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From the first week as a new VP at Wheeler Elementary, I wanted to be visible, present, and positive. So, when I was introduced (as a new VP) to the student body at the Welcome Back Assembly, I said that I loved seeing their smiling faces as they came to campus in the morning. I then asked them to all smile for me, and they did! I then asked them to give me a "shaka," and most students "threw their shakas back to me!" It was great. I finished my speech by stating that I would greet all of you with a shaka and a smile! That's how my "shakas and smiles" greetings came to be! I say good morning to all of the students I see in the morning and I greet them with my shakas and a smile. I hope that modeling positive interactions with everyone I see in the morning will inspire them to do the same with everyone they encounter on their way to class. My positive vibe as a leader may inspire others to carry the banner for Wheeler Elementary, and I will continue to do so in the future.

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Do you think you were treated fairly? Do you think I care about you?

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Do you think you were treated fairly? Do you think I care about you?

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As a "Merchant of Hope", I must ensure every student feels valued and supported. This idea is tied to my work with the counseling department at Kainalu Elementary. Our MTSS-Behavior committee co-created our school-wide mission and vision. We aimed to promote aloha on a safe campus among the Kainalu 'ohana. We envision meaningful opportunities to build trusting relationships, repair conflict, and embrace forgiveness to foster an inclusive community centered on learning.

This vision reflects my evolving approach to student discipline which is deeply influenced by restorative justice. When I first learned about restorative justice, I didn't appreciate its impact until I put these strategies into practice. Witnessing the positive effects it had on students truly opened my eyes. Instead of simply telling a student what they did wrong and outlining the predetermined consequences, I use incidents as learning opportunities. Allowing students agency in creating the plan to rectify the situation makes this intervention much more meaningful. This model embraces forgiveness and focuses on preparing relationships to mitigate future conflicts.

A moment that resonated with me was two pivotal questions the author poses at the end of his student conversations: "Do you think you were treated fairly? Do you think I care about you?" As a next step, I want to incorporate these questions into my restorative practices to reassure the student that I deeply care about their experiences, well-being, and growth. As I've gained trust and built relationships with students (and staff), I notice they share more of their internal and external struggles with me. Creating this open and safe space allows me the opportunity to prevent bigger issues before they even arise.

White I sometimes encounter differing views among teachers and staff regarding restorative practices, I view this as a growth opportunity. If I were to get frustrated with my teachers, I would be a hypocrite. As a leader, I know I must model positivity and foster an uplifting atmosphere that supports and encourages shifting mindsets. Open and honest conversations with those who have hesitation to embrace restorative justice practices are essential. Together, we can shape the hope into a strong belief that all students can meet our expectations when we meet them where they are.

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Tonya Duncan: At Kealakehe Intermediate School, I have demonstrated myself as a merchant of hope in many ways. Every day, I share my words of encouragement, and I try to demonstrate that I believe students can succeed through my actions and attitude. Yet, it has especially shined through my role as administrator in charge of Hawk Time, a reading intervention time. I have given a few PDs that emphasized the why and the importance of providing reading interventions. During these PDs, I expressed my belief in teachers' ability to learn how to teach basic reading skills and reading comprehension skills. I really tried to let my "why" come through. Teachers reported that students would really benefit from the reading interventions.

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This year I have been able to placed in a school that has seen tremendous growth in ELA, Math and Science scores because of their commitment and belief in the PLC process. The conversations and work in the PLT teams has allowed teachers to work together in grade level bands to address students needs and achievement and vertically align.

Like myself many teachers are new to the school, knowing this the Guiding Coalition and the teachers created Collective Agreements to be implemented this year. The Collective Agreements address the responsibility and behaviors of all adults on campus so our students can be successful in and out of the classroom. The Guiding Coalition is responsible for ensuring all members of the faculty are following the agreements and offer support when someone is not doing their part. As admin I support when teachers are continuing to not abide by the collective agreements and provide additional support or training. This process helps keep everyone accountable to what is important and ensures everyone on campus understands what excellence looks like.

