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As a result of recent changes in our dept there is a new vision for the way we operate. As part of this transition a number of projects have been put in place to make immediate improvements. I have been asked to steward some of these projects -  and work with a few staff members who have previously not worked as a team/ with our team. At the same time they may be confused by the change, and have some hesitation, some lack  confidence, have limited competencies, and little to no understanding of the work that needs to be done. I'm super passionate about this work and eager to get it done.

Focus Question: How do I get this staff to feel supported, to feel empowered, to work with confidence, embrace the work, and trust the team?

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As a new program director, no matter how hard I try to be inclusive and ask for everyone's ideas, about half of the people on my team don't want to do anything new--they think things were just fine before.

Focus Question:  "How do I work with the people who don't want to change without alienating them?"

Probing Question:
What do the other half of the people on your team--those willing to try new things--want to do?

What changes do you want to see staff take on and why?

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I am completely committed to the value of play for Nā keiki learning in my early childhood classroom, but more and more I often feel pressured to spend more and more time on academic work.

Focus Question:  "How do I incorporate play into my Pre-K classroom, while meeting the demands of the new academic curriculum?

Probing Question:
How might you integrate play into academic work?

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How do I engage my staff to share ideas to improve systems within our program?

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How do I engage my staff to share ideas to improve systems within our program?

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I am extremely passionate and wholly committed to a Hawaiian Culture-Based preschool program with a well-developed curriculum rooted in Hawaiian worldview, language, values and practices that is created collaboratively by all staff members, however, staff have varying competency levels in both Hawaiian culture and language as well as early childhood education.

Focus Question:  How can I best support staff in co-developing a cohesive, integrated Hawaiian Culture-Based curriculum?

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I am facilitating a group of Financial Capabilities Practitioners in a CoP, meaning they provide financial education through workshop and/or individual or group coaching sessions. This is something that I am personally passionate about and have been doing for quite awhile. As the facilitator of this CoP and not a participant, it is challenging not to interject what I think is a best practice or a solution to an issue they might be facing in their work, especially when the room gets quiet and the group doesn't have anymore to add to the conversation either due to them not being a practitioner for that long or being more quiet and reserved. Then I feel like I'm talking too much.

Focus Question: How do I "stay in my lane" as a facilitator and feel like the group is getting the momst out of the CoP Sessions from one another rather than from me?

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As a person who tries to lead by example, I want my colleagues to understand the importance of communication and team effort.  It's important that we can communicate our wants and needs, our successes and failures.  When a colleague especially lacks communication and prefers to leave the team out, it makes the team less inclined to move forward in a cohesive way.

Focus Question:

How do I engage an uncooperative colleague who is not a team player.

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I am passionate about mentoring, coaching and teacher development. Although this is part of our grant, it is not the most important thing on our partners minds. I know the lasting impact that come from mentoring, coaching and teacher development and the benefits from making this a priority for student and teacher outcomes.                                                                                                                                                                                      Focus question: How do I engage our partners to see the benefits of mentoring, coaching and teacher development?                                                                                      

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I am passionate about mentoring, coaching and teacher development. Although this is part of our grant, it is not the most important thing on our partners minds. I know the lasting impact that come from mentoring, coaching and teacher development and the benefits from making this a priority for student and teacher outcomes.                                                                                                                                                                                      Focus question: How do I engage our partners to see the benefits of mentoring, coaching and teacher development?                                                                                      

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Each participating class visits the garden weekly, kumu/teacher brings the students to the garden and steps into an observer role.

How can I get teacher buy in on co facilitation with me instead of just being present?

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Focus Question: How can meaningful deliberations take place on the convergence or symbiosis between quantitative and qualitative data, ( ʻŌiwi versus Western worldviews/ways of being), and how those numbers which many times, reflect personal narratives, translate into substantial or "weighted" data in our programs that are culturally sound and appropriate? As numbers do not always reveal the multi-faceted dilemmas or challenges that are associated with our participantsʻ experience, the ways in which data is captured and the structures under which reports are framed may obscure the foundational tenets of our mission and vision. IOW, how do we make it more conducive to our ʻŌiwi cultural values while complying with the Western format that satisfies our funders?

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Eō is a new program focused on Hawaiian culture based learning and developing alakaʻi ʻopio in the Waiʻanae community. As an afterschool program, there are many other programs that offer after school services and other programs parents prioritize over enrolling their haumāna in Eō. Although, I like having a small group of students, our enrollment numbers have been very low for a free, afters-chool program.

