While his story is heartbreaking, I had to make it clear that his circumstances, though terrible, do not excuse his behavior. It's crucial for him to understand that resorting to physical aggression is never acceptable. We spent time together exploring strategies he can use to manage his feelings and reactions. I also shared that we have a strong counseling team available and asked if he would be open to working with them. He agreed, expressing that he wants to avoid further trouble.

I checked in with him today and plan to follow up tomorrow to let him know that we've begun the process of connecting him with our counseling team. I want to build a trusting relationship with him first, which is why I've waited to ask two important questions from Culterize: "Do you feel I treated you fairly?" and "Do you think I care about you?" I believe that asking these questions after we've established a rapport will lead to a more honest response than if I had asked them while I was still in a position of authority over him. I am confident that building this relationship first is the right approach.

We also attended a professional learning session at Embassy Suites with guest speaker Hamish Brewer, a dynamic principal from my home county, Prince William County, Virginia. His message of relentless, student-centered leadership inspired us to embrace our authenticity and keep showing up with passion and purpose for our keiki. 

On the first day with students, we brought this energy to life by showing “The Lone Nut” video and leading a Harlem Shake challenge where our principal showed off his favorite dance moves!

The admin team, students and staff all participated and now students can vote for their favorite 7th-grade team performance on Instagram. This set the tone of joy, connection, and commitment from day one.

These experiences deepened my understanding of communication, accountability, responsibility, and vulnerability—and reminded me that culture grows when leadership is visible, inclusive, and relentlessly positive!

We visited every classroom and shared "all about me" slides with the students. It was a big time commitment, but it was worth it. We shared photos of our families, talked about our favorite things, and even where we grew up. The goal was to connect with students on a deeper level, and it worked!

The presentations were so much fun. Students were excited to share their own connections, like, "I really like to draw and paint, too!" and "I just moved here from Alaska!". Others asked personal questions like, "How old is your son?". We could feel the excitement from the class. This was a fantastic opportunity for students to talk with us in a way they might not have otherwise.

The response has been overwhelmingly positive. Teachers told us they appreciated this new approach and enjoyed getting to know us, too. Now, when we see students during recess or in the hallways, they come up to us to share more about their lives and make personal connections to what we shared. This experience has been a meaningful way to build a strong foundation for the year, and I'm excited about the connections we've already made!

We focus on building trusting relationships and gaining insights into each child's unique circumstances when behavioral challenges arise. Through these meetings, we develop individualized support plans by involving families and community partners to ensure wraparound support. This approach transforms discipline into opportunities for connection and growth, modeling compassion, belonging, and resilience (my core values) for our school community.

This fun ritual is more than just about exercise. It includes all students, teachers, and even any parents who would like to participate. It sets a positive tone for the week and builds a sense of community. Everyone is encouraged to wear their school shirt to instill a sense of school pride. Morning excercise helps us foster a culture where everyone feels included and motivated to start the week of on a positive note.

This year, I've made it a priority to continue to be out with students (as much as possible) during common times, and the admin team I work with modeled the same practices during the first couple of weeks of school. Whether it's morning arrival, recess, lunch, or dismissal, our presence helps ensure expectations, like wearing IDs and appropriate lanyards, following the dress code, and maintaining respectful behavior, are consistent reinforced.

Equally important, visibility creates natural opportunities for me to be able to connect with students (and staff). I've had conversations about their weekends, summer break, and what they enjoy about school so far. I've learned what excites 8th graders and how 7th graders are navigating their transition.

These daily interactions show students that my role goes beyond enforcing rules. It's about keeping them safe, supporting their growth, and building a respectful school environment. Because of this balance, they've been receptive to my presence and the purpose behind it.

The change to the grading system has been a process, and we are really focusing on the progress students are making. The grades reflect what we call "the 3 P's" — Performance, which is what they know and can do; Process, which are the behaviors or activities that enable the learning; and Progress, which is the growth and improvements we are seeing.

While this mindset shift is a challenge for some teachers, the message is clear: knowing your students is essential. I will continue to encourage teachers to embrace the change throughout the school year.

