Hawaiian language immersion programs across the state are growing fast, however schools need more qualified teachers to meet that demand. At the University of Hawaiʻi at Hilo, Kananinohea “Kanani” Mākaʻimoku is working to help fill that gap.

As director of the within the 东精影业 Hilo, Mākaʻimoku prepares educators to teach in Hawaiian medium and immersion schools. Throughout the past decade, the state鈥檚 Hawaiian immersion program has grown by 67 percent.

Kahuawaiola is a three-semester graduate certificate delivered in ʻōlelo Hawaiʻi (Hawaiian). During the pandemic, Mākaʻimoku helped shift the program online, reshaping and expanding access.

“Since 2020, the average number of students enrolling from the outer islands has increased by approximately 56 percent compared to the program鈥檚 pre-2020 history,” said Mākaʻimoku.

She has seen firsthand how hybrid learning has opened doors for students in rural communities, including areas such as Lānaʻi and H膩na. That access drives her to reach even more future educators as the need continues to grow. Since its inception, Kahuawaiola has prepared 164 certified teachers.

“By preparing teachers who are fluent in Hawaiian and grounded in culturally responsive pedagogy, we ensure that Hawaiian language medium and immersion schools can continue to serve families across the state,” Mākaʻimoku said, noting that education has long been one of the most effective ways to reverse language loss in Hawaiʻi.

Full-circle journey

Mākaʻimoku鈥檚 own path reflects that mission. Educated in ʻōlelo Hawaiʻi from preschool through high school, she later spent 16 years teaching in immersion classrooms. She earned her bachelor鈥檚 degree in at 东精影业 Hilo, along with a through the Kahuawaiola program and a master鈥檚 degree in . She is now pursuing her doctorate in within 东精影业 Hilo鈥檚 College of Hawaiian Language.

—By Susan Enright

More than 200 high school students from a dozen public schools on Oʻahu, Hawaiʻi Island, and Maui gathered at in November, for the third annual “Dive Into Education” event, designed to nurture students鈥� interest in becoming Hawaiʻi鈥檚 next generation of teachers.

From the moment students arrived, the energy was palpable. Many quickly found themselves surrounded by a sense of community and shared purpose.

“My favorite part was being able to connect with people from other schools who are like-minded about education,” said Camille Nino, Pearl City High School student. “It鈥檚 comforting when other students are so welcoming and eager to keep a conversation going.”

Future changemakers

Hosted in Leeward CC鈥檚 ʻImi 鈥�ʻIke (Education Building) and sponsored by the Hawaiʻi Education Association (HEA), the event featured a college and career fair, guided tours of Leeward CC鈥檚 Children鈥檚 Center for students interested in early childhood education, and a Tech Slam showcasing high-impact digital tools for teaching. It also offered breakout sessions on topics from teacher salaries to career opportunities within the Hawaiʻi State Department of Education.

Lt. Gov. Sylvia Luke delivered a keynote speech emphasizing the life-changing influence of teachers, recalling her own elementary teachers who stayed after school to help her learn English. HEA President Joan Kamila Lewis also encouraged students to see themselves as future changemakers.

Real experiences

Pearl City High School student Jessa Castillo said, “I was inspired by the guest speakers because they shared real experiences, not just general information you might read about online.”

Jeffrey Judd, teacher education professor, added, “It is heartening to see the next generation so deeply interested in what it means to be an effective educator and how they can positively impact their future students鈥� lives.”

Thirteen University of Hawaiʻi students preparing for teaching careers have been .

The students are enrolled in state-approved 东精影业 licensure programs that prepare future educators for classrooms across the islands.

Funding for the awards comes from HEA鈥檚 first grant-in-aid allocation of $50,000 from the Hawaiʻi State Legislature in July 2024. To date, HEA has awarded $36,000 to pre-service and in-service educators statewide.

2025 HEA grant recipients by 东精影业 campus

• Leeward Community College: Matthew Alsbergas, Tiani Castaneda-Naboa, Joseph Jones, Tuturenga Lyles, Mariah Pate, Ami Phillips, and Keila Yael Santaella
• 东精影业 惭腻苍辞补: Makella Diaz
• 东精影业 Hilo: Marc Randolph
• Kahuawaiola at 东精影业 Hilo: Piʻikea Lono and Wolfgang Rehmert
• 东精影业 West Oʻahu: Shane-Nah Brown and Ashley Reis

“I am deeply grateful for the Hawaii Education Association scholarship award,” said Leeward CC student Tuturenga Bira Lyles. “Every bit of financial relief not only eases the journey but also serves as a powerful vote of confidence in my path here in the Leeward CC community toward becoming a future educator.”

HEA鈥檚 mission is to inspire and advance teaching excellence in Hawaiʻi. By supporting students across 东精影业鈥檚 four-year universities and community colleges, the organization hopes to strengthen the pipeline of educators committed to serving local communities.

The 2025 Hawaiʻi State Teacher of the Year, Bryan Silver of Kalani High School, earned his post baccalaureate certificate in secondary education and special education at the University of Hawaiʻi at Mānoa College of Education (COE). The science and career and technical education teacher will represent Hawaiʻi in the National Teacher of the Year program this spring in Washington, D.C.

“I am grateful to my colleagues and administration who supported so many of my crazy initiatives of getting kids out of the classroom and getting their hands dirty in the real world while embracing the mess of authentic learning and failure,” Silver said. “Success is an accumulation of learning from mistakes.”

