Responding to a critical shortage of early childhood educators in Hawaiʻi, the University of Hawaiʻi at ����ԴDz� College of Education, is launching a new in fall 2025.

The goal of the program is to provide candidates with the needed competencies and experiences to nurture and guide children from birth through age 8, laying the foundation for their learning and discovery within their individual social-cultural contexts.

The program offers a full-time schedule with evening classes in a hybrid statewide format. Graduates will be recommended for a Hawaiʻi early childhood teaching license for preschool through third grade. The deadline to apply is March 1. The ����Vlog�ٷ� ����ԴDz� College of Education held a joint news conference with Lt. Gov. Sylvia Luke on February 7 at the ����Vlog�ٷ� ����ԴDz� Children’s Center to encourage students to enroll.

“The College of Education is committed to addressing Hawaiʻi’s critical need for early childhood educators by providing a high-quality, accessible pathway for future teachers,” ����Vlog�ٷ� ����ԴDz� College of Education Dean Nathan Murata said. “This new program reflects our dedication to supporting children, families and communities by ensuring a well-prepared workforce that understands the importance of early learning and care.”

Expanding early learning access

This initiative is a major step in streamlining the pathway to becoming a pre-K teacher by separating early childhood education from the broader K–8th grade track. It aligns with statewide efforts to expand early learning access, and emphasizes the critical role of care and learning from birth—a priority under the state’s , led by Luke. By 2032, Ready Keiki aims to provide preschool access for all Hawaiʻi 3- and 4-year-olds, creating more than 400 classrooms statewide. However, the expansion of early childhood education is being hindered by a lack of qualified teachers.

“Expanding access to early childhood education is at the heart of the Ready Keiki initiative, and this new degree program is a critical step in ensuring we have the qualified teachers needed to support Hawaiʻi’s youngest learners,” Luke said. “By streamlining the pathway to becoming a pre-K educator, we are investing in our children, families and the future of our state.”

The curriculum aligns with the National Professional Standards and Competencies for Early Childhood Educators, as well as the Interstate New Teacher Assessment Consortium Model Core Teaching Standards, ensuring graduates meet national benchmarks for high-quality teaching. Grounded in Hawaiʻi’s unique cultural and educational landscape, the program integrates community input to address local needs.

“I am incredibly excited for the students of this new program to be able to learn about early childhood from infancy through the early elementary school years through the lens of both education and care, both of which are fundamental aspects of working with Hawaiʻi keiki and families,” ​​said Valley Varma, a teacher at the ����Vlog�ٷ� ����ԴDz� Children’s Center and graduate of ����Vlog�ٷ� ����ԴDz�’s early childhood education master’s program who has more than 30 years of experience in the early childhood education field. “I’m really proud and excited to see what comes from this new program.”

The BEd in ECCE program was developed through collaboration among ����Vlog�ٷ� ����ԴDz� faculty and early childhood education faculty at multiple ����Vlog�ٷ� community colleges, including Honolulu CC, Kauaʻi CC, ����Vlog�ٷ� Maui College and Hawaiʻi CC.

“This new degree program is a testament to the power of collaboration across our ����Vlog�ٷ� campuses, ensuring that students statewide have access to high-quality training for critical early childhood education roles,” ����Vlog�ٷ� President Wendy Hensel said. “By preparing future educators to meet Hawaiʻi’s workforce needs, ����Vlog�ٷ� is helping to strengthen our communities and investing in a brighter future for our families.”

To apply and/or to sign up for virtual or in-person info sessions, .

The , housed in the University of Hawaiʻi at ����ԴDz� , aims to dismantle structural barriers and gaps to early childhood education workforce preparation and inadequate salary compensation that have existed for decades. One of the ways is through innovative cross-campus workforce development strategies for students.

����Vlog�ٷ� ����ԴDz�’s College of Education has been working with ’s ECED program and Keiki O Ka ʻĀ���Բ� Family Learning Centers (KOKA) to launch the state’s first early childhood education registered apprenticeship program through KOKA.

This “earn while you learn” program offers apprentices full-time work while they are enrolled in a three-year program to earn an associate’s degree in ECED. With the completion of each milestone, the apprentices receive a wage increase.

Paid apprenticeship

One of KOKA’s first apprentices is Chenelle Christian, who is employed as an aide at KOKA’s Ka Pua Preschool, located in ����ʻ������, Oʻahu. She has a goal of becoming a preschool lead teacher or opening her own day care program.

With strong support from her husband and their four boys, ages 14, 11, 10 and 5, Christian enrolled in her first semester at Honolulu CC during the 2023–24 academic year.

“To be in a job, while going to school, has made a huge difference. This [apprenticeship program] fits the type of learner that I am,” Christian said. “I love that I get to apply what I learn from my mentor and my college instructors while interacting with preschool children.”

Christian also credits her “very encouraging” instructors at Honolulu CC. She is on target to complete her first of three milestones, a Child Development Associate, a nationally recognized credential, in May 2025.

Learn more about the .

This program exemplifies ����Vlog�ٷ�’s strategic imperative to prepare students for the jobs of today and tomorrow, part of the ����Vlog�ٷ� System’s strategic plan’s focus on workforce development.

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

Professor Erin Centeio in the ����Vlog�ٷ� ����ԴDz� and Professor Kuʻulei Serna in the received a $3,954,518 grant from the U.S. Department of Education, Office of Elementary and Secondary Education (Native Hawaiian Education Program).

