By Denise L. Uehara
After experiencing both our Poʻo Kula’s powerful keynote and talking story with Hope Poʻo Kula, we wanted to hear from our counselors and administrators. Empowered by the conditions provided, this group of disruptors played a pivotal role in reimagining our K-12 data-driven counseling program. At the final SY 2024 counselors meeting, we collected both evaluation and research data through a questionnaire designed to obtain primary perspectives about their experiences redesigning the counseling program. Furthermore, we were interested in understanding their contribution to an epistemology of Kuapapa Nui as a kauhale function of our ʻŌiwi Edge ecosystem.
The following themes emerged from analyzing responses to several interconnected questions pertaining to the conditions for effecting change, role transformation, and measuring haumāna success. The final analysis relates to counseling practices reflective of Kuapapa Nui and how this grounding reinforces empowered kauhale futures.
Conditions for a Thriving Data-Informed K-12 Counseling Program
Pilina – Building, maintaining, and continuously strengthening relationships among counselors, administrators, and haumāna remains a key condition at all levels. Providing regular opportunities for collaboration fosters trust and commitment to the work and to each other.
“The ability to form relationships between various divisions that allowed for collaboration, innovation, and implementation of initiatives as well as practices were vital.”
“Pilina was highly significant to feel comfortable sharing manaʻo and data across divisions – being vulnerable with our data, open to sharing information and honest feedback with other divisions.”
Commitment – As noted above, building trust through relationship building also fosters commitment, dedication, and accountability. Authentic commitment as a core condition for adults and haumāna conveys value and importance of the shared work. Adults demonstrated commitment by trying out new practices, participating in meetings, setting goals, and responding to feedback.
“…having administration present at all meetings set the tone of the commitment behind the effort…”
“Commitment of all to see the goal through, as well as be honest about findings and reflecting on successes and failures.”
Clarity – Establishing clear goals, intentions, and expectations for a major program overhaul is critical for understanding its purpose and direction, as well as for obtaining commitment. Collaborating within and across divisions and understanding the importance of each division’s work allowed counselors to see their impact and ensured alignment with programmatic goals.
“Clear expectations set forth by the Poʻo Kula …we knew what the expectations were for K-12 alignment.”
“Clarity was significant for me to know the intentions for the chunks of time we spent together and how I could better contribute to the development K-12 program.”
Aligned Support and Structures – Ensuring that support and structures are in place that enable continuity across divisions ensures that the work is not done in isolation. Having deeper conversations about curriculum, procedures, and processes are necessary through regular meetings that support program operations running smoothly and effectively. In-depth discussions also provided opportunities to express specific needs related to division, grade level, or content, and were essential for motivating innovation and implementation.
“For the first time, we have created alignment K-12 in the counseling program…curriculum based on Wayfinder and setting Tier 2 goals…”
“…able to see the alignment between the other divisions…helped me to understand the importance of what we were doing…in contribution to the entire K-12 program…”
Agency – Enacting agency or rather, being agentic, afforded counselors the opportunity to contribute their ʻike, skills, and experiences while privy to overall program disruption. By balancing agentic activities within structured supports and processes, such as reviewing data together and accessing resources, counselors identified barriers, developed and enacted implementation plans, as well as set tangible goals. Modeling agency with adults in designing the K-12 counseling program prepares students for agentic practices such as identifying their own barriers and developing success plans.
“…agency is important…we also need to be speaking the same language…”
“Agency allowed me to use my skills, experiences, and knowledge to contribute to the work.”
“I appreciated the agency…to have a voice in how and what we were implementing as a K-12 program.”
The Changing Role of Counseling and Counselors
When asked about substantial transformation happening at the program and people levels, the following modifications surfaced in how counselors are practicing the art and science of counseling. Here are the themed responses to the question, “How did you change/disrupt the way you specifically worked with students (in your role)?”
Data Informed Practices and Decision Making – A majority of respondents shared that they have been using data more frequently to inform their actions and decisions. The collection of feedback from pre- and post- assessments, direct interactions with haumāna, and surveys, engaged counselors in developing interventions, making strategic improvements, and planning next lessons. In addition, measures of knowledge and skills informed counselors of their instructional practices, allowing for adjustments in how they work with students. The purposeful use of data permitted counselors to be proactive rather than reactive to problems and issues that arise.
