Monday, April 24, 2017

2016-2017 TLA Cohort Celebration 2017

Na Kumu Alaka’i Celebrates
the 2016-2017 Cohort of Teacher Leaders
April 20, 2017 • Oahu Veterans Center



On April 20, 2017, forty-four exceptional teacher leaders from across the State of Hawaii showcased their action research projects and professional learning goals through a culminating event ~ Na Kumu Alaka’i Learning Fair - 2017. Over 100 guests representing schools, complex areas, state level offices, universities and non-profit organizations celebrated the outstanding work accomplished by these master educators.

It is with bittersweet emotion I bid farewell to the 2016-2017 Cohort, and wish them well on their journeys as assets to the field of education in Hawaii’s public schools!

Mahalo!
Sandy Cameli, EdD
Educational Specialist/Program Coordinator


Na Kumu Alaka'i Cohort 2016-2017


Kevin Argueta, Kahakai Elementary
Collaborative Environment for Literacy Success


Hidi Boteilho, Keonepoko Elementary
Enhancing Professional Practice by being a Reflective Practitioner


Shannon Burkman, Waimea Canyon Middle
Data Team Storming to Norming (and hopefully Performing!)


Noelani Castro, Wailuku Elementary
Getting to the Core: Comprehensive Core Meeting Process


Julia Chen, Kailua Elementary
Small Group Differentiated Instruction


Samantha Cook, Holualoa Elementary
Data Mining for Math Mastery


Yolanda Dana, Keonepoko Elementary
Building Effective Learning Communities in Grades 1, 4 & 6


Becky Diego, Kalihi Waena Elementary
Improving Parental Communication through REMIND


Jill Fletcher, Kapolei Middle
A Sense of Place


Marites Galamgam, Campbell High
Making Sense of Schoolwide Initiatives:
Differentiating Continuous Professional Development


Randall Galeon, Pearl Harbor Elementary
A’o Honua - Learning Walks


Dana Goya, Waikoloa Elementary & Middle
Professional Development for RTI (Really Tired Instructors)


Daralyn Hadden, Aliamanu Middle
Creating a New Culture - WASC Preparation


Shelby Hamamoto, Nimitz Elementary
Developing through Data:
How Analyzing Assessment Results Can Improve Student Success


Keith Hamana, Hickam Elementary
A Triple-Dose: An RTI Story


Shawna Helems, Kahaluu Elementary
Improving 21st Century After School Tutoring to Close Achievement Gap


Robyn Herbig, Waimea High
Moving from Minihunes to Menehunes


Jaime Hernandez, Honowai Elementary
Implementing an Individualized Coaching Process


Gary Kanamori, Pearl City Highlands Elementary
i-Ready Tutoring


Crystal Kawai, Kealakehe Elementary
English Language Development Pilot Program
for Non-English Proficient Kindergarteners


Sarah Kim, Jefferson Elementary
SMART Goals


Melvin Lau, Aliamanu Elementary
Science Garden: Growing Inquiry and Understanding


Carli Masik, Kapolei Middle
A Sense of Place


Cherie Mineshima, Aliamanu Middle
Creating a New Culture - WASC Preparation


Darlene Muraoka, Waimea High
Waimea High RTI


Melanie Nakashima, King Kekaulike High
Strengthening Tier 1: Improving Co-Teaching at Kekaulike


Monica Nonaka, Konawaena Elementary
Using Thinking Maps to Support Critical Thinking and Writing


Mary Peters, Kahuku High & Intermediate
Identifying trends and patterns, or behaviors
that contribute to 9th grade failures


Angelica Pikula, Windward District Office
Understanding Barriers to Data Use


Bryan Rankie, Mauka Lani Elementary
Improving Fifth Grade Achievement in Mathematics


Randy Shinn, Ewa Makai Middle
Enjoy the Journey of Using Data


Jason Smith, Nu’uanu Elementary
Providing PD Through Math Committee
Based on SMART Goals Identified by the School


Dayne Snell-Quirit, Ho’okena Elementary
Lenses of Literacy


Rachelle Sparkman, Pu’u Kukui Elementary
Students and Teachers GROWING through RTI


Mariann Tabuchi, Kauai District Office
G Suite for Collaboration


Kimberly Tanaka, Pu’u Kukui Elementary
Students and Teachers GROWING through RTI


Dani Tokuda, Waialua Elementary
Launching Kindergarten iPad 1:1 - Go or No Go?


