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This profile was last updated on 9/13/09  and contains information from public web pages and contributions from the ZoomInfo community.

Mr. William Arakaki

Wrong William Arakaki?

Employment History

Board Memberships and Affiliations


  • bachelor's degree , education
    University of Hawaii at Manoa.
  • bachelor's degree , education
    University of Hawaii at Manoa
41 Total References
Web References
About Us, 13 Sept 2009 [cached]
William Arakaki, District Superintendent, Department of Education, Kaua'i HHSAA Board Members, 18 June 2010 [cached]
William Arakaki, Principal Vice President: Waimea High School (KIF) - The Fast Track to Hawaii High School Sports, 9 May 2006 [cached]
William Arakaki, PrincipalVice President: Waimea High School (KIF)
Hawaii State Department of Education Leadership Team, 14 Oct 2012 [cached]
William (Bill) Arakaki, Complex Area Superintendent - Kapaa-Kauai-Waimea
William Arakaki joined the Leadership Team in August 2007. Arakaki served as principal of Waimea High (1999-2007). He was vice principal at Kapaa Middle (1996-99), Kapaa High (1993-96), Wilcox Elementary (1992-93, administrative trainee), and Kauai High (1990-92, acting). Arakaki was a teacher at Kauai High's alternative learning center (1988-90), Waipahu High (1980-88), and Kailua High (1979-80).
He has a bachelor's degree in education and an education administrative certificate from the University of Hawaii at Manoa.
Hawaii State Assessment goes online, 2 Oct 2011 [cached]
William Arakaki, complex area superintendent for Kauai, says Garden Island schools have responded positively to the changes, with schools at different levels adjusting their testing windows and policies to fit the needs of their students. Both principals and teachers like having the ability to test their students three times and are making school-level decisions about re-testing students who have exceeded proficiency, he says.
The immediate results have also proved useful. "Teachers are able to identify areas they need to re-teach and address gaps. Principals are able to provide support and assistance quicker and not after the fact," Arakaki says.
Change of any kind can be difficult, Arakaki concedes, and the reaction from teachers reflects their different levels of technological expertise. Some like the changes while others have voiced concerns.
According to Arakaki, one school purchased additional hardware to create another computer lab. "Most developed computer lab usage schedules to manage other online activities... and web-based interventions."
Students' ability to transition to the online format has been easier for those already familiar with web-based programs. "Many students who are frequent and consistent users of technology do quite well. Others that are not exposed as much needed assistance and support," Arakaki said.
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