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The Core Principle, Be a Merchant of Hope is where I live and breathe each day I am on campus. I believe that it is a privilege to work with kids each day and support them as they navigate their educational journey. Each day when I get in my car, I take my drive to into work to get my head in the right space to take on the day. This way I bring my best and know that as soon as I park I am ready to go and have the awesome opportunity to work with our kiddos. This allows me to remain positive throughout the day as I am navigating a variety of challenges and events. I actively engage with students as I walk through campus and challenge myself each year to know the name of every new student on campus....If I can't remember the whole name, bare minimum is first name or nickname! I also have created a safe space for students to come and see me when needed. I have a variety of seating options for students and they know when they come see me that even when I am busy I can always offer a few moments to connect with them. A blessing at my school is we are a 7-12 school which allows me to build on relationships each and every year. I try to highlight the positive changes I see in students each year and share how proud I am of their growth....even on the hard days I tell them how much I care about them.

Most recently I had a student in possession of alcohol. This student is a straight A kiddo, works at our school as a classroom cleaner, and is applying to be in SBG. There are many ways of how this could have been handled, but I worked to use this as an opportunity to connect with her on although she made a choice, that together we would work through it, and when she returned from her inevitable suspension I would be there to help with next steps. A quote that stood out to me in this section "the things that keep me up at night are the same things that get me u pin the morning charged and ready to go to work". Challenges bring opportunity. Each time I talk to a kiddo is an opportunity to support, love, and tell them how awesome they truly are!

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This year, I am working on building relationships with my students because this is an essential core value for every decision I make. Being "the new kid" at my school, I had to find a way to connect with them. I started with what I know and how I can build these essential relationships with them. Every recess, I play basketball with the students, and it has expanded how many kids I know by name and who know me.

On my second day as a Vice Principal this year, we had a student who was suspected of vaping on campus. The consequence was enrolling her in our Vape Education course (4 weeks in place of an elective). He explained that while he could give her a day of suspension, how would that help her? She was a foster child who didn't have much supervision at home. Thus, he thought she would be at home vaping, which would not help her. He instead wanted to educate her about vaping so she could make a better choice next time. Our principal knew who she was individually to be able to give a consequence that would help her rather than punish her.

This year alone, I have had to handle more Chapter 19 incidents than I did last year. Suspension may often be the most obvious consequence. However, when analyzing the root cause, this isn't always the best option in advocating for our students and supporting them in the best way possible. It's clear that understanding our students is key to identifying potential issues early, providing appropriate support, and building trust so that students feel supported and can rely on my decisions.

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As I started this journey as a new VP I was a bit apprehensive of moving to another school. My biggest fear was meeting new faculty and staff, especially making connections with students. When the time came I made sure to be visible. I greeted students and parents in the morning, supervised the cafeteria and recess, went into classrooms, and had conversations with students. I celebrated small success, and big ones too. Students got to visit my office and were introduced to our calming corner and we also choose 4 students every week to assist with the morning broadcast. I try to take advantage I can to build relationships and make connections with students, parents/ guardians, faculty and staff. This is key to build a positive school culture and to be a champion of all students.

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Esther Kwon

As a vice principal, I often interact with students that many teachers and staff members find most challenging to work with on a day-to-day basis. Vulnerable students with high academic and/or behavior needs need a champion on campus. When we use Panorama to log and track intervention plans, we designate a "Champion" who takes ownership of supporting that student. One of my favorite strategy that I use is the 2x10. The premise is simple: Spend 2 minutes everyday connecting with a student over the course of 10 days. The student can talk about whatever they want and the focus is all about building a positive rapport. I have personally experienced success using this strategy with multiple students and it is one I highly recommend to our teachers and staff.

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When I am dealing with students who have made a poor choice, I listen to why they came to that decision. We expect students to be problem solvers, and I find that many students are trying to be good problem solvers, but get themselves caught up and unsure how to get out of a messy situation. Instead of just telling them they could have made a better choice, I have much better and more specific advice when I hear the student out fully. As a result, students feel heard and walk away knowing that I care.

