EDU Public Hearing 03-30-2026

001Good afternoon. I'm calling to order the Senate Education Committee. Uh today is Monday, March 30. We are in room 229 and this meeting is being streamed live. Even if there's any technical difficulties and we cannot continue this meeting, we will reconvene on Wednesday, April 1 at 1 p.m. in room 229. Uh you testifiers have a one minute limit and uh we are we can call you back for questions uh to extend your time. Uh we do have a number we have what eight eight members today that we are going to be confirming and so time could be of the essence. Um just for your information, the Hawaii Teacher Standards Board is comprised of 17 board members, eight of which is being considered for um confirmation today. Uh the board does play a critical role in

002education lensure maintaining standards in addressing the state's ongoing teachers workforce challenges. And as chair, I've sent each nominee questions several weeks ago and all of their responses along with their resumes as as they submitted to me have been emailed to members of the committee on education. Um I know uh my very conscientious members have met with some of you today already before this meeting. And given the urgency of teacher shortages, reliance of emergency hires and recent investments in teacher pipeline programs, this committee will focus on how nominees plan to ensure accountability, responsiveness and innovation and lensure and workforce development. Uh we have urged the members up for confirmation to be here in person. We did make um arrangements for Zoom for a couple members who are not on island. We have one in Texas, one

003on Mokai, and then we did have uh our first um GM658 saying they were not able to attend. Uh so with that, we will go ahead and get started. Um, beginning with GM658, general nominee, uh, I'm sorry, guminatorial nominee Christy U Mimi for a term to expire 6:30, 2028. We did receive, uh, 18 testimonies. Um, we have, let's see, 15 15 in support, actually 19 testimonies, 15 in support, and three in opposition. So starting out with um first item person testifying Osatoule from the Hawaii State Teachers Association. >> Chair Kidani. >> It's okay. Understand >> my apologies. Chair K, members of the committee Osatoule, president of the Hawaii State Teachers Association, uh testifying with strong comments on this nominee. We've been very disappointed in what the board has not been accomplishing basically uh over the

004past few years uh and it is the chair who has the authority right to make things happen and we haven't been seeing things happening. We know a lot of teachers have been trying to get trying very hard to get their lensure and have been denied those opportunities. Teachers who are absolutely willing to do what they have to do. We've been trying to work on a registered teacher apprenticeship program and we've been stymied um as we've brought up a whole bunch of issues there as well. Three to five years we've been going over that this session. Just the fact that we'd rather get rid of the three-year people and start all over fresh new that that's not effective and so it is leadership at the top and so that's why we have uh comments on this

005nominee. Mahalo. >> Okay. Thank you very much. Uh, next um person testifying, Hope McKeen in opposition and I am in opposition to this appointee um because of many of the issues that we're facing right now. I'm a kayapuni educator. Have been for 20 years. 20 years. Um have been for 20 years. And um I'm actually one of the first teachers to get a teaching certificate a teaching license from the Hawaii teacher standards board. And um some historical context really quick. When Kayapuni first started, we all as kumu had to go through an English prep program because there was no others. And recently, some barriers have been put in place that have made Kaipuni teachers have to switch midcycle doing their student teaching and change programs or move out of the classroom that they're emergency hire

006in. And it really this board has has created these obstacles by misinterpreting uh rules that or creating rules to be put in place. Mahalo. >> Thank you very much. Uh next is Shauna Nishimoto. Shauna. >> Aloha. Uh, aloha chair, vice chair, members of the committee. My name is Shauna Nishimoto. I am a seventh grade science teacher at Lima Intermediate, and I stand in full opposition to the confirmation of Christy BMI to the Hawaii Teacher Standards Board. For four years, I've been teaching in Hawaii's public schools, specifically at Elimma Intermediate. I've been evaluated by school administrators every year under the educator evaluation system. I've been rated proficient or higher every year, distinguished, which is the highest possible rating for the past two years. I have completed all requirements for my license during COVID. The Hawaii Teacher

007Standards Board put out a proclamation allowing students to complete their student teaching before passing their content area practice. There was no deadline stated. I followed that guidance. It took me a while, but I passed my practice in October of 2025 and should have been issued uh licensed in November and said I was denied and told my work was out of order. The Hawaii Department of Education has also written a letter stating that I should be given full lenship. >> Thank you, Shauna. >> Wendy Aki. I'm a pony atala elementary on the windward side and I'm here in opposition of this appointment and it's mainly because we've had so many people reach out to our committee and they're usually Hawaiian educators because I'm the chair of the Hawaiian um education committee and talk about the barriers

008that are in place u for changes in lensure uh policies and um rules and especially with um a certain pathway with a particular uh college that's giving a lot of help and scholarship and free in free classes um that pathway is really being choked out. So when we're talking about innovation and supporting um new teachers to come into the field, I really question the position of the board if they're choking the pathways that are helping students who don't have money actually become teachers. And I I understand that the board is looking for a high quality lensure procedure, but there has to be other ways because if somebody's innovative and giving people money to go to school and be a teacher, why would we kill that? Thank you. >> Thank you very much. >> Okay, we

009have Amanda Lar in support. Amanda, they didn't sign up. So, all of these people I'm going to read next is in support, but none of them signed up. But I will ask if anybody wants to um testify. So Kimberly O Kiku Katana Katania uh Lynn Yoshoka, Angie Smith, Leila Kambonga, uh Elwin Watkins, Stephanie Pasheko, Christopher Just Cara Dot, uh Cherylyn Pang, uh Leah Balttero, Sandra Yap, Stephanie Kirk, and Carlton Ho all in support. Anyone here wishing to testify that hasn't signed up, please go forward. >> Hello chair Sarah Millen on behalf of myself um coming to speak in opposition. So, you've heard from the testifiers today. I have the privilege of teaching with Sha Anishimoto and she's one of the best inabased science teachers I've ever seen. Um, and she deserves to have a license.

010And seeing um the other thing I wanted to bring, they've said everything, but I think it's important to mention there is a fear about what will happen if you speak truth to power that there'll be retaliation against you. And as the HSTA's teacher lobbyist, I will say I understand that because when I come to this this committee and I tell you our stories, there are a lot of teachers who are afraid to speak up. and if there's a culture put in where there's fear of speaking up to say what they're going through, what they've experienced, that's a bigger picture of what the board looks like at this time. So, I just think it's really really important especially this HTSB controls the future of our profession and so we need to make sure we're being mindful

011and that people are comfortable really telling telling it like it is and what's going on. Thank you. >> Thank you. Anyone else wishing to testify on this item? Um members, we don't normally question uh those that come in, but because there are many in opposition, I am going to ask a couple questions of those. And if any of you feel comfortable in answering it, if you can come forward of any of these this issues that you pose, have that been communicated with the Hawaii Teacher Standard Board? So, anybody feel comfortable want to come up and respond? Yeah, I just want to make sure that you know what you folks are telling us these are things that might have been also told to the board or not and they're unaware of it. >> Correct. Um uh

012again, Hope Mcken from Wahilo um Havi. Um yes, so we did write um testimony at the board of education with concerns uh to Hawaii Teacher Standards Board um on the Cayapuni track and the and the barriers that were getting put in place. We also submitted testimony to their March meeting or January meeting. Um, I think one of them got cancelled, but we did submit testimony, so they're aware that these conversations were happening and our HSDA rep that's on the um, HTSB Hawaiian ed work group, we've communicated with her and she did attend the meeting that was finally called um, I think in December or January. Yes. >> And is there been any kind of formal responses to these? >> No, no formal response. Um I know they were supposed to have a they had a

013meeting the workg groupoup point at workg group was supposed to have a meeting to submit their own language but because of the weather that meeting had gotten cancelled. Um but I will say I did forget to say earlier that many of the Hawaiian ed people did not of the Hawaiian ed community didn't want to submit testimony in opposition in fear of retaliation. So I said well I'll do it. um and and be here to to speak for them. >> Okay. I hate to put you on a spot, but I will. Or anyone else. Now, it is a board. So, is it the whole board that is or I know you're speaking in opposition to one individual. So, why I mean I just want to be fair to >> I um for so for me um

014the reason why I always go for the leader um is because I come from the VA mindset. And VA mindset is if things are not going right on your committee, the chair isn't that that person, the captain, the chair is responsible for that. And so if they can't manage it, then something is not being managed well. And that's why I step forward for this one. >> Okay. Thank you. Appreciate you. >> Okay. Um there are no further testimonies. Are going to ask uh the nominee Christie Mimi. Um and she is on Zoom with us. And Christie, would you like to begin with opening remarks and then we'll open it to questions by the members? >> Sure. Um, I've been a chair for the past year and a half. Um, we've been working really hard when

015I when you look at the revised statutes of what we need to do when we're talking about licensing. Um, we have licensed, you know, all of the all of the applicants that have applied. We're supposed to do review of 120 applicants. Um we actually review all of them. Um any any applicant that comes through. So we have 20,000 uh license licenses in Hawaii. Um we look at what we're supposed to do. Part of our mission also is uh to uh do reviews with the EPS, the educator prep programs. So we've been working as well with uh the educator prep programs. Um, so when we're talking about I I would like to address some of the issues that um people are bringing up um when they talk about the Hawaiian what's going on with the Hawaiian

016work group. We've actually had multiple meetings with the Hawaii work groups to get um input from them in terms of their recommendation for the standards. So that was supposed to be on the March um the March meeting um that got postponed. Um so we have the recommendations from them. We go to them as content experts. We you know obviously our board is not um knowledgeable about Hawaiian studies. So we do go to them. We have um I believe over 20 participants on that as HSTA is also a part of. We do have a HSTA member on there. So, I'm a little confused when um people are questioning um why we're not doing well. We've had multiple meetings. We've also had other work study groups with the uh CTE, the career and tech ed. So, we've

017really refined a lot of that in terms of the standards that they need to do. Um, so we've put a lot of the uh the we've put a lot of things in place to make sure that we're doing what we need to when we talk about standards. Um, for the teacher apprenticeship, we just I was just at a conference where, you know, they were talking about uh Texas and I know that was one of the states where they're using a lot of emergency hires and they lowered the bar. uh five years ago, they decided to lower the bar and just say, "Okay, non-certified teachers will open it up to teachers." At that point, they had a little over 12,000 uh emergency hires. Now, they have over 42,000 emergency hires. So, what they're trying to do,

018they just passed uh legislation now to try to put it back because they have students that um as we're doing these emergency hires, they now have students that have gone through their whole elementary uh their elementary years with a non-certified teacher. So, those are the things that we get concerned about. So, you know, looking forward, we're not looking and saying, "Hey, you know, um we don't want to extend uh and we're not we're not trying to uh lower standards in order and we're not trying to set the standards so high that um we're not allowing people to come in. We're just saying, hey, we need to do things to make sure that if they're um going to be emergency hires, let's get things in place for them." Similar to like how um teachers we have

019standards for students. We don't say, "Hey, okay, they can't meet it. Let's just lower the bar." We put in interventions to make sure that they can be successful. So that's what we are looking at doing as well. So things like again when you're talking about interventions, we're looking at things to help them be successful. Um I know we talked to passages which is a program um and this is something that again uh where it would help them with test prep. Uh we're looking at things in terms of making sure that we get information to make sure that they're continuing on the path to get licensed. Um so there's certain things that we can put in place um to help them to be more successful and that I think is what we need to do not

020just lower standards. >> Thank you. I'm going to open up to questions, but before I do that, I just want to follow it up on one thing that you did say. Um, >> that you didn't meet and talk with Hawaiian work groups. Can you specify when those meetings were or recently? >> We've had we just had them meet again, I believe in February to go over because there we had some questions about they had provided us with the standards that they had wanted. So, we said we just had some questions to clarify. So we asked them to go back um and meet as a group. So we allowed them to go back and then um to clarify those. So those were on the we have a new business item from them for their recommendations um

021that was set up for our March meeting which >> So when you say we you physically met with them you physically who who >> I wasn't able to be a part of that work group. >> So who who did who was part of the work group from from the teacher standard board? So we had our uh staff we had two of our licensing specialists meet with the work group so that um we could get clarification. So the board had asked for the board had asked for clarification on the standards. So >> and how many meetings did you have on that >> for the work group? >> Um I I believe maybe three or four meetings that they had >> recently. >> I'm not positive. Um so it was within the past year >> within this

022year >> the past year >> last year. >> So so part of last year into >> Yes. 2025 2026. Yes. >> Okay. Thank you. Members questions. Senator Hashimoto. >> Let me just follow up on that. So So didn't you have a board meeting in January though when a lot of these people came out? What was that recommendation that the HTSB was reviewing though that a lot of this testimony that I'm looking at from the January meeting? They were very upset about that. Why were they upset? >> The Hawaiian work group. >> No, about the the topic of the the Hawaiian program was on your January meeting, was it not? >> So, we had well, no, the what they were talking about was when they had come out with the standards, it was a new business

