“Everyone is Welcome Here”

Living in a racially diverse state - Hawaii - I am puzzled and angered that Trump and his administration are eliminating policies and deleting words from federal websites and documents because they have identified words that are “woke.”  (See article about the words that are disappearing in the new administration here.) Advocacy? At risk? Barriers? Belong? Bias? Black? Breastfeed? Clean energy? Climate crisis? Community diversity? Cultural heritage? Disabilities? These are just a fraction of the list of hundreds of words that are flagged by the present administration in federal websites and communications. As a retired educator, I am concerned and outraged. Since the end of January, the federal government is taking our country backwards with its actions to eliminate DEI including in the Department of Education. (Press Release)

It's also happening throughout the federal government. For example, last week, we learned that the U.S. Army had wiped the 100th/442nd combat units off its website due to DEI.  (See article here.) These and other similar actions of the Trump Administration are attempting to rewrite history by claiming DEI. Many of us were outraged; the 100th/442nd units were among the most decorated units during World War II, made up primarily of Japanese-American citizens who volunteered to fight for our country. The bravery of these soldiers was especially significant because at the same time, their fellow Japanese - 150,000 of them, many of them US citizens - were taken from their homes and livelihoods and sent to internment camps. After the flurry of activity from ordinary citizens like us, the U. S. Army restored the 100th Battalion/442nd Infantry website. Thank you to all those who shared their outrage in the media, on social media platforms, and with calls or emails to their Congressional delegation. But the fight is not over. Blacks and women are being scrubbed on the Arlington website. Navajo code talkers were taken off military websites after Trump’s Executive Order. Who is next?

In January, the Coast Guard Commandant Admiral Linda Fagan was fired. (See article here.) She was the first female in uniform to lead a military branch and the reasons for her dismissal were questionable. Most likely, Trump viewed Ms. Fagan’s hire as part of “woke” culture; clearly in his mind and the minds of his supporters, a female military leader is inferior to a male military leader. It is likely that they believe that females in the military are not equal to males. They believe that “a woke military is a weak military.” In this day and age, that kind of thinking is appalling. Since 2013, women have been allowed to serve in combat duty alongside male soldiers, and some have died and others have been severely injured. Senator Tammy Duckworth was serving as a Black Hawk helicopter pilot when it was  hit by rocket-propelled grenade fired by Iraqi insurgents. She lost both of her legs and partial mobility in her right arm. She, like Linda Fagan, are examples of strong military women. We need a more diverse, equitable, and inclusive military, and that includes women in combat and women in leadership positions. 

As an educator, I am concerned for our schools, our school staff, and our students. The U.S. Department of Education posted this memo about taking action to eliminate DEI. I have no idea what they mean by “divisive ideology in our schools” or “the Department works to end discrimination based on race and the use of harmful race stereotypes, both within the agency and throughout America’s educational system.” The fact is, our schools are diverse, equitable, and inclusive. DEI recognizes and values differences in people, ensures fair treatment and equal opportunities, and fosters an environment where everyone is treated fairly and can participate fully. The purpose of public education in our country ensures that every student, no matter their needs or their challenges, has the opportunity to succeed to become contributing and productive members of society.  That is not “woke” as the present administration claims. 

I read an article about Sarah Inama, a middle school teacher in Idaho who was told to remove welcome signs in her classroom that were considered "controversial," and I thought to myself, "What the heck?" Clearly this teacher cares about her students and wants them to feel welcome in her classroom. Teachers spend time (and money) to make their classrooms welcoming for their students, especially those who may be marginalized. As a teacher of middle school-aged students, diversity, equity, and inclusivity (DEI) are very important in Sarah's classroom. The message is not just for Sarah and her students, however. It's for ALL students and their classmates in every classroom. It’s for ALL of us who are citizens of this country. What is it about DEI that scares the Trump administration? I applaud Sarah for standing her ground. Every classroom should be sharing a message of inclusivity and diversity. 

 

This is one of the posters that Sarah Inama was asked to remove from her classroom. 

