Hawai'i Standards
In addition to national standards, the EECE program aligns its efforts with standards set by the Hawai‘i Teacher Standards Board, the Hawai‘i Department of Education, and other state professional organizations, as follows:
o Hawai‘i Teacher Standards Board
o General Learner Outcomes
o Hawai‘i Content and Performance Standards
o Hawai‘i Preschool Content Standards
o Hawai‘i Guidelines for Culturally Healthy and Responsive Learning Environments
Hawai‘i Teacher Standards Board
In 1995 the State Legislature created the independent Hawai‘i Teacher Standards Board (HTSB) to set licensing standards for Hawai‘i public school teachers. New teachers must meet these standards to maintain employment. In 2002, the Legislature transferred responsibility for teacher relicensing to the HTSB. Teachers must renew their teaching license every five years to maintain employment. Teacher candidates can lean more about the standards at www.htsb.org/standards/index.html. Standards and performance indicators are provided here.
Hawai‘i Teacher Performance Standards (to be replaced by InTASC Standards July 1, 2013)
Standard 1: Focuses on the Learner
The effective teacher consistently engages students in appropriate experiences that support their development as independent learners.
Provides opportunities for students to assume responsibility for their own learning, shaping tasks and pursuing their own goals and aspirations.
Nurtures students' desire to learn and achieve.
Demonstrates concern and interest by taking time to listen and respond to students.
Uses student experiences, interests and real-life situations in instruction. Uses developmentally appropriate activities to promote student success.
Makes instructional decisions which consider students' physical, social, emotional and cognitive development.
Standard 2: Creates and Maintains A Safe and Positive Learning Environment
The effective teacher consistently creates a safe and positive learning environment that encourages social interaction, civic responsibility, and active engagement in learning and self-motivation.
Promotes empathy, compassion and mutual respect among students.
Uses effective classroom management techniques that foster self-control, self-discipline and responsibility to others.
Models a caring attitude and promotes positive interpersonal relationships.
Promotes students' intrinsic motivation by providing meaningful and progressively challenging developmentally appropriate learning experiences that enable student success.
Provides learning experiences which actively engage students as individuals and as members of collaborative groups.
Manages a classroom where students are encouraged to reflect, express interests, make choices, set goals, plans and organize, self-evaluate and produce quality work.
Standard 3: Adapts to Learner Diversity
The effective teacher consistently provides opportunities that are inclusive and adapted to diverse learners.
Develops rapport with all students.
Fosters an appreciation of human and cultural differences.
Helps every student achieve success.
Adapts instruction to students' differences in development, learning styles, strengths and needs.
Seeks additional resources to support student achievement.
Fosters trust, respect and empathy among diverse learners.
Standard 4: Fosters Effective Communication in the Learning Environment
The effective teacher consistently enriches communication in the learning environment.
Communicates openly with all students and others working in the learning environment.
Develops communication skills for active inquiry, collaboration and supportive interaction.
Encourages self-expression, reflection and evaluation.
Models and promotes clear and logical oral and written expression, using Standard English or a target language as appropriate.
Applies principles of language acquisition and development to the teaching of communication skills.
Fosters sensitivity to variations in meaning in verbal and non-verbal communication.
Engages students in different modes of communication.
Uses the school's current technologies to enrich student literacy.
Standard 5: Demonstrates Knowledge of Content
The effective teacher consistently demonstrates competency in content area(s) to develop student knowledge and performance.
Keeps abreast of current developments in content area(s).
Teaches mastery of language, complex processes, concepts and principles unique to content area(s).
Utilizes the school's current technologies to facilitate learning in the content area(s).
Connects knowledge of content area(s) to students' prior experiences, personal interests and real-life situations.
Possesses an understanding of technology appropriate to the content area, e.g., computer-assisted instruction.
Standard 6: Designs and Provides Meaningful Learning Experiences
The effective teacher consistently plans and implements meaningful learning experiences for students.
Plans and implements logical sequenced instruction and continually adjusts plans based on learner needs.
Provides learning experiences and instructional materials that are developmentally appropriate and based on desired student outcomes, principles of effective instruction and curricular goals.
Incorporates a variety of appropriate assessment strategies as an integral part of instructional planning.
Links concepts and key ideas to students' prior experiences and understandings, using multiple representations, examples and explanations.
Applies concepts that help students relate learning to everyday life.
