Being surrounded by so many who are building futures grounded in ancestral knowledge reminded me that Indigenous education is not only alive but actively leading efforts for systemic change.

I traveled to WIPCE to present alongside an inspiring group of Hawaiʻi school leaders who have dedicated years to developing culturally responsive assessments grounded in Hawaiian epistemologies. These leaders included Denise Espania of Mālama Honua PCS, Paul Kepka and Jamie Cruz of Kamaile Academy, Meahilahila Kelling of Ke Kula o Samuel M. Kamakau, Kanoe Ahuna of Kanuikapono – all from our Hawaiian-focused charter and immersion schools.

The presentation also included Buffy Cushman Patz of SEEQS, a Hawaiʻi charter school on Oʻahu. Together, we shared “Manifesting the Mana of Culturally Responsive Assessments,” a presentation highlighting work across Hawaiʻi to design rigorous, culturally aligned tools such as the HFCS Process Rubric, the Hōʻike Capstone Project Continuum, and the Kupukupu Framework of Cultural Competencies.

These tools were co-designed with community, reviewed through Indigenous and Western lenses, and built to hold equal or greater value than traditional standardized tests. Their purpose is simple but profound: to measure what we value as Hawaiian educators and communities.

WIPCE’s plenary sessions further affirmed the importance of this work. Dr. Jon Osorio, dean of Hawaiʻinuiākea School of Hawaiian Knowledge urged Indigenous peoples to take bold steps in education and governance, reminding us that strengthening our educational systems is political, generational, and essential for ea (sovereignty). He affirmed that “Native people everywhere, who have managed to remember how to live with others on the land. . .we are the antidote.”

His message was both a challenge and an affirmation. Not only do we have the right to determine our educational futures, we also carry knowledge, practices, and values that the world urgently needs. Osorio honored the long arc of Hawaiian resilience, noting that “the most powerful and potent political and social force” in the last 50 years has been our lāhui and the many community leaders who have restored our language, revitalized our arts and sciences, reopened loʻi and loko iʻa, protected sacred places, and prepared to confront ongoing military occupation of our crown and government lands.

The lessons of WIPCE strongly align with OHA’s Mana i Mauli Ola (MiMO) education outcomes. MiMO emphasizes strengthening culture-based learning systems, expanding Hawaiian medium and Hawaiian-focused charter schools, and ensuring these schools are adequately resourced.

The assessments developed by the aforementioned leaders directly support these goals. They cultivate cultural identity, deepen relationships to ʻāina, and prepare students for college, career, and community through measures rooted in Hawaiian worldviews and collective wellbeing. The work of OHA supports our lāhui by ensuring continued advocacy and engagement through education to continue our legacy of aloha ʻāina.

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OHA Board Chair Kaialiʻi Kahele, Vice Chair Keoni Souza, Chair Emerita Hulu Lindsey, and Oʻahu Trustee Kalei Akaka, along with members of their teams, joined staff from Strategy and Implementation, Hawaiian Cultural Affairs, Community Engagement, and Research and Evaluation to work with over 30 youth participants.

Together, they explored OHA’s history, connected the agency’s kuleana for advocacy with aloha ʻāina actions from past to present, and offered tools to inspire culturally grounded advocacy in students’ own ʻohana, schools, and communities. Groups included haumāna from Ke Kula o Samuel M. Kamakau, Ke Kula Kaiapuni o Pūʻohala, Kamehameha Schools’ Kapālama and Keaʻau campuses, and ʻEkolu Mea Nui.

Sr. Director of Hawaiian Cultural Affairs Kumu Hailama Farden opened with a presentation on OHA’s creation, followed by Kūʻike Kamakea-ʻŌhelo, director of ʻŌiwi Wellbeing and ʻĀina Momona, who shared stories of aloha ʻāina advocacy. Director of Economic and Business Resilience Poni Askew guided ʻōpio through persuasive speaking exercises – skills she likened to pitching a business.

Trustees met in small groups with youth to share their ʻike, answer questions, and discuss challenges facing the lāhui in alignment with OHA’s Mana i Mauli Ola Strategic Plan.

Students then created advocacy plans using templates developed by OHA’s education team. An action-planning worksheet – using the imagery of a rock wall and inspired by the prophecy of Kapihe, which ends with “e kū ana ka paia” (the walls shall stand upright) – helped youth ground their plans in ʻāina, kaiāulu (community), and moʻokūʻauhau (genealogy). Topics included support for kaiapuni [Hawaiian medium] education, housing initiatives, and curriculum ideas.