Inspired by his mom and aunts who were all teachers, Silver has found himself in teaching roles throughout his life. The COE dual certification program in secondary education and special education was a good fit.

“Since I was a student who was identified as ‘special needs,’ I felt I could make a positive impact on other students like me as I had a unique perspective on their struggles and needs,” Silver said. “The COE classes and instructors have had the biggest impact on how I approach learning in the classroom, giving me the permission to forge into the unknown to find many ways to express and demonstrate learning.”

In addition to leading successful robotics and coding programs, Silver and his science and special education colleagues are opening work-based learning by growing produce to be used in their high school鈥檚 cafeteria.

Each of the 16 Complex Area and Public Charter School Teachers of the Year receive monetary awards from the Polynesian Cultural Center, which has sponsored the Teacher of the Year program for more than 30 years. Silver will also receive a one-year lease of a 2024 Nissan Sentra SV courtesy of the Hawaiʻi Automobile Dealers Association and King Windward Nissan.

This column by Chancellor Lui Hokoana was published by .

Since the Great Recession of 2008–2009, the U.S. has faced a significant shortage of qualified teachers. The situation has grown steadily more acute and was further exacerbated by the COVID-19 pandemic. Maui has not been immune. We also face a serious scarcity of new teachers, particularly Hawaiian Immersion teachers.

“We tried to think of something we could do in our capacity as a community college to provide a bridge to teacher licensure programs for people who are not able to attend college in the traditional sense,” says Kahele Dukelow, 东精影业 Maui College Vice Chancellor of Academic Affairs.

The result is the Hoapili Teacher Pathways Program which launched in Summer 2023. “We鈥檙e committed to helping those interested in becoming licensed teachers by offering a free online substitute teacher certification course, tuition-free coursework across various disciplines necessary for teacher licensure, academic advising, one-on-one student support, and professional development,” explains Hoapili Academic Support Specialist Kanoe Pacheco.

The program serves an immense range of students鈥搉ew high school graduates, non-traditional students, State of Hawaiʻi Department of Education long-term substitute teachers, emergency hires, educational assistants, teacher assistants, registered behavioral technicians, librarians, parents of Hawaiian Language Immersion students, school administrators more. “As a result, we have a one-on-one approach when meeting with and advising them, offering them tailored advice, pathways, and support,” says Pacheco.

In just one year, student interest, course registration numbers, and the number of students entering licensure programs has grown exponentially. It鈥檚 a testament to the need for more programs like this which actively find solutions to close the gap for students in higher education. The program is specifically designed to make coursework accessible by being free, online, and scheduled during after-work hours.

“It has been truly amazing working with the 200+ students who actively register for our tuition-free courses each semester,” says Pacheco. “Hearing their stories and helping them work towards their goals of becoming teachers has been inspiring. Their perseverance and dedication to their dreams and betterment of their communities and families is memorable. I am privileged and honored to work with such amazing individuals.”

Maluhia Low is a Hawaiian Studies lecturer as well as a student affairs program specialist who echoes her colleague鈥檚 sentiments. “Observing the students鈥� hard work, determination, growth, and adaptability has been inspiring,” she says. “Seeing their dedication and progress at this stage in their journey gives me great confidence in their future as educators. Additionally, all their journeys began here on Maui. The ‘grow our own’ initiative takes on a whole new meaning when we can truly establish their roots here on Maui for Maui. I鈥檓 genuinely excited about the future of Maui鈥檚 teachers.”

Haʻikū Elementary School first grade teacher Makella Diaz is one of them. “The Hoapili Teacher Pathway program is an incredible learning opportunity,” she says. “The program offers flexible classes to accommodate working adults, making it easier to balance life鈥檚 commitments while pursuing your passion for teaching. As a full-time working wife and mother, I deeply understand the importance of finding a program supporting your busy lifestyle without compromising your educational goals. The program is more than just a pathway to becoming a teacher鈥搃t鈥檚 a journey toward becoming a community leader.”

The Hoapili Teacher Pathways Program is funded by two grants. A Hawaiʻi Department of Education grant aims to provide the shortest pathway to a Kaiapuni (Hawaiian Immersion) teacher licensure. It funds the exploration of the use of existing processes and testing of new strategies for recruiting, hiring, mentoring, and retaining new teachers for Kaiapuni classrooms.

A U.S. Department of Education Title III Programs for Alaska Native and Native Hawaiian Serving Institutions grant funds a collaboration with 东精影业 惭腻苍辞补鈥揘ative Hawaiian Student Services. A focus of this grant is to improve and expand multi-disciplinary research opportunities and engagements by and between Hawaiian students and faculty at the University of Hawaiʻi at 惭腻苍辞补 and Maui College, between public school educators and administrators in the Hawaiʻi Department of Education, and with Hawaiian-focused charter schools and organizations. The goal is to enhance the success of Hawaiian students by creating academic spaces that sustain and promote Hawaiian knowledge, pedagogies, and communities, fostering stronger connections between 东精影业 惭腻苍辞补 and our college.

The ability to access funding will determine the project鈥檚 short-term future. “Our long-term hope,” says Pacheco, “is for projects like these to receive permanent funding by either the University of Hawaiʻi or the Hawaiʻi Department of Education or both so we can continue to train the teachers that will sustain Hawaiʻi’s future generations of students and leaders.”