Provides integrated or interdisciplinary learning experiences that engage students in generating knowledge, using varied methods of inquiry, discussing diverse issues, dealing with ambiguity and incorporating differing viewpoints.
Teaches for mastery of complex processes, concepts and principles contained in Hawai‘i’s student content and performance standards.
Provides knowledge and experiences that help students make life and career decisions.
Organizes materials and equipment to create a media-rich environment.
Standard 7: Uses Active Student Learning Strategies
The effective teacher consistently uses a variety of active learning strategies to develop students’ thinking, problem solving and learning skills.
Involves students in setting goals and standards, selecting tasks, planning, implementing and evaluating to produce quality performance and quality products.
Helps students to question, problem-solve, access resources, use information to reach meaningful conclusions and develop responsibility for their own learning.
Provides challenging learning experiences which develop higher order thinking skills.
Varies instructional roles (e.g., instructor, facilitator, coach, co-learner, audience) in relation to the content and purpose of instruction and students' needs.
Engages students in active, hands-on, creative, open-ended, problem-based learning experiences.
Provides opportunities for students to apply and practice what is learned.
Uses the school's current technologies as tools for teaching and learning.
Standard 8: Uses Assessment Strategies
The effective teacher consistently applies appropriate assessment strategies to evaluate and ensure the continuous intellectual, social, physical and emotional development of the learner.
Evaluates students' performances and products objectively and fairly.
Uses a variety of appropriate assessment strategies to enhance knowledge of learners and appropriately modified teaching and learning strategies.
Involves students in developing assessment standards and criteria.
Engages students in self-assessment activities and encourages them to set personal achievement goals.
Obtains and uses information about students' experiences, strengths, needs and progress from parents, colleagues and students themselves.
Uses assessment data to monitor and evaluate students' progress toward achieving Hawai‘i’s student content and performance standards.
Maintains appropriate and accurate records of student achievement and communicates students' progress to students, parents and colleagues as needed.
Standard 9: Demonstrates Professionalism
The effective teacher continually evaluates the effects of his or her choices and actions and actively seeks opportunities to grow professionally.
Engages in relevant opportunities to grow professionally (e.g., taking university/college or in-service coursework, actively participating in a professional organization, serving on a cadre, council, or committee or serving as a cooperating teacher, mentor or advisor).
Reflects on practices and monitors own teaching activities and strategies, making adjustments to meet learner needs.
Provides and accepts evaluative feedback in a professional manner.
Conducts self ethically in professional matters.
Models honesty, fairness and respect for individuals and for the laws of society.
Demonstrates good work habits including reliability, punctuality and follow-through on commitments.
Maintains current knowledge in issues and trends in education.
Practices effective listening, conflict-resolution, and group-facilitation skills as a team leader.
Works collaboratively with other professionals.
Participates actively and responsibly in school activities.
Standard 10: Fosters Parent and School Community Relationships
The effective teacher establishes and maintains strong working relationships with parents and members of the school community to support student learning.
Collaborates with parents and school community members to support student learning.
Consistently seeks opportunities to build strong partnerships with parents and community members.
Supports activities and programs which encourage parents to participate actively in school-related organizations and activities.
Establishes open and active lines of communication with parents.
Utilizes community resources to enhance student learning.
General Learner Outcomes
The Hawai‘i Department of Education sets the General Learner Outcomes (GLOs) for K-12 students. The GLOs are the essential overarching goals for all grade levels and all of the academic disciplines. Every content standard, benchmark, and grade level performance indicator should support the learner’s progress towards these outcomes to help enable them to lead full and productive lives. The GLOs do not exist in isolation but should be an integral part of the school culture as demonstrated in daily classroom instruction and assessment. Candidates can learn about the GLOs at http://doe.k12.hi.us/standards/GLO_rubric.htm. General Learner Outcomes
Self-directed Learner—The ability to be responsible for one’s own learning.
Community Contributor—The understanding that it is essential for human beings to work together.
Complex Thinker—The ability to demonstrate critical thinking and problem solving.
Quality Producer—The ability to recognize and produce quality performance and quality products.
Effective Communicator—The ability to communicate effectively.
Effective and Ethical User of Technology—The ability to use a variety of technologies effectively and ethically.