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As I am new to Pōmaika'i El and to elementary in general, I have to remind myself to keep a growth midset in regards to interactions with teachers, school leadership, and parents. Our school is strong in arts integration and I am seeing how this is a way to teach behavior. For the uninitiated these practices can seem strange and unrelated to education. I am learning that they can be way to address behavior so that instruction is easier. I have also seen how content can be addressed using this strategies. Even though arts integration is new to me it is an integral part of the school I am in so I embrace it.

On a separate note, I do notice some divisiveness between leadership and teachers and I try to stay on the positive side of things. Teachers are our most valuable resource, and their voices should be heard and acknowledged. I see the negative talk gain momentum and I do my best to refrain. Being new I do not necessarily call out the actions of others.

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I wish I had read this book while still in the classroom, but I am excited about how I can apply it to my work as a leader. Chapter 5 resonated with me so much that I read it multiple times. The title "Merchant of Hope" is a powerful statement about our educator practices. Hope is significant in my relationship-building with many students at my current placement. I serve a unique population that struggles in a way many other schools do not. I am lucky to have served this population some years ago and made strong connections with the students and families.

Upon arrival at my high school campus, I connected with students I had taught in 3rd and/or 6th grade. I was amazed and wholly touched that students from so many years ago remembered me and had such strong reactions to me being their new vice principal. As I approached some former students, I received hugs, even a few tears, and many memories that they had from our time together. While we discussed their memories, they told me about their current grades and asked if I could help them like I had in the past. I realized I had made a lasting impact on them, and our connection was still present because I had believed in them. The relationships I had built so many years ago are available to help me make new connections through these students and become a merchant of hope for a new group of students. I will foster my relationships with my previous students and work on developing new connections with their peers due to word of mouth and action steps. I have become a classroom staple by visiting and sitting with students to check in on them and encourage their progress. Teachers have already expressed gratitude for my presence on campus and in their classrooms. I hope to continue to show students and staff that I believe in them and am working on encouraging a positive and hopeful school community.

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Building trust and rediscovering capacities

I carry the banner in my school by reinvesting my veteran teachers. Molokai High School has a 60% teacher retention rate of teachers who have been there for 5 years or more. Before COVID, we were hitting strides in school improvement efforts. After COVID, we have been slow to recover. I am finding that helping my veterans to rediscover their shared leadership capacities is the best way to build a community of trust with the current faculty. Finding value in my veteran teachers and highlighting bright spots helps foster a shared sense of responsibility. I aspire to INSPIRE my vets again!

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I have been working on modeling for teachers a growth mindset when discussing students and their ability or lack of ability with grade-level content. I initially observed in articulation meetings teachers making a lot of statements on what students can't do or how students can't do the work because they are so far behind. What was missing was the conversation on how to approach that with a growth mindset and discuss how they will begin to support students who are struggling to reach the grade-level content. To model this, I have been framing my questions by asking what the students do well or wanting to know the strategies used in the classroom that students seem to grasp well. They can leverage the positive to help students access the grade-level content.

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Since transitioning to the High School setting, I have be intentionally positive in all interactions. We may begin our interactions with one of the student's or teacher's roughest days, but I always make it a point to find the bright spot and share a smile. Staff and students see that I am personally invested in their well being and that all things lead to something bright to look forward to. I begin every morning with waves, "good mornings," hugs, fist bumps, and well wishes. That continues during recess and lunch, asking genuinely how their day is going. The day ends with the same smile and well wishes as students and staff depart campus. Looking for something positive in the toughest of situations help us make a plan to cope and react in an improved way in the future. As an admin team, we also do a debrief at the end of everyday. It's easy to focus on all the problems of the day, but I try to also share a small win daily. This has changed our climate of our meeting time, where we share many laughs, smiles and hope for a better tomorrow.