For more about the Hoapili Teacher Pathway Program, please visit https://sites.google.com/hawaii.edu/uhmc-teacher-pathway-program/home For complete 东精影业 Maui College information, please visit http://maui.hawaii.edu/

*Dr. Lui K. Hokoana is Chancellor of the University of Hawaiʻi Maui College. Kaʻana Manaʻo, which means “sharing thoughts,” is scheduled to appear on the fourth Sunday of each month. It is prepared with assistance from 东精影业 Maui College staff and is intended to provide the community of Maui County information about opportunities available through the college at its Kahului campus and its education centers.

This summer, the University of 贬补飞补颈ʻ颈鈥檚 (IfA) welcomed 10 high school teachers from across the state for an exciting week of professional development. The inaugural , held June 10–14, aimed to boost the skills and knowledge of 贬补飞补颈ʻ颈鈥檚 high school STEM (science, technology, engineering, and mathematics) teachers.

“TeachAstro aims to connect state-of-the-art astronomy with the students of Hawaiʻi, by sharing IfA鈥檚 knowledge and tools with Hawaiʻi teachers, who can then take that back to their classrooms,” said 东精影业 astronomer Michael Liu, a faculty member at IfA and director of TeachAstro. “It was incredibly rewarding to experience the dedication and enthusiasm of our first cohort of teachers to realize this goal.”

Teachers apply IfA insights

Teachers dove into hands-on research projects, attended science talks by IfA astronomers, and participated in curriculum development sessions. They explored the latest astronomical data and software, learning how 东精影业 researchers study star clusters and exoplanets. IfA faculty Michael Nassir, Jennifer van Saders, Jonathan Williams, and Liu led the engaging sessions.

“My experience with TeachAstro was very valuable. I felt it connected me to a stronger community in astronomy, which is something that I cannot obtain from my school as I am the only teacher teaching this topic,” said Laura Daclison, a teacher at Kapolei High School.

The teachers worked on creating lesson plans to bring cutting-edge astronomy content into their classrooms.

“The TeachAstro program was inspiring and rejuvenating. I cannot wait to use all that I have learned in my classroom and better serve my students,” said Stephanie Pickett from Kealakehe High School.

IfA鈥檚 mission

Participants also learned about the crucial role that Hawaiʻi telescopes and astronomers play in protecting Earth from potentially hazardous asteroids. They enjoyed stargazing with amateur telescopes at Kapiʻolani Park and took part in online observations using the on Maunakea.

“A key part of IfA鈥檚 mission is to bring the wonders and joy of astronomy to the community, through programs to engage learners at many levels. We鈥檙e thrilled that TeachAstro is off to such a strong start, and we鈥檙e hoping this helps build a network of astronomy educators across Hawaiʻi as this program continues in future summers,” said Doug Simons, IfA director.

Supported by a grant from the Heising-Simons Foundation, the TeachAstro program will return next summer with an expanded group of teachers. Applications will open this winter.

A $3.9 million grant aimed to improve the academic success alongside the physical, mental and emotional wellbeing of Native Hawaiian (NH) keiki has been awarded to a pair of University of Hawaiʻi at 惭腻苍辞补 (COE) professors.

Professor Erin Centeio in the 东精影业 惭腻苍辞补 and Professor Kuʻulei Serna in the received a $3,954,518 grant from the U.S. Department of Education, Office of Elementary and Secondary Education (Native Hawaiian Education Program).

This is the second round of funding for I Paʻa Ka Huewai Pawehe—“So that our prized water gourds are made firm.” The first round of funding totaling $2.85 million was awarded in 2021.

For the second round of funding, Centeio and Serna will be collaborating with Associate Professor Summer Maunakea in the Department of Curriculum Studies to include ʻ腻颈苍补-based education. The three-year project is a partnership among the COE, the Hawaiʻi Department of Education (HIDOE) and the Hawaiʻi Department of Health.

“The HIDOE serves a large proportion of NH youth who are at risk for long-term health issues, given the high obesity rates and lack of participation in physical activity,” Centeio said. “Many NH youth have experienced various forms of cultural trauma and find it hard to be successful in traditional academic venues.”

Goals of the project include:

• Improve the overall health and wellbeing of NH students
• Improve the quality of health and physical education according to Hawaiʻi state standards and benchmarks as well as national recommendations
• Identify meaningful intersections within overall health and education, addressing whole child development

Building upon the first round of I Paʻa Ka Huewai Pawehe, which currently partners with 20 schools across four complex areas on Oʻahu and Kauaʻi, round two will add 15 more schools across three new complex areas on Hawaiʻi, Maui and Molokai. The project will also continue professional development and learning for the current schools and will partner with K艒kua Foundation to expand programming in the current elementary schools to incorporate ʻ腻颈苍补-based education, reaching over 25,000 students in total.

“Based on the direct correlation between the overall health of youth and academic success in school, there is a drastic need for interventions surrounding the health of the whole child,” Centeio said. “This need, coupled with the unique and underserved population of NH youth, underscores how timely and warranted I Paʻa Ka Huewai Pawehe is.”

A unique partnership has made it possible for many working professionals in the Hawaiʻi Department of Education (HIDOE) to pursue special education (SPED) licensure through a flexible, self-paced model.