Malia Toyama, Honowai Elementary
Implementing an Individualized Coaching Process


Geraldine Valencia, Campbell High
Creating SBA/ACT and Math Awareness


Eric White, Highlands Intermediate
Highlands Leadership Conference 2017


Pua White, Ewa Beach Elementary
Empowering Passionate Community Members


Je Ann Williams, Hickam Elementary
A Triple-Dose: An RTI Story


Sara Wong, Ka’elepulu Elementary
Choose Love - Social Emotional Learning


Cherisse Yamada, Kaewai Elementary
Empowering Students and Teachers with Small Group Instruction
in English Language Arts


Paparazzi Photos (April 20, 2017)


     
Aiea-Moanalua-Radford Team Campbell-Kapolei Team



        
Castle-Kahuku Team Farrington-Kalani-Kaiser Team




       
Kailua-Kalaheo Team Kaimuki-McKinley-Roosevelt Team




        
     Kauai Team Kau-Keaau-Pahoa Team

    
 Baldwin-Kekaulike-Maui Team           Pearl City-Waipahu Team

      

Leilehua-Mililani-Waialua Team West Hawaii (HKKK) Team

Friday, March 31, 2017

Challenge equals Change


By: Sandy Cameli, EdD 
Educational Specialist, Hawaii Dept. of Education


Listening to the radio while driving to work, Kelly Clarkson belts out, "...what doesn't kill you makes you stronger.... stand a little taller...", and the words resonate in my mind posing more questions than answers. Do trying situations truly make us more resilient? Do ruffled feathers promote sleek and smoother presentations in the future? And, if Kelly can feel empowered by her own lyrics, then can the rest of us mortals feel bolstered by inspirational phrasing?

At a recent national conference, I had the privilege of listening to Mawi Asgedom (@MawiAsgedom) share his life experiences and educational impact through a simple graphic resembling a donut. Asgedom explained that we all have outer circles and inner circles from which we operate personal and professional growth. The outer circle encompasses our "not yets" or targets we aim to achieve; while the inner circle includes "can do's" or accomplishments. And as we expand our horizons, the inner circle will widen, lessening the distance to the outer circle's perimeter. Likewise, depending upon our lifelong learning aspirations, the outer circle will continue to expand pushing outward, ever so slightly away from our comfort zone in order to cultivate growth.



Figure 1: Asgedom, M. (2016)


For master teachers considering leadership roles, the inner circle has likely expanded to include pedagogy, content, classroom management and "multi-tasker extraordinaire" qualities; whereas the outer ring may still identify facilitation, communication and systems thinking opportunities for future growth.  Additionally, one's own reflective practice should be able to identify qualities within the "can do" circle, while also honestly determining which leadership traits - in the "not yet" sphere - are achievable based on timeline, environment and growth-readiness.

For teacher leaders comfortable in their inner circles and seeking outer-circle opportunities, a few ideas below can help to stretch those spheres based on the acronym CIRCLES (Communicate, Identify, Reflect, Challenge, Lead, Empower & Share):