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We have faculty engage in PLCs, Department meetings, grade level meetings, and school renewal committees where they must look at student data and plan interventions. As an administrator, I have been in situations where I needed to call out teams that struggle to get to the point where their inferences based on data turned into actionable next steps and plans to return to the table with specific data to discuss how their next steps impacted students.

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Since becoming a high school administrator, I've been on a new mission as a Merchant of Hope to "change the path of students' lives" through my personal interactions with them (p.159). I've been working on building a positive school culture by introducing myself to students. I've been learning their names, and talking to as many of them as possible during recess, lunch, and passing times. When I'm greeted with, "Hey, Miss, Ms. P., or Ms. Pai," with fistbumps, hugs, high-fives, and conversations about life, I know there's a "culture of hope, trust, and personal investment." (165).

I've been working on building relationships with students with behavioral, academic, and attendance-related issues. Working alongside my counselor has helped our students feel valued. My goal is to impact their lives, even in the smallest ways, such as through smiles and intentional conversations.

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One strategy to build a positive school culture based on the Culturize principle of "Merchant of Hope" is fostering transparency and connection with students through personal storytelling. I believe in being open with my students about my own experiences to build trust and show them that, like them, I’ve faced challenges. By sharing my story, I want students to see me not just as their administrator but as someone who understands their struggles and can relate to their journey. I emphasize that “anything is possible” with sacrifice and hard work. I’ve been where they are—at times unmotivated and unsure—but despite setbacks, I made the decision to pursue my dreams. My goal is to inspire students to see beyond their present difficulties and to believe in their potential, no matter the obstacles they face. Through this approach, I strive to be a source of hope, helping students realize that their mistakes don’t define them and that their future is still full of possibility.

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Last year, my primary focus was on directly supporting teachers, often dropping everything to address behavioral issues in their classrooms.  I made it a point to regularly check in with teachers, asking how I could best support them.  This year, I’ve shifted my focus to empowering teachers to better support their students.  As an administrative team, we’ve emphasized our core values of putting students at the forefront of every decision we make.  In order to do this we reinforced the importance of providing staff with the tools they need to effectively support students.  One of the most valuable resources we’ve begun to explore is using Panorama data.  Until now, we hadn’t fully realized the breadth of data available through Panorama, including social-emotional learning, behavior, and academics. We are now in the process of implementing this data as a critical tool to better support our students and their success.

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"A positive work environment is the most critical element of ensuring that students feel safe, connected, valued, and primed for success." One strategy I will implement to build a positive school culture is to provide teachers with at least one glow that I notice during weekly walkthroughs. Often, as leaders, we must remember to praise our teachers for the effectiveness of their craft. I believe that by providing teachers with a GLOW during walkthroughs, they will learn and realize that the expectation is to always have a proud moment during each lesson where they can reflect upon and become better educators. Providing GLOWS will also build confidence in our teachers and allow me to spread positivity within our school community.

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At the beginning of the school year, I taught middle school teachers basic reading. I gave a presentation about the importance of structured literacy for our students. The teachers received the presentation well and gave me very positive feedback. With other PDs, they stated they were excited to learn how to teach reading and thought their students would really benefit from this. I emphasized the power of believing with neuroscience.

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Every morning, I walk campus, weaving in and out of our buildings, greeting students warmly. If I know the student’s name, I address them my name and tell them that I’m glad they are here today. It’s my goal to learn at least one more students name everyday. I approach students in the morning and ask them what their name is to learn new names everyday. I hope that by the end of the school year, I learn most students name and am able to address all by name in the morning! When I began doing this in the beginning of the school year, most students ignored me. In week 6 of school, I get a warm smile back, a good morning, and students wish me a good day as well. This is one small thing that has begun to build wonderful relationships between the students and myself.

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I strive to create a positive school culture by acting as a merchant of hope. For instance, a fifth-grader had trouble with disruptive behavior and expressed feeling like a failure. Instead of focusing on the behavior, I encouraged the student to express his feelings. With the help of the counselor, we shared our own stories to encourage reflection. We discussed ways for him to handle frustration better and created a plan together. I assured him we would have regular check-ins to celebrate his successes and address challenges.