Hawai‘i Content and Performance Standards
The Hawai‘i Department of Education sets standards for students in grades K-12 through the Hawai‘i Content and Performance Standards III (HCPS III). The standards detail what students should know and be able to do. The purposes of the standards are to:
To assure equity by holding all students to the same expectations.
To help schools improve student performance and meet Annual Yearly Progress.
To define the content and skills that enable quality student performance.
To reduce the number of standards to be more manageable and to clearly describe what all students should know and be able to do.
To provide clearer focus on instructional targets by providing basic guidance in determining the quality of student work through benchmark rubrics.
To provide a clear focus on assessment targets by providing sample performance assessments that can guide more specific assessment tasks at the classroom level.
The DOE provides an interactive database that allows teachers to search for information to plan standards-based instruction. The HCPS III Quick Search provides a comprehensive summary of the standards for each content area.
HCPS III Quick Search (http://standardstoolkit.k12.hi.us/index.html)
INSERT DOC/GRAPH ON PAGE 69
Hawai‘i Preschool Content Standards
The Hawai‘i Preschool Content Standards is comprised of guiding principles and content standards for programs serving four-year-old children. Guiding principles describing how young children learn best are essential for early childhood educators to embrace while addressing the content standards. The preschool content standards articulate the kinds of learning opportunities that should be provided for four-year-olds in early care and education programs. Candidates can see http://www.goodbeginnings.org/pdf/SchoolReadiness/HPCS2004.pdf.
Guiding Principles
1. Programs should be designed to support the development of the “whole child.”
2. Every child has a unique combination of characteristics, background and experiences.
3. Families are the primary caregivers and educators of young children.
4. Young children’s feelings and relationships are as important as their thinking.
5. Children learn best through play, active exploration of their environment, and thoughtfully planned activities.
6. Children experience the world as a whole.
7. Assessment should be used to improve children’s educational experience.
8. Children learn from adult models.
9. Children learn from one another as well as from adults.
10. Children with special needs and those who do not speak English develop best in inclusive preschool settings.
Hawai‘i Preschool Content Standards
Domain I: Physical development, health, and safety
Domain II: Personal and social development
Domain III: Communication, language development, and literacy
1. Communication: Speaking and Listening
2. Language Acquisition
3. Emergent Reading and Writing
Domain IV: Cognitive development
1. Symbolic Play
2. Mathematics
3. Science
4. Social Studies
Domain V: Creative Development
1. Art
2. Music
3. Creative Movement/Drama
4. Aesthetic Appreciation
Hawai‘i Guidelines for Culturally Healthy and Responsive Learning Environments
The Hawai‘i Guidelines for Culturally Healthy and Responsive Learning Environments, Na Honua Mauli Ola Hawai‘i, describe supportive guidelines for Hawaiian education. Developed by the Native Hawaiian Education Council (NHEC) in partnership with the College of Hawaiian Language, the guidelines provide schools and communities a way to examine and attend to the educational and cultural well-being of their learners. These cultural guidelines have been developed with the belief that continued learning and practicing of the Hawaiian language and culture is a fundamental prerequisite for nurturing culturally healthy and responsive citizens and contributes to the growth and harmony of the community. Purposeful, meaningful, engaging, and culturally effective methodologies develop responsive educators, curricula, schools, and other places of learning.
Na Honua Mauli Ola
Hawai‘i Guidelines for Culturally Healthy and Responsive Learning Environments
1. Incorporate cultural traditions, language, history, and values in meaningful holistic processes to nourish the emotional, physical, mental/intellectual, social and spiritual well-being of the learning community that promote healthy mauli and mana.
2. Maintain practices that perpetuate Hawaiian heritage, traditions, and language to nurture one’s mauli and perpetuate the success of the whole learning community.
3. Sustain respect for the integrity of one’s own cultural knowledge and provide meaningful opportunities to make new connections among other knowledge systems.
4. Instill a desire for lifelong exploration of learning, teaching, leading, and reflecting to pursue standards of quality and excellence.
5. Provide safe and supportive places to nurture the physical, mental/intellectual, social, emotional, and spiritual health of the total community.
6. Foster understanding that culture and tradition, as constantly evolving systems, are grounded in the knowledge of the past to address the present and future.
7. Engage in Hawaiian language opportunities to increase language proficiency and effective communication skills in a variety of contexts and learning situations.
