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

The Implementation of a World Indigenous Accreditation Authority

Hawaiʻi 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

• f

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.

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.

Indigenous Peoples have the right:

WINHEC Founding Principles:

United Nations Declaration on the Rights of Indigenous Peoples

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

WINHEC supports

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

• pens 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…

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. 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.

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

• ffers

to convince students to take the project on, the greater the chance

• f

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! 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.

EdD CONSULTANCY PROJECT APPLICATION 2020

*This application should include—at minimum—the following information: Organization: __________________________________________________________________ Contact Person: _______________________________________________________________ Street Address: ________________________________________________________________ Mailing Address (if different): __________________________________________________ Phone Number: (business)______________________ (cell)__________________________ Email Address: ________________________________________________________________ Organization URL: _____________________________________________________________

Provide details regarding your organization's history, current state, and initiatives that have advanced equity, equality, and social justice. Provide a detailed problem of practice facing your organization. Articulate the problem and its context—How can the EdD students be of most help? Doability in six to nine months—Can this project be successfully accomplished in half-a-year? Expertise required—What expertise is required in order to successfully address the problem and create a framework to assess success? Description of your organization: Description of problem of practice: Deliverable(s) you expect the EdD students will accomplish: Research—What types of research, especially in collecting and analyzing data, will the team conduct as one of your deliverables? What documents and/or other deliverables do you expect upon completion of the consultancy project? Types of support the students receive from you/the organization during the consultancy project: How will you support the students during the project? Who from your organization will be the point of contact (accessible and collaborative) for the team? What resources can your organization offer to assist? Future partnership with our EdD: How will your organization support the EdD program beyond this consultancy project? In what ways are you willing to support this EdD program? What ideas do you have for future collaboration?