In my new role as a HICISL Intern Vice Principal at Pearl City High School, my mindset of the 3's has remained steadfast, but I have also been shifting the young adults. For instance, as I support and manage the cafeteria staff, I've noticed that working with them and observing their interactions with students during breakfast, lunch, and dinner deeply resonates with me. It's clear that we are building those connections at a deeper level. I see students every day for breakfast, wiki, and lunch, and I have had many opportunities to talk stories and hear about their current school experience now, and how I am making those connections in building those relationships. A good, strong example is the football varsity team. The young men always come to eat breakfast and lunch, and I have talked stories with them about football and how we are able to make those strong connections. I've spoken with the boys to always believe in themselves and put in the hard work. Also, to lead your team as an example. They appreciate knowing they have others who believe in them.

I strongly believe that building relationships and sharing stories helps you get to know students and staff members, fostering real-life connections, developing others' capabilities, and establishing confidence as the go-to person.

As a school leader, it is crucial to follow through on what you say. An example of “carrying the banner” was found through my daily routines of visibility throughout the campus.  I have been intentional about stepping out of my office during high traffic times to be present with students and staff. This includes time spent in the cafeteria, during recess, transitions between instructional blocks, and at dismissal.

These moments provide valuable opportunities to model school-wide expectations, such as wearing IDs, following the dress code, and demonstrating respectful behavior and communication. More importantly, this visibility has allowed me to build authentic connections with the school community. It has helped students and staff see me not just as an administrator, but as someone who genuinely cares about who they are. These connections are essential as I continue working to strengthen our school culture.

For instance, I make it a point to say thank you to all staff, from custodians to teachers and even office staff, I am consciously choosing to "Show Appreciation". I believe that acknowledging and appreciating everyone's hard work is fundamental to building a stronger school community and truly encourages them to become advocates for our school.

My daily participation in helping out the custodians, including wiping tables and sweeping, being present during non-instructional times, and assisting with drop-off and pick-up, directly reflects the principle of "Be a Leader." These actions are my way of taking initiative to create a positive atmosphere. Hopefully, it will inspire others to do the same as they see me modeling the behaviors I expect from them.

I believe this practice is important for many reasons. First, it allows us to build relationships with students and their families. Second, it grounds us at the start of our meetings by reminding us of all the great things our students are doing before we move on to discussing concerns. Third, because we aim to recognize different students each week, it provides opportunities for those who may not typically be noticed to experience positive recognition. Fourth, it gives students positive feedback on their behavior and actions, which helps contribute to creating a safe and inviting school culture.

Each of the VPs went about this in their own way. I chose to create time for individual meetings in my calendar and people could sign up for when they were available. The other VPs chose to do it in a more check-in conversational matter. I think it works either way. For me, I wanted to get to as many of my teachers as I could, and this was the way that worked for me.

These small, intentional actions reflect what it truly means to carry the banner—to represent our school with pride, to protect its reputation, and to model the kind of excellence we expect from others. We’re not asking people to do anything we’re not willing to do ourselves. Instead, we lead by example. We show that no task is too small when it comes to honoring our campus and our culture. That’s what “carrying the banner” looks like in practice: showing up, stepping up, and setting the tone.

-Embrace your vulnerability: I am someone that believes showing our vulnerability helps others to see that they are not alone. Vulnerability helps us to become more relatable to our students and staff.

-Don't wait for others to do what needs to be done; do it yourself.- If there is trash on the ground, why call a custodian? Over the summer I spent time walking around and picking up trash rather than calling the custodians. This showed the custodians that I am not scared to get dirty with them. I believe it helped to earn their respect, and sets a culture for the students when they see others caring about our campus.

-Take time to enjoy what you do!- Our days are busy, and it is easy to lose track of time. I try to spend as much time with the students as possible, because they are the best part of the job.

-If you want people to be less anxious, provide more clarity.-I have found that clear explanation of our why truly helps to ease the anxieties of our staff.

-You are the difference between today and tomorrow.

-Stay the course.

-Experience is still the best teacher.- We learn best by doing!