023item that had come out. So, we had some questions about it. Correct. So, then we asked and we said, "Okay, >> how did you get to that point? >> How did you get to that new business item though? Did Did you ask the community before you brought it up >> to create a work study group to get input? >> No, I'm sorry. When you brought the new business item, right, which it was 25-22 to the board, right? That's the that's the the concerns that everyone's bringing up. How was that created to bring up to the board? >> As far as um issues that have been coming up with the work study, um we didn't that was just something that um that was on our uh list of tasks to do in terms of the study

024for the Hawaiian work group. >> We're talking about Hawaiian education. >> So we had well we had OHI come out. So they did their presentation for we had OH come out and they did their presentation uh for our board. Um they also um I believe they presented to the uh board of ed but since last year we were trying to uh spearhead to make sure that they had their recommendations uh for their permit since it is a possible 10-year uh emergency permit. So that's why we had set it up to make sure because that was one of the tasks that we were set up to do. So in terms of uh we had heard that there was a HSTA also had a Hawaiian uh work group. So we had asked we I asked I had

025um asked what theirs was about to see if we could measure ours but then they had said that um that uh that we that they had representation on our uh work group. So so that was fine. So I was like okay. So then they could relay what was going on with our work group. So, I'm not sure where the push back is coming from because HSTA um they do have a member on our our work group and um >> well, I was told that whatever you came up with at that January meeting was just you know, they felt that it was just you weren't listening to the stakeholders. So, I'm just trying to understand how did you come up with anything that you discussed at that January meeting? So there were a lot of questions

026because um there were different stakeholders on the Hawaiian group um where they were having a hard time coming to consensus. So what we said was okay you know what we thought um we had put in some language in terms of like the NC Sah as well um which is a federal guidelines that we need to follow and um we just wanted to make sure that everything was in place. So at the time when all these conversations were going on and groups couldn't um they couldn't come to consensus, we pulled the MBI and said okay let's have them go back so that they can talk about it because we want it to be uh robust before doing bringing that up to the board. >> I'm sorry. >> Why didn't you do that before bringing it up

027to the board? >> Have conversations. We did. We thought that the language was uh exactly how they wanted, but when we found out it wasn't, that's when we said, "Okay, we'll defer it and have them go back." >> Yeah. But how how if you were talking to them and and then they came to the board and they said that, you know, they don't like it, that means you're not talking with them. Isn't that correct? >> The turnaround time from when um the conversations were going because the NBI was there. If it was just minor changes, we could have done that just at the meeting. But because there was um a lot of conversation about it, then we said, "Okay, not a problem. Um we'll bring them and we'll reconvene them." So that's what we did.

028So we we wanted to give them their voice. So that's why we uh deferred that MBI. >> So my bottom line >> my bottom line question is why did you have to let it get to that? Shouldn't you have done your homework before you bring it up before the board? >> We had talked to them and they had that language. >> I understand. But why did they come to the board and they were upset about it? It doesn't make any sense that you say you talked to them and then at the end then they were still upset about it. It just doesn't make any sense. >> So there were certain things in there that um I guess that they didn't um when we had talked about it, it was an agreement. So we had put

029it in and they didn't like the way that it was written. So that's why we went back and we said okay you come up with the language and provide it to us. >> Okay. And and I guess that that's my whole concern is if you talk about collaboration you as I said why didn't you get that sign off before bringing it to the board. It just sounds like to me there's a pattern of you know no collaboration between all the stakeholders and because they came out in force in January that is why you probably had to go back right I'm look I read the testimony at that January meeting and I was deeply concerned about the things that they were saying and if you don't recognize that you didn't do the collaboration that you needed

030I am deeply concerned about that. I'm a little confused because again we've we've given them again we've had multiple meetings to go about it. So at the point where you know when we have and we have the discussions and then we put down um what we feel you know again what we felt was what what they were stating and if it wasn't exactly how they had wanted it. So we said okay we'll we'll correct this. Um >> so has it been corrected? That's why we had sent the work back. >> Has it been correct? >> They gave us the language. >> Yes. >> And you folks voted on it. >> Uh it's going to come up on the April. >> Senator. >> Okay. I I hate to belabor this topic, but it's very important to

031my community that I keep the Kauni discussion um alive. Uh and so the board has made significant policy changes uh impacting Kauni teachers. uh and without meaningful discussion and without taking the the information from the stakeholders and applying it because right now Hawaiian immersion is is very much growing at least in my community it is and so what we're finding is that the board is creating barriers instead of building work forces so you had said in your opening remarks that you're about to bring the discussion well I guess it was for March but it got deferred until April But instead of halting any decisions, you guys are already making policy changes on it. So how can you say that you're collaborating collectively with stakeholders when you're already making the decisions? And again, I hate to

032belabor it, but I need you to be direct in answering these questions. Why did you make significant policy changes without including the collective voices of the stakeholders? So when we have the NBIS, we come together and um we take what we hear from the stakeholders and we had put it and we listed it into the NBI. um if they you know when we found out that they weren't um they wanted to revise the way that the language was written that's when we said okay wait we'll stop because again we wanted to give them that input we do see the importance of it um and there's also um when we're hearing from other uh so I talked to other teachers as well and there were certain concerns when it came to uh the language versus knowing

033pedagogy as well. So we wanted to make sure that it was really clear and that they had the standards in place too. So that's why I asked to go back as well to make sure okay what is it that you want when we're talking about um about the knowledge of language about being able to speak because it's hard enough to be able to teach but when you on the add the layer of teaching in a different language and we wanted to make sure that um we were clear from the uh Kaudi programs what do you want from that um when you're looking at educator prep programs um you know and again shortage put aside. Do you want to make sure that uh the language is in place that they have certain things in place um

034prior to moving on? And you know, when we're looking at even reviewing uh educator prep programs uh for the Hawaiian, how important is it for the Hawaiian to be a piece in there to make sure that how many uh you know, how much experience do they have with the teaching uh with the language, with the pedagogy so that it is a nice robust program. So that's why also we we had to ask those questions. we want, >> but you're also not including um the recommendations from this working group, but you're making significant policy changes and we're trying to bring stakeholders, the experts to the table to impose and implement these um standards, but it seems like the board is doing everything but what the working group is asking them to do. Uh, and so I

035I again I don't want to belabor this, but you have to know that this is very top of mind for me and my community and we don't need more barriers in a Hawaiian immersion program that is thriving in my community. Uh, chair, at the appropriate time, I would like to pivot um to maybe the practice. >> Okay, Senator Fukumo. Okay, let me let me ask I want to pivot to any more questions on this one. Okay. Um are Christie, are you familiar with the apprenticeship grant that um the board >> Yes. >> got? Okay. Uh and it was $4.9 million. Correct. Is that do I have correct? >> Yes. >> And under that apprenticeship that was from 2024 and it ends in 2027. Is that correct? That is correct. >> Okay. So, and but it

036hasn't been it hasn't been acted upon. >> Could you kind of share with us why why this is not been acted upon? >> Sure. So, um, we've been trying to, uh, when we heard what other states are doing in terms of the apprenticeship program, um, there's just a movement going on where I think we're like one of maybe like two other states that don't have an apprenticeship going on. So, we've tried to, um, reach out. We were, um, we brought everybody to the table to see if anybody would take this on. um and it was it seemed like nobody wanted to take it on. We asked all the different um stakeholders. So we said okay let's write this grant let's be the ones to sponsor it. So uh we had sponsored it we put in

037for the application we were able to get the money. Um then we had gone to the table and we said okay we need to approve the standards first so that we can get the committee going. Um from there um it was with HGA at the time because apprentices are um educational assistants. They would be under they would fall under a certain bargaining uh unit class. Um so we had brought HGA to the table and then um HSTA said you know they wanted to be a part of this. So we invited them onto um the uh we added them on to the to the list of people who would also be involved. And then from there it turned into a we met a few times and then it turned into a um there was some bargaining

038collective bargaining things that had come up. So at that point u bargaining is you know um obviously the DOE. So then it became the DOE and the union that had to uh talk about some of these issues regarding bargaining. So um again we kind of came to the table but as a sponsor we couldn't we're not the ones who can call the meetings. So it would be the DOE that would need to bring people to the table. So at that point um we met again and we had thought we had come up with a solution in terms of um making sure that uh the apprentices would be instead of having 450 uh hours um and being a teacher of record. We said okay um as an apprentice uh they need to have stricter guidelines. So

039they would have 2,000. And we said, "Okay, for their um whole term, they would be a uh not the teacher of record, but they would have uh a mentor with them for the whole 2,000 hours." And then at that point, um we thought we were okay and we thought that the uh contract would go through and that we were all on the same page, but then the union came back and and they said no, they wanted to negotiate. um they still felt that it was apprentices should fall under HSTA. And then there was the question about the mentoring. Um we were offering $4,000 but they wanted to negotiate that. So at that point um we there was no place else we could go. Yes. >> Who wrote who wrote the grant? Um >> the grant

040was it was the teacher standards board. Anybody in particular that did the grant writing? >> Um that would have been um licensing specialist Mitsahi. >> Okay. Does the grant identify mandatory partners? >> So at that time um yes we had listed who would be a partner in it? Yes. >> And then like I said HSTA wanted to be added on. So we said not a problem since it's the teaching union. So we added them on. And then >> so the grant the grant specifies a requirement that HSTADA be a partner on this. >> Um initially they weren't because it was HGA but then we added them on. >> Um DOE had asked to add them on so we did. So, as a mandatory partner on this, um, why weren't they why weren't they conferred with

041in the beginning? And one of the concerns that I'm aware of was the fact that they these apprentices would be under HGA, not HSTA. So, apparently, was that not initially told to you folks? I mean >> that's how um that's how when we had help from um the national grow your own so apprentices fall under and we and we said this is the easiest because there's actually a uh pay scale for EAS there's a EA um EA I'm not sure what numbers they go up to and then there's a TA uh teacher assistant position and that's what we were going to be using um to have the apprentices actually get paid paid on the job. So, they're not the teacher, they're they're not a a teacher of record. They're actually an apprentice, but they would

042be paid under HGA, the their contract. >> Correct. But my question is that as a mandatory partner that they would be consulted and in the beginning and you know as we see this grant was from 2024 it's now 2026 and so all this time has gone by and you know $4.6 million is no you know something to sneeze at. I mean, to me, that's that's great that we got this grant, but apparently it's sitting there because you've not been able to get any kind of uh approval or agreement from not just HSTADA, but also from the labor department. So, I mean, get the grant, >> but go ahead. >> The grant is um it had to go through the Department of Labor. They're they're on board, so I'm not sure at the point when we

043>> have they signed up on the approval. Well, they're waiting for the unions to sign off now because until they sign off, um the Department of Labor is stuck as well. So, we're stuck because now that HSTA has become a part of the community, um they won't sign off and we're just looking at standards right now. We can't even move forward with that. So, at the time when it was just HGA, when it was just that uh they were the apprentices to HGA, um everybody was on board. >> Okay. So when were they when was HSDA put on as a mandatory partner? >> This was um well after we had gotten the grant. So >> so in 2024 >> 20 24 2024 2025. Yeah. >> Okay. So they were put on initially and yet we

044you haven't been able to come to any kind of I mean the way you said it was that you know you folks had come to an agreement and then they came up with with another issue but my understanding and that that's always been the first and foremost issue. >> no it was it was originally moving forward when it was HGA. No, when >> but then when DOE invited so when DOE um when they asked when DOE asked and they brought in HSTA that's when we started they had concerns and questions about it. So that's when we had then that's when we got stuck because then um HSTA said these apprentices need to be bargaining five. And then when we were going back and forth with these questions um we had met a few times with

045uh uh do with the department of of ed as well as with the lawyers. Um we brought uh the department of labor was there. Um so we had the we had the players there but um but then when H when it switched over and HSTA came on board that's when this uh stalemated and we couldn't move forward because of their concerns and that was through >> I understand I understand my my my question for so that the fact that they came in in either late 2024 2025 you've had all this time to be able to um try to get this resolved and obviously not and it's not that it came up at a last minute. It's been a point of contention for over a year or or longer. Um that concerns me that we that

046this grant is sitting there and that you folks might have not been able to get this resolved. Um the fact that they're a mandatory partner as you folks agreed to that it would have to be be resolved, right? Otherwise, this this thing ends in 2027 already. So, we're going to um not be able to to institute this program or this grant. >> So, in terms of we sponsored it, but in terms of um again the consulting confer process, that's not something that was in our hands. That was something that was in the Department of Ed's hands. So, we could only um and we were actually asking weekly um what's going on, what's going on, what's going on. Um, we were trying to get meetings going. Um, >> okay. >> I had tried to reach >>