  • (Communicate regularly: Oral and written communication are honed when utilized frequently. Athletes don't just warm up before a game, they practice in order to strengthen their skills. Communication is the same way - if you don't use it, you will lose it - so take advantage of opportunities to speak and write for various audiences.
  • (I) dentify goals: Set short- and long-term goals for personal and professional targets. Monitor and track the progress, share your growth and celebrate all accomplishments! Identify "not yets", and aim to move these goals into the "can do" circle.
  • (R) eflect on practice:  Be honest with yourself. Reflect on past and present successes to identify why they worked; Likewise, analyze previous missteps by asking yourself - How can I learn from and capitalize on my mistakes? Do I see the whole picture before making a call, or do I make snap decisions? What qualities do I admire in a leader and how do I grow these traits in myself? Take time to reflect on a regular basis so it's built into your leadership routine.
  • (C) hallenge self: Look for new ways of doing ordinary things. Get out of a rut or normal routine by completing tasks through new routes, with new resources and rejuvenation. Take risks. Michael Jordan once said, "We miss 100% of the shots we don't take" - if we're not willing to push ourselves, we're less likely to see any gains.
  • (L) ead by example: Leadership is not a title, it's an attitude. By modeling risk-taking, humility and relationship-building, you are leading. Take the time to invite others into collaborative growth opportunities which move initiatives and ideas forward. Anyone willing to pursue goals for the greater good is a leader.
  • (E) mpower others: The greatest difference between a boss and a leader boils down to those who point at others vs those who point toward a direction/goal/vision. As a leader, empowerment of others grows invested stakeholders for common missions and visions. Encourage peers to stretch themselves by inviting their ideas & contributions into shared decision-making opportunities.
  • (S) hare! We are social beings and collective learners, therefore we increase our capacity when collaborating with others. Consider starting small by sharing with a coaching partner or trio think-tank to build up a resource bank. Eventually, take the next step to make "what works" public for others to learn from and grow themselves. 

Leadership within the field of Education continues to evolve as our staff, schools and students morph into 21st century learning environments. Gone are the days of moving around in circles and feeling helpless by what teacher leaders cannot do; to TODAY where our "not yet" circles become "can do" spheres of influence making differences in the lives of staff and students in our schools!

Finally, it's important to remember:  

"If it doesn't challenge you, it won't change you!"



Reference:

Asgedom, M. (2016). POWERFUL EDUCATOR: Put the Growth Mindset into Action. Mawi Incorporated, www.mawilearning.com


Friday, February 17, 2017

Calling HIDOE Teacher Leaders for 2017-2018

Aloha Teacher Leaders - the application window for Na Kumu Alaka'i ~ Teacher Leader Academy (TLA) is now open for tenured HIDOE teachers for 2017-2018. Deadline: April 7, 2017

HIDOE Teachers - fillable forms are available via 
"DOE Memo & Notices - Feb. 3, 2017"


Click link below (for full application)
https://drive.google.com/file/d/0Bxxu6wTf6Ut9eG1JV05xWlh6OWM/view?usp=sharing





Wednesday, December 21, 2016

Leading the Way!

Congratulations to Melanie Nakashima, Teacher Leader 
from Kekaulike High School on Maui!

Farmer's Insurance Hawaii Representative Bill Doherty with Melanie Nakashima

This year, RTI Coordinator, Melanie Nakashima, opened the Na Ali'i School Store for students at King Kekaulike High School. Ann Marie Walker and her Workplace Readiness students help run the store every Wednesday at lunch. The store does not accept cash. Students can earn Na Ali'i Kala by going above & beyond and demonstrating good behavior as evidenced by The Na Ali'i Way & Nā Hopena A‵o (HĀ): Breath posters found in classrooms and around school. Students can trade in cards for items costing one card up to 15 cards. This store is funded solely by donations and fundraising contributed by the KKHS Best Buddies Chapter. Donations for the school store have come from KKHS families, KKHS Staff & their families, PTSA, Pukalani Superette, Target, Kaanapali Beach Hotel Chef Tom and more.

Melanie had written a proposal under Farmers Thank America’s Teachers in September and was bummed when the school did not get enough votes to be one of the winners for the $2,500 award that would help fund the school store. So, it came as a complete surprise in December when she was presenting at a staff meeting data on the school store and Bill Doherty from Farmers Insurance Hawaii stepped up and presented a check for $2,000 on behalf of Melanie Nakashima for the Na Ali'i School Store. This money will go a long way in helping fund our store for students and we couldn't be happier that Farmers Insurance Hawaii wanted to donate money to neighbor island schools and selected our proposal!!! Thank you Farmers Insurance!!! 

