The Implementation of a World Indigenous Accreditation Authority - PowerPoint PPT Presentation

The Implementation of a World Indigenous Accreditation Authority Hawai ʻ i Charter School Commission Dr. Walter Kahumoku III

WINHEC Charter • We gather as Indigenous Peoples of our respective nations recognising and reaffirming the educational rights of all Indigenous Peoples. • We share the vision of all Indigenous Peoples of the world united in the collective synergy of self-determination through control of higher education. • We commit to building partnerships that restore and retain Indigenous spirituality, cultures and languages, homelands, social systems, economic systems and self- determination.

WINHEC Founding Principles: United Nations Declaration on the Rights of Indigenous Peoples Indigenous Peoples have the right: Article #13  to manifest, practice, develop and teach their spiritual and religious traditions, customs and ceremonies Article #14  to revitalize, use, develop and transmit to future generations their histories, languages, oral traditions, philosophies, writing systems and literatures Article #15  to all levels and forms of education of the State  to establish and control their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning  to be provided access to education in their own culture and language Article #16  to have the dignity and diversity of their cultures, traditions, histories and aspirations appropriately reflected in all forms of education… In addition the Consortium supports the Coolangatta Statement on Indigenous Rights in Education (1999) in the belief that Indigenous people have the right to be Indigenous.

WINHEC supports United Nations Declaration on the Rights of Indigenous Peoples (1993 draft; 107th plenary meeting 13 Sept 2007) Mataatua Declaration on Cultural and Intellectual Property Rights (1994) Coolangatta Statement (1999) Universal Declaration of Rights of Mother Earth

HIGHER EDUCATION ……we have been humbled by the depths and heights of knowledge held in our languages, songs, stories, and ceremonies. We now understand “Higher Education ” as that which opens our Indigenous minds to all that has been given to us by Creator and challenges us to be who we were intended to be as Indigenous peoples. We must remember and take our place in this world and seek to stand on our highest ground, with our clearest Indigenous minds, hearts, spirit and body, reaching for Indigenous Higher Education.

4. Creating an accreditation body for Indigenous education initiatives and systems that identify common criteria, practices and principles by which Indigenous Peoples live ;

WINHEC Handbooks

Well-being Framework

Accreditation Process

WINHEC Accreditation Process

P-12 Self-Study Components Each sub-committee report should evaluate the component area in terms of: 1. Quality and Effectiveness 2. Historic growth/ progress 3. Future Improvements

P-12 Self-Study Components

Mahalo! +

EdD CONSULTANCY PROJECT 2020-2021 REQUEST FOR PROPOSAL The University of Hawaiʻi at Mānoa and its College of Education’s Education Doctorate in Professional Educational Practice (EdD) invites you to explore and apply for our consultancy project. Founded on the principles of the Carnegie Project on the Educational Doctorate (CPED), our mission and vision are to ensure that our graduates will improve the social, economic and environmental well-being of Hawaiʻi’s current and future generations by actualizing work collaboratively, applying research and theory, reflecting critically and ethnically, and utilizing broad, interdisciplinary perspectives to recognize, create, advocate, implement, evaluate, and enhance spaces of social justice. This project asks of our community partners—educational systems, institutions, organizations, schools, and programs—to determine a critical problem of practice that would be addressed in a six to nine months project by a team of doctoral students. We seek to partner with organizations that are committed to social justice and transforming their surrounding communities. DESCRIPTION OF THE CONSULTANCY PROJECT This project is intended to support the growth of doctorate students by offering opportunities in Hawaiʻi to… Construct and apply knowledge to make a positive difference in the lives of individuals, families, organizations, and communities; Develop and demonstrate collaboration and communication skills to work with diverse communities and to build partnerships; Utilize field-based opportunities to analyze problems of practice and use multiple frames to develop meaningful solutions; Enhance professional knowledge that integrates both practical and research knowledge, links theory with systemic and systematic inquiry, and emphasizes generational transformation. * From the Carnegie Project on the Educational Doctorate (2018), 365 Days of the Carnegie Project on the Education Doctorate 2018, Report. https://www.cpedinitiative.org/ These projects intend to resolve a critical Problem of Practice. These problems are complex, framed around questions of equity, ethics, and social justice, and require multifaceted solutions. They impact an educational system, school, organization, or program in Hawaiʻi as it seeks to address a critical need. EdD STUDENTS' RESPONSIBILITIES In addition, a problem of practice must be framed such that a small research team (2-4) of graduate students, led by an advisor and community mentor, can develop a broad understanding of the problem, collect and analyze data, and present a report to the client. The problem is both broad and deep as well as specific and narrow. Here are a few examples: Collect and review data to support a set of recommendations to improve a grading policy that has led to the dismissal of many under-represented, under-served students at a university. Based on research (quantitative and/or qualitative), generate a plan to increase the number of high school students who qualify for free and reduced lunch to actually participate in the program. Create an indigenous educational framework—founded on extensive knowledge and research—for programs provided by this community organization. Review data and make recommendations on appropriate accreditation processes for Hawaiʻi’s charter schools. Produce a grant proposal—using research methods—for public schools that provides teacher professional development for the use of aloha ʻāina curriculum.

To ensure that each team completes the entire consultancy project in six to nine months, each team will be expected to execute the following tasks... Understand and develop a concise problem of practice and proposal plan to conduct research (to client for approval); Fulfill UH’s research quality management requirements (IRB) and earn approval before conducting the research and writing of the report; Execute the plan to review studies, collect and analyze data, and produce a report and presentation; Present—oral and written—report to client. Each team will be supported by an advisor and community mentor(s) to enable the students to complete their tasks on-time and generate a product (presentation, report) that is of quality and useful to the client. CLIENT RESPONSIBILITIES Each client will develop its project application (see next page for more details) and present this to the EdD class. Projects will be accepted based on the interests of the students. The more detail a client offers to convince students to take the project on, the greater the chance of acceptance. All project applications must be submitted by May 1, 2020 to: Dr. Walter Kahumoku III and Dr. Lori Ideta wk@hawaii.edu ideta@hawaii.edu Once notification of project acceptance has been verified (a letter will be sent to the client of approval with the names of the students and their advisors), communication between the client and EdD research team will commence. Periodically throughout and especially near the close of the project, clients will be asked to assess the work of the team. Included in this assessment will be a request for a letter grade (rubric for scoring will be attached to this request) that will be based on a set of grading criteria. At the close of the project, the team will present to the client and a group of the clientʻs stakeholders the results of the report. Should you have any concerns or questions, please contact Walter (office: 689-2922) and/or Lori (office: 956-3290). We look forward to hearing from you!