047I'll bring up HSDA after we get done to get their their point of view on this. Senator Hashimoto, do you have further questions? >> I have others, but go ahead. So, so I'm I'm a little bit confused because, you know, just for context for the audience, um, you know, we I I I had a private meeting with with the chair and some of the other leadership of HTSB. Um, you know, I think it was a a pretty heated meeting because I think, you know, at the end of the day, my my district has the highest number of um emergency hires and we we have about, you know, a good chunk of J1 program members. um you did follow up with a letter, right? A lot of the letter I will say you you you complained

048about my delivery and my tone. Um but I will first I would like to acknowledge that you know my district it's we're facing regulatory cliff and you know I think you explicitly also wrote in that letter putting us on the spot because I asked you what are what are solutions to to really help with some of the teacher shortages that you have and you wrote in your letter putting us on the spot to produce a counter proposal for filling teacher shortages was inappropriate and then you stated this responsibility belongs to the department of education and not to the HTSB. So, it's number one, it's really confusing that you then did this, you know, apprenticeship program because you're you're saying that it's not HTSB, it's the DOE, right? And so, I don't know why you're getting

049into the middle of this if that's going to be your take. Um and and number two, you know, how can we trust your role at HTSB when it sounds like there's a pattern of collaboration issues, not only on the apprenticeship program, but we're hearing about the Kaipuni program, right? We talked about the J1 visa program. So, I'm I'm just really concerned about what is your solution? If you're saying, okay, you're going to try something, but then it's not your responsibility. What what what is your take on what is your responsibility and what is not? So when we talk about um what our mission and goal is when we're talking about quality educators um definitely that's important to us as well and that's why when we um do and we hear um things that we can

050put in place to to build up our profession and to bring people on board. That's when we tried to bring it up to all the different stakeholders and we said look these are things that um are going around nationwide. Why aren't we doing these things? Nobody wants to take it on though. So at that point that's when we said let's try this because nobody else is coming up with any solutions and nobody else wants to try this even if we bring in the you know like um so for example with the J1s that's fine but if DOE has um other suggestions in terms of what else can we do nobody's bringing anything to the table and we're saying we have to turn to the people in our community. Um so that's when we looked at

051different ways on how we can bring bring in people from our community and how can we do this? Well we know that cost is the issue. So we said wow this is a great opportunity and everybody you know like I said most of the states are on board and they are filling their teaching positions. They're having uh teacher apprenticeship is not something new. It's been around for at least 5 years and they're starting to get the uh teachers that are qualified that are ready to go. So that's why I think that's why we took it on. Nobody else wanted. >> Okay. So it sounds like it it sounds like HTSB does take responsibility though for for programming to fill those teacher roles then. >> That's not one of our when you look at what our

052tasks are to do. >> Either you are or you're not. So either you are going to be a part of it or you're not. And so I I'm confused by the the the the statement that you gave to me that it is not your role. And so if if it's not your role then that's not your role. Fine. Own it. But if you're going to be half in, half out, then we it's hard for us to really understand where you're going to go with this. >> So, as a leader, I would think it would be important for us to when you say half in, half out. We've been trying to do things. We've been um bringing, like I said, we've been bringing these ideas up, but if nobody's going to take it on, that's when

053we said, "Okay, let's just let's see if we can spearhead it." Um >> Okay. So, so let me ask you then why >> I thought that's being proactive. If that's you know, again, if that's being proactive, you that why did you write in your letter that it is inappropriate for you to um for a counter proposal for filling the teacher short that you said it was inappropriate and you put that responsibility back on the DOE. So why did you put that in your letter if that's how you truly feel if if you want to be a part of the solution? I think that's great but you said it's not a part of of what you should be doing. So when you came across to us and you were um pointing you know and again it's

054like you came off strong like this is the intent of what the standards board is supposed to do but when you look at all the things that we're doing as a standards board you know we're doing all uh we're bringing up up into compliance we're making sure that everything is there so that you know again we're trying to prevent lawsuits um we're trying to make sure that uh everybody everything is in place so that um we're protecting students. That's what it comes down to as well. But when you talk about quality for students, is that part of our kulana? Of course it is. Yes, by all means, because we want quality. So when our board makes decisions to do certain things, um you know, again, we're bringing it up because we want qualified teachers in

055the class. So is that important to us? Yes, that part is. But we can only do so much as you know for standards we're the we're the ones that are you know when you talk about we're the last line of defense in terms of um protecting students and protecting our profession that we're the last line of defense for them. So when you talk about lowering standards we're saying no there's there's other things that can be done. >> I don't think anybody's talking about bringing that to the table. I just want to be clear. Nobody's talking about lowering standards. I just want to be clear about that because you also accuse me of that. Just wanting warm bodies in the classroom. And I want you to be I want to be absolutely clear that we're not

056talking about that. We're talking about trying to find collaborative solutions so that we can fill our classrooms. Right? And when we talk about collaborative solutions, it is it's talking about not only programs, it's talking about policies, right? And and when we brought up the policies that are stying teacher prep education, you have a moratorum in place right now that you cannot allow new teacher prep programs and you would not commit to getting rid of that moratorum because you know you feel that you have to go through review. But I I told you if you feel like you need to speed up that review process, you have to come to the legislature and ask for resources. But you would not commit to that. So that's very concerning to me that from also from a very much

057policy perspective, you guys are unwilling to look at policies. We're not even talking about programs. We're talking about policies that the board can look at to figure out how can we potentially for a short term look at ways to get pathways to get teachers licensed. And that is what is frustrating. And I want I want to ask you, have you thought about what are those policies that you can really try and implement over the next couple of you know years while your time on the board. >> So I'm glad you brought that up because with that moratorum again um to try to be proactive that moratorum is going to be up at the end of the year but right now we have two programs. So I I had talked to our specialists. We only have

058a staff of we only have six specialists and only one person does the ed prep programs to help to um guide the reviews. So with that, we already have two initial programs and it's not something that we can just uh turn around and just stamp approval. There's 15 standards that they have to go through to make sure that the program has everything in place. There's also Hawaii. there's certain things that are in our uh requirements that the prep programs need to make sure that are in place. So with that, we have two, we know that we have the um the early ed that needs a lot of positions. So people have been bringing programs up for that. Um we also have seven that are different stages. So what we did in the meantime because you

059were asking about certain uh colleges that might want to come in, we told them, okay, we already met with some and we explained the process of what they need to have in place so that um when they come in that we would be able to just go ahead and add them to that to that review, but right now we have we have nine going on right now. So we wouldn't be able to get to them um until probably next. So, so my question is is then why do you have to have the moratorum then? Why don't you resend that moratorum at your next board meeting? >> Um, we wouldn't be able to. I mean, they can get that process going. >> Yeah, but why would you have a moratorum then? If you can get the

060process going, why don't you just get rid of it? >> I can bring it up to the board. >> Okay. Well, I think we would like to see some type of action on that because we at the last meeting you could have you could have easily said that you would bring it up to the board, but you guys you decided not to, you know, commit to that and we were asking you why do we still have that in place and you say, okay, continue. It's going to end at the end of the year and you would you there was no process of of you know initial review. So, it doesn't make sense if you're going to initially review them but then have the moratorum in place. it there's some disconnect there because I think what

061the problem is is it's a perception problem. The perception is that we don't want to help the teacher pipeline. That's the perception that the HTSB is giving off right now and I'm trying to help you with that perception problem. I appreci I appreciate that. But I just um if I can too if I can just explain why um the reason why we had to have that moratorum up is because in the past there were uh EPPS that educator prep programs that um were not following the guidelines. It became it it was a legal issue. So the board had to address that. um we were having candidates that were being placed in certain areas that again they needed to follow federal law and that wasn't being done. So we had to make sure we cleaned up

062that. Um there was a lot of issues that had come up um where we needed to get the current EPS so that everything was in compliance and in alignment so that we could prevent again um some of the legal matters that that would have come up that had we had we >> I think my problem is that you should be able to do that while being able to review any potential new teacher pipeline programs that want to come into the state. Right? That's what I told you and I I will stand firm on that because I think you have to be able to walk in chew gum at the same time. We are in a teacher crisis and if you're going to be wanting to put up stone walls, then that's the perception that you're

063going to have that you're you're the stonewall group. You're the gatekeeper for all these new teachers and that you're not trying to be collaborative. As I said before, it is not about lowering the standard. It is about being able to do a couple of things at once instead of being doing things literally. We we're in a crisis. But I think my concern is that the teacher standard board does not believe we're in a crisis and is not acting accordingly. Well, it's difficult because when you have teachers, when you have us in the meetings, when you have us um on the standards board and I'm hearing my constituent, when I hear um my teachers coming to me saying, "Oh, how come we're having issues with with these people? Why aren't they passing their practice? Why are

064we having to, you know, having to help these people out?" And I said, "Wow, this is definitely a problem. We're having people who right now um the support comes not just from um the mentors which I know that that's one of the things they're trying to do but it's the teams that have to I work in a seventh grade setting. I'm having to go and I'm having to have um people coming to me saying, "Wow, I really need to support this person more because they don't have the training that they need. They don't have there's things that they don't know how to do and I'm having to help them." when you put that onto a teacher's workload, that becomes a problem. So that's why where do we fix it? Well, we make sure we go

065back and we make sure that again that we're talking and we're discussing it with the EPS to make sure that everything is in place and that um that they have that that they know that what these concerns are that are coming up because it's us it's us in the trenches that are starting to feel it. So I hear my teachers, I hear the ones I go out and I talk to people and they're telling me about the the quality of the people that are coming into the classrooms. So when you say quality, yes, it does make a difference. Um when you go through a very robust program and that's why when we don't have enough candidates within the the EPS that we have right now, we're trying to help them as well to fill their

066programs up. So more doesn't necessarily mean um that we're going to get more candidates. We have right now part of our policy too is to do reciprocity. So when you talk about people who go through different programs in different states, they can come over, we look at what they have and if there's certain um we look at their guidelines and if it's we pretty much have reciprocity with with almost all the states if I'm not mistaken. Let me just follow up on that, Christie. So, you know, one of the things for me is that I understand and I certainly appreciate uh the board and all they're doing to make sure that we have qualified teachers in the classrooms, but sometimes passing a test and just because you you're able to get your license doesn't necessarily

067mean that you're a a good teacher in the classroom. And um there is a lot of evidence of that. And I've heard just as you've heard from your people, I've heard a lot from the people that are saying that. And so when you have someone and I'm just going to put on the spot, you know, Shauna here who has gone through has been student teach have been teaching and so forth and yet come across where he he she she has to go ahead and and redo student teaching. You also brought up the fact that cost is an issue and you acknowledge that and yet the cost to do this the cost to take again to do student teaching because it was not taken in the right order or wasn't taken in the right subject matter

068and so forth when they're already getting letters saying that they are qualified they are doing they are doing the job in the classroom yet you folks are still barriers for them to get their license. I mean why is that? I can understand the standards, but also you have to take into consideration these many of them are qualified and can do a really good job and yet they're they're being they have obstacles in their way and they're not making they're losing money because they cannot go ahead and and and get hired because of this. So, how do you respond to that? So for um you know again I don't know how much information I can state but we were working with the EP that was an error. Um so we wanted to make sure that these

069things don't occur again. So we actually were working in conjunction with DOE to make sure and to see and to see if we could um make sure that the process was we are moving forward in terms of to help to help out um Miss Nishimoto. We were talking to we have been in talks with COE and EP um some of things that uh were were the issue. >> Yeah. And you know and I brought this issue up and I have I did write to the board and ask to find out get the information on what happened, what was the ruling and why uh Shauna did not get license on this. And um I did get her um approval to ask for this information. And yet the then you guys came back and sent me a

070letter saying that you couldn't give me this information because it contains confidential information discussed in executive session and that uh you would need something in writing um from from Shaov to be able to release in information. I didn't ask for the entire file. we just asked about the rulings by the board and then the the response that you sent to Shauna Nishimoto um was very threatening in the sense that please realize by consenting to the release of information you're consenting uh all information can be shared with Senator Marcato Kim and once the information is shared with Senator the conf the confidential information will be considered public information which can be disseminated on YouTube and other social media platforms All information can also be shared openly during all legislative hearings and future board meetings. And I

071mean it was very threatening in the sense that we didn't ask for all information and you could have you could have checked to see well how much information will you want us to share. You know you could have it could have been addressed that way but it wasn't. It was very like threatening. And so obviously I did not get that information and I didn't really want that information but I wanted to assist in making sure that we get teachers into the classroom and that the board is not throwing obstacles for the sake of throwing obstacles to insist that if you didn't take your your do your student teaching in a certain order then you're not qualified to be in the classroom when that person is already teaching is already in the classroom. I'm not sure