The 3+1 online program through Leeward CC鈥檚 allows a candidate to earn a bachelor of science in SPED by completing three years at Leeward CC (or equivalent) and the final year at Chaminade University. Through online asynchronous delivery, and funding through HIDOE, the program has resulted in a 90% retention rate of working candidates since its inception in 2017 with a vast majority remaining employed as SPED teachers in local public schools.

To date, 29 Leeward CC students have graduated through the 3+1 online program, and there are 77 Leeward CC students currently in the 3+1 bachelor of science in SPED pathway.

Life-changing opportunities

Recent graduate Evelyn Utai, an educational assistant at Farrington High School, was born and raised in Kalihi. She has always had a passion for her community, and a desire to serve students with special needs. Early in her career, she and her coworkers created a “friends program” for special needs and non-special needs students to meet and interact during lunch. “The general education students鈥� (including all-star athletes) lives ended up being changed more than the special ed students,” Utai said.

She wanted to do more for the SPED students, and this motivated her to attend online classes for a bachelor鈥檚 degree, while still working in the classroom. The 3+1 program also allowed her to count her associate鈥檚 degree from Windward CC toward her requirements for the bachelor驶s degree. This enabled her to finish the program in half the time.

Utai said she wouldn鈥檛 have been able to pursue her degree without funding provided by a 3+1 program grant. In May, Chaminade recognized her as the 2024 outstanding graduate, and she credits both Chaminade and Leeward CC for providing the support that enabled her to achieve this milestone. Now Utai hopes to get a position as a special education teacher and do more to get SPED students involved and out in the community.

“To my Leeward ʻohana,” Utai said, “ (thank you in Samoan) for believing in this suga (girl), and I hope I make you guys proud because you made me feel so special.”

—By Tad Saiki

Hawai驶i and many states around the country are in dire need of more teachers and especially those in the STEM fields. To develop more high-quality mathematics teachers in Hawaiʻi, the received a nearly $300,000 grant from the .

The three-year, $299,527 grant was awarded in August for the project, “.” 东精影业 West Oʻahu elementary education students and middle-level/secondary mathematics majors will benefit from B-CIRCLE as they build confidence through unique engaging activities.

Among the B-CIRCLE participants is Hailey Cadina, a senior in the elementary education program.

“I know just from my perspective and from my cohorts鈥� perspective, we鈥檙e super excited to get access to free online resources and things that are going to be really beneficial to us in our future classrooms and in our learning right now, as well as opportunities for professional development days that will definitely strengthen and help us as future teachers,” said Cadina, who is a Waialua resident and Leilehua High School graduate.

The project鈥檚 principal investigator is Laurie James, associate professor of math education, and co-principal investigators are Michael Furuto, professor of mathematics, and Veny Liu, associate professor of mathematics.

“The significance of the B-CIRCLE project is to promote teaching as a rewarding and fulfilling career,” James said. “The United States faces a significant shortage of well-prepared mathematics teachers. To address the teacher shortage problem, B-CIRCLE focuses on the importance of developing more high-quality mathematics teachers in Hawai鈥榠.”

The B-CIRCLE project will integrate 20 sessions of professional development into the math methods courses for the 东精影业 West Oʻahu preservice teachers. trainers will reinforce mathematical pedagogy, help build frameworks or plans and create fun math experiences through the exploration of festivals.

James said, “The B-CIRCLE project will have a substantially broader impact, and benefit our society through innovative learning opportunities that are linked to experiences that demonstrate the personal growth of the 东精影业 West Oʻahu preservice teachers through leadership roles, problem-based math and hands-on activities.

“The activities are designed to have a low floor so that anyone can find a way to engage, and a high ceiling so that everyone can discover a meaningful challenge. These professional development activities will fill an unaddressed need for future teachers to have access to additional resources that link to the Common Core State Standards for Mathematics.”

—by Zenaida Serrano Arvman
Read more at .

Red Hill Elementary special education teacher Ritela Sproule, a alumna, has been recognized as the by the . The annual award recognizes outstanding teachers within the Hawaiʻi State Department of Education and comes with a $2,000 cash prize.

Sproule, a 2020 graduate of Leeward CC, was presented with her award and check in March. She is known among her peers as a hard worker and innovator who is motivated by her dedication to her students.

“When I see my kids with different needs, I know I鈥檓 here for a reason. To see any progress in my kids makes a difference in my life,” Sproule said. “I always say, ‘You don鈥檛 learn by the way I鈥檓 teaching, I鈥檓 teaching by the way you learn.’”

As an English language learner, Sproule had to overcome her own set of challenges that included working full-time in the classroom while earning her advanced professional certificate in special education (SPED) at Leeward CC.

“We knew she was a total rockstar. She did all the hard work鈥攚e just provided a flexible and accommodating pathway to her final destination,” said Leeward CC SPED Coordinator Christina Keaulana. “We are honored to have been part of her journey.”

Thanks to the support she received while at Leeward CC, she was able to validate her classroom practice.

“Leeward鈥檚 program served its exact purpose of building highly qualified special education teachers to enter the field,” Komarey Moss, Red Hill Elementary principal, said. “[Sproule鈥檚] practices are influential in getting students to make progress with their goals.”

Since it began in spring 2018, Leeward鈥檚 SPED program has licensed 139 special education teachers, with 83% currently working in Hawaiʻi鈥檚 public schools. Learn more about the at the Leeward CC website.

The Milken Educators of Hawaiʻi organization is made up of past winners of the prestigious Milken Educator Award in the state.