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

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

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

Goals of the project include:

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

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

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

Expanding preschool access to all 3- and 4-year olds in Hawaiʻi will lead not only to immediate benefits, such as enhanced kindergarten readiness, but also long-term advantages, including higher adult earnings. That’s according to a by Research Economist Rachel Inafuku.

“Children who participate in early childhood education programs are less likely to repeat grades or be designated as needing special education services,” Inafuku writes. “They also have higher high school graduation rates and higher earnings.”

Hawaiʻi’s current situation

The state has identified a significant gap in preschool enrollment among its youngest learners—of the 33,224 3- and 4-year olds, only 55% are currently enrolled in preschool programs. While about 20% of families with children in this age group choose to opt out of preschool, an estimated 8,092 children do not attend preschool due to systemic barriers. These barriers include the limited availability of slots in desirable programs and the high cost of private preschools. According to the ����Vlog�ٷ� Center on the Family, 86% of Hawaiʻi’s families lack access to preschools that are both affordable and in nearby, convenient locations.

In 2020, the state legislature enacted Act 46, a landmark initiative aimed at dramatically increasing preschool accessibility with the ambitious goal of universal access by 2032. As part of this effort, the state allocated $200 million in 2022 for the construction of new preschool facilities. Additionally, the state is expanding its Preschool Open Doors program, which subsidizes private preschool tuition costs. This expansion has led to a 90% increase in enrollment compared to 2023. However, Act 46 faces challenges, including a shortage of childcare workers.

Potential preschool benefits

Numerous studies highlight the advantages of a preschool education, particularly in the immediate term, one being that it enhances preparedness for kindergarten. Children who experience the most substantial gains from preschool are those from low socioeconomic backgrounds, non-native English speakers and those who initially scored lowest on cognitive assessments at the start of preschool. In general, states with universal preschool programs have higher math and reading scores on standardized assessments. Currently, only 30% of Hawaiʻi’s public school kindergarteners demonstrate readiness in math and literacy.

Beyond the immediate benefits associated with preschool, the National Education Association highlights broader, long-term impacts, including less likely to repeat grades and higher career earnings. A study by Schweinhart (2013) tracked a cohort of children living in poverty from birth into adulthood. This experiment found that preschool participants not only achieved higher academically but also exhibited lower rates of adult crime and incarceration, along with reduced antisocial behavior during childhood.

“If the state is able to achieve universal access and ensure children receive quality early childhood education, it will enhance the lives of children who might otherwise lack a preschool education and contribute to Hawaiʻi’s long-term enrichment,” Inafuku concludes.

.

����Vlog�ٷ�ERO is housed in ����Vlog�ٷ� ����ԴDz�’s .

The development of “Hawaiʻi Graduates for Hawaiʻi‘s Future,” earning a $20 million federal grant to boost early education efforts and the expansion of work-based learning across the state are a few of the highlights in the .

is a statewide partnership led by the University of Hawaiʻi System, Hawaiʻi Executive Office on Early Learning and the Hawaiʻi State Department of Education that works to strengthen the education pipeline from early childhood through postsecondary education and training.

is a new goal focused on educational progress that leads to students being able to find good jobs in Hawaiʻi, with a concerted effort to align educational programs with workforce needs and economic development. This commitment is displayed both in ����Vlog�ٷ�’s newly adopted Strategic Plan and the .

In January 2023, Hawaiʻi P–20 was awarded a nearly $20 million federal grant to strengthen the early childhood system by building upon existing federal, state, and local early learning and care investments. This grant will support coordination and collaboration among the state’s existing programs, improve program quality, expand access, invest in workforce and maximize parental engagement in the early childhood mixed delivery system.

Hawaiʻi P–20 has provided resources and support for several work-based learning intermediary organizations to expand work-based learning. Each regional intermediary organization increased student participation in job shadowing, mock interviews and internship opportunities. Hawaiʻi P–20 aims to expand the program to more schools.

Other highlights:

• The Stay at Home, Grow Your Own Teacher Pathway pilot project was developed to address one of Hawaiʻi’s biggest challenges: high teacher vacancy rates especially in the most rural schools, and schools with the highest poverty rates among students.
• There is promising college enrollment data for GEAR UP Hawaiʻi and Soar Higher schools. Between 2020 and 2022, college enrollment at schools with transition support programs showed a 3.2% increase in college enrollment compared to a 0.4% decrease at high schools without them.
• In partnership with the , Ke Ala Naʻauao mentors implemented its first onboarding campaign, Finish in a Flash. This campaign aimed to support graduating seniors in completing their enrollment steps to college in early May.

A new bench with a bronze statue of a little girl in a “time out” was installed on the University of Hawaiʻi at ����ԴDz� campus this summer, honoring the ����Vlog�ٷ� professor who created the concept, which has been popular with parents for decades now.

Arthur W. Staats (rhymes with “spots”) was a professor in ����Vlog�ٷ� ����ԴDz�’s in the from 1966 to 1997 and devoted his career to understanding complex human behavior. He was named professor emeritus after he retired, and died in 2021 at the age of 97.

The “Child in Time Out” bench is located between Dean Hall and Gartley Hall with a statue of a child sitting on it with her hands cupped to her face, representing the concept developed by Staats in 1958. The bench and statue were donated by the Staats family and can be seen from Staats’ former office in Gartley Hall.

“My family and I are delighted to donate this bench in memory of my Dad and his academic achievements, and we’re also hoping that it will bring positive attention to the many academic strengths of the University of Hawaiʻi,” explained Jennifer Staats Kelley, a child psychiatrist and an alumna of ����Vlog�ٷ� ����ԴDz�’s . “He would’ve just loved that this bench is located right outside of his office window.”