072how >> we had reached out. >> I'm not sure how >> we had reached out um >> would would assist in that the cost and the time that it would take to redo student teaching um would would would make I just couldn't understand that and I wanted to make sure that the board is acting in accordance to support support these teachers that we we desperately need in the classrooms. So when we when we spoke to and again we do have somebody who was part of the AG's office. So um I'm not you know how the letter was written. I I think the intent was um to again to make sure that you know information that's shared in executive session there's you know we wanted to give you the facts of what happened because there's always

073two sides to the story. So if we were able to, you know, convey the conversations that we had, I think you would have understood a little bit more the direction that and why the board made the decision that they did. But, you know, unfortunately, you know, if that letter sounded um if it sounds threatening, that wasn't the intent. Um we had asked uh if we could share the information um because again, there there is sensitive information in there on her side. So, we we honor that. Um we don't discuss it. Um but right >> this was something that was definitely we we did give it a lot of conversation to it. There was a lot of information that you know and a lot of different ideas that the board had talked about in in that

074session. So um I think maybe that would have helped as well. >> It could have been limited. It could have been you could have discussed it in that manner. And also the fact that as a legislator um you know I get confidential things all the time and I could be told this information would be confidential and I would not spread it around or or release it to anybody. I mean, but those are not the options that appears in in the correspondence um uh to Shauna. And it was it was it's it was troubling for me when I also read what you folks wrote to me about it. It's like, you know, not allowing us the legislative board to be able to understand what was the actions of the board and if it's in keeping with

075what we want. Um the other the other area is on the moratorum. Um, you talk about cost as an issue. And so in this in the case of C counseling, we didn't have a program in Hawaii. And so, um, teachers had or or people wanted to be counselors had no other option to be able to get that program and get that training. And so finally, Shamanad put the program together. But Shaman is a private university and it's very expensive. And so that option was Spalding University, which I visited when I happened to be up on the mainland. And um they're nationally accredited, they're affordable, and they're flexible. I mean, they have all those options. And I'm not sure why in in those cases where Hawaii lacks lacks having a program and lacks having an affordable

076program that's flexible that you folks would not consider this this program this EP um to to to be to allow them. And so you're telling us the moral is going to the end of the year and they have to wait even longer. So currently well like I said we have one person who's putting together who does the uh the pro that helps to to uh lead the program reviews. So when she has to put the panels together we do have one right now through Monoa that they're putting through for their counseling program. So, we're in the process of also reviewing theirs and by that time when we can um Yes, then we'll definitely we can look at opening it up to any outside uh >> Yeah, I'm sure. But I'm talking about now and and

077in the last year why that because I went to visit Spalding what a year ago maybe longer than a year ago that I went to visit Spa over a year. So, I'm not sure how long it takes to look at individual ones that specifically show that we have a shortage in in Hawaii to give to give our teachers or our those that want to go into counseling an opportunity to get that program and get it at an affordable rate at a flexible time that they can do it because we don't want to take them out of the classroom because we need them in the classrooms as well. So, I think those are areas of of my concern. How many teachers would you say that you have spoken to personally that are opposed to the out

078ofstate program? >> When you say opposed to the out ofstate program, it's not that they're opposed to any programs. It's just that there's a lot of things that and it's not even the out ofstate ones as well. It's just uh issues that are coming through where we're talking about the quality of uh people coming through the programs because we know that you know again um when we look at um >> sorry >> okay let me just stop you right there because uh to be a to put a moratorum over it which is the point that I'm making is so dramatic um and really it closes off any option of any further discussion You're putting a hold on everything for it to be a moratorum during as my colleague had said we are in a teacher

079shortage crisis a crisis. This is as worse as our state has been with the lack of teachers in the classroom. And so right now what you're doing is you're telling the teachers that are within this process that are coming up on their third year wanting to go into their fifth year that okay all of the work that you have done we're just going to negate it. We're going to throw it out the door. Doesn't even matter. Maybe you can start all over again. And so right now we have classrooms that have zero teachers in them. They don't have a sub. They don't have a EA. They have absolutely nothing. So, do you think it's better to have a teacher that's going through the process or no teacher at all? >> So, for the ones that

080are going through the process if they need to uh if they come to us and they ask us, there's things that we have in place so that we have issued forth um emergency hire permits. We do look at it case by case. So, there is a process for doing that. When you ask us, >> my question is, do you prefer to have a teacher that is going through the process or no teacher at all? >> Well, definitely somebody who's going through the process. >> Okay. Well, when you put a moratorum on this program and you're not supporting to extend it for 5 years, what you're saying is that their third year they're done. That's what you're saying. And so now we're going to be left again holding the bag with students having zero teacher, not

081even a subnow, nothing. As opposed to a teacher that's willing to spend the money, go through the programs, check off all the boxes that they're being told to check off, having to invested and committed all this time, all these resources, all of these of their own money now. Of their own money. And so now we're telling them the three years that that's it, that's all you get where there are systematic issues that are uh that are out of their control. We're doing everything they're telling them we're telling them to do and then at the end of the 3 years we're saying, "Oh, we're just going to pull the plug where I'm not necessarily sure if you understand the crisis that we're in." And it's very unfair to these teachers that are going through the process

082to tell them, "Okay, yeah, thanks for everything, but uh nah n we pulling the plug." And so, uh, these teachers that are going to this program, at least in my community, which is very cultural, which is is very close-knit, that if the students grab on to you and they like you, we want to keep you forever. And so I would hate to see any of my teachers that are currently going through the process in my district have to leave because your guys expectations and your guys standards and your guys rules and your guys wish list is not being checked off the box. Because the fact of the matter is is that we are in a time right now where we have to make adjustments and you guys are the only ones that are not adjusting.

083The legislature is adjusting. The teachers are adjusting, the parents are adjusting, the students are adjusting, you guys are the only one that is not adjusting. And so I don't know where exactly and and I'm afraid to have you answer this question because I feel that you have been very indirect with my colleagues and on this committee. Uh the fact that you're not here in person shows that you're really not taking this serious. I have people here in the room that are also here in person that have been nominated. you are the chair and you're not even here in person which shows me that it's just not that important to you because what's when it's important you show up and you let everybody in the room know that you are taking this serious. So you not

084being here in person is not signaling to me that this is important for you. I'll just say that chair. >> Okay. Um members I'm going to say let's u move on to the next nominee. We have a number of been waiting, but I did say I was going to bring up HSTA to just comment on this um grant. I think this grant is very important. I think it's important to um be able to compensate um our are our EAS or our teachers sobbing um or student teaching. So, can you quickly um you're asking specifically I'm sorry, good afternoon, senators. I'm Andrea. the executive director at HSTA. >> Yeah. Specifically on this ground, it see makes it seem like HSTA is just being the being the stop gap in that. >> So, we have not been

085able to move forward because the plan sponsor is unwilling to recognize that once they become student teachers that they should be moved into our bargaining unit because they'd be doing teaching work. So, they'd be preparing for delivering instruction assessment. They want to keep them in bargaining unit three which is educational assistant different type of work and so we've been unable to move forward in that regard. >> And how long have you guys been arguing this point? >> Months. Yeah. I I I'd be more than happy to provide the consultation letters that have gone back and forth if the senators would find that useful. >> Okay. Appreciate that. Thank you. >> Thank you, senator. >> Okay. With that, we're going to move on. Uh thank you, Christie. Uh and decision making will be at the end

086of the agenda. Uh we are moving on to GM657 submitting for consideration confirmation the Hawaii Teacher Standard Board guminatorial nominee Katina Sores for a term to expire 6:30 2022 and uh we have Keith Hayashi from department DOE testimony um that in person no one here. Okay. Anyone else wishing to testify on GM657 hearing? None. Uh, Kina, welcome. If you want to open with some remarks, welcome there. >> Sure. If you can hear me. Okay. Um, I've had the honor and privilege of serving for about a term and a half and it's really important to me to continue because I'm one of the few representatives from a neighbor island. I'm also from a Kayapuni school, remote area. Um, and I think that it's really important that we are remembered in all of the strategies that we

087are using, including um, teacher recruitment. And I think that um, my knowledge and skills um, from being from a remote community are really helpful to the board in considering um, alternative ways that we fill our um, teacher shortage and other um, areas that the board is responsible for. for me growing our own because not everyone is going to move to Mokai and even the people that do come in from the outside tend to not stay. It takes a very special person um who loves Mokai to be there. So um vetting our teachers and making sure that we have quality people in the classroom to serve our children is really important. And um as much as I want to fill the teacher shortage, at the same time, I want to make sure that we're balancing the

088um I like to say not opening the floodgates, but also be a gatekeeper, keeping a balance there. Um I've seen on the opposite side through investigations and things how um we've allowed some people to do harm to our students when they're not properly vetted. Um, so I think that it's really important that we we find a balance in filling the the shortage while also having high quality um for our students that they deserve. Thank you. >> Thank you. Uh why don't I go get started by saying that you have been hearing our questions and the the concerns that have been raised especially about the Kauni program. You've heard from testifiers their concerns. you have been serving on the board and so what is your take on this based on what you've not just today but

089before your committee before the um board earlier in in the year? >> So I I'll just speak frankly because that is my committee. Uh two things. One is that if you ever um work within the Kauni community, you're not going to get it's very rare that you get 100% agreement on anything. there's different um dialects, there's different um perspectives, if you will, on what Kauni education should look like. So, it's really difficult to have everyone 100% on board. So, I will I will just say that. Um the second part of it is that there were different people available at different times. my understanding of the previous conversations, there were collaborative conversations and um the group that was present that agreed on it um thought it thought the statements were fine going forward and then when

090people who weren't present were um went back and read it then they weren't comfortable with it. So that's when the opposition um was there but recognizing the opposition we asked that it was deferred and go back to the work group and I feel had we had the meeting um that was canceled due to the storm we would have come to an agreement. I think the the work groups work collaboratively and I was actually able to meet with them um two representatives from the work group that were chosen around the language and I I feel like it would have moved forward and been fully supported by the Kaiponyi community. >> Are you folks prohibited for calling emergency meetings? >> Um if something is so important is that you can call an emergency meeting, right? I mean

091you just got to give notice. I believe. Yeah. I'm not sure on the specific rules. I think we have to have like the um what is it called? Like a pig group. Um but I think the the work group is separate from our HTSD. So I was actually not part of the work group. I just spoke. I'm talking about the teacher standard board because the meeting was as you said the meeting was canceled because of the weather but you could have called an emergency meeting to take up some of those important issues that got deferred instead of waiting until the next meeting right >> possibly I I wouldn't have been able to I don't know if you saw with what's happened on Mokai lately but we you know went without power and flooding I would

092have not been able to participate in the meeting. I understand, but there is that option to have that. And I'm just bringing that up because we are in a crisis and we are in an emergency. So, we really want to do that. You know, it's one thing we're talking about Hawaiian standards and the working group, but I think what I've heard from from those that have testified and others is that it's the process of the licensing, the process that the board is requiring some of these hoops that have to be jumped through that probably does not affect whether or not they're going to be um qualified in the classroom. So, how do how do you respond to that? I again I think it's a balance. I I know I spoke with a couple of you

093individually. Um it it depends on your you know your as an administrator I take personal responsibility for my employees and my teachers. So I definitely take the extra time in making sure cuz I have I actually have a Kaya pony teacher in this situation um has a permit and everything and so I do consult with with them myself and it's me guiding them through go this way do this you know these are your two options and making sure that they're following the process properly. not everybody um has that support. So, um or you know doesn't do their due diligence to read through all of the steps that are required. So, um I think that it's going to require again more collaboration with with the schools and HTSB and the DOE to make sure that and

094the EPS for sure that these teachers are being supported. Not every principal has the time or the opportunity to meet with every potential candidate and make sure that they're on the right path. I have a small school and like I said, you know, only so many people live on Mokai. So, we want to keep them and and train them and grow our own. So, um I think it's my responsibility to make sure that they're successful and get through the qualification process. >> Our colleague um Senator Decoy certainly advocates for to grow our own especially for Makai. So, she's one of the advocates there. Uh but in the sense of these individuals um having having to to go through some of these processes, you don't see any flaws in any of the processes that the board

095has been been um following and and and been kind of kind of strict on that there's not any any need for you folks to review some of that at this point. I I think you'll see through the next meeting that whatever um flaws or course correction that needs to happen has happened and we'll do better moving forward. Again, I think part of the um there is sort of a change in philosophy around Kauni education. I think um when it started and the permit was first introduced, it was all about going through Kauni programs and you know learning the language and the pedigogy and all of that in um without lack of a better word just um an immersive culture. And now that the the need for more teachers is there, we have to expand those