—By Tad Saiki

has won another national award for online education. The (UPCEA) Strategic Innovation in Online Education Award often celebrates one specific innovative program at a higher education institution, but Kapiʻolani CC鈥檚 online education programs and classes are now supported by a complex network of interconnected initiatives and projects. The recognizes and celebrates that these interwoven initiatives are responsible for the high quality of the online education provided by the college.

Professional development

A focus on professional development has served as a cornerstone for the campus鈥� network of innovations. These include Kapiʻolani CC鈥檚 nationally recognized (Teaching Online Prep Program), , , the training and SPOTLIGHT. The programs have provided professional development for online teachers at Kapiʻolani CC and across the University of HawaiʻiSystem.

Professional development has been flourishing with 184 faculty from seven campuses trained by TOPP, for which Kapiʻolani CC received the UPCEA award in 2020, and 517 employees from all 10 UH campuses who participated in TOPP To Go!

Supporting students

Kapiʻolani CC is also among the first of the 东精影业 campuses to join the , allowing students from other states and U.S. territories to take online classes at the college. To support online students, , an online readiness module, can be embedded into online classes. A new orientation for fully online learners also helps to ensure that students will get the most out of their online learning experiences.

“I applaud the faculty and staff of the Distance Education Team for their hard work,” said Chancellor Louise Pagotto. “Since 2017, their collective efforts to advance distance education at Kapiʻolani through multifaceted professional development opportunities and infrastructure initiatives have resulted in a high quality, rigorous and engaging online learning environment for our students.”

Looking forward

Anticipating changes to the accreditor鈥檚 requirements for distance education (DE) that will be implemented in July 2022, the campus developed and instituted a . With the committed efforts of more than 25 faculty members, the campus also initiated a DE Class Coaching Program that both ensures that all its online classes comply with federal and Accrediting Commission for Community and Junior Colleges standards and provides an opportunity for online teachers to engage in meaningful pedagogical discussions with their peers.

Due to the efforts of committed staff, faculty and administrators, 19 complete online degree and certificate pathways have been opened and are in the process of being incorporated into campus structures. And the monthly , with an email distribution of more than 850, seeks to keep all online educators, at the campus and beyond connected with relevant DE information and updates.

Most importantly, the campus uses all these initiatives as opportunities to build, strengthen and nurture a mutually supportive community of online educators and learners, recognizing that all of its online educators and students are motivated, innovative and committed.

• Related 东精影业 News stories:
  • Instructional designer Torigoe again on TOPP, September 22, 2021
  • Kapiʻolani CC online teaching program earns TOPP honor, January 31, 2020

—By Leigh Dooley, professor and distance education coordinator

The University of Hawaiʻi at Mānoa (COE) has been renewed and will be recruiting its fifth cohort for the spring 2022 semester. As with previous cohorts, scholarship stipends will be available for students admitted into the for fall 2021 or who have applied to the or for spring 2022.

“I am grateful for the generous support provided by the Grow Our Own initiative and stipend,” shared Tina Thi Huynh-Nguyen, a current PBCTE secondary student. “It is truly enabling me to pursue my dreams and ambitions. Spring 2022 will be the semester when I can proudly say that I am the first from my entire family to graduate college with a bachelor鈥檚 degree in environmental science and a certificate to teach.”

“I am continually struck by how often Grow Our Own students speak of how this program supports their dreams of using teaching to give back to the communities in which they were raised or now live and work,” said Kirsten Mawyer, director of the Institute for Teacher Education Secondary Program. “I have been touched by the ways in which these recipients articulate their gratitude that the state is investing in them so that they can, in turn, invest their energy and passion into the keiki and ʻōpio (next generation) who will become 贬补飞补颈ʻ颈鈥檚 future leaders and stewards.”

The new cohort of candidates will graduate in May 2023 and be eligible to apply for teacher licensure from the Hawaiʻi Teacher Standards Board. As part of their commitment, they will be required to teach full time for at least three years for the Hawaiʻi Department of Education (HIDOE) or charter schools in the state. Through a rigorous application process, HIDOE employees who serve as emergency hires, substitute teachers, or educational assistants are given priority. Priority is also given to teacher shortage areas in Hawaiian language, world languages, English, mathematics and science. Applications for the Grow Our Own initiative are due October 1, 2021.

“Grow Our Own means to me to ‘pay it forward,’” stated fellow PBCTE secondary student Espie Chapman. “I am grateful for the opportunity to give back to my community and future leaders of the world. The most exciting part of the stipend is that I am going to be offered an educator job in the HIDOE, and I will have a direct impact in shaping the future of education.”

A partnership between the COE and HIDOE, this unique initiative would not be possible without the support of Senator Michele Kidani who has been a major advocate in making teacher licensure accessible for all students and working educators.

Kidani said, “Now, more than ever, we need to ensure that we are preparing the next generation of teachers for our keiki. The Grow Our Own program successfully addresses both the recruitment and retention issues by providing a debt-free avenue for our next generation of school leaders. I am so proud of all our graduates of the program and their commitment to our keiki. A big mahalo to the tremendous work by the 东精影业 College of Education and the Hawaiʻi Department of Education for their work in putting this program together.”

For more information on Grow Our Own, contact Marie Guillermo at uhmgoo@hawaii.edu.

—By Jennifer Parks

A $2.85 million Native Hawaiian education grant will support a program aimed at increasing the overall physical, mental and emotional health and well-being of Native Hawaiian youth.