The session concluded with creative expressions of advocacy, including art and haku mele (song composition). One group of haumāna composed additional lyrics to Kaulana Nā Pua that they performed at the closing of the session.

According to post- workshop surveys, 86% of participants felt prepared to address an issue in their community – a promising sign of the next generation carrying forward the spirit of aloha ʻāina.

In that spirit of advocacy, if you are an alumni of OHA’s ʻAha ʻŌpio programs, please complete our survey at oha.org/ahaopiosurvey to share your experiences.

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On September 4, 2025, the Virginia-based nonprofit Students for Fair Admissions (SFFA) launched a website to gather stories from individuals regarding KS’s admissions policy. Although no lawsuits or complaints have been filed, the site seeks to build a legal case. Its launch sparked widespread reaction, including concern for the future of KS alongside gratitude for the legacy of Ke Aliʻi Pauahi.

Most Kanaka ʻŌiwi have benefited in some way from Pauahi’s will, even without attending KS.

While challenges to KS admissions are not new, this effort feels different. The rapid and chaotic changes to education policies across the United States have created uncertainty for Native Hawaiian education programs. In addition, SFFA has successfully challenged race- conscious admissions elsewhere, and characterizes KS’s preference policy as a “civil rights violation.”

Despite KS receiving no federal funds, community members wonder what might happen going forward.

In response, the Office of Hawaiian Affairs (OHA) released a statement in support of KS. A petition is also circulating to honor and protect Pauahi’s legacy, with over 24,000 signatures to date. Learn more at ksbe.edu/ola-pauahi#together or sign the petition at actionnetwork.org/petitions/he-inoa-no-pauahi-in-honor-of-pauahi.

These threats are not isolated. At the federal level, the U.S. Department of Education recently announced it would end discretionary funding for Minority Serving Institutions (MSIs). This decision directly impacts programs that serve Native Hawaiian students through Title IIIA grants.

In addition, community nonprofits that support education initiatives continue to face funding uncertainties, like the community-grounded teacher development program Ka Lama, run by INPEACE.

Amidst these challenges, we are reminded that our path forward is shaped by the wisdom of our kūpuna. Native Hawaiians have always valued education as a pathway toward collective wellbeing.

To all the leaders and educators who have strengthened our education systems: mahalo. While it may seem like hard-fought gains are under attack, generations mentored by the best continue to carry this work forward.

Hana hou i ka ʻAha ʻŌpio; A kāhea for alumni input!

E ʻAha ʻŌpio alumni: You were a part of something rare and powerful. From 1988–2005, ʻAha ʻŌpio o OHA gave you space to dream, to debate, to stand for Hawaiʻi’s future.

Now, we are reviving that experience, and we need you. Your manaʻo, your memories, your hopes for tomorrow can guide the next generation of ʻōpio as they step into leadership.

Take a few minutes to share what worked, what inspired you, or what you wish you had back then. Help us create a space where today’s youth can rise, just as you once did. Your voice will help us create a powerful space for today’s ʻōpio to grow as leaders.

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In Hawaiʻi, the tug-of-war between politics and education is nothing new. Our people have faced shifting systems before, and our resilience has carried us through.

Before Western contact, Kānaka ʻŌiwi upheld a sophisticated system of education including: learning within families, training for sustenance, chiefly leadership development, and apprenticeships in skilled trades (Johnson, 1981; Kaomea, 2000; Kawaiʻaeʻa et al., 2018). Oral traditions like oli (chants), mele (songs), moʻolelo (histories), and ʻōlelo noʻeau (wise sayings) preserved and passed on essential ʻike and values (Keehne et al., 2018).

Within this system, Hawaiian society sustained a complex and resilient structure adapted to its environment and needs (Balutski, 2024; Kameʻeleihiwa, 1992). Even after the introduction of Western ideas and technologies, Kānaka ʻŌiwi maintained agency over education, boasting near universal literacy and founding the first public school system west of the Mississippi – and the only system established by a sovereign monarch.

Over time, education was leveraged as a tool of control and assimilation. Policies banned ʻōlelo Hawaiʻi in schools and reshaped learning to produce labor for the colonial economy (Kaomea, 2000; Goodyear-Kaʻōpua, 2013).