“Time out” is now a popular technique used around the world, and a productive way to discipline children by briefly removing them from the parent or caregiver. The goal is to avoid inadvertently giving the child attention for undesirable behavior, while still setting limits on the inappropriate behavior. The technique prevents using other punishment tools, such as spanking or yelling, and encourages a positive relationship between parent and child.

Leaving a lasting legacy

Among the first children to experience a “time out” were Staats’ children, Jennifer and Peter, in the early 1960s. The statue of the little girl is based on a photo of Staats’ great granddaughter.

“My brother Peter and I, together with our spouses, Nancy and Chuck, were brainstorming how to help the world remember our dad and jokingly came up with the idea of putting up a time out bench on the ����Vlog�ٷ� ����ԴDz� campus, and realized that it would be a fun idea,” said Kelley. “So we contacted the folks at ����Vlog�ٷ� and everyone loved the idea, too.”

The final installation of the memorial was a year-and-a-half long process from inception, site selection, commissioning/design/sculpting and construction, delivery and installation. , the ����Vlog�ٷ� Office of Vice President for Administration and the worked closely with Kelley and her family.

Academic accomplishments

In 2006, Staats was named one of “20 People Who Changed Childhood” (Child Magazine). He was awarded the ����Vlog�ٷ� Distinguished Retired Faculty Award by the College of Social Sciences and was a faculty advisor and mentor to many of his students throughout the years.

In addition to his practical contributions and inventions to the field, his academic accomplishments at ����Vlog�ٷ� include the establishment of a graduate program in human learning and setting up the department’s nationally-renowned doctoral program in clinical psychology. He developed a theoretical foundation for the application of broad conditioning and learning principles to the enhancement of human development, education and clinical psychotherapy.

“His many books and papers on these topics earned him an international reputation as one of the leading psychological scholars and social scientists of the 20th century,” said former ����Vlog�ٷ� psychology professor Ian M. Evans, who co-supervised some of Staats’ research students.

—By Arlene Abiang

The images of devastation and the anguish of survivors of the tragic and deadly wildfire that consumed Lahaina are difficult for everyone in Hawaiʻi to process. It can be even tougher for children, who are developing social and emotional skills.

Within a day of the tragic Lahaina fires, early childhood assistant professor Elizabeth “Liz” Hartline created There was a fire: A story for young children on Maui. It was written for children ages 3–8 who have been affected by the Maui fires, and was first distributed on Maui through Early Childhood Education faculty at on August 10.

“My hope is that this tool gives families a way to talk to their children about the fire,” Hartline said. “Everyone needs a story, and finding a story that describes your experience is a first step when we’ve gone through trauma to start healing.”

Hartline, who is also the director of the at , has extensive experience creating “social stories” to support young children and their families with transitions, traumas and major life events.

There was a fire: A story for young children on Maui acknowledges that after an event such as the Maui fires, it is normal to feel sad, scared or worried. It suggests some things to do when children feel that way, such as:

• Ask for a hug
• Draw a picture
• Cuddle a stuffed animal or a pet
• Take some deep breaths
• Play firefighter
• Play with play dough
• Go to the beach
• Help your family make a safety plan

It also contains tips and resources for caregivers.

Online copies of There was a fire can be found on the Early Childhood Action Strategy’s (linked under Helping Young Children) and on .

“Liz’s book is such a treasure,” Felicitas Livaudis, a Maui-based Kaiser Permanente pediatrician, said, “It helps children process the trauma of the devastating fires in our Lahaina and Kula communities. It normalizes big feelings and grief. It gives them tools on how to deal with their emotions. It reassures them that there are adults who are helping and working hard every day so they can be safe. It gives parents a guide on how to communicate with their children during this very difficult time. I am giving it to all of my patients”

Hartline said the story has been distributed through Maui Head Start preschool sites and various relief organizations. There have been discussions about publishing the story and distributing it more widely.

She said, “I’m just very grateful that this is getting to a lot of children, and makes me feel like I can do a little bit to support them.”

A new certificate for infant and toddler caregivers is now available through Honolulu Community College’s . Building on the momentum from the initiative to expand access to preschool, and the tuition stipend available to current and potential early childhood educators and caregivers, the ECED program launched the certificate to provide more opportunities for individuals in the early childhood education and care profession.

“This certificate creates a promising efficient pathway specialized for those who want to work with infants and toddlers. It is a thoughtfully constructed pathway to build Hawaiʻi’s infant and toddler caregiver workforce,” said Caroline Soga, assistant professor and program coordinator. “This certificate is also stackable and enables students to continue on to finish an associate degree and then transfer to a four-year university, if they choose.”

The infant and toddler caregiver certificate requires a 21-credit sequence designed to meet the education and experience qualifications of an infant and toddler caregiver. The new certificate is in addition to offerings such as the ECED associate in science degree, with either preschool or infant and toddler specializations, and certificates of competence.

More information is available on the website.

State officials and community stakeholders celebrated funding for the Early Childhood Educator Stipend Program, an initiative to boost the state’s Early Childhood workforce, on July 6 at the University of Hawaiʻi at ����ԴDz� Children’s Center, the on-campus preschool. The Executive Office on Early Learning (EOEL) received $660,000 in funding from the state budget, signed by Gov. Josh Green on June 30.