I started scheduling meetings with the Freshman students after mid-quarter grades came out. The first group of students I have been meeting with is those who were failing one or more courses. When meeting with the students, I ask them about the help they need to bring their grades up and what their plans are after graduation. I also incorporate the school’s PBIS matrix. The mascot for Kaimukī High is the bulldog, and our school’s PBIS matrix is the D.A.W.G. Way: Discipline, Accountability, Work Ethic, and Grit. I have the students reflect on which of these traits they feel most confident in, and which area they recognize as a challenge for themselves. This framework gives them language to describe their own habits and choices while connecting their personal growth to the larger school culture. Together, we set small, actionable goals that align with the D.A.W.G. Way and support their academic progress.

Each student has a Personal Transition Plan (PTP) that they start in Freshman year and finish in their senior year. We track their goals in their PTP, so the next time we meet, we can revisit their reflections and measure their progress. This allows students to see growth over time, celebrate successes, and identify areas where they still need support. By creating this cycle of reflection and accountability, I am not only helping students improve their grades but also guiding them to develop the habits of self-discipline and perseverance that will serve them throughout high school and beyond.

Alongside the physical paddle, the giver shares specific examples of ways the recipient has helped steer the school culture in a positive direction, whether through collaborative teamwork, uplifting others, or modeling dedication to students.

Passing the Golden Navigator fosters a culture of gratitude and belonging by shining a spotlight on the often unseen efforts of colleagues. It reminds everyone that each staff member plays an essential role in navigating the challenges of the school year, and that success is best achieved when we support and recognize each other. As the paddle moves through the hands of teachers, counselors, aides, and custodians it becomes a shared story of encouragement and connection, uniting the staff as a true learning community.

This school year, we're excited to introduce the KES Aloha Awards, a new initiative designed to celebrate the amazing efforts of our staff and deepen our connection to the school's mission statement. We believe these awards will help everyone become more familiar with our core values while also highlighting what it means to be a teacher leader at KES.

To launch the awards, we asked the staff to nominate colleagues who exemplified these values during the last school year. While the response rate could've been better, the compliments teachers wrote for their peers were truly heartwarming. To show our appreciation, we compiled these positive messages and shared them with the nominated staff members at the end of August. The six teachers ultimately selected for the awards were wonderful examples of our mission in action.

The next crucial phase of this initiative is for those six recipients to select the next six awardees. This differs from our initial rollout, as we want to move beyond a popularity contest. The purpose of the KES Aloha Awards is to build a stronger sense of community by encouraging teachers to recognize their colleagues through storytelling, not just by the number of votes. By sharing stories of "aloha," we can genuinely bond together and create a more positive and supportive school culture.

This passage reflects exactly what we do here: we include everyone in carrying the banner for our students. Our culture is one of service, commitment, and teamwork!

I am also talking stories with the teacher. In these talk story sessions, I will be able to identify if they need extra support and I am genuinely interested in the learning that is happening in their classes. I always talk about the positives I see in the class and that will start building a positive relationship.

Since starting these classroom visits, I have seen many positive outcomes. Students are now coming up to me at recess, lunch and giving fist bumps/handshakes when they walk by. More students are now stopping by to talk story about sports or clubs they have joined. Teachers are also stoping by to let me know about a lesson they want me to see or about an idea they wanted to run by me. The classroom visits have built connection, trust and support for both students and teachers.

My immediate objective is to build credibility so the staff can confidently trust my leadership abilities. I ensure my actions demonstrate competence, confidence, compassion, and commitment by focusing on consistently excellent communication.

I don't just communicate; I over-communicate through a diverse range of channels: emails, engaging in discourse, presentations, and facilitating meetings or trainings. A key practice is always connecting the activity at hand directly to our school's vision, which establishes a clear purpose for our collective effort, which is grounded in success for all. To guarantee ultimate clarity, I utilize AI tools to help me refine my tone, correct grammar, and ensure my messaging is always concise and to the point.

Casas rightly teaches that effective communication MUST be personal, direct, clear, and kind. This is a principle I embrace completely.