Over time, pedagogies that once sustained our people were replaced with those designed to erase our identity. Yet, resistance never ceased. From underground language transmission to modern immersion schools, from community and ʻohana-led cultural learning to Hawaiian-focused charter schools, Kānaka ʻŌiwi have continually maintained our educational connection to language, culture, ʻāina, and identity (Kawaiʻaeʻa et al., 2018).

Today, the Office of Hawaiian Affairs (OHA) carries a constitutional and statutory kuleana to advocate for improved educational outcomes for our beneficiaries. Our Mana i Mauli Ola strategic plan affirms this kuleana by prioritizing Hawaiian education systems.

In addition to OHA, the State of Hawaiʻi has also committed to Hawaiian education. Article X, Section 4, of the Hawaiʻi State Constitution mandates that the state promote the study of Hawaiian language, history, and culture. In Clarabal v. Department of Education, the court affirmed that this includes “reasonable access” to Hawaiian language immersion in public schools (NHLC, 2024). The state Board of Education echoes this through its policies on Hawaiian education, kaiapuni, and Nā Hopena Aʻo, affirming the systemic importance of Hawaiian values and knowledge.

Still, the struggle for equity in ʻōlelo Hawaiʻi, culture- and ʻāina-based settings remains ongoing. Underfunding, underrepresentation, and policy neglect continue to threaten the integrity of Hawaiian education. But we are not walking blindly. We move in the footsteps of those who came before us, whose strength built and fortified these paths.

As Liholiho once said, “Na wai hoʻi ka ʻole o ke akamai, he alahele i maʻa i ka hele ʻia e ʻoʻu mau mākua.” Who would not be wise on a path already traveled by our ancestors?

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Na ke kime Hoʻokaʻa ʻIke

Nou ke aloha nui e Aunty Hedy Leilani Sullivan. We fondly remember the steadfast poʻo of Kula Aupuni Niihau A Kahelelani Aloha (KANAKA) Public Charter School (PCS). For 25 years, her aloha nurtured haumāna, ʻohana and ʻōlelo Niʻihau. Her legacy and spirit will continue to live on in every heart she touched.

Continuing her legacy, KANAKA PCS is developing a new bilingual curriculum and relocating their elementary program to the campus’ Waimea wing. The school will continue to propagate makaloa and ipu wai. The school is searching for new land access opportunities to enrich ʻāina-based, hands-on learning to strengthen students’ cultural and environmental connection.

Meanwhile, Ke Kula Niihau O Kekaha celebrated their 7th Annual Hoolaulea Pute, featuring the work of their haumāna who authored and published books in ʻōlelo Niʻihau. The school continues its work dedicated to strengthening and perpetuating ʻōlelo Niʻihau. To learn more, visit kknok.org.

Kanuikapono PCS and Kūkulu Kumuhana o Anahola’s Resilient Leader and Food Security Program came full circle at their Hōʻike, honoring the class of 2025’s deep connection to ʻāina, culture, and community.

 Kawaikini PCS is a K-12 Hawaiian-medium charter school dedicated to fostering ʻōlelo Hawaiʻi, cultural grounding, and academic excellence. Founded in 2008, Kawaikini offers a Kauaʻi-based, values-driven curriculum rooted in health, ʻāina, and college-career readiness. Learn more at kawaikini.com.

E Heluhelu Kākou – Mele: Celebrate the rhythm of stories! Join the Hawaiʻi State Public Library System through July 31 for the 2025 Summer Reading Challenge and explore the poetry, chant, and music that connects us all. Get more info at librarieshawaii.org/summerreading.

View or share upcoming educational opportunities on our education webpage at oha.org/education-2.

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By the Hoʻokaʻa ʻIke Team

Kualapuʻu School is a vibrant hub of Hawaiian culture and educational innovation on the island of Molokaʻi. Over 90% of its student population are Native Hawaiian and nearly 80% of its faculty are from Molokaʻi.

Deeply reflecting its community roots, Kualapuʻu offers dual-track Kaiapuni (Hawaiian language immersion) and English programs, thus ensuring that haumāna (students) and staff engage in cultural practices and learning grounded in Hawaiian values.

Under the leadership of retiring Poʻo Kumu (Principal) Lydia Trinidad, Kualapuʻu has flourished as a community-centered institution. Her transformative legacy includes founding a general education preschool ahead of state offerings, and expanding daily instruction in ʻike Hawaiʻi, art, and physical education. Lydia skillfully leveraged charter school flexibility to prioritize both academic rigor and cultural identity.

