Spotlight: Kristy Inamasu (HI '24)

Hawaii Milken Educator Kristy Inamasu (HI ‘24) is a kindergarten teacher at Kalihi Uka Elementary School. Inamasu teaches students to take risks, share ideas, and own their growth in her classroom. A trailblazer at Kalihi Uka, Inamasu leads by example, inspiring both students and fellow educators to embrace creativity and accountability. Inamasu received her Milken Educator Award on January 28, 2025.

Milken Family Foundation: How did you feel at your Milken Educator Award notification?

At our Milken Educator Award notification, I felt an overwhelming sense of gratitude. All I could think about was how grateful I was for all who have poured into me, not only as an educator, but as a person. I was emotional throughout the entire notification, but being able to share that experience with our school community was truly special and an experience that I will always hold close to me.

MFF: How did students respond to your Milken Award?

Our students absolutely showered me with so much LOVE! In the days and weeks that followed, so many students (students that I previously taught as well as students that I didn’t) came to congratulate me. I would also hear congratulations being yelled out across campus in passing. Each class also gifted me letters, cards and posters with congratulatory messages that are displayed proudly in my classroom. Previous students and their families even came before school and after school to give me a lei or to give me flowers. One of my kindergarten students told me congratulations every single day at dismissal since the notification to the last day of school. Our Kalihi Uka students were full of genuine happiness.

MFF: What made you want to pursue a career in education?

From a young age, I always knew that I wanted to work in education. Being in a role where I would have the ability to make an impact on young learners by creating a safe and positive environment for them to learn about themselves, to learn about others, and to learn about the world around them has always been a driving force for me. Helping to set the foundation for our young learners to find their voice to create a better tomorrow for all is what continues to motivate me every day.

MFF: You’ve fostered a classroom culture that rewards courageous learning over getting the right answer. Can you share a specific moment when a student took a learning risk?

In our classroom, self-assessment is a regular part of our learning. Most times, students self-assess independently because it’s a way for students to be metacognitive about where they currently are in their own learning. There are times, however, where we open up a discussion to discuss where students are in their learning so that we can provide feedback to one another. During this particular lesson, though, students were independently self-assessing in the middle of our reading lesson. It was planned to be a quick check-in for students as well as myself to get a temperature check. However, a student raised their hand and asked for feedback. They explained that their learning was currently at a 2 (scale from 1-4) because they were able to answer questions, but needed help with asking questions. Hands shot up from other students eagerly wanting to give feedback to that student. It then turned into a student-led discussion centered around our success criteria, helping that student as well as others determine what question words could be used to ask questions. It was a moment where one student’s vulnerability and risk-taking, empowered the whole class to be a community of learners.

MFF: As one of the first teachers at Kalihi Uka to record and share your lessons with colleagues, you’ve modeled professional vulnerability and leadership. What motivated you to take that step, and how has it influenced collaboration across your school community?

The motivation in taking that step to record and share lessons with colleagues was the idea of leading by example. I encourage students to be courageous every day and to take risks so I needed to put my own words into practice. Yes, it was definitely uncomfortable at first. However, being vulnerable has helped me to grow as an educator. Since then, I believe that our school community has continued to grow our vulnerability as a whole, which continues to build our collective efficacy. Through microteaching, we are learning from each other so that our impact on our students continues to grow.

MFF: What does “success” look like for you and your students in life?

Success for myself and for students is engaging in experiences that are meaningful to us that bring about happiness, fulfillment and growth. When we strive to better ourselves every day, we can also make those around us better. When we are able to look inward at our strengths and areas of growth, we can pour into others to help them find success which, in turn, makes us successful as well.

MFF: Who are your role models in teaching?

Although they are not formal teachers, both of my parents are role models in teaching as they were my first teachers in life. They have both instilled in me values such as hard work, dedication, commitment, and service to others, which are all values that I bring with me into my classroom every day.

Liza Kaniho, who was my cooperating teacher during student teaching, has always had a profound impact on my educational journey. She guided me with care, kindness and empathy, always supporting me. She showed me firsthand what a positive and nurturing environment has on students. Many strategies that I use in my classroom today are because I learned it from her first.

MFF: How do you hope to be remembered by your students?

I hope my students remember that they are my “why”. Each one of them has left a lasting impression, which I am so grateful for. I hope they remember me as someone who made them believe they are seen, heard, valued and loved.