I also make it a point to check in on our teachers and staff by visiting classrooms and the teachers' lounge for a quick chat to gauge how everyone is doing. These informal temperature checks help me ensure that everyone feels supported. If I notice someone feeling stressed, I offer a listening ear and words of encouragement. I believe in being a merchant of hope by recognizing the potential in each student and staff member, having faith in their capacity to grow, and reminding them every day of their ability to achieve great things. For me, it is about focusing on what is achievable instead of what is wrong and fostering a culture of resilience and optimism, one conversation at a time.

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I am a firm believer in building relationships for with all students. In order to move forward together, we all must build a level of trust and connectedness with one another. If I am able to earn a students trust, then it will allow me to have a greater impact on them. The ways that I have been a "Champion for All Students" this year is to be visible, stop and talk story, ask questions about their lives, and attend extra curricular activities (sports, family nights, college and career nights, and academics). My belief is that the more the students see me around, especially in non school settings, the more they and their families will trust me and be willing to accept my help.

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I strive to be a champion for all students by fostering positive relationships during every interaction. Greeting tardy students presents an excellent opportunity for this. Arriving late to school can be a source of shame and distress for students and parents. I want students to feel welcomed and supported, particularly after a challenging morning. When I open car doors, I greet each student with a warm smile and express my genuine happiness to see them. As I walk them to class, I take that time to engage in lighthearted conversation about their interests, hobbies, or weekend plans – anything unrelated to their tardiness. When we arrive at the classroom, I always remind them to have a wonderful day. These brief yet impactful interactions have allowed me to build meaningful connections with students who have faced academic or behavioral challenges. Every child deserves to feel special, valued, and appreciated, and I strive to ensure that they do.

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Change student behavior by changing adult behavior.

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Change student behavior by changing adult behavior.

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The statement "We get what we model." (p. 51) resonates with me. Sometimes, it's just the simple things that can begin to build those very important relationships. The simple thing that I have taken on is to smile and wave. I get the opportunity to smile and wave at every student and family while directing the parking lot traffic every morning. When the busses come, I smile and wave. When the cars come through to drop off, I smile and wave. While not too many were smiling and waving at the start of the year, more and more are now smiling and even more waving back. As a new member of the school community, the smiling and waving helped start that relationship building. At Open House, 5th grade parent night, EL Cultural Night, some parents remark with a smile, "Oh, you're the one directing traffic." It is amazing how a first positive impression can open doors and help begin to make and build connections.

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Casas recommends 3 Culture Builders (p. 51-52): 1) Recognize what's going well, 2) Change student behavior by changing adult behavior, and 3) Reach out and call someone.

In my efforts to improve the implementation of RtI in my school, I have been using my classroom observations to search for highlights of teachers using intervention strategies. I take pictures of those interventions in action, and feature those highlights in videos I prepare for our grade level PLC meetings. For areas of need, I turn to our SPED team for intervention strategies or just ask for their expertise in helping with the struggles found in the Gen. Ed classroom. I am trying my best to "motivate the elephant" by highlighting the skills that I would hope initiates change in classroom practices.

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I view myself as a vice principal who expects excellence from all of the students in my care. I  set high standards for each of them, not through demands, but by modeling the very qualities I expect to see in each student. Every day I do my best to demonstrate integrity, hard work, and commitment, showing them that excellence is not an occasional feat but a consistent way of living.

I believe that true excellence comes from within. Setting high expectations for ourselves not as constraints but as personal invitations to grow and reach beyond what they think they are capable of. This approach goes beyond pushing them toward success. it’s about teaching them to define success for themselves. Every student has a unique potential, and rather than molding them into replicas of who I am, I challenge them to embrace their individuality and carve their own pathway to greatness.

I believe Excellence is not a destination but a continuous process of becoming better each and every day. My goal is to ensure students learn that success is measured not by conforming to a set standard, but by their own efforts to set goals. I want them to move on to middle school with not only the skills and acquired knowledge they need to excel, but also with the confidence to pursue their unique identities and aspirations.