We extend a heartfelt mahalo to Lydia for her decades of leadership. Her vision, grounded in aloha and excellence, has laid a strong foundation for the school’s future.

Lei making workshop for Kualapuʻu staff, parents, and students with Leimana Ritte-Camara. – Photos: Courtesy of Lydia Trinidad

Looking ahead, Kaʻala Faye Camara, will be continuing Lydia’s good work as Kualapuʻu’s incoming poʻo kumu. Kaʻala, a committed educator and leader, and a kupa ʻāina o Molokaʻi, brings deep local knowledge and passion that will continue to elevate Kualapuʻu’s impact as a Hawaiian-focused charter school.

Although stepping down as principal, Lydia will continue serving the community through the Hoʻokākoʻo Corporation, mentoring new administrators and growing educational leadership capacity on the island. She also looks forward to traveling and volunteering.

Kualapuʻu’s enduring legacy of cultural pride, educational excellence and resilience will continue to guide its path for generations.

And there is more good news to share from Molokaʻi! The Molokaʻi High School’s Robotics Team recently showcased their considerable talent on the world stage at the VEX Robotics World Championship in Dallas, Texas. Competing against top global teams, these students demonstrated engineering skill, teamwork, and unwavering island pride.

Their success reflects the growing strength of STEM education on Molokaʻi and the remarkable potential found in our close-knit, rural communities. We celebrate their achievement and congratulate the team for carrying the spirit of Molokaʻi to the world!

Kualapuʻu Conversion Charter School on Molokaʻi serves haumāna from preschool to grade six and offers both Hawaiian immersion and an English language strand. For more information go to: kualapuucharterschool.org.

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By the Hoʻokaʻa ʻIke Team

Twenty Native Hawaiian charter and Kaiapuni schools gathered in March in Hilo to attend the 22nd Annual Kuʻi ka Lono Indigenous Education Conference, bringing together educators, students, and community leaders under the theme “Hiʻipoi i ka ʻĀina Aloha” (Cherish the Beloved Land). The conference celebrated the deep connection between the land and the Hawaiian people, highlighting the importance of protecting the ʻāina.

This annual conference showcases the impactful work being done in Native Hawaiian mission-aligned, culturally sustaining, academically rigorous educational environments highlighting the advancement of Native Hawaiian-based curriculum, instruction, and assessment practices. It supports the development and dissemination of educational strategies that elevate ʻike Hawaiʻi and promote equitable, culturally sustaining learning environments.

This year’s driving question: “ʻĀina is the backbone of our lāhui. What are you doing to protect, preserve, and perpetuate its health and vitality?” resonated throughout the event. Kuʻi Ka Lono is a venue for the showcase

Haumāna and kumu visited key wahi pana in Hawaiʻi Hikina to learn moʻolelo from community members. The wahi pana of Piʻopiʻo, Naha Pōhaku, Waiānuenue, and Mokuola served as focal points for workshops and hands-on activities. The moʻolelo were accompanied by mele shared by haumāna from conference host Ka ʻUmeke Kāʻeo public charter school.

Day two featured presentations by haumāna, with each school showcasing unique projects in response to this year’s driving question.

Richard Kane Jr., an eighth grader from Ka Waihona o ka Naʻauao in Nānākuli, Oʻahu, presented on the demigod Maui and his exchange with the manu ʻAlaehuapi when he was seeking fire. Reflecting on his experience, Kane emphasized the value of attending a Hawaiian charter school saying, “It made me learn more about my culture but also my ahupuaʻa of Nānākuli. This is important because we should know where we come from and about our ancestors.”

Kanu o Ka ʻĀina from Waimea, Hawaiʻi Island, highlighted the significance of kāhuli (native snails) in Hawaiʻi’s ecosystem. Students created informational poster boards and interactive games and partnered with Bishop Museum to showcase live kāhuli for an enhanced learning experience. Fifth grader Mahea Sylva said, “kāhuli are close to extinction and I hope the project helps their survival.”

Day two ended with the Pāʻina Hōʻikeʻike Kula, a highlight of the annual conference, with each school sharing mele and hula.

Haumāna from Kula Aupuni Niihau a Kahelelani Aloha (KANAKA) on Kauaʻi explained how they protect Hawaiian culture and values, presented on their aquaponic system, and the sustainability practices they use daily.