Tuesday, December 13, 2016

Un-Leading



Un-Book Clubs and Un-Conferences
lead to Un-Leading
Sandy Cameli, EdD • Educational Specialist • Hawaii Dept. of Education


Anymore, Leadership has become an embedded component of the Educational landscape for teachers, and to suggest otherwise may seem absurd, even ludicrous to some. Yet, ask most educators what the term Teacher Leader conjures up and they still fall back on traditional titles like mentor, coach, coordinator or chair. However, it’s the day-to-day, informal gatherings, impromptu conversations and un-leading that move initiatives and people forward - and, usually by someone other than a designated leader. Below are some examples of how non-traditional leading can be highly effective while adding value to the profession through innovative interactions.

Un-Book Clubs
Inspired by the work of former colleagues, the concept of an Un-Book Club takes the pressure of the one-size-fits-all book club off of participants’ already full plates, and opens up conversations to authentic, relevant discussions with goals and outcomes applicable to all. The basic premise starts with an idea, theme or issue proposed ahead of time to participants, then when the group gathers to discuss said topic, peers share a reading, TED talk, podcast, conference take-away or own experience (the list is endless) with colleagues. Dialogs often start with the whole group and then break into spinoffs, or simultaneous discussions, based on the trajectory or momentum of the conversation. Depending upon time constraints or scheduling, the group can wrap-up a sessions with summary statements and next-steps proposed to continue the dynamic exchange of ideas. George Bernard Shaw’s quote sums up an Un-Book Club:



Un-Sessions for Professional Development
Loosely based on the concept of Un-Conferences and Open-Space Technology events, an Un-Session imbeds the tenets of choice, time and ownership into professional learning opportunities. For educators unfamiliar with the structure of a full Un-Conference, the Un-Session introduces participants to the ideology and practice through a snapshot experience. Topics are generated on-the-spot and drive the direction of discussions; interactions are fluid and follow the law-of-two-feet principle; and the range of participants’ takeaways can be as specific or general as desired. For teacher leaders, participation in an Un-Session models an effective way of engaging colleagues at the school level, while invigorating (possibly dry) professional learning experiences. And, while participants may initially be weary of the activity and outcomes, most find ways to incorporate the practice into their own learning environments once exposed to the range of possibilities!

Un-Leading as a Teacher Leader
Sheryl Sandberg, FaceBook’s COO, has been quoted with stating, “Leadership is about making others better as a result of your presence, and making sure that impact lasts in your absence”; not unlike Thomas Carruthers who also shared, “A teacher is one who makes himself progressively unnecessary”. In both statements, the ultimate goal is for the leader to help the followers find their own way by setting up opportunities for success and ongoing growth - even after one’s original influence has passed. Likewise, teacher leaders - many of whom prefer to remain in the classroom or at the school level rather than pursue administration - are eager to share insights, innovation and enthusiasm with others who value common goals.
So in order to lead - or in this case un-lead - one must first identify goals and outcomes for professional growth. By determining a starting-point, a teacher leader can expand his/her wings into opportunities which will influence others, while adhering to the philosophy of: Leadership is never about the role, it’s always about the goal!
Queries to ponder for Un-Leaders:
  • Who else is willing to share expertise and collaborate for professional growth?
  • Where can I find opportunities to showcase best practices, while also adding others’ talents to my own bag of tricks?
  • As I identify effective leadership traits in others, what skills/experiences can I incorporate into my own work to hone these attributes?
  • How can I broaden my communication skills to include various audiences and situations?
  • Where can I experience structures/models for effective learning in order to replicate at my own school level?
By beginning with queries, similar to those above, an individual will start to seek out resources and opportunities to grow, and, expand one’s circle to incorporate networking with other like-minded professionals. From there, the lead-by-example model filters through a school or learning environment for others to observe, emulate and eventually begin their own query journey.

Un-Leading may not be common in the lexicon of educational conversations, but un-leading is easily visible in dialogs between colleagues, debates within professional circles and think-tank-type discussions aimed to move learning forward. And, if un-leading can support, empower and validate one’s ability to advocate for stellar educational experiences, then let’s not let syntax or language rules get in the way!