Beyond formal communication, I make it a priority to connect with staff in person on a personal level. These chats are dedicated to truly getting to know them—learning about their interests, hobbies, aspirations, and families. These intentional personal conversations are the bedrock that fosters strong, authentic interpersonal relationships.

I’m genuinely encouraged by the progress and the strong relationships I've established so far. I will continue to over-communicate to maintain clarity while simultaneously prioritizing the personal connections that are vital for nurturing a unified, positive school culture.

I work closely with some of our most challenged students in the alternative learning program (ALPSS), and in conversation with them I have learned that most view school as a waste of time. They feel as if they are placed in the academy because they struggle with learning and/or behavior. I have spent the first quarter building relationships and listening to their stories, and I have been able to share my own personal experiences which resonates with them. During my conversations I explain that we are products of our environments, but we do not have to remain status quo. I explain that learning is lifelong journey that can take them anywhere.

I have been able to reach some of the most challenging students by listening to their stories, which has shaped their views on learning and the behaviors they display. Students now realize through our conversations and interactions that I am passionate about seeing them become successful adults that positively contributes to their communities. I let students know that they are important and that they have something to contribute to our academy, our school, and society.

As leaders we must establish a culture where there is a shared belief that we are all a part of something greater. I believe in building a culture that examines how our actions affect ourselves and those around us. Our students choose to come to school and our actions as adults will determine if they want to go or stay. We can reach those who seem unreachable if we spend the time to build relationships and display actions of empathy.

Additionally, individual classrooms are addressed on a daily basis to ensure that expectations are clear and concise. This helps tighten up on the little mishaps that often occur as the year progresses.

We also provide PBIS points to students who do the right thing. They can use these points at our PBIS store. Supporting positive behaviors helps reinforce productive behaviors and in turn guides us towards an environment of excellence.

At the beginning of the school year, we had a few kindergarteners that were having difficulty transitioning into school, crying when being dropped off. As a parent myself, I know how worrisome that can be. Therefore, I made it a point to check in on those students within an hour and call their parents to reassure them that their children were doing just fine. I think this helped to establish a positive relationship with these families and show them how much we care.

Timely communication has been especially helpful when handling student behavior - when their is a concern, misbehavior, or an improvement in behavior. Parents have been so appreciative to get notified right away and when provided with positive updates. These all have helped to build and strengthen my relationships with families.

Our STRIPES program (Successful, Trustworthy, Responsible, Integrity, Purposeful, Empathetic, Safe) guides daily interactions and instills core values in students. This approach extends beyond the classroom through extracurricular activities, allowing students to apply their STRIPES attributes. These attributes are also expectations for all school community members, faculty, staff, and volunteers to demonstrate. 

As an administrator, I need to model these attributes for students and adults. In building a positive culture while demonstrating these attributes, I am:
-Creating a positive and safe environment to build trust
-Taking notice and acknowledge  the value of our office staff of their interaction with the public and the our school community members
Inspiring our school community members to go beyond compliance with daily tasks; instead be committed and passionate about everyday tasks because what they do is an important part of our daily operations. 

For teachers, it has always been best practice to set clear and high expectations for all students. To achieve this, adopting a student-driven instructional approach promotes intentional and timely adjustments that enhance student success. Understanding your students and modifying instructional strategies and pacing based on their needs is essential. With this approach in mind, I plan to incorporate A “Teacher-Driven” approach into the way I structure our department's DDIC Professional Learning Communities (PLCs) as a coach.

To support my teachers in reaching high expectations, the teacher-driven approach will involve checking in with grade-level teams at the end of their PLC  and gathering their input on the types of support, collaboration, and planning opportunities they need while implementing each unit. Teachers will engage in three main phases during the DDIC unit: Alignment and Planning, Collaboration and Adjustment, and Data Calibration and Reflection. As teachers progress through this cycle, I will adjust and modify our systems and agendas to address their needs in real time. Through these efforts, I aim to enhance the agency that teachers have in planning and shaping the content of our DDIC PLCs. My goal is to make the time spent collaborating more meaningful and relevant.