The conference closed with a collaboration between the haumāna and local organizations to mālama ʻāina working alongside groups such as Hui Hoʻoleimaluō, the Edith Kanakaʻole Foundation, the Lihikai Cultural Learning Center, and ʻĀina University.

The conference was a wonderful opportunity for haumāna to be involved in organizing activities. Their dedication to education and cultural heritage shone brightly, and this gathering was a beautiful reminder of our shared responsibility to cherish and protect our beloved land for future generations.

For more information, reach out to our Hoʻokaʻa ʻIke team at education@oha.org.

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By the Hoʻokaʻa ʻIke Team

“ʻO wai lā kou makuahine? ʻO ka ʻāina nō! ʻO wai lā kou kupuna wahine? ʻO ka ʻāina nō!”
(Who is your mother? It is ʻāina! Who is your grandmother? It is ʻāina!) – Joseph Iosepa Kahoʻoluhi Nāwahīokalaniʻōpuʻu, Ke Aloha ʻĀina, 1895

In February, the Office of Hawaiian Affairs (OHA) participated in Ola Ka ʻĪ events across the pae ʻāina to celebrate and perpetuate ʻōlelo Hawaiʻi in public spaces. With thousands of attendees across Hawaiʻi Island, Maui, Molokaʻi, Oʻahu, and Kauaʻi, these gatherings highlighted the growing commitment to language revitalization.

As part of our efforts to support this event, we created an activity-coloring book in ʻōlelo Hawaiʻi that shares our kuleana and mission. More than 900 copies were distributed to keiki kaiapuni and community members, with a free PDF now available on our website. Mahalo to the communities who hosted us, and hoʻomaikaʻi to the haumāna who represented their kula through oli, mele, and haʻi ʻōlelo (speech competitions).

In March, OHA proudly co-sponsored the Aloha ʻĀina Leadership Awards (AALA) with Kanaeokana and Kanu o ka ʻĀina Learning ʻOhana. AALA honors students who live aloha ʻāina, carrying the kuleana of stewardship, cultural pride, and leadership.

Representing Hawaiian-focused charter schools, kaiapuni programs, Kamehameha campuses, and other Kanaeokana network schools, these haumāna embody the understanding that ʻāina is an ancestor, a source of life, and the foundation of our identity as Kanaka.

Selected by their schools, awardees received a makana to support their future endeavors. Mahalo to Kanaeokana and KALO for hosting AALA since 2018 and for ensuring that the next generation remains rooted in the values of our kūpuna. To this year’s 18 awardees: we wish you the best and hope you continue to ʻauamo your kuleana as poʻe aloha ʻāina.

Advocacy and aloha ʻāina are not just for our oldest haumāna. In March, OHA welcomed kumu and students from Hālau Kū Māna to the Board of Trustees’ Beneficiary Advocacy and Empowerment Committee meeting.

After emailing our trustees, students prepared verbal testimonies, offering lei and oli along with poised speeches that clearly laid out their issues. Eighth- and 12th-grade students shared heartfelt stories about how recent federal funding freezes have impacted their programs – and proposed a variety of creative solutions.

Students also engaged with OHA trustees and staff to explore the many available career pathways at OHA that might align with their passions. Their participation reflects the strength of our young leaders and the importance of ensuring they have the support they need to thrive.

Through language, leadership, and advocacy, these events reaffirm our collective commitment to ea and the mauli ola of our lāhui.

For more information, reach out to our Hoʻokaʻa ʻIke team: Director Kuʻuleianuhea Awo-Chun, kuuleianuheaa@oha.org; Strategy Consultant Makiʻilei Ishihara, makiileii@oha.org; Strategy Consultant Chantelle Kapua Belay, chantellekb@oha.org or email education@oha.org.

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By the Hoʻokaʻa ʻIke Team

“ʻO Hawaiʻi ke kahua o ka hoʻonaʻauao – Hawaiʻi is the foundation of our learning.” – ʻŌlelo Noʻeau #1993

The Office of Hawaiian Affairs (OHA) is pleased to introduce Hoʻokaʻa ʻIke, the education and culture-based learning team within our new Strategy and Implementation Paia (department).