096opportunities to include some English programs and allowing those who are able to speak to go through an English program and then add the license later. So I think there's been sort of um this the same thing finding a shift in what's needed and then you know the ideal would be that all of the teachers will go through this um this perspective and program that's deeply embedded in Kauni education but that's just not the reality. So we kind of had to broaden our what's what's allowed. Um and so I think that that shift has happened and um it should be fine going forward. >> Well, I'm glad I'm glad a shift is happening. I didn't necessarily mean it only for Ka Puni. And I meant it across the board that if there are obstacles that you've

097been hearing from the from your your potential lences and so forth and potential teachers out there um and current ones uh that you folks would be reviewing some of the processes in and the hoops that you're requiring them to to jump through. So I would hope that that is also part of that and if you could uh provide us with some of these um shifts that will be taking place we I'm sure the committee would appreciate that. Thank you members Senator Aort. >> Thank you so much for uh being with us you know and thank you very much for your transparency and I I'll say this for you and for the other nominees that are about to um come up on our agenda is please be as transparent as possible. Um we're really not looking

098for rubber stampers. We're looking for people that are going to not just challenge the system but take a realistic approach and actually bring solutions and not criticize other programs or other methods or other ways. Um th this this word crisis should be blaring in every educator, classroom, faculty, admin everywhere. Um, and so I just wanted to say thank you very much for your transparency and um, I think we definitely need a shift uh, not just in membership but also in leadership as well. So uh, thank you very much. Thank you. Thank you, Chair. >> Thank you, Senator Hashimo. >> I guess one quick question for you. You know, I think you've heard a lot about our policy discussions and with the with the chair. What what is some of your thoughts on on tackling some

099of the policy shifts that need to happen? And I know it sounds like at least in the Kaipuni side that policy shift is happening. What about some of the other things? I know we discussed some of the policy things that I'm concerned about. Do you do you think that the board is is going to be expeditiously taking on some of these things knowing that the the urgency that we have here? >> Yes, I I believe so. And I think that um there's been enough attention to it lately that um it has risen you know to the level of needs to be addressed uh sooner than later. Um one of the the moratorum for one u might be something that needs to be discussed sooner than later. I do know that um one of the concerns

100that people had was like um felt like was a roadblock from the board was requiring like the and We we adopted the um language from the NC SAR which was basically like the consumer protection and people felt like it was sort of putting up a roadblock or asking for more accountability but really it was to make sure the things that I was saying that all of the people enrolling in these programs are are doing the due diligence and the EPS are doing their due diligence to notify them of exactly what programs will be accepted in our state and which ones aren't. And so I think a lot of the shifts that um we're hoping to happen are actually happening in the background and um you should be seeing some some changes over the next few

101months. >> Okay. Thank you, Chair. >> Senator Fukunaga, any questions? >> Nope. Thank you. Uh thank you. Thank you very much. Um, we will move on uh to the next GM um GM652 submitting for consideration and confirmation to the Hawaii Teacher Standard Board Gumara nominee Jonathan Gillantine for a term to expire 6:30 2027. And uh I don't have anybody signed up to testify. Is there anyone here wanting to testify on this measure? If not, we're going to ask Jonathan to come forward and we appreciate you being here in person. Thank you. And and I know Katina on being on Mokai could not be here. So, but thank you. So, you're welcome to make any remarks that you >> Thank you. Aloha, Chair Marcato Kim and Vice Chair Hashimoto, members of the committee. Um, it's important

102to have this opportunity for me to serve my community by representing them as a member of Hawaii Teacher Standards Board. I was impressed in both of my interviews about the call for collaboration. Um and I as a teacher I'm retired now but as a teacher I did gain a lot of experience in collaboration in terms of uh various things facilitating professional development joining with other teacher leaders in forging new initiatives conducting and publishing research advocating for teacher leadership and early childhood education in public media and even shifting from a perspective of confrontation with a recalcitant three-year-old year-old in the classroom uh and figuring out a win-win. I was it was very uh satisfying to do that. And no, there's no one I'm not calling anyone a three-year-old in this in this work that I do

103now. It's just um occupational hazard from my days in the preschool classroom. Uh collaboration serves us well as we seek to fulfill the work of teacher lensure and I kind of did some research. Uh, uh, College of Ed seeks to be a place of learning that sustains a collaborative community. Leeward Community College has a core value relating to collaboration. HSTA strives to collaborate with community to ensure quality public education for Hawaii's youth. The Hawaii Department of Education mentions collaboration in its strategic plan. And of course, OA teacher standards board uh their mission is to collaboratively set high teacher licensing and credentiing standards. And so it's my desire to um bring my ability to collaborate to the context of the work of Hawaii Teacher Standards Board. >> Thank you. And we certainly appreciate your willingness to

104serve again. Yes. having served on this board uh many years ago and uh certainly times have changed and things have changed. So certainly your background and your experiences can lend to this. Um you've been you've been serving during the interim correctly? >> Yes. Yes. For how long now? How many months have you been? >> Um I think when I was excluded the question you had about my attendance uh April last year uh the director of boards boards and commissions uh said that I I could be interim from that point till now. >> So that was what month again? >> That was April. >> So from April till now you've been attending the meetings. Okay. >> Well I I skipped the April one and continued. >> Understand? Um so based on that have you folks have

105the board discussed openly the moratorum on the apprenticeship? >> Yes and I asked >> I'm sorry not the apprenticeship but the mortorium on the eps. >> Yes. I asked some questions about that. Uh and what I learned was um um just to be clear this still allows initial state approved programs or add fields to continue to submit. if they want to add something, they can do that. But what the board staff that has had the challenge of I'm going to give five quick examples uh of things that they've kind of had to clean up. One, Mainland Educator Preparation Program, I'll call them EPS, uh declared bankruptcy. And so we kind of had to scurry and scoop up all these um teacher candidates who had nothing. they were they were stuck helping them find an alternative

106program or another place so that they could indeed complete a program and get to the classroom. Secondly, um there was an instate program recommending numerous teacher candidates for lenture fields for which they did not have approval. So in uh in terms of an audit, internal audit, this became um noted and it took a lot of time to sort out because they weren't really happy about uh the the situation us saying well you're not approved for that. You know when you submitted your documents originally you said we're going to do these fields and now you're trying to put them through in these other lensure fields. Third, um, a mainland EP was providing incorrect information to its candidates, which meant they spent more time and money to complete the program that was unnecessary. So, our staff had

107to sort that out uh through go through the data, interview the teacher candidates and get some straight answers from the EP. Fortunately, it did come out to a workable solution, but um it took a lot of time. fourth uh endstate EP that had submitted a program for approvals when we said we need um course syllabus we need some assessment information about the classes that you're offering in this program they said uh we respectfully decline with no explanation to me that's a prime example of someone not willing to collaborate when this is clearly um you know we ask for things similar to what they have to submit when they're being accredited and quite often l across the mainland licensing authorities in different contexts work with accrediting agencies to say okay yeah we have to do this

108first to get them approved and then as the years go by they get reacredited based on that same data and finally um sometimes data from accreditation strategies don't match what is on file with us and so that takes time to um sort through and get cleared up. Um and what I'm saying is here all the time it took to fix these things yes could have been given to those um outofstate programs that are interested to come in like you mentioned Spalding but because people are not being careful I I'll be uh I'll be polite they're not being careful and so we have to say um you know this is what the expectation was that you agreed to and but you're not fulfilling your part of the bargain and so let's fix this so we can

109move forward and not have these problems. >> I certainly understand that and I certainly understand that it takes a lot of time and and we do have bad actors not just in this area but throughout throughout the state in in many different professions and stuff but to then penalize everybody for some of the bad actors like in the case of Spalding did they not turn in the syllabus? Did they refuse to turn in information? >> Um I to my knowledge Spalding hasn't made inquiry yet >> because they were told there was a moratorum. >> I I don't know. >> Yeah, that's my understanding. So that's that's like the chicken and the egg, right? Oh, well they didn't apply or the teachers that got the degree got their certification from Spalding but were told >> they

110said oh >> Felicia said oh that they they didn't even apply. Well, they didn't apply because they were told they couldn't. Right. So that to me that's disingenuous when you say oh they we didn't get any applications or how how can they even put in when you're saying that it's a mortorium right so they didn't even have the opportunity but it concerns me that we're putting a moratorum across the board and not even looking at those areas that we have shortages in that we really maybe should consider a couple of them because you know excuse me they're they're not all bad actors and you are going to have bad actors no matter if you have moratorum or questions. >> Um, thank you. Thank you for being here in person. We always appreciate that. Thank you

111for making the time carving it out to be with us. Um, I noticed on your resume that you have served on both uh HSTA and HTSB. Uh, and so you come with um a wealth of knowledge and experience which could be good and it could not be good. Um, but let me ask you this. uh what specific changes would you support to either expand the pipeline um or remove barriers that conflict with traditional standards cuz I think it's fair to say that you are a part of those original standards. >> I would say um as as we sift through some of these as Senator mentioned bad actors um being able to open it back up again um as I'm not sure when that can happen but the the end of the moratorum is this year.

112So when when that comes available we'll be able to say yeah doors open um bring your inquiries and we can start the process of give us your letter of intent your plans documents relating to say the counseling program from Spalding. Do you think it's fair to potentially um push up the moratorum discussion on a closer date agenda to see if that might be something maybe >> I think Dr. Soros mentioned that I think uh it's it's worth a conversation with the board. Yes. >> Yeah. Yeah. I definitely think um you know any kind of barriers we can remove um would do one of two things. It would give uh the people that are within the system or want to be in the system hope that there is um a pathway >> uh into solution driven

113programs. Uh and and then also it will um I guess uh the ones that are currently here it will also give them encouragement to kind of stick with the program basically. Um so I think that you know that would see being an important move is lifting the moratorum. I think if enough of the board members um make that request that it might be possible. Very good. Thank you. Go ahead. >> So I guess at this point you know what is what is your feeling of the legislature getting involved in what has traditionally been something that the standards board has you know been tasked with doing? For example, you know, I think the legislature is being asked to revisit the emergency hire situation, right, from 3 to 5 years. That's traditionally been in the realm of

114the standards board. And I think you you you put in your your your um questionnaire that, you know, you've been through some of the executive sessions, right, for fourth year permit. >> I think when I take a look at your agendas, you know, there's there's number of executive session things that are happening. And I don't know what signal that really sends to people of you got to come before the the standards board and go behind closed doors to really make your case to get a fourth year versus making a you know more administrative pathway with with clear parameters. Um I think because of that frustration the legislature has been asked to opine and and create a law. Um I don't know what what is your thought because my thought is that I would think that

115that's in the standards board um you know job description but when there's a failure to act then the only place to adjudicate that is coming back to the legislature now we we're kind of starting to take your job and how does that make you feel and what do you think where does that put the standards board? I think it's a partnership um because you hear from the public when we don't necessarily do. So coming coming together to say this is an issue but also the EPS play a a role in that. Uh if they're not able to get their people through the program in the five uh the 3 years then that becomes a problem. For the most part, I would say that executive session doesn't really have to do with folks who are asking

116for um an extension. And we have had upon occasion someone someone saying um I'm requesting a suspension of the rules because I'm coming to the end of my three years and I'm not going to finish. I need one more semester or I need additional time because of uh health concerns. Maybe it's family health issues, but typically the executive um session items are where people have um violated, you know, uh been inappropriate with KSA, let's let's say, or they were terminated, but they're not recognizing the termination. So it's more that that kind of a situation where we do have to protect their confident uh privacy and and keep things confidential. Um so the board is open to looking at those cases where the individuals are saying yeah I'm one of those people that needs more time.