I Paʻa Ka Huewai Pawehe, which translates to “so that our prized water gourds are made firm,” is a three-year University of Hawaiʻi at 惭腻苍辞补 program that will initiate, expand and improve the instruction and implementation of health education, physical education and physical activity through culturally relevant and trauma-informed teaching practices.

Associate Professor Erin E. Centeio of the is the recipient of the grant.

“This is an amazing opportunity to design and implement culturally relevant health and wellness programming that will bring important resources to our schools and the keiki that they serve,” Centeio said. “Especially given the last year and a half with COVID-19, we know that our youth need the support and knowledge to improve their social, emotional and physical well-being, and we can鈥檛 wait to get started.”

A collaborative effort

Under the direction of Centeio and College of Education Director Kuʻulei Serna, I Paʻa Ka Huewai Pawehe is a partnership between UH 惭腻苍辞补, the Hawaiʻi Department of Education, the Hawaiʻi Department of Health and Hip Hop Public Health.

The program will strategically partner with 20 schools, spanning four complex areas, all with high populations of Native Hawaiian students.

Serna, who serves as the health and trauma content expert, said “I am so excited to work with our partners and schools to provide intentional programming to support the health and well-being of some of our most vulnerable populations in Hawaiʻi, more specifically school-aged youth and Native Hawaiians.”

There are four components of I Paʻa Ka Huewai Pawehe:

• Professional development and implementation of culturally relevant and trauma-informed teaching strategies
• Professional development and implementation of quality health education and physical education
• Integration of physical activity throughout the school day that incorporates social-emotional learning, science and math, as well as Native Hawaiian history and culture
• Integration of dual credit courses to help recruit Native Hawaiian youth into health professions and instill the importance of overall health in life

“This grant will allow us to execute what we fundamentally believe is true about educating the ‘whole child.’ The promotion of healthy social, mental, emotional and physical behaviors positively impacts academic achievement,” Serna said.

This program is an example of 东精影业 惭腻苍辞补鈥檚 goals of (PDF), (PDF) and (PDF), three of four goals identified in the (PDF), updated in December 2020.

is the first community college in the nation to receive a full seven-year accreditation from the (AAQEP). The recognition is for two credentials within the college鈥檚 : the and the .

After reviewing the evidence collected through a process of self-study and peer review, the AAQEP Accreditation Commission issued the decision at its April 30 meeting.

“AAQEP is delighted to acknowledge Leeward鈥檚 programs as the first community college-based programs to achieve accreditation, and to recognize those programs鈥� ongoing work to improve access to teaching for underrepresented students from local communities,” wrote AAQEP President and CEO Mark LaCelle-Peterson.

The AAQEP Accreditation Commission concluded that Leeward CC is adaptable and will engage with stakeholders and partners to strengthen the P–20 education system, while maintaining the institution鈥檚 commitment to serving the Native Hawaiian community.

“Our educational programs have been designed to meet local needs, and are key to the continued growth and future of Hawaiʻi,” said Chancellor Carlos Peñaloza. “This accreditation clearly indicates our commitment to access education, and our communities can rest assured that the value of our Teacher Education Program is second to none.”

Meeting community needs

For Career and Technical Licensure Program Coordinator Brian Ichida, working with community educators and partners is crucial to the program鈥檚 success.

“We are honored to receive full accreditation from AAQEP in recognition of our teacher education program faculty, staff and [career and technical education] partners. Our commitment to working with school leaders, and engaging with the local community is reflected in this positive assessment of our academic programs,” Ichida said.

The full AAQEP accreditation also helps Leeward CC meet a critical need for qualified special education teachers in Hawaiʻi.

“Through AAQEP accreditation we can deliver a much-needed pathway to licensure in special education, an area that has persistently experienced the highest shortages of highly qualified teachers in our state,” said Christina Keaulana, special education licensure program coordinator. “We are grateful for the recognition that our innovative approach to teacher preparation aligned with professional standards of practice can serve as a model for non-traditional teacher preparation.”

National accreditation assures the quality of professional preparation programs through a nongovernmental, nonregulatory process of self-study and peer review. This standards- and evidence-based process serves two broad aims: accountability and continuous improvement. The AAQEP model is also designed to honor local context and foster innovation and collaboration among institutions. AAQEP currently has members in 27 states and territories with more than 150 educator preparation providers participating in the accreditation system.

A University of Hawaiʻi at 惭腻苍辞补 (COE) early childhood instructor has been awarded $1.3 million from the (EEIC). Under the direction of Theresa Lock, who is in the Institute for Teacher Education (ITE), the two-year grant program, Hawaiʻi Early Childhood Educator Excellence and Equity (Hawaiʻi ECE3) Project, will develop, expand and implement innovative approaches and dismantle structural barriers to early childhood education workforce preparation and compensation.

Lock will work in close coordination with more than 20 partner agencies, including the Hawaiʻi Teacher Standards Board, Executive Office on Early Learning, Early Learning Board, , Chaminade University, INPEACE and Kamehameha Schools.

“For decades, training and compensation for the early care and education workforce in Hawaiʻi have been sorely neglected,” Lock stated. “This is especially evident among those serving infants through preschool. Well-prepared and well-compensated teachers will ensure that all children make significant and sustained gains in physical, cognitive, social and emotional development.”