Educators and students across the country are getting involved and are protesting the Trump Administration’s elimination of DEI policies for being “woke." They are also protesting the massive cuts to the Department of Education which will impact schools throughout the country and in Department of Defense schools. These cuts will have a huge impact on schools, districts, and states which rely on these funds to support ALL students including those who require special education services, who rely on Title I funds for disadvantaged students, or who are English Language Learners. These funds ensure diversity, equity, and inclusion in our schools. As Randi Weingarten shares in this op-ed, "We are at a crossroads: Fear and division, or hope and opportunity. A great nation does not fear people being educated. A great nation does not fear pluralism. A great nation chooses freedom, democracy, equality and opportunity. All of that starts in our public schools."

Let's fight for the rights of every student to feel welcome at school and in their classrooms so they can achieve to their fullest potential. 

Time to Advocate for Public Education

First they came for the Communists

And I did not speak out

Because I was not a Communist

Then they came for the Socialists

And I did not speak out

Because I was not a Socialist

Then they came for the trade unionists

And I did not speak out

Because I was not a trade unionist

Then they came for the Jews

And I did not speak out

Because I was not a Jew

Then they came for me

And there was no one left

To speak out for me

Pastor Martin Niemöller

As a lifelong educator and school leader, I know that our country needs an informed citizenry so we can address the many challenges which our world faces, now and in the future. Public education  provides every child with opportunities to learn and to succeed and to be productive and contributing members of society regardless of their gender, race, socioeconomic status, or religion. Every child, even those with special needs, deserves that opportunity. That is what Diversity, Equity, and Inclusion (DEI) is about - including every child and providing a free and appropriate public education (FAPE) so they can succeed. 

With the new administration in Washington, D.C., we are experiencing questionable executive orders such as the termination of federal workers, no birthright citizenship (which is guaranteed by the 14th Amendment), tariffs on goods from other countries that threaten the livelihood of American businesses, termination of DEI, and most concerning to me as an educator, threatening to close the Department of Education. The claim that "the U.S. is dead last" on test scores is not supported by facts. 

School districts are scrambling to figure out how to provide funding for special education, Title I which serves students from low-income households, English Language Learner programs, and teacher professional learning opportunities. Additionally, the federal DOE provides Pell Grants, making it possible for students from low-income households to attend college. 

In the best possible scenario, it would be the public schools, the staff, students, and families who would be leading the charge against the termination of the federal Department of Education. 

But, I am afraid we haven't done a very good job of educating our students to believe that they can be change agents. This is their education. They should be concerned, they should be discussing this in class, and they should be spurred to action. After all, our public schools are a microcosm of society, and our elected leaders need to realize that though they may not yet be of voting age, our students' time will come and they will be more aware of the issues and the need to vote. Imagine the administration and Congress in D.C. being inundated with letters from students. Maybe on a specific day throughout the country, students and families could march in favor of public education. Wouldn't that send a message?

Unfortunately, though, public schools are under scrutiny in many areas which has led to teacher anxiety. Discussions involving sensitive or controversial topics such as race relations, gender identity, or climate change can lead to a teacher's dismissal. Book bans in communities are not uncommon, and although it is illegal to fire someone for being LGBTQ, teachers can feel unsupported and may be compelled to resign for their own mental health. Schools or teachers in these areas may face backlash for participating in peaceful protests even if their survival depends on the federal Department of Education providing funding to their schools. 

Martin Niemöller, a Lutheran pastor, wrote the poem above after he was arrested in 1937 and spent several years in concentration camps. He originally was a Nazi supporter but became critical of their interference into church matters. This poem is, I believe, a stern reminder to all of us that we need to speak up if we believe something is not right. We are in a critical time in our country's history. We have touted ourselves to the rest of the world as the land of opportunity where anyone can achieve "the American Dream," The truth is that many groups are still marginalized and lack a voice to speak for themselves. Our children are our future, and if we don't speak up now, we could rob them of the opportunities to achieve their dreams for a better tomorrow. They depend on us. Let's all speak up and ensure that the federal Department of Education is NOT eliminated by this administration. 