117Three years is not enough for for whatever the reason is. And so we >> But doesn't that take a suspension of your rules to allow that to happen? >> Yes. Yes. And >> and why so so do you feel that that's the best way to approach it is just having to suspend the rules to give them the fourth year? >> I I think that because most people can complete their program in three years that looking at it in those instances on a case by case rather than saying uh let's let them have five years to complete the program. The more quickly they get through. Of course, we don't want them to do it in one year because it does take time to learn content, pedigogy, and those other kinds of things. By setting a three-year

118target, we're getting them better prepared rather than to say, "Oh, take your time. Five years." >> You're getting better quality. >> So, what if they don't decide they want to go through the process until you're two or three? >> Um, I don't >> You're an emergency hire, right? And then you're like, "Okay, well, I'm just going to do emergency hire for a year." Then you're like, "Okay, then you know, maybe at that point I want to start the the teacher prep program maybe at year two or three." >> My understanding is that they have to show progress all the way through. It's not like they get to wait until year two or three. They have to show that they're they've started. >> Is that in your is that in your admin rules or in your

119policies? >> I can't quote chapter and verse on that. Okay. Well, get back to us with that. >> I understand what you're saying. Yeah. >> Because that's what if you look at what's moving at the legislature, your four and five, you have to show progress. >> Okay. Thank you, Char. >> Yeah. So, just to follow up on that, um I've been hearing that and and even for me, I mean, two years is not that long of a time and especially >> and I I don't mean to, you know, discriminate against sex, but for women, there's a lot of issues. you know, there's there's pregnancy, there's children, uh there's a lot of things that that we go through that we may have to take some time off. And so three years and it's not just the

120number of time, but it's the it's the stress knowing that you have a three-year deadline and you're coming up to the deadline and it it works on your mind and your stress, added stress that I I got to get through this and then yeah, then they got to go before the board and ask for an ex extension, not knowing if they're going to get it or not. So all of that you have to hope the board will understand that plays on on on the the whole uh the teachers um stress level you know on being in the classroom and and not having to concentrate on some of these other areas you know so how do we give that even if we give an extra year then they don't have to come before the board because

121a lot of them don't know if they want to embark on this whole program they'll come in as a sub or they'll come in as a temporary hire and then make the decision a year later or two or get convinced. Some principles have to convince them that they should do it, but then that time the clock is already running. You see, so I hope that that's something that you guys will look at. >> I I don't know the answer in that particular case, but it makes sense to me that there would be provision for leave or or a break to say, "Yeah, hay." So, what are we going to do? >> There's, you know, there's deaths in the family. There's all kinds of other situations. So again, I mean, what's so hard in in letting

122somebody get their credentials in four years? I mean, yes, we want them as soon as possible. We want them in the classroom, but at the same time, if we don't give them the extra year, they might not be in the classroom, right? So, I mean, again, that's that balance. Yes. You know, and is it four years or five years? I mean, you know, but I think that that's the flexibility we're looking at from the board. >> Yeah. Picking the right number, I think, is the issue. >> Yeah. but you know trying out and saying okay here we're going to extend it to four years and let's see how this works out right but at least giving some some alternative um solutions to help the situation. >> Sure. >> Yeah. >> Okay. Anybody else any other

123questions? If not thank you very much. Appreciate you willing to serve. >> Okay. We are now on and I'm sorry this is taking so long but you know this is important. This board is important. It's important to our students, important to our schools. So we we really want to to be able to talk with you folks. So on GM509 submitting for consideration and confirmation the white teacher standard board gumatorial nominee Kumari Moss for a term to expire 6:30 2029. And we have uh Keith Hayashi testifying in support. Hold on. Kumari getting testimony first. Hold on. Okay. So anybody from DOE? No. Okay. Uh Wendy Akioka speaking. Um >> no. >> Okay. Um anyone else wishing to testify? Okay. Now come on. You can come. >> Excuse me. >> Yes. >> I have another Sure. Are

124you going to need me anymore? >> No. >> Okay. >> You're welcome to go. Good afternoon, chair and vice chair and honorable members of the committee. My name is Kamari Moss. Um I have 11 years of administrative experience um in high school, um middle school, and elementary. Um I've also worked in private, um charter, and public school. and I like to think that I'm a a good judge of um selecting talent um as the principal of my school. Um I am honored to actually be considered as a nom a nominee for this position. Um I think that we are definitely in crisis. Um there's evidence right that uh we are in crisis with the um looking at J1s outside of our country to come fill vacancies that our our schools have. Um with that being

125said, we have to treat the selection of our teachers a little bit differently. Um, in my experience, we are left with um having to fill no matter what because otherwise we don't have students in our classroom. And that's at a school that's pretty highly sought out. And in the last three years that I've been at my school, um I've definitely seen a change in the candidates that um are coming in. You know, it used to be at the beginning where um there's a lot that wanted to come teach. And I'm not sure what the reasons are, but we have as principles, we have to figure it out. And um you know, in my former position as Red Hills principal, um figuring out was kind of my my thing, you know, with you know, trying to

126figure out how to educate students in a distance learning fashion. Um water crisis and all that kind of stuff. Um I I do I do feel like puzzles can be solved um with communication, respect and dignity towards um other institutions and organizations and stakeholders. I do think that it takes everybody involved. Um I'm not opposed to um tackling hard situations at all. Um I think thinking creatively is something that I do very well. Um and I hope to bring that to um as a member of the board. >> Thank you. Members, open to questions. Senator Hashimoto. Okay. Um why don't you just share I mean I know we we we've talked and stuff and so and you've listened to a lot of questions that have gone on prior to you. Um do do you have

127any comments as to you know some of these issues that you feel that perhaps the board needs to re revisit? >> Um I think that everyone is unique right in the different locations on our on our islands and there's not a one-sizefits-all. I think if we were working in an ideal situation where we weren't um pressed for candidates that are qualified to come teach at our schools, we can definitely apply these rules like and that's ideal, but we're not in an ideal situation. And we do have to look outside the box when we're trying to get people to come in in hard to fill areas or geographic regions when, you know, even incentivizing those positions aren't enough. Like they come for a couple years and then they leave, right? Um and it's hard to keep

128them. But we need caring adults in in areas that um are hard to fill. That's if you even have people wanting to come to teach. Um but making it difficult um makes it even harder for us as principles to have good caring adults in our schools. Um I have an example of a J1 hire that um she gets high blood pressure every time she has to come talk to me because she can't pass the practice which is not in her native language. Um, but it makes it difficult because we're trying to play by the the rules and requirements that um allow us to hire folks like this. And she's awesome, like really really good with our students. Um, knows her content, but just has like these few points she has to get over to pass

129the practice. And um, my heart just bleeds for her because there's nothing I could do because those are the rules I cannot change. Um, you know, there's times where we've hired from other organizations that don't have the same type of stringent rules and they they give me blood, sweat, and tears every single day. Um, and so I appreciate people like that, you know, and I I do think that I'm like I said earlier, like I I I really pride myself on finding good talent and like Dr. Suarez had said, um, I take full responsibility for the ones I hire. Um it's sometimes the ones that come in and aren't doing such a great job that we have to utilize um our own systems to to you know figure out what is the best thing for

130them. Um but we have access to those things. Um we have the ability to do those things. Not all principles may have the same um I guess uh selection process. I don't know how else to say it, but um it's one of the most it's actually the most important thing that you can do within a school is is hiring the right people. Um sometimes we don't have the people with the full credentials to actually hire because we're not in an ideal situation. But um it makes it it makes it really difficult when um when we have to say goodbye to just start all over if if their term is up. How how many times can one take the practice? >> Um, a lot of times as long as they'll pay for it. >> What does

131it cost to take the >> Oh, I think like about $90 each time you take it. >> Yeah. >> No, somebody's taking the You have an answer to that? >> It's It ranges between 90 and 180 >> depending on the test. >> Depending on what the test the type of test >> type of Oh, they can choose. Oh, depending on their area of of activities that they're going into. I see. And then they have to do it within the three-year period. >> Yes. To to take that test as well. Okay. That's another fast. >> It's another stressful thing. Taking tests is not always easy. Okay. It doesn't necessarily measure, you know, how good you'll be in the classroom. >> Questions? No other questions? Okay. Well, thank you. >> Thank you. >> Okay. Thank you. Uh

132our next gubinatorial nominee is GM654 uh for consideration to the Hawaii Teacher Standard Board, Daphne Okunaga for a term to expire 6:30 2022. Aloha Daphne. I am going to call and see if there is anyone that uh wishing to testify. Um Keith Hayashi seems to not be present although in person. We've had we have 14 in support. All of these names I'll read off. If you're here, you can come up. Uh, Linda Furuto, uh, Brandy Yagi, Don Taba, um, Tammy Yun, Reena Rabago, Dana Tanigawa, Leanne Lane, Lane, Satak Satakara, Malama, Malama, Ada, Blake Oiro, Joseph Hoffman, Sean Kanoi, Christina Rossman, and Patricia Ishihara. All in support. Anyone else wish you could testify on this measure? If not, Daphany, welcome. I know you're on the mainland. I don't know what time it is there. 5 hours

133difference, I think. Is Texas 5 hours or six? >> Yep. So, if you hear my stomach rum rumbling, I apologize, but I haven't eaten dinner yet, and it's uh 7:50. Um, but I I'm so sorry that I couldn't be there in person, but uh we are here with the state math team at a math conference seeing how we can move math forward in our own state >> and she did tell me in advance that she was not going to be able we weren't able to move the meeting. So appreciate you >> and our state isn't paying for it. The Dana Center paid for us to be here and we got the ethics approval. >> That's good to know. Thank you for voluntary. Yeah, you understand what's going on with our travel moratorum. So thank you.

134So, opening remarks. >> Um, thank you. So, after starting as an emergency hire at Pearl City, I was there for 19 years teaching math and business. And in reflection of this moment, I don't think I fully understood the um the teacher shortage uh because I was kind of uh shielded from it at Pro City. We we don't have a huge amount of turnovers in most of the years that I was there. Uh but now that I'm at P20 and I'm you know visiting nonawahu schools and I'm talking to other schools across our state and our pathways work um I it was just mindboggling to me um the shortage and while that is not great news I also see um huge potential for our state um when things when people are collaborative you know the dive

135into education event by the way you're all invited next year um the dive into education event um you know is is Um so was started by Tammy Unun at Pro City High School. Um but has evolved and now um Hawaii P20 is involved. You know all our EPS they they do the college fair. They provide speakers. The department of education um is very supportive in providing speakers. HSTA um you know uh helped us to get our keynote speaker this year and provided supplies and support. Um the so sorry um HTSB also was supportive and HA. So, you know, when you have all these organizations that are coming together to both um support monetary and timewise, you know, you can see what an what an amazing event the dive into education could be where there were

136about 240 students um you know, that are at our public schools now either in a teaching as a profession field or program, sorry, excuse me, program or um in a edrising club and they're excited and you know, they want to be teachers. just to see that synergy that can happen if we all rally around you know this one um issue together gives me hope for you know what's in years to come but the current reality is that we are in a teacher crisis so while I would love um you know that all our teachers are highly qualified I know that I started out as not one of those um and I know the level of support that it took me to get through that program because my first priority was, I'll be honest, was not

137in obtaining my lensure. I was super stoked about getting to work with the kids. I wanted to help coach soccer at Pro City. I not for I'm not sure why they let me, but I ran graduation my first year. Um, so I was really busy in those first couple years. Um, and I and again, honestly, I wasn't so worried about the lensure. I was worried about the kids that I was facing every day. Um, and so when I decided I did decide within that first year to go for it, um, I was lucky that I had parents, right, and um, that are former educators to support me through it. Pearl City High School had a tremendous amount of mentors that were willing to work with me. Um, but a big part of it, honestly, would

138have been money. Um, I don't know for a lot of folks, you know, it to pony up your own money while not earning a great amount as an emergency hire, I think can be a struggle. Um, and so I know what it took for me to get there and get it done. And so I worry about other teachers who are going through the same. Um, so I don't have a whole lot of solutions. You know, I'm very very new to the board. Uh, I know I have a lot to learn, but I'm looking forward to committing to do that work with our stakeholders and the board. >> Thank you. I think that's what that's what as legislators we hope that you will, you know, look at some of the issues that you've heard and be

139willing to roll up your sleeves and try and see what areas we can improve. And um, were you able to finish in three years? >> I was. >> Get your three years. Did you find that difficult? >> Yes, but I also was able to finish within three years because University of Phoenix allowed me to start I think like the month after I applied. Uh and University of Phoenix is no longer one of the ones that uh provides lensures anymore or provides I mean sorry does the program sorry an EP anymore. >> Well, I think your perspective is going to be welcome on the board because we want to be able to hear from from all walks of life, right? what are the issues? And again, as it was brought up, the one size does not

140fit all. And I know it's hard to to craft a program that will take into everybody's situation because that's not possible either. But there still needs to try to aim towards some kind of um system that can address the majority of the concerns and issues that's out there. Okay, with that, any questions? Questions? >> Thank you. Thank you for joining us uh online. Um you know and just thank you for your time in meeting with me in my office. Uh that was uh very uh generous of you to give of your time. Uh and there was a few things that you had mentioned in our meeting that to me was very refreshing. One of the statements you had made was uh education has to modernize and that was something that is uh very much a

141reality of where we are at and also you had said uh now is the time to change what education looks like. So you have a very forwardthinking vision um and I think that that's going to be uh a huge value uh to the board if you um move forward in this process. Uh but let me ask you as far as teacher readiness is concerned um from your experiencing your experience mentoring and uh working training teachers what does classroom ready mean to you and where do you see like the biggest gaps today? Classroom ready right they talk about teaching is as both a science and an art. So I see the science part of it as you know get going through um the EPS and getting your lensure right which is what we all want but

