Sixth International Conference on Immersion and Dual Language Education: Connecting Research and Practice Across Contexts

In smaller Hawaiian immersion schools, most grade levels are combined into one class or there is only one class per grade level due to smaller number of students.  Many times, Hawaiian immersion teachers don’t have the opportunity for collaboration with their colleagues.  Research shows that when teachers engage in professional learning communities to share best practices, experiences, discuss and plan for student growth and achievement, there are many positive impacts on student learning.

    In school year 2015-16, with the support and guidance of the principals at both nā kula kaiapuni o Hauʻula and Pūʻōhala, two Hawaiian immersion elementary schools, as well as modeling from our successful statewide network of immersion school stakeholders, the ʻAha Kauleo, each team of Hawaiian immersion teachers have begun to work together for the betterment of their students and schools, while maintaining the unique qualities of each site.  Together, they are working to build relationships and collaborate to create and refine systems for monitoring and tracking student growth and success, opportunities for curriculum and unit planning with culture and language as a focus, the creation of a curriculum coordinator/academic coach position as a support to both schools, and networking with our community members in the education of our students.  ʻAʻohe hana nui ke alu ʻia.  No task is too great when accomplished by all.

Nā kula kaiapuni o Hauʻula and Pūʻōhala, two Hawaiian immersion schools on the island of Oʻahu, began working together for the betterment of their students and schools by participating in Professional Learning Communities to share best practices and experiences and to discuss and plan for student growth and achievement.

Paper/Best Practice Session (1 hour)

Indigenous Language Immersion

Hawaiian, not language specific

Elementary (K-5)