Grounded in the ʻōlelo noʻeau shared above, our team is developing tactics and strategies to support OHA’s enactment of its Mana i Mauli Ola Strategic Plan and the mandates of HRS Chapter 10, with Kānaka ʻŌiwi values and worldviews as the foundation. Our core beliefs include:

• The historical foundations of success and excellence of Kānaka ʻŌiwi in education
• The importance of ʻohana, community, and ʻāina as our keiki’s first kumu
• The critical need for culturally sustaining, lifelong education opportunities that strengthen and heal our lāhui

Our goal is to create systemic change. To meet the needs of our beneficiaries, the Hoʻokaʻa ʻIke team is focused on:

• Leveraging OHA’s kuleana to create systemic change that values Kānaka ʻŌiwi definitions of success
• Collaborating with state and other education agencies to strengthen impact
• Building relationships with our kaiāulu to ensure community voices are heard

A key tactic is our ongoing support for Hawaiian-Focused Charter Schools and Hawaiian Language Medium Schools. Founded by grassroots community advocacy, our language- and culture-based schools are models for high quality education. OHA has provided funding and advocacy support for years, and can now offer even more kōkua with this new team.

Additionally, Hoʻokaʻa ʻIke will support Native Hawaiian students within the Department of Education (DOE) system. OHA recognizes that most Native Hawaiian students are in the DOE, and seeks to create opportunities and pathways to culture and readiness.

The team also emphasizes advocacy and community engagement, working with local communities, schools, and policymakers to promote sustainable futures for Native Hawaiians. OHA encourages collaboration to ensure that Native Hawaiian culture remains vibrant and integrated into modern life, creating opportunities for Native Hawaiians to thrive both culturally and professionally.

Our team brings a deep commitment to this work and our collective experience and networks span Hawaiian-focused charter and immersion, higher education, community partners, and cultural practitioners, offering perspectives based on lived experience, not just formal credentials. Over the last eight months, the team has collaborated with leadership from the Office of Hawaiian Education, Kamehameha Schools, the DOE, the UH system, the State Public Charter School Commission, Hawaiian-focused charter schools, ʻAha Kau Leo, and other groups to align efforts and strategize.

In the upcoming months, the team will be working hard to generate educational resources grounded in ʻike Hawaiʻi and ʻōlelo Hawaiʻi, pilot programs that incorporate culture-based learning and workforce development, and shift policy and practice to move toward ea (self-determination).

For more information, reach out to our Hoʻokaʻa ʻIke team: Director Kuʻuleianuhea Awo-Chun (kuuleianuheaa@oha.org); Strategy Consultant Makiʻilei Ishihara (makiileii@oha.org); Strategy Consultant Chantelle Kapua Belay (chantellekb@oha.org) or email education@oha.org.

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By Deʻja Ontiveros Grade 8 Waimea Middle School

Kaizen is a core value of our school that resonates with me strongly. It reflects my belief that perfection is unattainable and that every day presents an opportunity to learn from yesterday’s mistakes and improve upon them. In this article, I will delve into what Kaizen means to me, how I apply it daily, and how it relates to teamwork.

To me, Kaizen represents the idea of being able to revise and redo one’s choices to improve upon them. Although I am not immune to bad days, I always strive to learn from my mistakes and use them as an opportunity to do better.

I believe that Kaizen is a value that can be imparted to others, as it is a way of life that encourages constant self-improvement. Moreover, Kaizen also teaches me that mistakes are a natural part of life and that it is okay to make them as long as one is willing to learn from them.

In my daily life, I often find myself getting frustrated with tasks that do not go as planned.

However, I have learned to take a break and reflect on the core values that guide my life. Kaizen is often the first value that comes to mind, as it reminds me that I can always come back to a task later or try again to achieve a better outcome. Additionally, I find that Kaizen also applies to my personal life, where I try to correct any mistakes that I have made and improve myself.

Kaizen is also a value that has implications for teamwork and cultural norms. When working with a team, I find it important to remind my colleagues to embrace Kaizen and learn from any mistakes that they may have made.

This approach fosters a culture of constant self-improvement and encourages everyone to work together to achieve better outcomes. Additionally, as someone who values Hawaiian culture, I also believe that Kaizen is in line with traditional Hawaiian values of respect and trust. To work together effectively, we must have respect for one another and be honest and trustworthy.

In conclusion, Kaizen is a core value that defines me as a person. I believe it is important to embrace this value to continually improve oneself and achieve better outcomes. By embodying Kaizen in our daily lives, we can create a culture of constant self-improvement and work together to achieve success.

*Kaizen is a Japanese concept referring to continuous improvement.

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