Visionary Leadership for the Future

As a 70-something senior citizen who has lived her entire life here in Hawai`i, I have witnessed many changes in our State. Areas that were once pineapple or sugar cane fields are now homes or thriving communities. We grapple with issues like the high cost of living, rising sea levels, the lack of affordable housing, traffic woes, and the shortage of quality jobs for our young people.  Projects take much longer to get done here and often go way over budget. Rail and Aloha Stadium are prime examples.

But there is a ray of hope. Community leaders have known for awhile that we need to diversify our economy as we continue into the future. One major decision made in the late 1980’s was to direct growth to the Leeward side of O`ahu and to build what is now the Second City of Kapolei. This area which was once covered in sugar cane is now a thriving community with homes, schools, shopping centers, recreation activities, and government offices. The Legislature then identified West O`ahu as the preferred site for a university campus which would be central to that community. The State purchased land to build a University of Hawai`i West O`ahu (UH-WO) campus which would serve the educational needs of the growing population. In 2012, the campus officially opened in Kapolei.

Earlier this week, I was invited to visit the Academy for Creative Media at UH-WO, the latest state-of-the-art facility on their campus.  We were hosted by Chancellor Maenette K.P. Ah Née-Benham, Vice Chancellor David McDonald and  Chris Lee. Mr. Lee is a very successful and respected leader in the film industry who is the founder and director of the University of Hawai`i Academy for Creative Media. The facilities at UH-WO are impressive and state-of-the-art, preparing students for good-paying jobs that are in high demand today - game development, film-making, web design, communication arts, e-sports, digital archiving, and other fields which are still evolving.  Students also have the opportunity, through this program, to share their stories with a wider audience; for too long, many of their voices were silenced. More impressive is that all ten campuses in the University of Hawai`i system now have creative media programs. 

Vice Chancellor McDonald shared that graduates of the UH-WO Creative Media program are being hired for good-paying positions in Hawai`i and other parts of the country and the world. The median starting salary is also higher than graduates at other colleges in the University of Hawai`i system. Many of the local high school students, including those at Waianae High School’s Searider Productions, are in the Early College program, earning dual high school and college credits, and preparing for their futures. 

We need forward-thinking leaders - legislators, government officials, educators, industry experts - to commit support such as funding, mentoring, and opportunities for our students so they can thrive in creative media. In the past decade alone, we have seen a surge in streaming services, video platforms like TikTok, an increase in podcasts, a rise in the number of social influencers on social media, and phones that are essentially mini-computers. It is hard for me to fathom what the next iteration will bring because change is happening so quickly. 

When I was a principal at an elementary school, I was constantly amazed by the abilities of our young students to use technology confidently to share their learning. I remember walking past a second grade classroom where the students wanted to share their public service announcement, created in about 30 minutes, using a free app they had just been introduced to. Their teacher said she had spent her weekend creating a PSA with that app; the kids figured it out on their own. Other students were programming robots, creating videos and websites, building communities in Minecraft, blogging, building their own games, and learning to code. 

We cannot wait for adults to figure things out. Instead of putting barriers in their way, let’s support our students and give them the tools they need to be the creative problem-solvers we need to address the many challenges in our world today. 

The success of the University of Hawai`i West O`ahu Academy for Creative Media shows how, by working together, we can create an innovative, highly-successful program where our students are provided with the tools and gain the skills that are sought after in the world today. The $37 million it cost to build the state-of-the art facility at UH-WO is just the beginning. There are plans to expand the Academy with a film studio and to build housing and retail facilities surrounding the campus. These are exciting plans, and it is my hope that all of us - the community, legislators, the University of Hawai`i, businesses, and educators - rally and support these future plans. This is an opportunity to be visionary, forward-thinkers. We cannot sit on our hands and wait for someone else to take the lead. Our kids deserve a future filled with possibilities where they can make a positive impact in their community, in our state, our country, and the world through creative media. Imua!