142if I had to pick between the two for me teaching is more of an art because I can have all of this knowledge in my head but if I can't reach students if I can't build relationships where they trust me to want to learn from me it doesn't matter what I have to say I can just stand up there and talk for the entire hour and 19 minutes and by the end when they leave if someone were to ask them so what did you learn today there's something like I don't know right and and I don't think that that's particularly effective so both of them need each other but if I had to pick one I would say that it's art because I fully believe in um teachers building relationships and I think you and

143I both talked about right especially in schools like Y and I if they don't like you if they don't trust you if they don't feel like you believe in them and you know you're there for them then they don't care what you want to teach them they're just going to they're they're just they're not going to be ready for it. >> Yeah. And thank you for mentioning that particularly. Yes. In my area, uh we have a sub right now that's filling in for one of the teachers and she's a longtime community member. Her family has lived there for generations. And I tell you, those kids, they fall in line. When she walks in and she says listen, they listen. Uh so to me, that creates not just culture, but it creates a relationship that's already

144grounded in community with culture and with understanding. Um, and I will just preface my my closing remarks with um uh I will brag a little bit that she has great work ethic because her dad was uh principal at Wai High School. Her mom was teacher at Lehoku uh elementary. So uh she is uh she got her grit from Wii. I'll say that. Thank you chair. >> Uh I just want to add uh Daphne, you hit the nail on the head because I don't care how qualified you are and how many times you pass the test. If you cannot reach the students, if you can't identify with them and they they don't feel that you care about them, they can't learn. They're not gonna learn. Yeah. They're gonna turn off. So, that's and that's something that

145I think the board has to keep in mind. >> Question. No question. Davany, we're going to let you go eat. So, you're somebody growling anymore, but thank you for taking the time. And I know the time difference, so appreciate you. >> I appreciate you folks taking the time. Thank you. Good night or good afternoon. Either one. >> It's almost night. No. Okay. Moving on. GM655 is consideration and confirmation for the Hawaii Teacher Standard Board gubernatorial nominee Natasha Nihip Pali for a term to expire 6:3028. And um she is not here. So um members I'm going to recommend uh we defer uh action until such time we can because I've not been able to um Anyway, too bad. >> Yeah. So, we're going to defer that. And so, we're going to move on to the next

146GM, which is GM submitting for confirmation to Hawaii Teacher Standard Board nominee Dale Araki to for a term to expire 6:30 2022. And we have Keith Hayashi who's not been present in support. Anybody else wishing to testify on this measure? Hearing none. Um, Araki, Arai, please, Dale, you've been waiting patiently, so thank you. >> Thank you. >> And please, you're welcome to make opening remarks. >> Good afternoon, um, chair and vice chair and board members here at the Senate. Um I'm humbled and blessed to have this opportunity um to serve as um on the Hawaii Teacher Standards Board. U my background a little bit um before I I move forward. I grew up on the island of Maui. Um so I I am a neighbor islander that understand um neighbor island things. Um I started

147my career out in Wii. Um 14 years at Kamali Elementary. So I understand um I was a teacher there. um the the population there and how hard it is um to fill the positions. I was there as a vice principal, served um for about four years or so. uh moved on to W Pahu Elementary um and for seven years as a vice principal and then um given the opportunity to serve at Po Elementary for 10 years and then um unfortunate circumstances allowed me to serve now middle school at corner nako. Um all of these has prepared me. Um I have a wide a wide range of experiences. Um understanding the teacher shortage. Um understanding the process um understanding the collaboration that you folks are are looking for. Um everywhere I went um there are three

148things. Trust transparency and grit was followed me in everything that I done. um from my father and my mom to the trainings that I provided out at Wii U Pahu and Po and now at Kona Nakoa. Um so that that building that relationship is is the key. Um taking over Kona Nakoa from the sudden passing of Principal Victor. um that showed how much relationships really really is important and it is um one of my priorities uh wherever I go and whatever I serve in is building that relationship. Teaching here in Hawaii um takes a special person to understand the culture, to understand the ethnicities. Um and so just the the avenue and the journey that it took me to become a principal was one that wasn't very easy. Um it took many tries to become

149a principal and it is sometimes the right fit um for the job for the for the for the area. Um so not all the time, you know, you can have all the credentials you want, but if you're not the right fit, um things cannot work, you know. So as a principal you you you look for that talent you look for that fit and um you know as as being a board member here that's something that I would like to make sure that it is there that you know teaching is a profession teaching is um something that we don't want to just take for granted and we want to make sure that we have the best person inside the classroom that can serve but also one that understands Hawaii and understands our our our area. So,

150thank you. >> Thank you. Thank you for that. I think you uh said it correctly that it's so important that there's a right fit and even for principles that can understand the community that they serve and the culture uh in that because some of our our areas like Y and I like Kalihi there's some uniqueness you know the the clientele the students come from um public housing and immigrant families and they have different needs than other schools in other parts of the island. So we really appreciate that members question. >> Question. >> Thank you. Uh since you Thank you for being here. Thank you for being in person. Um since tough ones out there uh since you have worked so closely in your experience with teachers. I just wanted to pick your brain a little

151bit about retention and how maybe um HTSB can be a part of the solution. What do you think that we can do in that case or >> uh no one solution to it? Um sometimes incentives um you know you try to recruit for me I try to recruit local first and and the the grassroots and grow up um and I and I I think I shared this with um Senator Hashimoto that it depends on where you're at. If I'm at if I'm at currently at corn and aa um you know keeping retention teachers um is not the most easiest thing to do. Um, you know, you try to make sure one, you build that relationship with with with your teachers there and and you build a culture and so try to retain them is is

152is understanding the situation, understanding where you are. And so each area is different, you know, and the incentive although it has to go across the board there, like like previous people have said, it's not a one-sizefitit all and what works at Kona Nako may not work at Kamali or may not work at W I Inter um you know, it may not work at Dole or Kalakawa. >> Well, well, let me ask you in a different way then. um because we have uh more teachers that are retiring that are coming in. Um so and I don't think all of those retirees are necessarily aging out so to speak. Um is there anything that has shifted within the system that's causing them to take advantage of their retirement earlier sooner rather than later? >> It's hard to

153answer that that question there. Um you know if you I guess if we value education then we will do all means possible to keep teachers where they are where and it's not all about the pay you know but it it could be about incentives on you know to attract people from from the mainland providing them some housing because it's so expensive to live here in Hawaii. >> Um but it it is being creative and thinking out of the box what it is like I said it depends on the situation depends on the area. Um but you know teaching nowadays it's it's not all that gratifying. You you have to love the job and you have to love the kids to be there and you have to love to educate and so um you know making

154it attractive in whatever ways possible. Um a lot of it has to do with pay but you know incentifying it within your community as well. um just looking for ways to to keep and attract people to stay there. And and like I said, it builds the it's it starts with the culture that you build at your school. As a principal, it's it's what I do and how I um I interact with my with my staff and that that starts, you know, my track record speaks for itself. I've only been at now four schools and the fourth one was kind of was an ask to to serve there and and I I didn't want to say no to my boss and and in in a good way and it wasn't a forced way. It was something

155that I understood that I needed to serve in that school and I had a had a mean there. >> Yeah. Thank you. Thank you very much. Thank you chair. >> Thank you. you know the being principal is not an easy job and I acknowledge that and at the same time u many times retention retention of teachers are dependent upon the principal and the relationships and um and I hate to say it but I do have a school that I'm been told there are going to be 14 15 16 people leaving and because the principal and so it's it's it's very troubling when those kinds of things are brought to our attention and there's nothing we can do about it. Um and and we try uh we introduce measures but unfortunately you know those things are

156are very difficult. So we really appreciate the work that you've been doing. Um, I'm fortunate that most of majority of the principles in my district are are excellent and we appreciate, you know, the work that that you folks do and in making sure that we have teachers in the classroom that can understand and reach out to the kids and not necessarily the most qualified but certainly in the eyes of the students because they can relate to them are very qualified. So with that any questions? I guess you you've been you know thank you for sitting with us but you've been able to hear everyone else's answer so you have the benefit of that I guess from your perspective what is the policy direction we go from here right I I think I asked the same

157thing and miss um you know one of the previous candidates of as you know the the legislature starting to step in right we don't we don't necessarily need to step in but I think we're being being arbiter what's your feeling of where things need to go from here and what what's the role that HTSB needs to I any I kind of wrote down here um I see it as taking the strengths of of everyone involved. You know whether the legislature have to be involved or not. It's not so much that it's more how do we leverage at at corno in my in any school that I'm at I leverage the strengths of people and that's how I I don't look at it as as oh you have this weakness or you can't serve here you

158can't serve there you start with the strengths right and so the strengths of the legislature the strength of the HST um HTSB the strength of the DOE and collaboratively you use those strengths to our advantage. And perhaps then you can find the incentives that will keep teachers, you can find the the pathways that um prospective teachers can be educated. Yeah. And and you know, we all know there's no oneizefits-all, but it's super hard to adapt to every situation that you have and you have policies that you have to set forth in order to make sure you have some consistency. Um so I look at it as utilizing the strengths of all the stakeholders and come together collaboratively for the better of the good. >> Okay. Thank you chair. >> Thank you. You know that's so

159important. Sometimes though collaboration no matter what you do ends up not happening and so sometimes you've got to pass laws or rules or bills to to make it happen. So, but thank you so much to for your >> patience and for your willingness to serve. >> Thank you. >> Okay. And finally, we have GM 757. I guess we keep the best for last support. We appreciate your your patience here. Submitting for consideration and confirmation Hawaii Teacher Standard Board Gupanatoral nominee Logan Noito for a term to expire 6:30 2029. And uh we have a number of people uh GM uh GM757 Osatoule from HSTA in support. >> Aloha chair Kim and members of the committee to be president of HSTA. Uh you have so many great candidates today and I hope that uh they will follow

160through with some of the things that they said that they will do. uh I have seen the board of education itself also start asking critical questions because of you folks and what you're doing here forcing them to have to do their job. So I just wanted to say mahalo for that. Uh someone who I know will absolutely um ask the right questions and won't just take status quo is Logan Okita. She is my vice president at HSTA. She has the ability to hear from teachers across the state about their struggles. um as vice president she kind of his duties as assigned and so as president I've said your assignment is uh aspiring educator so she's had a lot of experience working with our aspiring educators and listening to their troubles not only that she works

161on standards and she's on the national board of professional teaching standards and we want all our teachers to be MBCT she is on the national board uh for those things so her depth is uh very deep on what she needs to know and she could be an asset to the board and she will ask the right questions and she won't do status quo. Mahalo. >> Thank you for that. Okay. Hope >> chair, vice chair and committee members. Um I stand in strong support of um Logan Okita. Not only does um she have all the things that OSA previously said, but she really truly cares um about our profession and like uplifting our profession and making sure that we don't continuously put up barriers um that hinder people, but rather listen to their situations cuz she

162gets to hear from teachers across the state. Um and she's built a network where if she needs an answer, she can go get it and she will. um her due diligence and her ability to um not just check a box but make sure that her decisions are informed. Um I've witnessed um that she always asks the questions and doesn't just take an answer from one person but gets you know ask five people divide by two and then that's your answer right um but I I really truly believe that she will be a great asset to HGSP. Thank you. Karen Ginosza in support person. That's a name from the past. Welcome. >> It's been I think 23 years since I here. >> I know. >> That's how long I've been retired. >> We're happy to have

163you. >> So, I'm here as a sorority sister for Logan. >> Oh, what sority is that? >> Alpha Delta Kappa. It's an honorary society for women educators. Wonderful. And so she's part of our chapter >> and she's asked me to testify on her work as our treasurer. Now she has done six years as our treasurer for our chapter. I survived two. So that tells you of her tenacity. She has been very good in keeping our books in line. Um she makes sure all of the we're international organization so we have minutes that need to be transmitted to international and she's done that and she responds to our teachers uh our members concerns. She makes sure we pay our dues on time. So I'm really glad to recommend her for this position. Besides that, she's also

164um part of the national board and if you know trying to be an active teacher, trying to be an HSTA officer and serving in the academic position really makes her qualified for this position. >> Karen, thank you so much for waiting and being patient to at the very end. If I known that, maybe would have moved that up a little bit. >> It's been a long time since I've been here. You look wonderful and sharp as ever. >> Thank you. But I also have 20 years coaching Special Olympics. So, if you know my true love, that's where I've been spending my time with the kids. >> Very good. Well, thank you. Appreciate you being here. >> Okay. Corey Allen in support. Uh Wendy Akioka in support. Uh let's see. And that's all. Anyone else wishing