8. Engage in activities independently or collaboratively with community members to perpetuate traditional ways of knowing, learning, teaching, and leading to sustain cultural knowledge and resources within the learning community.
9. Utilize multiple pathways and multiple formats to assess what has been learned and honor this process to nurture the quality of learning within the community.
10. Support lifelong aloha for Hawaiian language, history, culture, and values to perpetuate the unique cultural heritage of Hawai‘i.
11. Promote personal growth and development to strengthen cultural identity, academic knowledge and skills, pono decision making, and the ability to contribute to one’s self and family, and local and global communities.
12. Develop an understanding of Hawaiian language, history, culture, and values through an indigenous perspective to foster a sense of self, place, community, and global connection.
13. Promote respect for how the Hawaiian cultural worldview contributes to diversity and global understanding to enhance one’s sense of self, family, and local and global communities.
14. Plan for meaningful learner outcomes that foster the relationship and interaction among people, time, space, places, and natural elements around them to enhance one’s ability to maintain a “local” disposition with global understandings.
15. Engage in experiences which malama the entire learning community and the environment to support learning and good practices of stewardship, resource sustainability, and spirituality.
16. Cultivate a strong sense of kuleana to one’s past, present, and future to enhance meaningful purpose and to bring about joy and fulfillment for one’s self and family, and local and global communities.
Candidates can learn more about the guidelines at http://www.olelo.hawaii.edu/dual/nhmo/.
o Hawai‘i Teacher Standards Board
o General Learner Outcomes
o Hawai‘i Content and Performance Standards
o Hawai‘i Preschool Content Standards
o Hawai‘i Guidelines for Culturally Healthy and Responsive Learning Environments
Hawai‘i Teacher Standards Board
In 1995 the State Legislature created the independent Hawai‘i Teacher Standards Board (HTSB) to set licensing standards for Hawai‘i public school teachers. New teachers must meet these standards to maintain employment. In 2002, the Legislature transferred responsibility for teacher relicensing to the HTSB. Teachers must renew their teaching license every five years to maintain employment. Teacher candidates can lean more about the standards at www.htsb.org/standards/index.html. Standards and performance indicators are provided here.
Hawai‘i Teacher Performance Standards (to be replaced by InTASC Standards July 1, 2013)
Standard 1: Focuses on the Learner
The effective teacher consistently engages students in appropriate experiences that support their development as independent learners.
Provides opportunities for students to assume responsibility for their own learning, shaping tasks and pursuing their own goals and aspirations.
Nurtures students' desire to learn and achieve.
Demonstrates concern and interest by taking time to listen and respond to students.
Uses student experiences, interests and real-life situations in instruction. Uses developmentally appropriate activities to promote student success.
Makes instructional decisions which consider students' physical, social, emotional and cognitive development.
Standard 2: Creates and Maintains A Safe and Positive Learning Environment
The effective teacher consistently creates a safe and positive learning environment that encourages social interaction, civic responsibility, and active engagement in learning and self-motivation.
Promotes empathy, compassion and mutual respect among students.
Uses effective classroom management techniques that foster self-control, self-discipline and responsibility to others.
Models a caring attitude and promotes positive interpersonal relationships.
Promotes students' intrinsic motivation by providing meaningful and progressively challenging developmentally appropriate learning experiences that enable student success.
Provides learning experiences which actively engage students as individuals and as members of collaborative groups.
Manages a classroom where students are encouraged to reflect, express interests, make choices, set goals, plans and organize, self-evaluate and produce quality work.
Standard 3: Adapts to Learner Diversity
The effective teacher consistently provides opportunities that are inclusive and adapted to diverse learners.
Develops rapport with all students.
Fosters an appreciation of human and cultural differences.
Helps every student achieve success.
Adapts instruction to students' differences in development, learning styles, strengths and needs.
Seeks additional resources to support student achievement.
Fosters trust, respect and empathy among diverse learners.
Standard 4: Fosters Effective Communication in the Learning Environment
The effective teacher consistently enriches communication in the learning environment.
Communicates openly with all students and others working in the learning environment.
Develops communication skills for active inquiry, collaboration and supportive interaction.
Encourages self-expression, reflection and evaluation.
Models and promotes clear and logical oral and written expression, using Standard English or a target language as appropriate.
Applies principles of language acquisition and development to the teaching of communication skills.
Fosters sensitivity to variations in meaning in verbal and non-verbal communication.