I am grateful that I was invited along with two of my educator friends to join in the visit to the University of Hawai`i West O`ahu Academy for Creative Media. From left, Senator Carol Fukunaga, Vice Chancellor David McDonald, former Senator Randy Iwase, and Founder and Director of the UH Academy for Creative Media System Chris Lee

“The Times They are A-Changin”

These are challenging times for schools, and with apologies to Bob Dylan, yes, “the times they are a’changin.’” I’ve been retired as a school leader for over six years now, and it’s hard for me to fathom the changes that have taken place in our world. In those six short years, we experienced a worldwide pandemic, Zoom became a household word, natural disasters and climate change continue to cause havoc in our world, and artificial intelligence has burst into our lives, enabling a computer or robot to perform tasks that, in the past, were reserved for humans. Additionally, our world has become increasingly divisive, and schools are confronted with challenges including the banning of books and curriculum content, an increase in school violence, the disparity in access to resources including those for struggling students, and staffing shortages that negatively impact communities, especially those in high-poverty areas.

Schools are essential to communities and have a huge impact on its citizens. We know that school can be the one constant in a child's life, the one safe place where problems are sometimes forgotten for a few hours in a day. We need to make that time meaningful. Too often, school is seen as irrelevant to students. I recently had a conversation with two high schoolers, and they were frank. They felt that often, teachers don’t care about their students; they felt the personal interactions were often lacking in their classes. “If teachers don’t start caring and making their lessons interesting for us, then AI will replace them,” they agreed. 

Real learning means applying skills or facts to delve deeper, to ask questions, to research multiple sources to find answers, to make sense of information, to discuss differing opinions with their peers, and to gain skills that can be applied to new situations. This would be a major shift for schools, but if we want our students to be self-directed learners and complex thinkers, schools must shift to a more-relevant curriculum that engages and prepares them to be contributing members of society. Presently, with so many multi-media resources available, our young people are independently exploring topics and engaging in conversations about their interests outside of school -  sports, pop entertainment, politics, fashion, creative arts, video games, and so much more. 

Today, Dr. Mark Hines shared his blog, “Creating Joyful Schools: A New Vision for Engaged Learning” on the “What School Could Be” global community, and a meaningful discussion followed. This was a great time - the start of a new year and a new semester - to remind educators about the real purpose of school as a place where students explore, discover, create, and share to make a difference for their community. Included in Dr. Hines’ blog was this graphic which I think should be posted in every classroom to remind us of what education could and should be.  

Our world is changing rapidly and our children are growing up in a much-different world today. They are digital users from the time they are toddlers, and schools need to change the way we view our students as learners. We underestimate their ability to learn on their own. School could be more relevant if we allowed our students more flexibility in what they learn, who they learn with, and how they share what they learned with an audience of their peers as well as the community. 

Let’s work together to reimagine education that is joyful, one that engages students, encourages them to be problem-seekers and problem-solvers, and gives them the tools to be self-directed, creative and critical thinkers who can make a difference in this world. Yes, “the times they are a-changin,’” and we who believe that education can be the key to creating a better world in the future will continue to do this work. I invite you to join us on this journey!

Poverty and Education

I recently read Midnight Run: My Narrow Escape to a Better Future by Kevin Honeycutt and Terri Peckham. It’s Kevin’s story about his life growing up, the challenges of growing up in generational poverty, and how he applied the lessons he learned in his present life as an educator,  a motivational speaker, and guest presenter at schools and districts.  

“Midnight Run is the story of Kevin’s journey out of the darkness.”

I met Kevin during a few What Schools Could Be virtual sessions, and we follow each other on social media. I knew him as a creative, passionate educator-presenter. But there is so much more to him and what drives him to ignite learning in students and teachers. He is determined to change the lives of students by sharing his own story.

