STATE OF HAWAII PUBLIC EDUCATION
2023-2029 STRATEGIC PLAN
The State of Hawaiʻi Board of Education envisions an exemplary statewide system of public schools where students are engaged in an inspiring, personalized, and culturally responsive education that fosters creative and critical thinkers prepared for college and career success and community and civic engagement.
The State of Hawaiʻi Board of Education leads the public education system through strategic direction, transparent policymaking, effective oversight, comprehensive systems, meaningful engagement, and vigorous advocacy.
Our Core Values
The State of Hawaiʻi Board of Education believes in a public education system that is accountable to itself, to the students and families it serves, and to the communities that support and depend on public schools. We value:
● He pili wehena ʻole. (A relationship that cannot be undone.)* Connections to and engagement with people and places as important drivers of action.
● Ma ka hana ka ʻike ma ka ʻimi ka loaʻa. (In working one learns, through initiative one acquires.)* Initiative to perform motivated by a sense of kuleana and accountability to self and others.
● ʻAʻohe ʻulu e loaʻa i ka pōkole o ka lou. (There is no success without preparation.)* Nurturing individual strengths, increasing proficiencies and abilities to be able to serve, and fostering excellence in ourselves and those we serve.
● E ʻōpū aliʻi. (Have the heart of a chief.)* Reciprocal partnering and sharing that calls forward a deep sense of aloha and generosity, especially towards those needing the most help in pursuit of equity.
● Ua ola loko i ke aloha. (Love is imperative to one’s mental and physical well being.)* Pono practices that prioritize balance.
● ʻO Hawaiʻi kuʻu ʻāina kilohana. (Hawaiʻi is my prized place.)* Hawaiʻi based processes to preserve, honor, and elevate the unique qualities that define and sets Hawaiʻi apart from the rest of the world.
* ‘Ōlelo no‘eau and translations are from the Department of Education’s “Nā Hopena A‘o Statements,” which are based on ‘Ōlelo No‘eau: Hawaiian Proverbs & Poetical Sayings (by Mary Kawena Pukui, illustrated by Dietrich Varez, Honolulu, Hawai‘i: Bishop Museum Press, 1983).
Priorities and Goals
PRIORITY I: HIGH-QUALITY LEARNING FOR ALL
Goal 1.1: All students experience rigorous, high-quality learning that results in equitable outcomes for all learners.
1.1.1. All entering kindergarten students are assessed for social, emotional, and academic readiness and provided necessary and timely support to develop foundational skills for learning.
1.1.2. All students read proficiently by the end of third grade, and those who do not read proficiently receive necessary and timely support to become proficient.
1.1.3. All students are proficient in mathematics by the end of eighth grade, and those who are not proficient receive necessary and timely support to become proficient.
1.1.4. All student groups perform equally well academically and show continued academic growth, irrespective of background and circumstances.
1.1.5. All students transition successfully at critical points, from elementary to middle school and from middle to high school.
Goal 1.2: All students learn in a safe, nurturing, and culturally responsive environment.
1.2.1. All students desire to and attend school regularly.
1.2.2. All students demonstrate positive behaviors at school.
1.2.3. All students experience a Nā Hopena A‘o environment for learning.
Goal 1.3: All students graduate high school prepared for college and career success and community and civic engagement.
1.3.1. All students, throughout their K-12 experience, engage in a variety of career, community, and civic opportunities.
1.3.2. All students enter high school with the academic background and skills to succeed in progressively challenging and advanced-level coursework aligned to career pathways.
1.3.3. All students graduate high school with a personal plan for their future.
PRIORITY II: HIGH-QUALITY EDUCATOR WORKFORCE IN ALL SCHOOLS
Goal 2.1: All students are taught by effective teachers who are committed to quality teaching and learning for all.
2.1.1. All teacher positions are filled with qualified hires.
2.1.2. All teachers are effective or receive the necessary support to become effective.
Goal 2.2: All schools are fully staffed by effective support staff who are committed to providing quality services to support students.
2.2.1. All school support staff positions are filled with qualified hires.
2.2.2. All school support staff are effective or receive the necessary support to become effective.
Goal 2.3: All schools are led by effective school administrators who are committed to supporting all staff and students.
2.3.1. All school administrator positions are filled with qualified hires.
2.3.2. All school administrators are effective or receive the necessary support to become effective.
Goal 2.4: Complex area and state offices are comprised of effective staff whose work is aligned to support student learning.
2.4.1. All complex area and state office staff are effective or receive the necessary support to become effective.
PRIORITY III: EFFECTIVE AND EFFICIENT OPERATIONS AT ALL LEVELS
Goal 3.1: All school facilities are safe, well-maintained, compliant with all laws and regulations, clean, and attractive to provide a positive and inviting learning environment for students and staff.
3.1.1. All school facilities meet Title IX and ADA requirements.
3.1.2. All systems to address school facility needs are responsive and able to meet all needs effectively, efficiently, and quickly.
Goal 3.2: All operational and management processes are aligned and implemented in an equitable, transparent, effective, and efficient manner.
3.2.1. All Board of Education policies, practices, procedures, and decisions align with and advance the strategic plan goals and outcomes.
3.2.2. All Department of Education programs, human resources, organizational structure, and finances are structured to accomplish the strategic plan goals and outcomes.
3.2.3. All Department of Education practices and procedures foster efficient operations, streamline processes, eliminate redundancies, and facilitate effective management.
3.2.4. All data systems are designed and data collected, monitored, and reported to align with the strategic plan goals and outcomes and state and federal requirements.
Goal 3.3: Families and staff are informed of and engaged in planning and decision-making processes affecting students in a meaningful and timely manner.
3.3.1. All School Community Councils have full membership, meet regularly, and are engaged with their respective school principal.
3.3.2. All families and staff can easily learn about and participate in feedback processes that inform decision making at the school, complex area, and state levels.
3.3.3. All families and staff can easily understand and effectively use a process that assists with the timely resolution of disputes.
Plan Phase I Board approved: February 2, 2023