but although we learned so much  from this experience, it was quite a challenge for our teachers and students. Sadly, we had to discontinue our participation after two years. We realized that sustaining an environment where the urchins could thrive was difficult in a school, especially when we were not near the ocean or the Sand Island facility. 

This kind of project might be a challenge for younger students, but what about high school students? We need to stop thinking that school is the only place for students to learn. The community can provide learning opportunities that students cannot get in a school setting such as application of skills in the real-world, time management, asking questions and researching to find answers, communicating effectively with others, and being an effective worker in a real-world environment. Many of these skills are related to our Department’s General Learner Outcomes (GLOs)

I think the six GLOs are an important part of the learning process, and they are: Self-Directed Learner (The ability to be responsible for one's own learning); Community Contributor (The understanding that it is essential for human beings to work together); Complex Thinker (The ability to demonstrate critical thinking and problem solving); Quality Producer (The ability to recognize and produce quality performance and quality products); Effective Communicator (The ability to communicate effectively); and Effective and Ethical User of Technology (The ability to use a variety of technologies effectively and ethically).

The GLOs were developed through a collaborative process involving Department of Education staff as well as representatives from higher education, businesses, and the community. These are the desired outcomes we want for all students who graduate from our Hawaii schools. All students are expected to demonstrate these GLOs.. The problem is that we observe students demonstrating these outcomes only in the school setting. How can we expand their experiences so students can realize the importance of these learner outcomes in the real world?

I suggest that students should have an option to do an internship in an area they may want to pursue, post-high school. Let’s take the sea urchin project as an example. A student might be interested in environmental studies or oceanography, and working in the hatchery might be an opportunity to explore and learn more. The student, the hatchery manager or another designated person at the facility, and the teacher would determine expectations for the internship (number of hours per week, what the expectations are, what the responsibilities will be, etc.). The student and teacher/advisor will agree on requirements which would include accountability as well as demonstrating the General Learner Outcomes. One of the requirements could be a reflection of the learning process via a blog, a video portfolio, or an app such as Unrulr. This could also be a way for the student to communicate with the teacher. At the end of the internship, students would participate in a ‘showcase’ where they share with an authentic audience which would include their work mentor about their experiences and what they learned.

Today, many teens do not have work experiences because school and other activities take up much of their time. . Community internships could be a way to provide students with experiences that will help them when they are applying for a job especially if they have never held a summer or part-time job prior to graduating with their college degree.

We need to start looking at our community for opportunities to prepare our students to be successful after they graduate. Education is not confined to a school building; students need to demonstrate the General Learner Outcomes in the world outside, not just in school, All of us bear responsibility to ensure that our students are prepared when they enter the workforce. Internships can be a win-win for both our students and the community. Investing in our students can pay dividends in the long-run.

Is School Choice a Bad Thing?

 Recently, I read an article in Civil Beat about the closure of small private schools in Hawaii.  I agree with the author that for some students, these schools are right for them, and they have opportunities they might not have in larger private schools. And yes, we need students to have choices in the kind of school that best meets their needs.

I have been thinking about school choice for awhile now. I know those words bring on strong negative feelings because generally speaking, it means allowing parents of children in “failing” schools to choose another school to attend, often a private for for-profit charter school. The thinking behind school choice is that “failing” schools will have to improve or they will eventually have to close down. The reality is that the neighborhood public school is often the only option for families. There are too many barriers to transferring or registering children and taking them to another school, but there can be choice within the public school system. I don’t believe in using “school choice” as a way for money to go to private schools; it needs to stay in public schools. 

We, in Hawaii, are fortunate that we have a statewide system that does not rely on county property taxes to fund our schools. Our system is more equitable than other states in the country in that funds are distributed using a weighted student formula. So schools that service students in lower income areas or who have a higher number of English Language Learners, for example, receive more funding per pupil to address challenges. Unfortunately, though, the equity divide still exists. We only have to look at schools in higher income areas; they receive much more support from their families, and students have many more opportunities than those in low income areas. I remember the disparity between fundraisers at different schools I worked at; the difference in the amount raised was eye-opening. 