If we look at the pattern of generational poverty, defined as two or more generations living in poverty, it is remarkable that Kevin was able to overcome his challenging circumstances to become successful as a husband, father, teacher, writer, and speaker. How did he do it? In his book, he credits a teacher for seeing his potential and providing him with an opportunity to gain confidence and a passion for the arts which opened up new opportunities. Our kids who are experiencing poverty need those kinds of teachers as well as opportunities and resources in order to overcome the challenges that too-often hold them back.

Kevin’s book got me thinking about schools and how we often fail children in poverty. Title I funds from the federal government and free meals in school are,  unfortunately, not enough. We need an understanding of poverty - its causes, how it impacts families and individual students, and how we can address those needs. It may be difficult for students living in dire circumstances to be successful and engaged in middle-class schools while dealing with the challenges of living in poverty. 

All children from disadvantaged families need access to resources that would give them a head start and support to be successful in school. Educators who have not experienced poverty may not be aware that teaching these students may require different strategies and resources. This is especially critical in elementary schools when students acquire the skills to be independent and engaged learners so they can be successful from elementary to middle to high school and into adulthood. A child living in poverty faces many challenges including the most basic needs such as food, shelter, clean water, clothing, safety, and sleep. When a child is hungry, tired, or cold, or does not feel safe, success in school will be negatively impacted. 

As an early childhood educator who spent 15 years as a Head Start teacher, I believe strongly in improving educational opportunities and providing comprehensive support for all students but more importantly, for those who are impacted by poverty. This means engaging parents even before the child is born and connecting them with social services, health services, and child development. Children from disadvantaged families generally have exposure to far fewer experiences and have heard far fewer vocabulary words than those from middle or higher-economic backgrounds. Poor language and school readiness skills negatively impact students’ success when they enter kindergarten.  

Our state is finally making a huge investment in providing opportunities for students who would otherwise not be able to attend preschool. The Ready Keiki initiative is ambitious. I'm grateful that our State leaders realize that a quality hands-on, language-rich, preschool program can address some of the challenges and problems children from disadvantaged families often face when they enter kindergarten. We need to close that gap. Each student is an individual, and we need to recognize that there is no one-size-fits-all, no one program or way of teaching that will ensure success for every child. 

In this day and age, we should be looking at students through a wider lens. Test scores or goals such as "reading on grade level" should not be the only way we define them. Instead, kids need choices about what and how they learn. What are they passionate about? What do they want to learn? What are their strengths and their challenges? How do they learn best? How do they work with others? What interests do they have outside of school? How do they get their information? What are their goals? How can we making learning relevant for all students? When we ask these questions, we are personalizing learning for our students. 

Kevin Honeycutt's story was inspiring. Despite his years as a child living in very challenging conditions and moving around from school to school, a teacher turned things around for him and made him believe in himself. And that, more than anything else, is what will pull kids out of poverty and difficult situations - someone who believes in them and helps them to visualize possibilities to realize their full potential. 

Stop Focusing on Test Scores

Civil Beat shared an article recently: Data Shows a Dramatic Difference in Test Scores Between Hawaii Schools.  

Stop already! These headlines and articles about declining test scores, both locally and nationally, are not helping schools; in fact, they may be adding to the challenges and stressors our public schools are already facing with declining enrollment, disengaged students, exhausted teachers, and political discord. The problem is not the students or the teachers. The truth is that the old model of K-12 schools is no longer applicable or relevant for today’s students. In our rapidly-changing 21st century world, it is more important than ever for schools to prepare students for their futures instead of preparing students for high-stakes testing. 

Of course our kids need to learn to read, write, and learn history, science, and the arts. Of course they need to have math knowledge. But the way they learn essential skills and knowledge does not have to be through one-size-fits all (boring) textbooks and workbooks, with end-of-unit tests that often measure short-term recall rather than long-term application. It doesn’t mean students need to be in classrooms with grade level peers following grade level standards. Our classrooms should be exciting places of learning with students working in diverse groups to grapple with problems that impact us now and in the future. In the process, students read and research, discuss, listen, summarize, learn by doing, and make sense of what they learned. They ask questions which often leads to more questions and even deeper learning. Students come up with possible solutions and agree on how they will share what they learned with an authentic audience. When students work with others, they learn the value of teamwork and listening to other points of view. They learn to recognize and embrace their own strengths, interests, and challenges as well as those of their peers. The teacher is an active learner in that classroom as well, guiding students in their learning, asking probing questions, and providing specialized instruction and feedback when necessary. 