Haumāna and Culturally Centered Approaches – Respondents highlighted a major shift toward a more haumāna centered approach in their roles. By developing meaningful connections and applying cultural practices, such as pilina or understanding students’ moʻokūʻauhau and ʻohana/mākua backgrounds, counselors personalized their strategies and responsibilities. Direct instruction of Tier 1 social-emotional learning curricula, aimed at providing students more choice in learning activities and teaching self-advocacy skills, was cited as a significant change in how counselors approached their role.
Measuring Success
As a result of employing these changes in practice, counselors measured success of our haumāna when they could find evidence of the following:
Holistic Well-Being – With the emphasis on social and emotional health and a focus on personalized pathways toward post-secondary attainments, counselors prioritized qualities of kindness, empathy, and compassion for others as well as being happy and having balance. Likewise, they mentioned successful outcomes as students knowing themselves, being connected to others, navigating the world with humility and grace, and being grounded in their individual moʻokūʻauhau. Beyond happiness and balance, other success factors for well-being that counselors look for include thriving and resilient haumāna who can set and meet goals, adapt, and work well with others.
Post-High School Plans and Future Readiness – Although an element of holistic well-being, several respondents noted that success is defined by achieving specific outcomes following graduation. For example, having a clear and confident plan for life after high school—such as entering college, pursuing a desired career, or joining the military—was cited as an indicator of success that prepares graduates for the world and uplifts the lāhui. By personalizing the counseling approach and instructional practices, additional markers of success were described as having purpose and agency, and bringing pride to their families and ancestors.
Counseling in Service of Kuapapa Nui: A Critical Ecosystem Component
A Brief Word on Kuapapa Nui
We look to our ancestors, our moʻokūʻauhau, where we find archetypes of strength, resistance, and discipline as the terrain for which we grow our ecosystem. In Kamehameha Paiʻea’s kingdom, Kuapapa Nui was the result of difficult work, sacrifice, and responsive leadership. Kamehameha’s ability to achieve Kuapapa Nui required trusted leaders in his ranks who gathered intelligence and reported back on conditions in each of the kauhale and ahupuaʻa across his nation. Through responsive leadership, we engage a network whose foundation is firmly established to ensure opportunities for our community to seek a secure and industrious future exemplifying thriving industries and economy, just and fair governance on all levels, and fortified protection and peace for citizens.
By empowering haumāna with cultural armament grounded in their ʻŌiwi identity, a solid understanding of their moʻokūʻauhau, and preparing for a global economy, counselors are vital to facilitating Kuapapa Nui through their approach and practice. When asked to respond about how their counseling practices were reflective of Kuapapa Nui the following themes rose to the top confirming their importance in empowering haumāna with skills and ʻike to successfully contribute to a thriving lāhui.
Equity and Justice – Respondents emphasized the importance of ensuring fair treatment for all students and their families. This includes creating conditions that promote equal access to services and information for social-emotional learning and academic success. Building students’ advocacy skills through agentic opportunities contributes to a thriving school aligned with E Ola! and a kauhale approach.
Stable and Safe Environment – Connecting with and empathizing with haumāna, addressing developmentally appropriate interventions, and providing voice and choice contribute to optimizing performance. Supporting students through a kauhale approach helps them understand themselves and their role as kanaka, and empowers them to take action toward their own success. Complementing our enterprise/institutional goals of E Ola!, Kuapapa Nui is reflected in the delivery of services and curricula inviting various perspectives for skill building and improving confidence.
Innovation and Adaptability – Many counselors shared that the shift toward personalized learning and haumāna agency enabled innovation and adaptability for both adults and students. Counselors established conditions where haumāna could holistically succeed by making relevant connections to others, the content, and their families through personalized counseling plans. These plans incorporated the unique needs, strengths, and aspirations of haumāna while continuing to iterate interventions, processes, strategies, and approaches designed to facilitate well-being, empowerment, and adaptability for thriving in a modern world.