Hawaiʻi ECE3 will establish “The Center” at COE to coordinate Hawaiʻi鈥檚 innovative educator preparation program reforms. The Center will work with a coalition of interdisciplinary partners to coordinate and complete two major activities: 1. A statewide teacher career pathway from recruitment to induction for students from diverse backgrounds to attain their early childhood education associate and bachelor degrees; and 2. An early childhood workforce compensation equity plan to better understand how to build options for competitive compensation for early childhood education lead teachers.

“By almost all measures, Hawaiʻi lags behind the rest of the nation in providing access to high-quality early childhood education programs, particularly for children and families most in need,” Lock continued. “This funding opportunity is the accelerant we need to spark a fire of transformation to improve our state鈥檚 early childhood workforce system.”

ITE Elementary Director Kuʻulei Serna said, “Hawaiʻi is incredibly blessed to receive this grant among a highly competitive pool of applicants. I couldn鈥檛 think of a more qualified person than Dr. Lock to direct the ECE3 Project. The Center鈥檚 activities will unify multiple sectors of our community to transform early childhood education in Hawaiʻi. Dr. Lock鈥檚 hard work in cooperation with other professionals across the state as well as public-private partnerships are invaluable and will greatly benefit Hawaiʻi鈥檚 children, families and the early childhood education profession.”

Part of an EEIC Transforming Early Childhood Education Lead Teacher Preparation Grant, the project is also supported by local matching funds and in-kind support from the COE, Executive Office on Early Learning, Kamehameha Schools, Samuel N. & Mary Castle Foundation and the K艒aniani Fund at the Hawaiʻi Community Foundation.

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This work is an example of 东精影业 惭腻苍辞补鈥檚 goal of (PDF), one of four goals identified in the (PDF), updated in December 2020.

A University of Hawaiʻi at 惭腻苍辞补 College of Education professor is the recipient of the 2021 (SWCOLT) Excellence in Teaching Post-Secondary Award.

With more than 30 years of experience teaching Hawaiian language and developing programs in public and charter schools throughout the state of Hawaiʻi, Alohilani Okamura said she developed a deep respect for learning the language as a graduate student at 东精影业 惭腻苍辞补.

SWCOLT is a regional world language teachers鈥� organization in partnership with state teacher associations from Hawaiʻi, Arizona, California, Colorado, Nevada, New Mexico, Oklahoma, Texas and Utah. Okamura, who is in the , was selected for her exceptional commitment to language education.

“I am so proud of Dr. Okamura for being recognized for her excellence in preparing World Language teacher candidates,” said ITE Secondary Director Charlotte Frambaugh-Kritzer. “Our World Language candidates are diverse, specializing in Hawaiian, Samoan, Chinese, Korean, Spanish, French and Japanese. Dr. Okamura is inspiring as she extensively takes on learning about each of these cultures and languages herself. She speaks fluent Hawaiian and some Japanese, yet more importantly she knows how to prepare any World Language teacher candidate regardless of the language.”

“Learning and teaching the Hawaiian language and culture has been transformative for me, a way of life,” Okamura said. “We speak the language and live the values. And now, in teacher education, it is even more important than ever to bring the Hawaiian language culture and values with me in cultivating the next generation of teachers in Hawaiʻi.”

Rooted in place-based learning, Okamura鈥檚 teaching, she explained, is a responsibility.

“In Hawaiian we say, “ʻAuamo ke kuleana” or to carry your responsibility. As Hawaiian language kumu (teachers), it is our kuleana (responsibility) to perpetuate the language and culture. The best way to do this is by standing on the shoulders of the cultural giants and icons, who came before us. Through their selfless examples of Aloha, we are equipped to inspire and educate the next generation of Hawaiian language learners,” she said.

Okamura will be recognized during an SWCOLT Awards and Scholarships Celebration on Friday, March 26, 2021.

This recognition is an example of 东精影业 惭腻苍辞补鈥檚 goal of (PDF), one of four goals identified in the (PDF), updated in December 2020.

In fall 2018, 37 dedicated educational assistants (EAs) living in Waiʻanae enrolled in a program to help them become certified teachers and earn a bachelor of science degree, while continuing to work full-time in local schools. Pursuing such a degree would normally entail tuition costs of around $36,720. But these EAs received scholarships and stipends that covered 100% of the tuition costs for a bachelor of science in special education.

That鈥檚 thanks to the N膩n膩kuli Educational Assistant-to-Teacher Pilot Program, a project that aims to improve the recruitment, support and retention of educators from local communities. The program was specifically designed to alleviate the chronic shortage of special education teachers across Hawaiʻi by recruiting candidates with demonstrated experience and commitment to working with students with special needs and who are from the communities they serve. The (INPEACE) partnered with to design the program.

Untapped gold mine

“We decided to get involved in this N膩n膩kuli Education Assistant Project because of the teacher shortage, especially in [special education],” said Jeffrey Judd, teacher program coordinator at Leeward CC. “And we found this beautiful, untapped gold mine here in educational assistants in N膩n膩kuli.”

The program provides comprehensive wrap-around services to support this non-traditional student population, which includes first-time college attendees and students with limited exposure to navigating online higher education. It is leading the charge in establishing a long-term pipeline of locally sourced, highly invested and culturally competent teacher candidates to work in Hawaiʻi public schools with chronic teacher turnover.

Judd said they are working to extend the program up and down the Leeward coast.

