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reinforced the importance of having the right people on The success of Waikiki School can
the staff to support the reform effort, and she winnowed
out those who were not willing to contribute or be a part be attributed largely to its strong
of the school’s vision. She led the school with an intense, school culture; the norms values and
no-nonsense approach, and firmly believed that thinking
skills and thoughtfulness were the essentials of the beliefs of the learning community,
educational process. She grabbed at every opportunity along with the common language of
to further the school on its journey, and was vigilant and
steadfast in her efforts. Upon her retirement in 1993, she ’intelligent behavior’.
left the school with a clear vision and a strong group of
teacher leaders poised to continue the implementation of years of implementation costs. Costs included paying
the Habits of Mind in our classrooms. for consultants, substitute days, stipends, and part time
When Cheryl Lippman took over in 1993, she found the teacher coverage on in-service days.
school’s mindful culture flourishing. However, she faced In 1993-1994 staff development with consultative help
the challenge of replacing more than half the staff due from Dr. Art Costa continued. Four sessions on Cognitive
to retirements. She chose replacements carefully and Coaching were initiated, where staff members perfected
wisely, and enacted waivers that permitted the newer coaching skills with one another. Members of the visitation
probationary teachers to remain at the school so that team who went to the mainland school sites in ’92-
immersion in the culture could be ongoing. The impact of ’93 assisted in the sharing and adoption of curriculum
professional development was sustained and magnified. development and strategies in ’93-’94 to strengthen
Her ability to deepen the culture of trust and respect student achievement. The mainland school sites
strengthened the heart of the school. Under her tenure, emphasized direct teaching of thinking skills, thematic
teachers and staff bonded and strengthened their unified teaching, and cognitive coaching. Teachers served on
pursuit of living mindfully. task forces planning for two school-wide themes: the
When Bonnie Tabor took over in 2001, the public theme of change and the theme of interdependence.
schools were facing great challenges imposed by Art Costa continues to make yearly visits to the Waikiki
George W. Bush’s NCLB directives. The school needed School, facilitating the staff’s deepening understanding
to again morph itself to accommodate these demands of Habits of Mind. Other consultants have been hired to
while remaining fully focused on our overriding mission share their expertise as well. Nancy Skerritt, well know
of mindfulness. The faculty remained passionately for her many successes with the Tacoma School District
committed to confronting adversity and solutions were in Washington State, has been working with Waikiki
sought in the shared intelligence of the school’s learning School over the past 4 years on the implementation and
community. Maintaining a clear focus on our compelling integration of thinking skills into the curriculum, with direct
vision, we turned to the Habits of Mind to provide us instruction in her “Reader’s and Writer’s Workshops”.
with both the vision and the tools to transcend the latest Dr. Tom Jackson of the University of Hawaii brought the
challenge. Compliance with district, state and federal Philosophy for Children program to Waikiki School in
mandates melted into non-issues - by-products of our 2001, a program that is now common practice in nearly
sustained and successful focus on our bigger ideals. every classroom, and further develops the students’
abilities to reflect on the serious and relevant issues that
Developing Curriculum affect their lives.
In 1990 a collaborative process resulted in the adoption In addition to seeking the expertise of others, Waikiki
of fifteen “Intelligent Behaviors” (now referred to as School is now a ‘site school’, where interested
Habits of Mind) which have been thoroughly integrated educational parties often visit for a first hand experience
into the curriculum and have become the expected of the Mindful School Culture. Waikiki School shares
norm throughout the school. In addition to continuous openly with schools in their own district, but also with
refinement of practice under the direction of Dr. schools from other states and countries. In the past two
Costa, Pat Ensley offered key workshops and advice years Waikiki School has been visited by individuals from
on curriculum integration, concept attainment and Singapore, Japan, and Scotland and Australia. Each year
development, using thematic unit planning. Waikiki School is host to UH college students studying
Philosophy for Children and to student teachers from
During the second semester of 1992-1993 six the University of Hawaii, the University of Phoenix, and
representatives from the school’s SCBM Council Chaminade University. A steady stream of new ideas
traveled to two Mindful School sites in Utah (Wasatch and articulation keep curriculum development constantly
School) and California (Davis Intermediate School). The evolving. The focus is always on more efficient and
group returned motivated and inspired from first-hand effective infusion of Habits of Mind within the curriculum to
experience. best serve student achievement and empowerment.
Aware that additional money would be needed for the
Mindful School restructuring to evolve expeditiously, the Developing Traditions
SCBM council worked with Pacific Region Education
Laboratory (PRELL) to write the grant proposal: “Waikiki The success of Waikiki School can be attributed largely to
Elementary School, The Mindful School.” In the 1993- its strong school culture; the norms values and beliefs of
1994 school year, the school was awarded funding the learning community, along with the common language
through the State Department of Education for three of ’intelligent behavior’.
32 • Habits of Mind International Expo, Melbourne / Auckland October 2007