When I was a principal, there were three elementary schools in our military community. I often dreamed about how we might provide our families with choice. The focus would depend on input from the school and the community, but as an example, one school could focus on STEM, another on the arts, or dual-language instruction, or blended learning. Teachers could transfer to the school that matches their area of expertise, and families could choose which school would be the best fit for their children. Unfortunately, we never  had that discussion, we got so inundated with other tasks, and principals came and left for other schools.  

I’ve often thought about why we couldn’t fit the student to the school and not expect all students to fit in at their school. Some will need a smaller environment to gain confidence and to thrive. Is it better to be a small fish in a big pond or a big fish in a small pond? It really depends on the student and what they need at that moment in their life. Students have many options when they choose a college or university to attend. Why don’t they have that option in elementary, middle, or high school? 

I realize that there is no easy answer to this question of school choice, but in this time of changes, maybe we need to have that discussion. Although charter schools do offer choices to parents, they do not necessarily address the needs of a school community or complex area. Let’s stop thinking of school choice in the way others have portrayed it, as a way to steer money from “failing” public schools. Let’s think about school choice as a way to address the needs of students so they can be confident contributors to our community. 

Let’s Talk about Burnout

Earlier this week, I had an opportunity to participate in a virtual presentation to school leaders here in Hawaii. The topic was “Avoiding Burnout.” Since the pandemic began a year ago, I know that many educators, especially school leaders, have been feeling stressed as the requirements of their job have changed drastically and will continue to change. 

Burnout is defined as the emotional, physical, and mental exhaustion caused by stress. No doubt, many school leaders have been on the verge of burnout during these challenging times. My presentation to the school leaders was not about data or studies about burnout; rather my suggestions were based on my own experiences as a principal.

First, we can’t pour from an empty cup.. I remember those days when I forgot to eat lunch or munched on unhealthy snacks when I was hungry. Instead of drinking water, I would get a soda from the vending machine. As I was getting ready to leave for home, I’d realize that I hadn’t made a dent in my goal of taking 10,000 steps each day. At night, I would toss and turn as thoughts raced through my head about what I needed to do, and on the weekends, I would go to the office because I knew it would be quiet and I could get things done. Sometimes, we get so caught up in the responsibilities of our job that we forget to take care of our basic needs - eating healthy, drinking water, exercising, getting a good night’s sleep, and relaxing. We need to fill our cup throughout the day, every day. Remember, we can’t pour from an empty cup.

Second, we all need a support group or network of colleagues whom we can call on when we have a question, a concern, a challenge, when we want to share something exciting happening at our school, or when we just want to talk. Connecting and sharing information is especially important during these challenging times. The principalship can feel like a lonely job because there’s only one principal at each school. But there are 287 public schools in Hawaii, and each one has a principal, and there is lots of expertise amongst our school leaders. Just as we ensure that our teachers have opportunities to collaborate and to support each other, our school leaders need to have those opportunities as well. And we need to share; don’t keep good ideas to yourself!  It doesn’t have to be in-person; my go-to for professional development is Twitter, and I’ve learned so much from colleagues, not just in Hawaii, but throughout the country as well. Make time to learn with and from each other.

Third, prioritize. Being a principal meant understanding what was best for our school. I encouraged our staff to be innovative and to think out-of-the-box and then to share with their colleagues. How do we balance our own vision of what our school could be with statewide directives or complex-wide initiatives? I compare this to a buffet line where everything looks good so we take a little of this and a little of that, and by the time we get to the end of the line, there’s not much room for the main dish. Our plate is so full that we can’t possibly eat everything. I learned to prioritize and to advocate for our school. What is the priority for your school community at this time? It may mean putting an idea on hold until later, or it could mean delegating a project to a vice principal, a committee of teachers, or even a committee of students. As a principal, we should be looking to build the leadership capacity of others. This is a great opportunity to do so.