I made it a point to be visible in every possible way. I made sure that I was outside in the "mall" (the center strip of school between buildings where a majority of students congregated) before school during recess, lunch, and after school. I also popped into classrooms throughout the day. I was not just visible, I made it a point to be engaged. I would walk the mall and greet students, learn their names, and ask questions to get to know them. When I popped into classrooms, I would ask students about the work they were doing and ask if they understood or needed help.

One quarter in and I still make it a point to be visible. The questions may have changed because relationships have been built and I feel that because I have been visible, students are now familiar with me and are able to approach me, making them more likely to share concerns or seek help.

The fist bumps, the calling of "Miss...", the chance to listen to what they have to say are all created from opportunities of being visible and building relationships in these small moments. If and when I have to have hard conversations with these students, I want them to feel a level of trust with me and that even in these hard moments, I am here for them. Being visible is one of the most effective strategies to build authentic relationships with students.

Our MTSS committee of teachers and counselors plays a large role in creating and promoting a positive culture of attendance. We publicly celebrate classrooms in our morning announcements that have perfect attendance, and we do monthly challenges to award classes and students with consistent attendance. We also recognize that many of our elementary students, especially those in the lower grades, have little control over whether or not they can get to school each day. Therefore, we make a concerted effort to show excitement when students come tardy or return from absence, rather than admonishing them. 

Our designated attendance clerk, with the support of our counselors, teachers, and administrators, proactively reaches out to families who have had past attendance issues to build relationships with them. After conversations with families, she will go to their homes to provide them with alarm clocks, bus applications, or other resources that will help them in getting to school. This helps us demonstrate to our families and ourselves that we are partners, not enforcers, who are invested in our students' success.

Additionally, I also committed to the 2×10 strategy with the 6th grader. The goal was to start building an
authentic relationship. I made sure our two-minute conversations were non-academic and focused entirely on his personal interests, not his behavior. I wanted to ensure I could become a persistent and positive role model. This time allowed me to start building a relationship that made discussing his struggles more comfortable, which will help me find the root cause of the behavior.

For both the staff and student, consistency is key. A 2-minute connection for ten days conveys more care than a sporadic long conversation. By implementing this strategy, I am building trust and opening communication with both the teacher and the student, creating a culture where both feel seen and supported. It’s also allowing me to be hopeful when I reflect on it's implementation and see the teacher and student having success in the classroom. I am happy to say just this week the teacher celebrated this student doing well in her class and closed the shout out by saying it's a work in progress but she was proud of how well he had done.

Promote emotional intelligence by using the This or That activity with both staff and students. This quick activity involves giving a set of two choices, such as indoor recess or outdoor recess, group work or independent work, music or silence, early bird or night owl, read a book or watch a movie. Then, students or staff choose one option and state their reason for that choice. This helps to practice self-awareness and empathy. It’s also just a fun way to learn about a classmate or colleague. 

Through sharing, students and staff recognize both similarities and differences. They begin to understand that these differences can be valuable learning opportunities. Social skills are also strengthened as participants practice respectful listening and honest communication. Using this activity regularly can create safe spaces for open dialogue and foster a school community that feels more connected, compassionate, and supportive.

Some IEP meetings can be tough for parents to go through and accept at times. Lately, I thought of an idea to add my own personal touch of positivity during the closing of IEP meetings with parents. Instead of just closing the meeting on a possible somber note, I now usually try to end the meeting by reinforcing our school's beliefs that all students are valued, appreciated, and respected here. I also try to make closing comments that provide an understanding of trust with parents that we have the best intentions in the IEP for their child.

Jimmy Casas on pg. 99 states, "Effective educators never stop modeling positive interactions. They recognize that every interaction with a student, parent, or staff member is one single moment to inspire more positive interactions and to impact every person they encounter in a positive way."

As a leader, this quick and effective strategy for concluding meetings on a positive note can be reassuring and greatly strengthen future communication and interactions with parents. By focusing on an optimistic ending, we can create a school culture where parents feel more confident in the efforts we are making to improve their child's education and overall school experience. I feel that this approach will encourage parents to believe in our initiatives and support our goals more. Carry the banner and be the voice of positivity.