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One thing I have been working on with my admin team is sharing our stories with the community. We felt it is important for the community to get to know the people that help to raise Kaleiopuu's keiki. We launched a simple project called "Feature Friday," which showcases one to three teachers and staff members on a short video edit. They share a little bit about who they are, we edit the video, and post on class dojo and instagram for our community members to see. The purpose is to build trust and give a sense of welcoming, as that has been somewhat of a challenge since the onset of covid. So far, we have been getting positive feedback from teachers, staff, members, students, and also parents. They have shared how much they enjoyed watching the short edits and learning a little bit about the people who help raise their children.

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Clearly defining and communicating expectations is a part of establishing excellence. This year at my school I am working to help communicate to team sports coaches that it is administration's expectation that every child plays/participates in every game/sporting event that the child attends (unless there is a valid exception and communication with student and parents/guardians have been been made ahead of time clarifying that the athlete will not be participating and why). While administration understands that sports are competitive and that it's natural for our best athletes to take the spotlight, it is extremely disappointing and discouraging to athletes and their families when they attend a sporting event where the child doesn't even get to participate (especially after dedicating hours of practice, devoting money to fees and uniform costs, and the time and energy that goes into transportation to and from events). I am working to communicate that every child should have a chance to be a part of the team's success, especially at the middle school level, and that equity is something we value at our school. By clearly articulating this expectation, which is in alignment with our school's values, we are one step closer to the excellence we strive for and expect.

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Being a champion for students starts with building authentic relationships. It's about believing in them, especially when they struggle to believe in themselves. It means seeing and nurturing their potential, even when they don't yet recognize it. It involves taking the time to understand why "reluctant learners" may misbehave or refuse to engage in their work, digging deeper to uncover the root causes.

One strategy we implement is to hold monthly student support team meetings involving multiple team members, such as counselors, teachers, and administrators. These meetings are held to discuss student progress academically and behaviorally and establish regular check-ins with students. These regular check-ins not only help us understand the students better but also foster a positive environment. This approach allows us to learn about students we might not have known personally and gives us a broader perspective of each student. It enables us to collectively help students and advocate for their needs, working together to help students thrive.

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Like Joseph, I always strive to have meaningful conversations with students, especially when discipline is involved. I believe that every situation, whether positive or negative, holds valuable lessons. As a former coach, I’ve seen how my players become more open and motivated to improve after a loss. It's during those moments that areas for growth become most apparent. Similarly, as an administrator, I find that when students face consequences for inappropriate behavior, it presents a valuable opportunity to focus on the lesson at hand.

In most cases, students feel discouraged when held accountable for their actions, and I make it a point to remind them that they are young and that mistakes are a natural part of growing up—it's how we learn. This is why building trusting relationships with struggling students is so important. By fostering trust, we can encourage positive growth and celebrate even the smallest successes, reinforcing the idea that progress, no matter how small, is worth recognizing.

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On page 51 the author suggests to have your teacher's reflect on strategies they are using in their class to build culture and why that matters. I have created a google form that I have sent out to our teachers asking them to do exactly this. The form asks the teachers to share a strategy, activity or practice that they use in their classroom and why it has a positive impact. I then share out these strategies with the entire teaching team. While doing walkthrough's, if I see a strategy I feel would benefit the entire teaching team I ask the teacher if I can share it with the rest of the school. It gives the teachers and opportunity to share, reflect and a build a culture that champions all of our students.

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Picking Up the Pieces - Building Meaningful Relationships

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Picking Up the Pieces - Building Meaningful Relationships

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Building meaningful relationships with students requires consistent connection. After student discipline, it’s important to explain that the response is motivated by high expectations, saying, "I have higher expectations for you than that." Follow up with personal stories and compliments to show care beyond just correcting mistakes. This approach, known as "picking up the pieces," helps build trust and understanding.