Finally, take care of yourself . This part of my presentation was very personal as I shared about our son Jarand who passed away in May 2018 from Chronic Kidney Disease caused by high blood pressure. (Read about it here: Aloha, Jarand.). My husband Randy and I have made it our mission to share Jarand’s story and to remind people about taking care of themselves. As Randy says, “Superman and Wonder Woman are comic book characters. You are not a comic book character, and you are not invincible.” So take care of yourself so you can take care of others. 

I ended with a call to action to all of the school leaders. Now that schools were forced to change due to the pandemic, this is the perfect time to discuss how to make schools more relevant in this, the 21st century. We need to ask some tough questions: How will we ensure that ALL students have access to a quality education? How will schools reconfigure teaching and learning now that we know there are other options besides face-to-face, in-person learning? How can we ensure that our student learners have opportunities to create their own learning, learning that is meaningful and impactful to them? Is there a more reliable, less costly, and less time-consuming way to rate our school besides high-stakes tests? And perhaps most important, how can the voice of the principal be heard to make meaningful changes in our educational system? We need to have these kinds of discussions. Our world is changing rapidly, and we cannot keep teaching the way we were taught in school. Schools should be preparing students for their future. As John Dewey said, “If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.”

The Beauty of Poetry

 I remember my parents reading their favorite poems to us kids. Mom would read “Oh, Captain! My Captain!,” “The Midnight Ride of Paul Revere,” and she would recite “Flanders Field” which she had to memorize when she was in school. Dad’s favorites were “Sea Fever” and “Casey at the Bat.” To this day, I have fond memories of those poems. 

My teachers probably read poems to us when we were in elementary school, but my earliest memory of actually studying poetry was in my junior year of high school. Our teacher was young, and she had us work in groups. We chose poems and led the discussion about what those poems meant. I remember that our group brought in lyrics to some songs by Simon and Garfunkle - “I Am a Rock,” “Sounds of Silence,” “At the Zoo” - and we had a great discussion about what the songs meant or symbolized. I realize today how forward-thinking that teacher was; we were so much more engaged in the discussions because the poems were chosen by our peers. 

As a mom and a teacher, I made sure to introduce poems to my sons and to my students. I selected the ones I liked from anthologies - A Child’s Garden of Verses was my favorite - and we laughed together when I read them poems by Jack Prelutsky or Shel Silverstein. One of my favorite book of poems was Hailstones and Halibut Bones by Mary O’Neill. We read a different color poem each day, and that book inspired some of my students to write their own color poem. I marvel at any poet’s ability to use language and words to convey vivid pictures in my mind or deep emotions. 

I admit that I did not teach my students to write poetry. I exposed them to different poetry forms, but there was never an assignment to write a poem. As someone who had never written poetry, I never felt comfortable asking my students to do so. When I became a principal, I saw poems that some of our students wrote, and I was amazed at their insights and their use of words to convey a mood or an idea. I wondered whether I had denied my students an opportunity to try their hand at poetry.

I was mesmerized when Amanda Gorman read her poem, “A Hill to Climb” at the Presidential Inauguration. How, I thought, can a 22-year-old write such mature thoughts at such a tender age? Her poem gave me hope for our country, if only we work together. Then I received a book called Voice: Poetry by the Youth of Kalihi, written by English Language Learner students at Farrington High School here on O`ahu. The students’ voices were evident in their poems, and their words, their thoughts, their feelings were heartfelt. I can imagine the pride these students and their families feel about seeing their poems in a book. Like Amanda Gorman, the voices of these ELL students give me hope. Their optimism, their goals for the future, and their pride in themselves is evident in their poetry. By publishing this book - not an easy task - the teachers gave voice to their students, but they also gave them confidence that their ideas are worthy of publication. If you have an opportunity, go and check this book out.