How can I work with the community to increase enrollment for Eō?

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I am currently leading my ʻohana in starting a non-profit which will financially aide in the work that we do in our  ʻāina kūpuna. Our pilina and work ethics are products of the Hawaiian cultural values which our kūpuna had passed down from generations before. The common framework and process for beginning a non-profit is a foreign practice and the details of creating and fine tuning the bylaws require thought processes that lead some ʻohana to question it because they feel like the concept is too haole. This has caused a hold up in the progress of the startup. I was given this leadership role by the ʻohana as a whole including our kūpuna, and all, even the ones who are causing the hold up, are wanting the non-profit piece for our ʻohana. Ultimately we have always mālama our ʻāina and kuleana with what he have but we are currently wanting to fill our ʻohana's financial ʻumeke for longevity.

Focus Question: How can we continue to be inclusive of those who cause the hold up and keep moving forward?

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Building confident leaders within every employee in their respective positions, is critical in moving our mission and vision forward to continue to serve our community in an effective and pono way educationally, culturally and legal way
Focus Question: How do I build confidence in some employees personal processing and decision making with regard to responsibilities, program needs, families, agency needs, in alignment with the mission and vision of KOKA?

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Building confidence and leadership in managers is critical for organizational expansion, program growth and innovation, employee recruitment, and retention.

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My question is: How do we strengthen and renew system processes to accomplish internal and external goals?

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My question is: How do we strengthen and renew system processes to accomplish internal and external goals?

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I have given a staff member an opportunity to be the lead of a team. There have been some challenges in how this member reacts to certain situations and how this person is running the program in a particular way that is different from the rest of the organization.

Focus Question: How do I help/guide my staff understand that there is a benefit for the organization when we are all on the same page?

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Prior to becoming the new program director, our program staff had great pilina (connection) and ran smoothly but now I am concerned that my inexperience and the fact that every staff member is new to the program, we are all disconnected and work in chaos. Focus Question: How do I build pilina and engage my staff to share ideas to improve systems within our program?

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Prior to becoming the new program director, our program staff had great pilina (connection) and ran smoothly but now I am concerned that my inexperience and the fact that every staff member is new to the program, we are all disconnected and work in chaos. Focus Question: How do I build pilina and engage my staff to share ideas to improve systems within our program?

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Probing Questions for Mentoring and Coaching:

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Probing Questions for Mentoring and Coaching:

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1. What excites you about mentoring, coaching, and teaching development?
2. Can you share more about what mentoring, coaching, and teacher development mean to you?
3. Can you share tangible examples of how coaching, mentoring, and teacher development have impacted your own staff?

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What is your hunch about non engagement?

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Probing Question for Eo, what types of outreach have you been doing to increase enrollment?

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Probing Question for Eo, what types of outreach have you been doing to increase enrollment?

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Probing: How do I engage an uncooperative colleague who is not a team player.

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Probing: How do I engage an uncooperative colleague who is not a team player.

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What is your hunch about why the person is being uncooperative and not being a team player?

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What would have to change in order for the group to feel more supported/empowered?

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What changes would have to be made in order for them to take on a co facilitation role?

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Probing questions:  What is the best thing that could happen? Whats another way you might support staff?

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Probing Question for the garden/teacher: Why do you think the teacher doesn't participate?

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Probing Question for the garden/teacher: Why do you think the teacher doesn't participate?

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What is another way you might approach a well-developed curriculum?

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What is another way you might approach a well-developed curriculum?

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When have you done/experienced something like this before? What does this remind you of?

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Probing Questions for Uncooperative Employee:

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Probing Questions for Uncooperative Employee:

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1. What does cooperation look like to you?
2. What are some of the conditions that you have helped to create to establish a safe and brave working space for your employees?

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How can ʻōiwi cultural values gain equal value to Western format?

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How can ʻōiwi cultural values gain equal value to Western format?

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What is the connection between Eo program and any other afterschool program.

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What would happen if the reverse were true, what would that look like?

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Probing Question for Uncooperative College:

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Probing Question for Uncooperative College:

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1. How might you go about sharing with your colleague how you feel?

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Why do you think it's the case the some 'ohana members are holding things up from moving forward?

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what are the partner programs "outcome, agenda, procedures?