“If we鈥檙e able to do that, I think we鈥檒l actually have an impact on how many teachers are actually being hired on the Leeward coast,” he said. “And we can break that horrible, horrible cycle of seeing people coming in and coming out all the time.”

Hard work pays off

It is not an easy process for the EAs, even with full free tuition. They still work 40 hours a week, while completing a 120-credit bachelor鈥檚 degree. The program also requires 450 hours of field experience in a classroom with students receiving special education services.

Naomi Nihipali, a community recruiter for K奴lia and Kalama Education Academy, said the EAs see how all the hard work pays off.

“I think it鈥檚 important for our keiki to see themselves in the classroom, to see their teacher as someone who lives in their community so that they can aspire to be teachers themselves,” Nihipali said. “It鈥檚 important that we look within our community because we have so many people who just need the right support in order to become teachers here.”

Diverse support

Tuition for the EAs comes from a combination of sources: a Health Resources and Services Administration grant, a James and Abigail Campbell Family Foundation grant, a Institute for Native Pacific Education and Culture grant and a University of Hawaiʻi–Hawaiʻi Department of Education special education grant.

“When we develop those avenues, especially when we鈥檙e working with INPEACE and everybody else, it gives us the best opportunity to recruit the very best that鈥檚 coming out of those communities,” Judd added. “And here in N膩n膩kuli, there鈥檚 nobody better than the educational assistants, who work with those kids every day, to step up and be their teachers.”

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—By Tad Saiki

A master of education in teaching (MEdT) program student in the University of Hawaiʻi at 惭腻苍辞补鈥檚 has taken teaching her first grade students how to read to a whole other level.

Maʻemaʻe Elementary School teacher Carissa Kano created a parody version of the ear-catching tune Ice Ice Baby to talk about the importance of reading every day and share reading strategies. stars Kano and her colleagues, including Principal Lenn Uyeda. The idea was born out of an attempt to drum up excitement surrounding her students鈥� September reading challenge.

Although this is the first year she is teaching at Maʻemaʻe, Kano is no stranger to the education field. Both of her parents are longtime educators. Having previously taught at Trinity Christian School for four years, as well as at a preschool in Japan and a high school in Chicago over summer breaks, Kano started making fun videos while teaching online at Trinity in 2019 so her students would look forward to doing their assignments on their own.

“I believe that if you create a safe and loving environment, there is no limit to what students can do and the impact they can have on their families and communities,” said Kano. “Even through distance learning, it is still my job to make sure students know I care about them and will try my best to make learning fun.”

She added, “My parents have always emphasized the importance of building relationships. I can’t count how many times both of my parents have bumped into their grown students at Costco or at a restaurant and they cry and tell me how much my parents impacted their lives. This is why I’ve always wanted to be a teacher. I am thankful to be learning how to continue to grow as an educator in the 东精影业 MEdT Program.”

Scholarship tuition stipends for qualified future teachers are available as part of the University of Hawaiʻi at 惭腻苍辞补鈥檚 (COE) . Applicants who have been admitted into the Master of Education in Teaching Secondary or Post-Baccalaureate Certificate in Teacher Education (PBCTE) Elementary program for fall 2020 or who have applied to the PBCTE Secondary program for spring 2021 are eligible.

This unique partnership between COE and Hawaiʻi Department of Education (HIDOE), with the generous support of Sen. Michelle Kidani, is providing working educators with an opportunity to obtain a teaching license.

• Related 东精影业 News story: ‘Grow Our Own Teachers Initiative’ leads to tuition stipends, December 5, 2019

Designed for HIDOE employees who serve as emergency hires, substitute teachers or educational assistants, the initiative directly addresses teacher shortage areas in Hawaiian language, world languages, English, mathematics and science. The application process is rigorous in order to ensure candidates match these priority areas.

“I deeply appreciate the GOO program because it is a creative way for the DOE to fill teaching vacancies while making sure our keiki have access to the teachers they deserve, especially those who are already invested in staying in Hawaiʻi,” said Charlotte Frambaugh-Kritzer, Director of the Institute for Teacher Education Secondary program. “My heart is always touched when the GOO candidates tell me, ‘Thank you! I could not be in the secondary teaching program without the financial support of GOO.’ This is a win-win for all.”

The new cohort of Grow Our Own candidates begins in January 2021 and is expected to graduate in May 2022. Upon completion of the program, participants are eligible to apply for teacher licensure from the Hawaiʻi Teacher Standards Board and are required to commit to three years of full-time teaching in HIDOE or state charter schools in their licensed field.

Applications for the Grow Our Own initiative are due by September 1, 2020 for priority admission and October 1, 2020 for final consideration. For more information, please contact Marie Guillermo at mariegui@hawaii.edu.

A 2007 graduate was surprised with a prestigious , to celebrate and empower outstanding educators, in March. Miki Cacace is a math teacher at ʻEwa Makai Middle School.

Cacace found out she was the recipient of the award considered the “Oscar Award of Teaching” in a ceremony attended by Gov. David Y. Ige, Superintendent Christina Kishimoto, past Milken Award winners, and community leaders. She is the only Hawaiʻi recipient this year and one of 40 nationwide.

Cacace was hailed for her teaching excellence, particularly for her popular coding class. The Leeward area educator receives a cash prize of $25,000.

Last year鈥檚 Milken Educator Award winner, Sara King, is also a UH Mānoa graduate as are many of the past winners.