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

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

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

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

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

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

Full-circle journey

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

—By Susan Enright

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

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

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

Future changemakers

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

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

Real experiences

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

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

Thirteen University of �鶹��ý students preparing for teaching careers have been .

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

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

2025 HEA grant recipients by UH campus

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

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

HEA’s mission is to inspire and advance teaching excellence in �鶹��ý. By supporting students across UH’s four-year universities and community colleges, the organization hopes to strengthen the pipeline of educators committed to serving local communities.

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

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

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

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

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

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

This column by Chancellor Lui Hokoana was published by .

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

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

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

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

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

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

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

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

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

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

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

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

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

This summer, the University of �Ჹ�ɲ���ʻ��’s (IfA) welcomed 10 high school teachers from across the state for an exciting week of professional development. The inaugural , held June 10–14, aimed to boost the skills and knowledge of �Ჹ�ɲ���ʻ��’s high school STEM (science, technology, engineering, and mathematics) teachers.

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

Teachers apply IfA insights

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

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

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

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

IfA’s mission

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

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

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

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

Professor Erin Centeio in the UH ����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 �鶹��ý Department of Education (HIDOE) and the �鶹��ý 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 �鶹��ý 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 �鶹��ý, 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.”

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

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

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

Life-changing opportunities

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

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

Utai said she wouldn’t have been able to pursue her degree without funding provided by a 3+1 program grant. In May, Chaminade recognized her as the 2024 outstanding graduate, and she credits both Chaminade and Leeward CC for providing the support that enabled her to achieve this milestone. Now Utai hopes to get a position as a special education teacher and do more to get SPED students involved and out in the community.

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

—By Tad Saiki

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

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

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

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

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

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

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

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

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

—by Zenaida Serrano Arvman
Read more at .

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

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

“When I see my kids with different needs, I know I’m here for a reason. To see any progress in my kids makes a difference in my life,” Sproule said. “I always say, ‘You don’t learn by the way I’m teaching, I’m teaching by the way you learn.’”

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

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

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

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

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

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

—By Tad Saiki