Engages students in different modes of communication.
Uses the school's current technologies to enrich student literacy.
Standard 5: Demonstrates Knowledge of Content
The effective teacher consistently demonstrates competency in content area(s) to develop student knowledge and performance.
Keeps abreast of current developments in content area(s).
Teaches mastery of language, complex processes, concepts and principles unique to content area(s).
Utilizes the school's current technologies to facilitate learning in the content area(s).
Connects knowledge of content area(s) to students' prior experiences, personal interests and real-life situations.
Possesses an understanding of technology appropriate to the content area, e.g., computer-assisted instruction.
Standard 6: Designs and Provides Meaningful Learning Experiences
The effective teacher consistently plans and implements meaningful learning experiences for students.
Plans and implements logical sequenced instruction and continually adjusts plans based on learner needs.
Provides learning experiences and instructional materials that are developmentally appropriate and based on desired student outcomes, principles of effective instruction and curricular goals.
Incorporates a variety of appropriate assessment strategies as an integral part of instructional planning.
Links concepts and key ideas to students' prior experiences and understandings, using multiple representations, examples and explanations.
Applies concepts that help students relate learning to everyday life.
Provides integrated or interdisciplinary learning experiences that engage students in generating knowledge, using varied methods of inquiry, discussing diverse issues, dealing with ambiguity and incorporating differing viewpoints.
Teaches for mastery of complex processes, concepts and principles contained in Hawai‘i’s student content and performance standards.
Provides knowledge and experiences that help students make life and career decisions.
Organizes materials and equipment to create a media-rich environment.
Standard 7: Uses Active Student Learning Strategies
The effective teacher consistently uses a variety of active learning strategies to develop students’ thinking, problem solving and learning skills.
Involves students in setting goals and standards, selecting tasks, planning, implementing and evaluating to produce quality performance and quality products.
Helps students to question, problem-solve, access resources, use information to reach meaningful conclusions and develop responsibility for their own learning.
Provides challenging learning experiences which develop higher order thinking skills.
Varies instructional roles (e.g., instructor, facilitator, coach, co-learner, audience) in relation to the content and purpose of instruction and students' needs.
Engages students in active, hands-on, creative, open-ended, problem-based learning experiences.
Provides opportunities for students to apply and practice what is learned.
Uses the school's current technologies as tools for teaching and learning.
Standard 8: Uses Assessment Strategies
The effective teacher consistently applies appropriate assessment strategies to evaluate and ensure the continuous intellectual, social, physical and emotional development of the learner.
Evaluates students' performances and products objectively and fairly.
Uses a variety of appropriate assessment strategies to enhance knowledge of learners and appropriately modified teaching and learning strategies.
Involves students in developing assessment standards and criteria.
Engages students in self-assessment activities and encourages them to set personal achievement goals.
Obtains and uses information about students' experiences, strengths, needs and progress from parents, colleagues and students themselves.
Uses assessment data to monitor and evaluate students' progress toward achieving Hawai‘i’s student content and performance standards.
Maintains appropriate and accurate records of student achievement and communicates students' progress to students, parents and colleagues as needed.
Standard 9: Demonstrates Professionalism
The effective teacher continually evaluates the effects of his or her choices and actions and actively seeks opportunities to grow professionally.
Engages in relevant opportunities to grow professionally (e.g., taking university/college or in-service coursework, actively participating in a professional organization, serving on a cadre, council, or committee or serving as a cooperating teacher, mentor or advisor).
Reflects on practices and monitors own teaching activities and strategies, making adjustments to meet learner needs.
Provides and accepts evaluative feedback in a professional manner.
Conducts self ethically in professional matters.
Models honesty, fairness and respect for individuals and for the laws of society.
Demonstrates good work habits including reliability, punctuality and follow-through on commitments.
Maintains current knowledge in issues and trends in education.
Practices effective listening, conflict-resolution, and group-facilitation skills as a team leader.
Works collaboratively with other professionals.
Participates actively and responsibly in school activities.
Standard 10: Fosters Parent and School Community Relationships
The effective teacher establishes and maintains strong working relationships with parents and members of the school community to support student learning.
Collaborates with parents and school community members to support student learning.
Consistently seeks opportunities to build strong partnerships with parents and community members.
Supports activities and programs which encourage parents to participate actively in school-related organizations and activities.