Realizing that the old model of school was not meeting the needs of today’s learners, schools across the nation and in our world have transitioned to make education more relevant for their students. Project-based or problem-based learning, language-immersion schools, international schools, learning academies, and work apprenticeships are a few examples of how education is evolving. In those settings, students are engaged, learning about and working on problems that impact them now and in the future: food sustainability, trash, homelessness, immigration challenges, climate change, transportation, cultural issues . . . the list is endless. With teacher guidance, students are delving deeper into the kinds of problems that adults and government leaders are grappling with. It is real-world, important work. There may not be a common test for students at the end, but there is accountability; students document their learning journey through reflective journals, videos, tools like Unrulr, or individual conferences with their teachers. Check out the What School Could Be on-line community; the movement to reimagine education is thriving throughout the world. And when students are engaged in these real-world projects, they truly become empathetic problem-seekers and problem-solvers. 

Imagine a world where students learn to work with others and to advocate for their ideas with their team members from the time they enter kindergarten and throughout their educational experience. They become better listeners, are able to communicate their thoughts and feelings, and learn to compromise. As students work with those who may come from different backgrounds or who have different experiences, they will hopefully develop empathy, the ability to see things from another person’s perspectives and to feel their emotions. I firmly believe that empathy is lacking in many adults today, and that is what has led to a deep divide in our communities and across the nation. 

And it starts with school. As long as we continue to focus on test scores and dividing students based on their academic ability, we will have failed a significant number of those who may not fit the model of a “good student” but who have important skills and ideas that will be valued in their adult life. We can and must do better. 

So let’s stop focusing on test scores and reimagine school instead. 

I Shed a Few Tears Last Night

 I had never cried over any election results before, even when my husband lost two elections in his political career. But I shed a few tears last night. 

The results of the election hit me hard. I was cautiously optimistic, certain that our citizens would elect the most qualified person who had viable plans for our country’s future. My heart was heavy as the results were revealed, and I hurt. I hurt for the suffragettes who came before us who fought for the right for women to vote. I hurt for those who hoped that maybe one day, their daughter or granddaughter might break the glass ceiling and become the first woman President. I hurt for women legislators who had to fight to provide equal opportunities for females through legislation such as Title IX. I hurt for parents and educators who encouraged young ladies to be their best, to study hard, and to not be afraid to enter fields that were previously male-dominated. The election of the first woman President in our country would validate for young girls that they, too, could aspire to the highest office in our country. 

It was not to be . .  . again. 

Earlier this summer, I reshared a blog I had written back in 2016 (“Why is It Taking So Long?). I also wrote a short blog (“Our Children are Watching”) because I was so concerned about all the name-calling and misinformation on mainstream and social media. I read tweets from both sides of the aisle; I watched the short snippets that were posted of the candidates speaking at rallies, on podcasts, or in interviews. I was constantly checking my phone for updates. It was exhausting, but I couldn’t or wouldn’t stop. 

I didn’t support Kamala because she is a woman; I loved her message of hope for all of us who call the United States of America our home. I loved her plans to take our country forward and to unite our nation of its divisiveness. I was (almost) convinced that America would make the right choice, and I was so, so hopeful. But I was wrong.

Today, Dan Rather shared a post on Steady, titled “Now What?” He writes, “Let yourself grieve, but don’t surrender to despair.” I am taking his words to heart. We don’t know what the future will hold for us, but as this Native American quote states: We don’t inherit this world from our ancestors. We borrow it from our children.” Let’s work together to make a difference for them. 

I don’t know how many more times I will have the opportunity to vote for our President of the United States. If I live to 100 (!), that’s 7 more chances. Maybe, just maybe, I will see our first woman President.