This school year, our school's theme is going from good to great. We presented this during our Admin Day in the beginning of the school year and it served as a great reminder that although there are some good things going on at our school, there is still room for growth and improvement....still room to go from good to great. This is something that we continue to reference during our faculty meetings as we work on refining the systems that are in place at our school. As I collaborate with our other school administrators, data coordinator and literacy coach, we have been finding ways to provide more clarity for our teachers with certain systems that are in place at our school. By providing clarity, it is helping our teachers to build a better understanding of the purpose and connection of these systems and it's positive effect on our students' growth and success. This also helps them to feel less anxious about making the small changes to help them go from good to great and they are starting to see how those small changes can have a big impact on our students.

Living this out daily means being visible, accessible, and present. From early morning greetings to passing period check-ins and after school conversations, I intentionally seek out opportunities to connect one-on-one with teachers, staff, students, and families. These interactions are about genuinely seeing and valuing each individual—learning names, asking about their weekends, listening to their stories, and following up on both their personal joys and interests and professional needs.

When I ask, “How can I help you?,” it’s not just a courtesy. It’s a commitment to support. Whether it's following up on a teacher’s request, a student’s question, or a parent’s concern, I make it a priority to respond in person whenever possible to make those connections personal and meaningful.

To me, being a "Merchant of Hope" means radiating positivity, warmth, and belief, even on the tough days. It’s greeting everyone with a smile, offering words of encouragement, and striving to “make their day” in whatever way I can. By celebrating small victories, acknowledging effort, and simply showing I care, I aim to help every member of our school community feel empowered, supported, and hopeful.

Hope is contagious. And if I can be a consistent source of it, through my words, actions, and presence, then I believe we can create a school culture where everyone not only feels like they belong but thrives.

We see this through various roles, including our Curriculum Coaches, Grade Level Counselors, and Home Group Leads. These positions empower staff to step into leadership, make informed decisions, and create strategies tailored to the unique needs of their students and grade levels. This distributed leadership model is a crucial part of our positive school culture.

Moving forward, my goal is to actively support the teacher-leaders I supervise in the two grade levels I work with. Their direct relationship with students provides the essential insight needed to understand strengths and needs. To lead effectively in our large elementary school, I must ensure they avoid the "permission trap" that Casas describes. Ultimately, my responsibility is to build trust and empower them to lead, ensuring they feel confident acting autonomously for student success.

To further support all students, I am creating extra study hall for any student wanting to improve their grades and am available for Study Hall three times a week. My focus is on students I have been in Truancy Court with; seeing how we can help them feel more connected to the school and help them earn credits and attend school.

Every day, a counselor and I team up to make calls to families where we are seeing a trend in declining attendance. If families are not reporting their child as absent, we make it a point to reach out and check in, offering any help or assistance. We strive to establish a relationship with the family to encourage students to attend school and to identify the root causes of low attendance. When students return to school, the counselor meets with them to discuss their feelings about the school. If students express a concern, we can address it so that the student feels safe. If the student needs a little more motivation to attend, the counselor develops an incentive plan for improved attendance.

Every week at our Monday Piko assembly, we recognize the classes with the highest attendance percentage for the week and award winning classes a snack.

And then every Month we randomly select one person from every class with perfect attendance to join us for Lunch on the Lawn. This student gets awarded our Golden Ticket at our Piko assembly to join us for lunch on the lawn. The admin team treats these selected students to a special lunch.

Another instance has to do with modeling instructional strategies. I have gained so much intrinsic reward from working with a new special needs student. THis student needed a one to one, but we needed to be selective with the PPT hire. We had a great adult supervisor who was stern but very loving and patient. Unfortunately, she didn't have much experience with data collection and instructional strategies, so I was with them, modeling strategies. She witnessed me doing trial and error interventions and we documented what worked and what didn't. We learned he was a more multisensory learner and thrived with music and active learning strategies. In a recent meeting the mom expressed how detailed the PPT is in giving update and progress reports and this just shows that being a collaborative model in instruction can serve our school ten fold.