165to testify on this nominee? Welcome, Logan. >> Not always easy to be the last one. So, thank you for your patience. >> Thank you. >> Please. >> Thank you, senators, for having me. Um, thank you for the conversations we've had um, leading up to this and for your continued questions to make sure that what we're providing the students in Hawaii is ultimately the best. Um, 20 years ago this month, I was hired as an emergency hire. Freshly home from college. I didn't think I'd get a job in the middle of the semester. I was told, "Oh, you won't hear until July." And so, I thought I was going to just hang out and be with my friends who had gone to uh and didn't have a huge class load and get to play, but got

166um got a call and got hired at Fern Elementary. Um I filled a position that was created because the long-term sub wasn't working out and the teacher decided she wanted to extend her maternity leave until the end of the school year. Fortunately, I was under the mentorship of the um the district's pro. He was filling in as the temporary principal. And so, he told me exactly what I needed to do from that point of being hired until the end of the school year so that I could be in line to get my license and become a probationary teacher at the beginning of the year. He also told me, "Hey, there's six of you in only three positions, so I have to have you sign this paper saying you might not be rehired, but we'll figure

167it out." Um, thankfully, I had just sat through Oregon's version of the practice exams, and so sitting through the practice was not as difficult as in my head it was going to be, and I was able to become fully licensed by the end of the summer. Um, if you told me 20 years ago though that I wouldn't just be in a classroom, I wouldn't believe you. Um, but I've learned that the best way to advocate for students is to be a leader and to advocate for my colleagues, to push boundaries, and to ask the hard questions. So, I'm thankful for this opportunity. >> Yeah. Well, thank you. And I know hearing and seeing your resume that you are a busy person. So will you have time to to serve? >> I will make the time

168and I will have the time. Um I think I've always been that person. Um I've don't know what to do when I don't have something to do. Um, and when the work is something I'm passionate about, I don't um I prioritize it and I find the way to have that balance. I find ways to have fun, but I also make sure that um that work is um valued. >> Like they say, if you want something done, give it to a busy person, right? Yes. I think that's all of us busy people here. Um members, questions? >> Questions? No questions. Okay. Well, see, being last sometimes is good. No question. >> I was worried. It was a hit or miss. Thank you. >> No, but what what I will say I and I just want to

169comment actually, not really a question, but you know, considering how you do um sit on multiple boards and you are in multiple rooms, uh it really does give the advantage uh that you can not only bring your experience, but mainly from the ground level, it's so important to have that connection with our teachers. And I think you uh being on uh the HSTA, Yep. HSTA really is an advantage because um you have to continue to face these people. So when you are not held to a higher standard to ensure that not only are they protected, but they're being served well and hard questions are being asked. So I I do want to say thank you very much for your commitment and your investment to ensure that overall the classrooms are well equipped. Uh but then

170our teachers are well taken care of mainly. Thank you. >> Thank you. And I just want the public to know if you're tuning in that we have I know I have met with all of the candidates prior to this um in person or on Zoom if that wasn't possible. And I know my colleagues have as well. So, if we didn't have a question here, we did ask questions and I did have them all fill out um questionnaires, like 10 questions uh to answer. So, we do have all of that background information. So, we're not like, "How come you only ask this person one question?" But, okay. But, um if we had issues, then we wanted to to discuss it. So, just just to be very transparent in our process. So, we're going to recess. I'm

171gonna go we're going to go into decision- making. We're going to come back. We're going to announce it. Then what's going to happen is um the committee's recommendation will go to the Senate floor at some time when the president puts it on the agenda which shouldn't be that many days from when we submit the um recommendations and then the full senate will vote. So that will that that's you know the committee is just the recommendation and that is up to the full senate uh to vote. So in in support. So with that we are going to recess. call back to order the committee on education. We are in decision making. Sorry. We are in decision making and you know it's not easy to always when we go through these confirmations because it does we understand

172that people volunteering to do this job. You don't get paid for many of these boards and commissions that you go on and we really appreciate willing to serve but at the same time we do have to scrutinize and we do want to make sure that we're putting the right people on the board. not necessarily maybe you're not a good person if we don't confirm you but maybe this may might not be the right board for you or the right time for you to be on there but I I just wanted to say that because it's not always easy um for this so in that members the recommendation on GM 658 this is for the confirmation of Christy Miamayi uh for term 63028 um the recommendation is to not advise and consent and I'm open to

173comments and discussion on this matter because it is serious. So >> chair, if I may, just with for the with the committee's indulgence, I do have some >> prepared remarks and I I do want to um I appreciate your recommendation and I will be supporting you on this recommendation and I want to be very clear on to the record why my position is grounded in my fierce advocacy for the students that I serve. We are in the middle of a historic workforce crisis and during my meetings with the board leadership, I challenged the members to look at both short-term and long-term solutions. But rather than being solutionsoriented, they have inferred that the status quo and what they are currently doing is just fine. I'm here today to say that the status quo is not fine

174and the Hawaii State Teachers Association agrees with me, which is why they submitted testimony in deep concern to this nomination. They correctly noted that under Miss Miam's leadership, the board has opposed extending emergency hire windows and act enacted a moratorum on out ofstate pipelines. They are not moving quickly enough. The board claims that they are only looking at long-term solutions, which I might add still have not produced one new teacher as of yet. Meanwhile, they are completely ignoring the short-term practical realities we are facing now. We currently actually have the momentum on our side to fill our classrooms, but the rigid policies of this board actively threaten that progress. My district on Maui has the highest number of emergency hires statewide. Furthermore, our schools heavily rely on the J1 visa exchange program. Because the board

175rigidly mandates the practice exam for these veteran international educators, 104 out of the 133 J1 teachers in Maui will likely be forced to leave by June 2027. At schools like Wuku Elementary, 29% of the teaching staff are J1 educators. Losing them would be devastating to our community. We desperately need a licensing board that operates as a collaborative partner with the Department of Education to dismantle these administrative bottlenecks. Unfortunately, under the leadership of the current chair, the board operates strictly as an inflexible gatekeeper. When they requested a meeting with me to discuss these severe operational realities, they offered no practical solutions. Instead, they focused their energy on my tone. Chair Miam um sent me a formal letter complaining about my delivery and explicitly stating that finding solutions is not her job. She wrote, and I did

176say this before, but I'll put this again in the record. She wrote, "Putting us on the spot to produce counter proposal for filling the teacher shortage was inappropriate." She added, "That responsibility belongs to the Department of Education, not the HTSP." In her questionnaire submitted for today, she wrote that suspending standards is a postponing is postponing accountability. Yet, we received testimony today from Shauna Nishimoto, a dedicated science teacher who passed her practice exam and earned distinguished evaluations. Because of the rigid bureaucracy of the board and severe delays in processing her permit, Miss Nishimoto was forced to miss the hiring window and is now working as a substitute without benefits. That is not accountability. That is a broken system. In her letter to me, Miss Miam also accused me of simply wanting a body in the classroom.

177And let me be absolutely clear. We do not want to lower standards. We want to modernize how we get teachers license by offering various flexible pathways and acting as true collaborators. Complaining about the urgency of legislators is a tactic to deflect accountability from her own administrative failures. Miss Miamay is not a part of the solution and it is clear she is stuck in her ways defending a broken bureaucracy that forces emergency hires to beg for closedd dooror rule suspensions just to keep teaching while simultaneously creating new barriers that penalize our kauni educators midstream. That is not the direction we want to head. Our students deserve highly qualified teachers and to get them we need a board that is willing to innovate and act with urgency. I stand with those who believe in collaboration and that

178is why I cannot support this confirmation. Thank you chair for the indulgence. >> Thank you Senator Dor. >> Chair also I have some comments as well. Um and thank you very much for allowing this discussion uh to take a little longer I think than we all expected but it was very necessary because this is very important. So for the record I will be supporting uh your uh comments as well. Uh but I would like to say just from me person in my personal capacity um is that I rise in opposition to this nomination because it's uh not about dedication. It's about what we heard directly from educators and I want to send a message to the teachers and the educators out there. We hear you and we are standing on we are sitting on this

179side of the table and we will ask those hard questions. So continue to share that with us in the opposition in my opposition testimony. Uh in the opposition testimonies, uh teachers shared uh consistent concerns, lack of transparency, shifting expectations, delays in lensure uh decisions, and a process that feels inconsistent and difficult to navigate. We heard from educators who did everything asked of them, completed requirements, gained classroom experience, and still found themselves unable to move forward. We also heard concerns about policies being implemented without clear transition paths leaving teachers in the pipeline stuck or set back. These are not isolated issues. These are patterns. And when the very people are trying to we are trying to support are telling us the system feels like a barrier, we have to take that very seriously. We need a

180teacher standard board that is clear, consistent, and supportive especially in a time when we are trying to grow our workforce. You know, when I was contacted uh by the chair uh to have a meeting with me, I was hopeful to think that in that meeting was going to be discussed solutions. However, no solutions were discussed. Uh in actually uh she had criticized a lot of the solutions that other platforms um and programs had brought. uh she also decided to take that time to criticize my colleague here who also sees this as a very uh important issue to continue to advocate um and continue to um find these solutions to fill these classrooms. And so unfortunately um I saw no integrity um standard uh with this nominee. I saw only complaints and at this point we

181don't need complaints. We need real solutions. And unfortunately her time was taken up by uh bringing the executive director to this meeting in which I had no knowledge about. Uh and within that meeting she also took all of the time to discuss and to talk and to complain. Um so unfortunately uh we are up against a mountain here and a real hill and it's important that we put people in position that will have a forwardinking vision and be able to challenge the system, bring new ideas but then also most importantly ask hard questions. Um and with that chair I I will be supporting >> your I just wanted to state my reason for recommending that we not advise with consent. It was a collaborative decision. you know, I talk to my colleagues and make sure

182that um we're on the same page on certain things. I've talked with people in the community with teachers and based on some of our hearings that we've had and things that we've brought up, the responses that received um in those hearings, that is the basis for the decision. Keep in mind that if you're a new nominee, then we give you the benefit of the doubt to, you know, but if you're a returning one, then we're going to ask you on your performance and what you've accomplished, what you haven't accomplished. But if you're in a leadership role now, that even puts you on a higher level, then we expect the leadership and we expect you to be able to um respond to some of these concerns. So it's a higher level um that we look at.

183So keeping that in mind. So with that um the chair will vote I to not advise and consent. >> Members, this governor's message number 658. Chair's recommendation is to not advise and consent. Chair votes I. Vice chair is excused. Senator Fukunaz excuse. I vote I. Senator Dort >> I. Chair recommendations adopted. >> Thank you. U moving on to U GM657 for the Kina Sorz for a term to expire 6:30 2028. The uh recommendation is to advise and consent. >> Members, this is governor's message number 657 charge recommendations advise and consent noting the excuse of Senator Kedani and Fukunaga for this measure and all others. Anyone voting with reservations or no with all others voting I recommendations adopted. >> Thank you. And for GM652 for the nomination for Jonathan Guillotine to term expire 6:30 2027 recommendation

184is to advise and consent. Any discussion chai >> members governor's message 652 chair's recommendation is to advise and consent. A members voting with reservations or nos others voting I recommendations adopted. >> Thank you for GM509. This is for gubernatorial nominee Kumari Moss for a term to expire 6:30 2029. Uh the recommendation is to advise and consent. Discussion hearing none shai members this is governor's message number 509 chair's recommendations advising consent. Any members voting with reservations or nos with all voting I recommendations adopted. >> Thank you for GM654 uh for the nominee Daphne Okunaga for a term to expire 6:30 2022. Recommendation is to advise and consent. Discussion hearing none. Chair votes I >> members governor's message 654 chair's recommendations advise and consent any members voting with reservations or no with all his voting eye recommendations

185adopted. >> Okay. And for GM 655 for gator nominee Natasha Nali to term to expire 6:30 2028. I've already said we will defer this measure since she has not been here to answer uh questions. Uh moving on to GM6 56 for gubanatorial nominee Dale Araki for a term to expire 6:30 2028. Recommendation is to advise and consent. Any discussion hearing? None. Chair votes I. >> Members, governor's message 656 charge recommendation is advise and consent. Any members voting with reservations or no with all others voting I. Recommendations adopted. >> Thank you. And finally for GM757 recommendation um for gubernatorial nominee Logan Okita for a term to expire 6:30 2029 uh is to advise and consent discussion hearing none chair votes I >> members governor's message number 757 chair's recommendations advise and consent chair uh any members

186voting with reservations or no without others voting I recommendations adopted >> with that we're going to congratulate all of you thank you all for being here all the testifiers as well appreciate that uh we are ajourned