EOEL launched the program in partnership with the ����Vlog�ٷ� ����ԴDz� (COE) in time for the 2023 ����Vlog�ٷ� summer sessions. The program provides stipends to eligible ����Vlog�ٷ� students enrolled in a certificate, degree or license program in early childhood education (ECE), including those focused on Hawaiian language. It is the first publicly funded tuition stipend program available for practitioners in the early childhood field. Initial funding was generously donated by the .

“We are grateful for this stipend program helping us complete a higher education degree. It helps practitioners who are starting out in their education as well as existing practitioners to achieve higher credentials,” stated in a joint statement by Malia Pimentel, Sheri Funasaki, Hazel Hernadez and Sarah Starr, early childhood educators who are current recipients of the program. “It recognizes that our knowledge in early childhood is an essential part of providing quality services to young children and we are committed to being well informed about the research of our field and equipped with practices to positively support all keiki and their families.”

• Related ����Vlog�ٷ� News story: New stipend program assists early childhood education students, March 14, 2023

The stipend program aligns with the state’s commitment to expand access to preschool statewide. Lt. Gov. Sylvia Luke, who is leading the initiative stated, “As we prioritize early childhood education for Hawaiʻi’s youngest learners, it’s essential we invest in creating a robust workforce of qualified educators to support our keiki. The momentum right now to invest in early learning is so exciting, and it’ll take collaborative partnerships like this stipend program to make universal access to preschool a reality.”

The program is open to students enrolled at ����Vlog�ٷ� ����ԴDz�, ����Vlog�ٷ� West Oʻahu, Hawaiʻi Community College, Honolulu CC, Kauaʻi CC and ����Vlog�ٷ� Maui College. Upon completion of the certificate/degree/license program, students must commit to two consecutive years of working directly with children in the early learning field.

“Our Lieutenant Governor and legislators have provided leadership in prioritizing early childhood education for our state by expanding physical spaces,” said COE Dean Nathan Murata. “In order to increase the early childhood educator workforce, we must also support teachers as they matriculate in early education to ensure that highly qualified teachers and staff are in every early learning classroom. With the generous support of the Castle Foundation, the Early Childhood Educator Stipend Program has come to fruition, allowing current and potential teacher candidates to enroll and seek licensure in early childhood education.”

Eligible students must be enrolled in ECE generalist certificates, degrees or license programs in one of seven ����Vlog�ٷ� system campuses; maintain a C or better in coursework; and work in a position in the early learning system as described in for two years after matriculation. The next application deadline is July 15, 2023 and the opportunity will be offered again for spring 2024. For those interested in applying or learning more about the program, visit .

Excitement for fostering future educators

“Thoughtful and committed educators create environments where students thrive,” said EOEL Director Yuuko Arikawa-Cross. “Hawaiʻi is expanding early learning opportunities and is looking for individuals who have a love for learning and a desire to shape the future. We encourage individuals to consider a career in the early learning field; the Early Childhood Educator Stipend Program is available to assist.”

“This stipend program aligns with national policy initiatives,” said State Rep. Justin Woodson, chair of the House Education Committee. “I’m excited the legislature was able to work with this administration to now be able to finance and bolster this program that will help offset the cost of tuition and encourage higher educational attainment.”

“The Samuel N. and Mary Castle Trustees are proud to work closely with the governor, lieutenant governor, the Executive Office on Early Learning, the legislature and the University of Hawaiʻi, to encourage our future early learning teachers to enter this critical-need field,” said Alfred Castle, the CEO of the Castle Foundation. “For well over a century, the Castle family has supported Hawaiʻi’s children and families through the support of teacher education, kindergartens, infant-toddler projects and preschool education. This stipend program is part of that ongoing effort.”

A new stipend program will assist eligible students enrolled in Early Childhood Education (ECE) programs across three University of Hawaiʻi four-year campuses (����Vlog�ٷ� ����ԴDz�, ����Vlog�ٷ� West Oʻahu, ����Vlog�ٷ� Hilo) and four ����Vlog�ٷ� Community Colleges (Hawaiʻi CC, Honolulu CC, Kauaʻi CC, ����Vlog�ٷ� Maui College). The Hawaiʻi Early Childhood Educator Tuition Stipend Program was created by the ����Vlog�ٷ� ����ԴDz� (COE) and State of Hawaiʻi (EOEL), in partnership with the .

The Graduate ECE Programs in the COE Department of Curriculum Studies are coordinating the systemwide stipend application process, including administering awards and collecting data on the workforce related to the stipends, in collaboration with ECE preparation program faculty on seven ����Vlog�ٷ� campuses. Assistant Specialist and Graduate ECE Programs Director Robyn Chun; Project Manager LaurieAnn Takeno; and Graduate ECE Programs Coordinator Jaime Lum will oversee the stipend program application process.

“This is one of many early childhood education workforce development partnerships that the college is engaged in with the EOEL,” Chun said. “This is part of a larger initiative to develop comprehensive systems of workforce financial support for early childhood educators who are frequently amongst the lower paid wage earners and, as a result, find it difficult to pursue an education.”

Eligible students must be enrolled in ECE generalist certificates, degrees or license programs on one of seven ����Vlog�ٷ� system campuses; maintain a C or better in coursework; and work in a position in the early learning system as described in for two years after matriculation.