At Stevenson Middle School, my daily goal was to create a safe space for students to learn and be respectful of one another. Making connections and fostering positive relationships was important. Spending time to chat with students, to crack some jokes with them, to check on how they're doing in their classes, and asking students about anything that's meaningful to the them lets them know you care. They will truly value you when your efforts to show you care is consistent, genuine, and impartial.

Now that I am at Queen Ka'ahumanu Elementary, I am learning to approach students a bit different. On the first day, I knew the kindergartners were intimated by me because of the teary-eyed stares I got every time I crossed paths with them on campus. But, after weeks of waving and saying hi to them, I think they're starting to warm up to me. Also, I know I cannot crack jokes with the little ones because I tried and failed. But, I learned to keep check-ins with the students short and simple.

Connecting with students at the elementary level is a work in progress. I am learning to navigate the nuances of the elementary culture and hope that by the end of this year, I will have gained more strategies to better connect with them.

I also use the morning and transition time between periods to check in with the security team and observe our transition procedures. Some students are consistently tardy for class. We will strategically place staff near those bathrooms to ensure students use the restroom and get to class on time.

Part of my daily routine is to check in with the cafeteria staff during lunch. If we are short on EA staff for lunch, I have dumped trash, swept floors, and wiped tables in the cafeteria. Staff members have communicated that they enjoy having administrators out of their officeʻs and supporting students during non-instructional time.

Modeling leadership through daily actions require that I am visible, consistent and build relationships with students and the school community.

When I returned the next day, a different student asked if I was going to eat lunch with them. I saw this as an even greater opportunity to get to know my students. There's something very social about eating a meal together, especially in Hawaii. Since then, I’ve been rotating the classes I sit with, and intentionally engage in conversations that focus on really getting to know who they are as people, not just students. My only wish is that the school lunch tasted a little better.

In a school of just under 200 students, my initial commitment was to learn every name within two weeks. I visited each classroom on the first day and encouraged the students to hold me accountable for greeting them by name, and also to be prepared to share one thing they love about our school. This deliberate commitment and one-on-one interaction with every student is now my daily opportunity to inspire and encourage them, especially when they need that lift after falling short of our expectations.

This philosophy extends to my morning routine. My work begins before they step through their classroom door. Every morning during drop-off, I am at the entry point to greet each student by name and offer a positive message. I treat the entire school as my classroom, greeting each student to set them off to a positive start. For those students who arrive in tears due to separation anxiety, my tone of encouragement and reassurance to them and their parents is vital. It’s a moment to instantly show that they are entering a place of safety and love. Crucially, if I recognize a student is having a rough start, I make it a point to visit them at some point during that day to check in and deepen that connection.

Greeting every child by name and committing to their challenges drives the culturization of the entire school, transforming it into one supportive classroom. This daily act of being an "awesomizer" replaces invisibility with value, ensuring that every one of our nearly 200 students feels safe, seen, and immediately connected to a community that is ready to inspire and encourage them to succeed.

Determined to "be the awesomizer," as Jimmy Casas champions, I knew a significant, uplifting shift was needed. Drawing inspiration from HĀ, ( especially its components of belonging, responsibility, excellence, and aloha), I composed a reggae song about our school and its students. The lyrics wove in HĀ principles, with the hope of countering the negative self-perceptions by celebrating their inherent talents, and collective strength, relentlessly reinforcing the message: "We are the Lihikai Surfers".

I brought my music gear to school and taught the song to the entire student body, and one lunchtime, the song filled the cafeteria, students and staff alike singing the declaration of pride in being a positive "Surfer".

Through many difficult conversations, implementing consistent walkthroughs of the campus as a team, personal participation in their work, newly implemented monthly team meetings, newly implemented bi-weekly one-to-one meetings (weekly with the head custodian), newly implemented team group chat, revisiting of the Plan Do Check Act feedback loop, and the tried and true heart to heart conversations about our why and vision of our school; the custodial team not only has a more effective system of communication, but also have implemented consistent group work efforts. Although there are many things that I still want to work with them on, what has really stuck out to me is the fact that the custodial team members themselves have voiced how much more efficient and effective these systems feel. All of this would not have been possible if I had not "stayed the course" throughout the challenges I faced.