In my current setting, I've had the opportunity to connect with a few students following discipline. For example, after remediating with a student, I learned about his home life and shared his interest in coming to school on time. I greeted him at his period one class to either praise him for being on time or remind him in a supportive way. With another student, after a consequence for vaping on campus, I visited his classroom the next day to check in, offer support, and remind him that I’m here for him. I make it a point to greet him around campus and we occasionally exchange a fist bump.

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"I believe that we must invest in the three Rs on a daily basis so all kids feel like they belong" (p.28)

Relationships are integral to being a champion for all students. I intentionally greet students every morning, at recess, lunch, and at the end of school. I visit classrooms daily and make sure that if I say I will do something, I do it. There are times that I must discipline students and give undesired consequences. However, it is always done with respect and empathy. I have learned students' names and unique things they like. I put extra effort into decorating my office to things they will be able to relate to. If I need to call home to inform a parent or guardian of a discipline matter, I make sure that I can call home with praise reports the next day. Every small gesture is remembered and appreciated. I give hugs and positive reinforcement many times a day. If a student is sad, I take the time to inquire about what is happening and provide encouragement and support where possible. If not, I will call someone who can help. Being a champion for all students is a top priority for me.

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"There is no excuse for not contacting a parent whose student is failing a class" (p.83)

One of the things I have been working on being more consistent with this school year is stressing and supporting the practice of calling home for student concerns. While I think it is fair to assume that most teachers know this is best practice, it falls under the category of "trust but verify". Many new teachers are intimidated by the act of calling home and unsure how it will go. They need reassurances and sometimes models to feel confident. Some veteran teachers have had enough bad conversations that they are skipping the step. Those teachers need to be reminded of the value of parental involvement and how great it can be when the partnership is established.

My action in this area is to use the line "What did mom & dad say?" in every student concern conversation with teachers. It is an easy way to show them that it is an expectation of mine without confronting their values in a negative way.

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Establishing a meaningful relationship with students and building trust is a strategy I endeavor to work on every day. I spend time on the playground before school and visit with various students just chatting about their evening before, their classroom, or their plans for the weekend. It's time just to talk about whatever they have going on and important to them. I've learned about birthdays, siblings, how many tickets they earned at Fun Factory and what they spent it on, sporting events, projects they're presenting, and new pets. I actively work to show students that I care about them as individuals. That connection is important.

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From day 1 I was told stories of all the "problem" students and how much of a distraction they are in the classroom. With my background working in alternative placements, I have made it a point to reach out to these students in order to build the relationships needed. We are in the works of building teacher capacity with strategies and resources to reach these students. We are also creating spaces that can help to mitigate behaviors, but more importantly support the learning for these students. One specific initiative is restructuring our relationship with our neighboring farm. We want to build in meaningful lessons that are intentional in building relevance; as the feedback from these "problem" students are that they are bored in class.

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To be a champion for students, I find as many opportunities as possible to reach out and call parents when sometime positive happens. At the elementary level, this was a little easier because I would see see parents in person more often, but I would still make calls. But now, I find myself only making calls. If a kid does something positive, I make a call home. I have also encouraged the teachers in my team to do this.

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Part of "carry the banner" is telling your school's story in a positive way. In other words, it's about marketing your school. At my current school, this is important to my principal. One way I am doing this is I am working on getting a book that our students have written and published circulated in the Hawaii libraries. It's important for schools to have a positive public perception.

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Carrying the banner is something that I try to do each and every day to build a positive school culture. This strategy is great because I am in total control of my mindset and how I conduct myself at Kaimuki Middle School. The EL department and I have been working on revamping our EL transition process. Quite a few tough conversations took place but I always brought an awesomizer attitude that built a sense of hope and gratitude for the teachers' hard work and dedication to student success. There was a history of many stakeholders being awfulizers which led to miscommunication and presuming bad intentions by one another. A few teachers have pulled me aside to thank me for allowing them to have a voice, understand where they are coming from, and bringing civility to a difficult situation. My plan is to continue being an awesomeizer and inspire others to do the same.