The is now open. Deadlines:

• Summer 2023 tuition–application due April 15, 2023
• Fall 2023 tuition–application due July 15, 2023
• Spring 2024 tuition–application due December 1, 2023
• Summer 2024 tuition–application due April 15, 2024

Funding the future of ECE

Unlike other education students, ECE majors do not have a sustained source of publicly funded tuition stipends. This urged the Graduate ECE Programs to develop a ����Vlog�ٷ� System website with content to assist students and practitioners in the ECE workforce. The content and support tools will also be used by students and faculty who are part of the Hawaiʻi Early Childhood Educator Excellence and Equity Project and U.S. Preschool Development Grant.

• Related ����Vlog�ٷ� News story: ����Vlog�ٷ� receives $1.3M to support early childhood workforce in Hawaiʻi, July 4, 2021

In the 2023 legislative session, the EOEL budget in the governor’s budget bills stated $660,000 could potentially be allocated to funding students enrolled in ECE preparation programs systemwide. This funding is vital to addressing the early learning workforce crisis in all sectors, including post-COVID workforce child care settings, Native Hawaiian culture-based and Hawaiian Language Medium early learning programs, and in Public Pre-K expansion proposed in Lt. Gov. Sylvia Luke’s initiative.

“The funding to sustain the Hawaiʻi ECE Stipend Program is not guaranteed,” Chun concluded. “We need to advocate to legislators for this part of the governor’s budget to be funded so that there will be tuition stipend equity for those working in the beginning of the education continuum.”

Hawaiʻi P–20 Partnerships for Education (Hawaiʻi P-20), in partnership with the Executive Office on Early Learning (EOEL), has been awarded a nearly $20 million federal grant to strengthen the early childhood care and education (ECCE) workforce, expand access to early childhood services and create seamless early learning opportunities for children from birth through third grade.

The federal grant is a renewal of the Preschool Development Grant—“Our Keiki, Our ʻOhana, Our Future Project” — originally awarded to the state in 2018. The funding will bring in over $6.6 million a year for three years.

The renewal grant offers Hawaiʻi an opportunity to reassess, re-imagine and restart as Hawaiʻi emerges and recovers from the pandemic. Hawaiʻi envisions a stronger infrastructure for a coordinated effort that addresses equitable access to high-quality programs and services for all children from birth through 5 years old statewide, to support their health, safety and readiness for lifelong learning.

“Supporting our children today helps to ensure a robust future for everyone in Hawaiʻi. We are excited to work with the entire early care and education community to make an impact,” said Stephen Schatz, Executive Director of Hawaiʻi P–20 Partnerships for Education.

Through the PDG B–5 Renewal grant, Hawaiʻi will strive to achieve this vision by:

• conducting a statewide needs assessment to determine the current landscape and the potential impacts of the pandemic;
• developing a strategic plan informed by the new and previous needs assessments to improve the utilization, timeliness, efficiency, and effectiveness of services and strengthen governance for our mixed delivery system;
• connecting families to support and services to meet their needs;
• building on the recommendations of a 2022 workforce compensation study; and
• developing a standardized quality improvement model.

“We look forward to working together to build a strong and comprehensive early childhood system through the ‘Our Keiki, Our ʻOhana, Our Future Project.’ Addressing short- and long-term goals through this grant will ensure that all Hawaiʻi keiki have a strong foundation upon which to build their future,” said Yuuko Arikawa-Cross, director of the Executive Office on Early Learning.

Hawaiʻi P–20 and EOEL will work closely with the Early Learning Board (ELB) to ensure successful grant implementation over the three-year period. The ELB includes representation from Hawaiʻi Departments of Health, Education, Human Services, and the University of Hawaiʻi System, as well as non-profit agencies and community partners.

Subgrants will be awarded to public entities to strengthen the early learning system’s infrastructure—including the ECCE workforce — through peer mentoring and apprenticeship programs, and a wage supplement initiative. Subgrants will be also awarded to private entities through a competitive grant process to enhance parent’s knowledge and family engagement; deliver program quality improvement practices (e.g., mental health consultative support services, trauma-informed care workshops, and a shared services model for family childcare home providers); and expand Early Head Start – Family Child Care partnership programs to increase access and availability of infant and toddler care. Requests for Proposals will be solicited during spring 2023.

The federal PDG B–5 program is a competitive grant designed to improve states’ early childhood systems by building upon existing federal, state, and local early care and learning investments. The program was established in 2015 through the bipartisan Every Student Succeeds Act (ESSA), which reauthorized the Elementary and Secondary Education Act (ESEA). While funding for these programs is appropriated to the Department of Health and Human Services (HHS), these programs are jointly administered by HHS and the U.S. Department of Education (ED).

As Hawaiʻi faces a desperate shortage of child care options, is helping those interested in providing these critical services. You can sign up for free classes and additional financial support. A new cohort of Windward CC’s (FCCE) certificate program launches on January 25, 2023.

The Windward CC program supports new and future family child care providers with their business practices and is available to participants across the state.

“FCCE had a big impact on my decision to open a family child care business,” said a former participant. “When I first started the program, I had no confidence in myself. I learned so much from the program and am very grateful. I have faith and confidence in starting up my business. I know, with the knowledge I have now, I will be successful.”

The FCCE program launched in 2021 and was developed to address the critical shortage in child care throughout the state. Current child care capacity in Hawaiʻi for children ages 0–5 years is less than a third of the existing need, according to (a stakeholder group to improve care for Hawaiʻi’s youngest children). This situation increases stress and pressure on working parents, which in turn impacts Hawaiʻi’s employers and economy.

Through the support of the Hawaiʻi Community Foundation’s Hawaiʻi Resilience Fund and the Omidyar ‘Ohana Fund, students enrolled in the program receive course books valued at more than $1,100 for free.

