School: Kaimukī High
Job title: Agriculture Food and Natural Sciences & Entrepreneurship Teacher
Years in the HIDOE: 22
Years in current role: 2

How did you get into education?
I did not always know I wanted to become a teacher. In fact, my three older sisters all worked in education, and I was determined to pursue a different path. As an undergraduate, I studied speech communication and architecture while working as an SAT, English and math tutor.

Looking back, the parts of those experiences I enjoyed most involved helping people understand ideas and processes. I have always enjoyed breaking down complex information and making it easier for others to understand. After completing my undergraduate degree, I realized architecture was not the right fit, and a master’s program in teaching felt like a natural next step. While I did not always see myself as a public school teacher, I think I have always been drawn to roles centered on explaining, clarifying and helping others learn.

What do you love most about the subject that you teach?
What I love most about teaching agriculture, agribusiness and entrepreneurship is that every day is an adventure. The work is creative, hands-on and full of opportunities for problem-solving and critical thinking. Unlike some subjects where the teacher is expected to have all the answers, I often don’t. Instead, I teach students how to think through challenges, use available resources, seek expert advice and collaborate with others.

Many of our projects involve real-world problems that don’t have a single correct answer. Whether we’re designing a hydroponics system, creating a more efficient learning space, figuring out how to manage compost and garden runoff, or developing a new product for our student business, we’re often standing around a table together with our heads bent over a sketch, a spreadsheet or a prototype, asking, “What’s the problem, and how can we solve it?”That process is what excites me. Agriculture and entrepreneurship are constantly evolving, and every challenge becomes an opportunity for innovation, creativity and learning.

What is your “why”?
My “why” has become finding hidden gems.

I believe every student has talents, strengths and potential that they may not yet recognize in themselves. My role is to help students discover those gifts, develop them and see how they might translate into future opportunities and careers.Sometimes those strengths are obvious. Other times, they emerge in unexpected ways. A student who is exceptionally welcoming and hospitable may excel in customer service or hospitality. A student who constantly asks questions may become an innovator. A student who reminds me of tasks I’ve forgotten may possess strong organizational and management skills.

I often tell my students that education is about turning trash into treasure and finding value where others might not see it. Just as our students transform food waste into compost and compost into products, I want them to recognize that they, too, are hidden gems. My purpose is to help them uncover their strengths, refine their skills, build confidence and realize that they have something valuable to contribute to their communities and the world.

Who has influenced your career the most and why?
The person who has influenced my career the most is my current principal, Lorelei Aiwohi. She challenged me to step out of my comfortable role as a mathematics department head and develop Kaimukī High School’s Agriculture, Food & Natural Resources program.

When she first approached me, I laughed and told her, “I compost, and I kill things.” I asked, “What if I try my best and things die?” Her response was simple: “Then let it die.”

What she gave me was the freedom to fail, learn and grow. She encouraged me to take risks, try new things and trust the process. As a result, I found myself learning alongside my students—researching, asking questions, experimenting, collaborating with experts and refining my practice.

That experience has had a profound impact on me because it mirrors exactly what we want for our students: curiosity, resilience, creativity and a willingness to learn from failure. It reminds me every day that growth happens when we step outside our comfort zones.

If any, what clubs, sports or extracurricular activities do you advise/coach?
Currently, I serve as the advisor for Kaimukī High School’s W.O.R.M.S. Club, which stands for “We Offer Rich Moist Soil.” The club brings students together to learn about composting, sustainability and entrepreneurship in a fun and welcoming environment. Students help collect and shred paper, process food waste, care for our composting systems, and explore ways to turn waste into valuable resources. Through these experiences, they learn about environmental stewardship while developing business ideas and creating value-added products.

More importantly, W.O.R.M.S. provides students with a place to connect, collaborate and build friendships. It is a space where students can contribute, be creative, serve their school community and simply enjoy spending time together while making a positive impact on the environment.

Memorable student interaction or a moment that was rewarding for you as an educator?
One of the most memorable moments of my career came before the W.O.R.M.S. Club was even an official club. A student looked at what we were doing—composting, cleaning up campus and working on sustainability projects—and said, “This should be a club.” I thought he was joking, but he was serious. He told me, “This can make our school better. It’s going to make our school big.” What stood out was that he wasn’t motivated by grades, extra credit or recognition. He genuinely believed students could make a positive impact on their school and community.

When I pointed out all the work involved in starting a club, he simply said, “We’ll help you.” That moment was powerful because the club was truly student-driven. The W.O.R.M.S. Club exists today because students saw its potential and inspired me to take a chance. Their optimism, ownership and belief in making a difference continue to inspire me as an educator.

What do you like to do when school is not in session?
When school is not in session, I am always looking forward to the next adventure. My husband and I love exploring new places, trying new restaurants and traveling with our 7-year-old son. Together, we have visited more than 13 countries, including Australia, Denmark, South Korea, Costa Rica, New Zealand, England, Scotland, France, Spain, Italy and Egypt. Some of our favorite experiences have included exploring Milford Sounds, Rome and Cairo, as well as visiting unique destinations like Pebble Farm on Orcas Island, where rescued animals are cared for and visitors can connect with nature.

Travel has become an important part of our family’s life because it allows us to learn about different cultures, food systems, sustainability practices and ways of living. This summer, we are excited to continue our adventures with trips to Namibia, Singapore and Tokyo. Whether close to home or halfway around the world, I enjoy discovering new ideas and experiences that I can bring back to my classroom and share with my students.

Fun fact about yourself?
I cannot stand throwing away a paper towel that has only been used once. After drying my hands, I lay the paper towel flat to dry and save it for wiping tables, cleaning up small spills or other tasks. My students know the routine, too! It may seem a little quirky, but it’s one of the many ways I try to model sustainability and show that reducing waste often starts with small everyday habits.

What advice do you have for today’s students?
The biggest piece of advice I have for today’s students is: Don’t be paralyzed—analyze.

Everyone makes mistakes. Things spill, projects fail, recipes go wrong, and plans don’t always work out. What matters is how you respond. Instead of freezing, dwelling on the mistake or feeling sorry for yourself, take a deep breath and ask, “How do I fix this?” and “What can I do to help?”

I tell my students to be bold, take risks and try new things. In one of our projects, students accidentally ruined an entire batch because they didn’t follow the recipe correctly. Rather than standing around upset, they immediately said, “OK, let’s clean up, sanitize everything and try again.” That was exactly the right response.

The students who grow the most aren’t the ones who never make mistakes—they’re the ones who keep moving forward. Analyze the problem, learn from it, fix what you can and keep going. When you’re willing to do that, you’ll take more chances, learn more quickly and accomplish far more than if you let mistakes stop you in your tracks.