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I wanted to share a story for "Carrying the Banner." I have been working relentlessly with my grade counselor to instill in our 6th graders that they are the future ambassadors of this community. So, I developed a system that we are committed to storytelling every other week to the 6th-grade classes. So far, we have shared stories reflecting our school community's values and successes so far. Though, I also share stories of digression and discuss how we learn from this and get better. I see that this works as students approach me during recess and lunch and discuss issues or want to share that they witnessed one student assisting another student without being asked to help. These stories of encouragement are proud moments that show students care about our mission and our values at HMS>

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Over the years, I have consistently modeled being a champion for ALL students, and I am committed to continuing this as I grow as a leader. This year, I oversee the 6th-grade students and have collaborated with the 6th-grade team to implement initiatives to make their experience memorable as they transition into becoming ambassadors at HMS. In addition, I have been developing a mentorship program in partnership with 6th-grade teachers and 8th-grade students. This program provides the 6th-graders with a trusted individual to regularly check in with, fostering a solid support system.

Furthermore, I have incorporated input from students of various grade levels by involving them in safety committee meetings at selected times. I believe that giving students a voice enhances safety on campus, helps them feel secure and valued, and reveals potential issues that we may not always see.

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As educators, we know that establishing relationships with students takes time and energy. Being a champion for students means we genuinely believe it is worth the time and energy we commit to. I have been intentional about my daily interactions with students specifically. I am modeling this every morning, during recess and lunch, by smiling and greeting students. I try my best to remember their names and include them in my greetings or quick conversations. In most cases, I had no prior relationship with these particular students, so I tried to approach the conversation with empathy and compassion. I asked questions to get to know the student personally and tried to make personal connections. I also practice follow-ups or check-ins to continue that relationship with those particular students who leave my office. I think this helps students see that I am invested in their lives and that I care about them personally.

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Be a champion for all students starts with building a relationship with them. I am modeling this every morning by greeting each student that is dropped off in the front with a good morning and if I know their name I will say their name. Eventually I hope to get to know each student's name so that I can greet them properly. Trying to start their day off with a greeting and smile. This morning greeting along with the greeting in the halls helps to create a positive and welcoming school environment that help students feel safe and welcomed, which in turns will result in student success. This in turn will rub off on teachers and in turn they too will help build relationships with students. Eventually we will see good student growth.

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To be a champion for all students is believing students can accomplish anything. Being involved, making connections, and always being supportive are positive ways to make this happen. One way I have done this so far this year is greeting students and families each morning as they arrive on campus. I try to address students by their names and make connections by learning about each student. I also go to support after school clubs. Building trusting relationships allow for students to feel safe and fosters a sense of belonging.

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When I'm giving the needed consequences for inappropriate behaviors, it is always my goal to move the conversation past the consequences and look forward. I don't want the student to feel like the infraction and consequences are an isolated process and that I believe in them to make better decisions in the future. With more severe situations, I continue to follow up with both the student and the parents to provide steps of growth after the consequences have been served.

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Building strong relationships with students and their families is a major part of being a champion for all students, as it helps create a supportive learning environment. Having moved to a new school, I've made a conscious effort to reach out to parents when their child achieves academic or behavioral success. This proactive approach helps to shift the perception that schools only contact families in negative situations while creating a positive and collaborative partnership.

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To model expect excellence, I've been working collaboratively with all teachers to ensure they high efficacy for all students. While we take into account each individual students history, we do not use it to expect any less when it comes to work production and behavioral expectations. 

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To model expect excellence, I've been working collaboratively with all teachers to ensure they high efficacy for all students. While we take into account each individual students history, we do not use it to expect any less when it comes to work production and behavioral expectations. 

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I have been modeling being a champion for all students by taking the time to build deeper relationships with some of our more behaviorally challenging students. Implementing our complex goal of greeting all students, but going beyond that to take the time to point out the positive behaviors they engage in, we are working towards building trusting relationships to allow students to come to adults when they are feeling frustrated, sad, happy, etc.