Kamehameha Schools recognized the challenges faced by students in the family child care business pathway and is also providing funding. Enrolled students can receive up to a total of $900–$300 for each 10 sessions of the 30-session program they complete. The program includes training from , non-credit online courses from Windward CC, and group and individual coaching sessions.

Upon completion of the program, students can apply for an additional $1,000 completion grant.

“Becoming more educated adds to the confidence of operating my family child care business. I am so thankful for this program!” said Ashley, a previous participant.

For more information, call (808) 235-7363. Course information, registration and sign ups for information sessions can be found at .

A report showing how Hawaiʻi could improve pay and conditions for early childhood educators was released on October 25 after conducting a survey of local educators and stakeholders.

The report looked at compensation, working conditions, professional growth incentives and more. The (ECE³ Project) based at the University of Hawaiʻi at ����ԴDz� (COE) commissioned the to conduct the fact finding.

“As we redesign the early educator preparation programs through higher education, we also need to close the compensation gaps to recruit and retain more highly qualified early educators,” said Theresa Lock, an early childhood instructor who directs the ECE³ Project. “The RAND report is the first step to achieving our vision of building a well-prepared, well-supported, and well-compensated early care and education workforce for our children, birth through age eight, and families in Hawaiʻi.”

The RAND research team conducted interviews with a dozen Hawaiʻi and national experts in the field of early childhood education. There were nine focus groups with a combination of 50 center and home-based providers and college students. The survey was distributed to Department of Human Services licensed center directors and regulated family child care (FCC providers in Hawaiʻi and yielded responses from 99 directors and 48 FCC providers representing 143 center-based sites.

Participants shared their views on being paid low wages. For example, wages and salaries were not competitive with jobs requiring similar levels of education or experience with a $10-15/hour disparity. In addition, benefit packages varied across settings, and there were challenges in providing supportive working conditions, problems with recruitment and retention, and limited incentives or support for continued education and professional development.

Survey takeaways

“It is very tough to keep good teachers with so many other jobs offering great pay and little stress,” said a center director.

“Most of us here on the islands, it’s usually a one-man operation,” noted a FCC provider.

“There is no designated space, so I just kind of do [planning] in the classroom when the kids are asleep,” said a center teacher.

“Retaining and finding staff is unbelievably difficult. This is due to low wages. People make more money working [in fast food] than in early childhood education. This is a disservice to staff who work hard daily and a disservice to children,” said a center director.

Roadmap for change

Based on their findings, the RAND research team developed a three-pillar roadmap with financing options and the following policy options:

1. Stabilize the ECE workforce through wage supplements, initiatives to address benefits and working conditions, piloted salary scale, and expanded apprenticeships.
2. Strengthen and sustain through salary scale, compensation parity, and scaled up initiatives to address benefits and working conditions.
3. Support workforce policies through facilities investments, workforce registry, capacity for benchmarking compensation, key workforce indicators, and other data systems.

Next steps

With the completion of the RAND report, the ECE³ Project is convening a Compensation Implementation Plan Task Force, composed of representatives from various agencies, such as Hawaiʻi Careers for Young Children, Hawaiʻi Early Childhood Advocacy Alliance, Hawaiʻi Community Foundation, Department of Human Services, Executive Office on Early Learning, and the Early Learning Board. The purpose of the task force is to customize the roadmap to Hawaiʻi by utilizing lessons learned from other states and piloting initiatives at a smaller-scale that would eventually be expanded statewide.

“We need everybody at the table—local, state and federal policymakers, early educators, business and community leaders, and families—backing these kinds of support so that essential early educators feel valued and can provide the critical service of educating our youngest learners,” said COE Dean Nathan Murata.

University of Hawaiʻi at ����ԴDz� College of Education alumna Laura Ahn was named the 2022 Hawaiʻi State Principal of the Year by the Hawaiʻi Association of Secondary School Administrators (HASSA).

Ahn, who is principal of Niu Valley Middle School, earned a , and (EDEA) from ����Vlog�ٷ� ����ԴDz�.

“I think it takes a special person to relate to kids in middle school, and Laura was born for it,” said Stacey Roberts, retired ����Vlog�ٷ� ����ԴDz� EDEA professor and associate director of educational leadership programs in the Chaminade School of Education and Behavioral Science. “As a master’s student, she was full of energy and enthusiasm and brought that to every class. Not only did she have a terrific sense of humor and great stories, but she was also an empathic and dedicated educator who really cared about her students and colleagues.”

Before becoming principal of Niu Valley Middle School, Ahn served as the principal of Kalihi Uka Elementary where the campus won a Blue Ribbon Award in 2018. She was also the vice principal of Kalani High School, vice principal of Kaʻahumanu Elementary, and a teacher at Kauluwela Elementary.

“Since childhood, I always admired my teachers and wanted to become one of them,” Ahn stated. “During my master’s program in educational administration, my advisor Dr. Stacy Roberts and professors were instrumental in encouraging and mentoring me in the right direction.”

Ahn joined Niu Valley Middle School’s administration during a challenging period when they had lost more than half of their veteran teachers. Despite the impact on student performance, Ahn worked to stabilize staff turnover and student achievement, leading to a 100% graduation rate and 95% attendance rate. The number of licensed teachers also increased by nearly 10 points, reaching 100% for two consecutive years.

• Read more College of Education stories.

“Success happens when you have the right people sitting in the right places,”Ahn added. “My coordinators, VPs, teachers, and staff are my front line, and they deserve this win!”

More on HASSA

Created in 1980, HASSA is the local affiliate of the National Association of Secondary School Principals and annually honors a middle or high school principal who has demonstrated outstanding leadership and a strong commitment to their school’s students, staff and community.

Jenalyn Ng, a graduate student in the University of Hawaiʻi at ����ԴDz� , was crowned the 72nd on April 3. Ng, who is also a preschool teacher and education specialist at the ����Vlog�ٷ� ����ԴDz� Children’s Center, earned her BEd in early childhood education and is currently working on an MEd in curriculum studies with a focus on preschool through third grade.

Ng was among five contestants who competed in four phases, which included judges’ interview, talent, Chinese evening gown and speech.

“Congrats to Jen! I’m so proud that she is using her platform as the Narcissus Queen to share the importance of meaningful early learning experiences,” said associate professor Leah Muccio. “She is a wonderful mentor teacher to the undergraduate initial licensure teacher candidates because she’s been in their shoes and shows them what is possible when children learn and grow through play. She models how to value the voice and imagination of a child.”

Applying teaching methods

Of her experiences at the College of Education, Ng said that studying teaching methods and learning styles, then getting the opportunity to apply them at field placements and the Children’s Center gave her a better understanding of the content she was being taught.

“The COE has helped me develop my own teaching style and beliefs,” said Ng. “My undergraduate cohort coordinator, Leah Muccio, was also amazing. She continues to support me as my supervisor in my master’s program. She is constantly helping me blend my passion for helping other people and animals into not only my teaching, but my master’s work.”

I hope to use my title to continue to help and give back to organizations and causes in our community while promoting education
—Jenalyn Ng

Passionate about Howard Gardner’s theory of multiple intelligences, Ng said that she grew up struggling in school. It was her older brother who taught her basic geometry and angles using dance practices, which worked for her since she was a dancer for 13 years.

“As a teacher, I see how important it is to not only figure out what your students are interested in, but also how they learn best while promoting good self-esteem,” concluded Ng. “I am also passionate about animals. I grew up with a mini zoo at my house and continue to have a lot of animals to this day. I often use animals to help teach young children to learn about empathy and how to care for something or someone other than themselves.”

Ambassador of community and state

Ng’s responsibilities as Narcissus Queen include representing the local Chinese community through the Chinese Chamber of Commerce, as well as serving as an ambassador of aloha. She and her court will also participate in a “Goodwill Tour” in mainland China as representatives of Hawaiʻi’s Chinese community.

“I hope to use my title to continue to help and give back to organizations and causes in our community while promoting education,” concluded Ng.

This is an example of ����Vlog�ٷ� ����ԴDz�’s goal of (PDF), one of four goals identified in the (PDF), updated in December 2020.

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

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

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

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

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

ITE Elementary Director Kuʻulei Serna said, “Hawaiʻi is incredibly blessed to receive this grant among a highly competitive pool of applicants. I couldn’t think of a more qualified person than Dr. Lock to direct the ECE3 Project. The Center’s activities will unify multiple sectors of our community to transform early childhood education in Hawaiʻi. Dr. Lock’s hard work in cooperation with other professionals across the state as well as public-private partnerships are invaluable and will greatly benefit Hawaiʻi’s children, families and the early childhood education profession.”

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

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This work is an example of ����Vlog�ٷ� ����ԴDz�’s goal of (PDF), one of four goals identified in the (PDF), updated in December 2020.

A comprehensive plan to improve literacy for Hawaiʻi’s people, the (PDF), has been released. The theme of the plan, “Lifelong Literacy for All,” is based on the belief that being literate empowers individuals to achieve economic success, and to achieve their aspirations.

While Hawaiʻi has made some progress in increasing access to high-quality experiences supporting literacy, one in six adults in Hawaiʻi still struggles with reading and writing, and nearly half of Hawaiʻi’s public school third graders do not meet English Language Arts achievement standards on the annual statewide assessment. By raising literacy rates, the aspiration is to cultivate engaged and participating community members to improve literacy and create a stronger Hawaiʻi.

Developed in partnership by the Executive Office on Early Learning, the Hawaiʻi State Department of Education (DOE), the University of Hawaiʻi System, , and numerous community organizations, the plan represents contributions from experts in 59 education organizations and institutions to provide guidance for developing literacy instruction and programs as part of a comprehensive literacy system in the state.

“Nothing matters more for students’ educational, career and community success than being literate,” said Stephen Schatz, executive director of Hawaiʻi P–20 Partnerships for Education. “We must re-commit to the goal of ensuring all students are reading at grade level by third grade. This plan is an opportunity to leverage Hawaiʻi’s own expertise as well as established research about what works throughout the educational pipeline.”

“Literacy is the foundation of student growth, development and access. I am thrilled we have this collaboratively designed resource that aligns to our strategies for accelerating student achievement,” said Hawaiʻi State DOE Superintendent Christina Kishimoto. “The collective best practices and recommendations will support our educators as they expand their capacity to enhance literacy for all students.”

The literacy plan

The literacy plan aims to coordinate Hawaiʻi’s statewide efforts to build knowledge of best practices and expand learning opportunities for students of all ages and abilities, including English language learners, adult learners and those with learning differences. Through the mastery of skills, the goal is for all students to become motivated, effective readers, writers and communicators. The plan is also designed to support a common understanding across many organizations and increase partnerships to support literacy learners in all settings, from families to schools and community organizations.

“Within the Hawaiʻi State Literacy Plan exist the many possibilities through which we can solidify our efforts in order to build coherence around the diverse work we engage in throughout our communities,” said Lauren Moriguchi with the Executive Office on Early Learning. “As we, too, deepen our learning and build quality literacy-centered experiences for the youngsters and adults we work with, we can enhance the richness of the social-cultural elements that support literacy for us all.”

Key topics of the plan include:

• Effective Literacy Practices and Literacy Development
• Literacy Assessment
• Instructional Leadership and Professional Learning
• Effective Community Partnerships

The Hawaiʻi State Literacy Plan was made possible with support from the Hawaiʻi Community Foundation, Hawaiʻi Pizza Hut Literacy Funds, the Learning Coalition, Kamehameha Schools and the Harold K.L. Castle Foundation.

A master of education in teaching (MEdT) program student in the University of Hawaiʻi at ����ԴDz�’s has taken teaching her first grade students how to read to a whole other level.

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

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

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

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

In one online class, toddlers and preschoolers are swinging their arms, legs and more “in and out” to the Hokey Pokey. In another, they are proudly holding up appropriately colored stuffed animals and other objects they’ve collected in advance, as the teacher reads Brown Bear, the beloved Eric Carle book.

These are the children and families from children’s centers on three University of Hawaiʻi Community College campuses, which closed due to the COVID-19 crisis. The centers’ faculty and staff, including 12 (ECE) students from who were working on their practicum in these “laboratory” settings, are keeping keiki and their families engaged during the spring semester.

“For the advanced lab and practicum courses, which normally involve college students working with children in the classroom, the faculty faced a big challenge as children’s centers closed,” said Caroline Soga, ECE program coordinator. “The faculty thought carefully about how to engage the students in planning virtual and hands-on learning experiences for the children, taking into consideration all the areas of the children’s learning and developmental needs.”

Good advice

The centers, Keiki Hau‘oli Children’s Center (Honolulu CC), Alani Children’s Center () and The Children’s Center (), are also providing parents with advice, support and resources. In March, the ECE program shared these thoughts in an email to parents:

1. Don’t try to be a perfect parent right now. It’s okay to not have the day entirely planned with educational activities and enriching time. Give yourself permission to know that some days dinner may end up being cereal and the kids will watch six consecutive hours of Paw Patrol so that you can get work done or get your sanity together—and that is okay. We are all just doing our best.
2. Young children will likely come out of this time with the memory of how the emotional environment of their home felt for them, not what they did. This means that a priority for families is self-care. If you’re feeling overwhelmed and anxious (and who isn’t), having your own toolkit of what supports you feeling better is crucial for getting to a place where you can support your children. The Centers for Disease Control and Prevention has a wonderful page on .
3. The best thing for young children is to just let them play! Uninterrupted free play IS learning. This is a great time for children to discover all of the things they are able to do without adult support—building problem solving skills, curiosity and imagination. Boredom builds brains!

Helpful links

The program shared some useful links for parents:

• How children (PDF)
• What to do about during this time of social distancing
• What to do about during this time

Soga said ECE faculty have been holding regular circle times online with classrooms, recording story libraries for parents to access, and having lab students take roles in leading online small groups. Other initiatives the ECE department is undertaking include Zoom ECE advising sessions, the creation of online portfolios showcasing children’s development, and a collaboration with the emergency medical technician program at Kapiʻolani CC to create educational content for first responders worried about their children’s well being during this time.

—By Kelli Trifonovitch

University of Hawaiʻi at ����ԴDz� alumni Akeyo Garcia and Masaru Uchino have won the , the highest honor bestowed upon K–12 mathematics and science teachers by the U.S. government.

Garcia and Uchino were presented with a presidential citation at the nation’s capital, and were each given $10,000 from the National Science Foundation. They were also invited to participate in discussions on STEM education while in Washington, D.C.

Akeyo Garcia

Garcia, who has been an early childhood educator for more than 20 years, earned a bachelor of education in elementary education, and a master of education in curriculum studies and early childhood education (ECE) at the College of Education. She recently served as a pre-kindergarten program director and teacher at Kamalani Academy charter school and will return to ʻEwa Elementary School to launch a pre-kindergarten program.

She has been honored with the Educator of Excellence in Our Community Award and the Kōkua Hawaiʻi Foundation Earth Action Projects Award. She is also the recipient of more than $50,000 in grants, one of which enabled her to purchase STEM materials for seven classrooms.

“Akeyo is an exceptional early childhood educator who provides leadership within and beyond her school,” said ECE Program Director . “A skillful, articulate and master teacher, she brings a passion and deep commitment in all of her endeavors to the young children, families and communities she serves.”

Masaru Uchino

Uchino, who teaches third grade at Momilani Elementary School, earned his master of education in educational technology from the college’s Department of Learning Design and Technology (LTEC). Leading his students through innovative science, technology, engineering, art and mathematics projects in and out of the classroom, Uchino infuses hands-on lessons with a deeper sense of meaning and community.

Uchino is a 2016–17 Milken Educator Award winner, a 2015 District Teacher of the Year and was a finalist for LTEC’s Burniske Award for Outstanding Master’s Project in 2011.

“While the award is well deserved, it is not surprising to us that Masa’s innovative work is being recognized,” said LTEC Chair Curtis Ho. “He was a very creative and energetic student in our master’s program, and we are pleased to see one of our graduates continue to apply technology to engage students in meaningful learning.”

To read more on Garcia and Uchino, read the full story on the .