Establishes open and active lines of communication with parents.
Utilizes community resources to enhance student learning.
General Learner Outcomes
The Hawai‘i Department of Education sets the General Learner Outcomes (GLOs) for K-12 students. The GLOs are the essential overarching goals for all grade levels and all of the academic disciplines. Every content standard, benchmark, and grade level performance indicator should support the learner’s progress towards these outcomes to help enable them to lead full and productive lives. The GLOs do not exist in isolation but should be an integral part of the school culture as demonstrated in daily classroom instruction and assessment. Candidates can learn about the GLOs at http://doe.k12.hi.us/standards/GLO_rubric.htm. General Learner Outcomes
Self-directed Learner—The ability to be responsible for one’s own learning.
Community Contributor—The understanding that it is essential for human beings to work together.
Complex Thinker—The ability to demonstrate critical thinking and problem solving.
Quality Producer—The ability to recognize and produce quality performance and quality products.
Effective Communicator—The ability to communicate effectively.
Effective and Ethical User of Technology—The ability to use a variety of technologies effectively and ethically.
Hawai‘i Content and Performance Standards
The Hawai‘i Department of Education sets standards for students in grades K-12 through the Hawai‘i Content and Performance Standards III (HCPS III). The standards detail what students should know and be able to do. The purposes of the standards are to:
To assure equity by holding all students to the same expectations.
To help schools improve student performance and meet Annual Yearly Progress.
To define the content and skills that enable quality student performance.
To reduce the number of standards to be more manageable and to clearly describe what all students should know and be able to do.
To provide clearer focus on instructional targets by providing basic guidance in determining the quality of student work through benchmark rubrics.
To provide a clear focus on assessment targets by providing sample performance assessments that can guide more specific assessment tasks at the classroom level.
The DOE provides an interactive database that allows teachers to search for information to plan standards-based instruction. The HCPS III Quick Search provides a comprehensive summary of the standards for each content area.
HCPS III Quick Search (http://standardstoolkit.k12.hi.us/index.html)
INSERT DOC/GRAPH ON PAGE 69
Hawai‘i Preschool Content Standards
The Hawai‘i Preschool Content Standards is comprised of guiding principles and content standards for programs serving four-year-old children. Guiding principles describing how young children learn best are essential for early childhood educators to embrace while addressing the content standards. The preschool content standards articulate the kinds of learning opportunities that should be provided for four-year-olds in early care and education programs. Candidates can see http://www.goodbeginnings.org/pdf/SchoolReadiness/HPCS2004.pdf.
Guiding Principles
1. Programs should be designed to support the development of the “whole child.”
2. Every child has a unique combination of characteristics, background and experiences.
3. Families are the primary caregivers and educators of young children.
4. Young children’s feelings and relationships are as important as their thinking.
5. Children learn best through play, active exploration of their environment, and thoughtfully planned activities.
6. Children experience the world as a whole.
7. Assessment should be used to improve children’s educational experience.
8. Children learn from adult models.
9. Children learn from one another as well as from adults.
10. Children with special needs and those who do not speak English develop best in inclusive preschool settings.
Hawai‘i Preschool Content Standards
Domain I: Physical development, health, and safety
Domain II: Personal and social development
Domain III: Communication, language development, and literacy
1. Communication: Speaking and Listening
2. Language Acquisition
3. Emergent Reading and Writing
Domain IV: Cognitive development
1. Symbolic Play
2. Mathematics
3. Science
4. Social Studies
Domain V: Creative Development
1. Art
2. Music
3. Creative Movement/Drama
4. Aesthetic Appreciation
Hawai‘i Guidelines for Culturally Healthy and Responsive Learning Environments
The Hawai‘i Guidelines for Culturally Healthy and Responsive Learning Environments, Na Honua Mauli Ola Hawai‘i, describe supportive guidelines for Hawaiian education. Developed by the Native Hawaiian Education Council (NHEC) in partnership with the College of Hawaiian Language, the guidelines provide schools and communities a way to examine and attend to the educational and cultural well-being of their learners. These cultural guidelines have been developed with the belief that continued learning and practicing of the Hawaiian language and culture is a fundamental prerequisite for nurturing culturally healthy and responsive citizens and contributes to the growth and harmony of the community. Purposeful, meaningful, engaging, and culturally effective methodologies develop responsive educators, curricula, schools, and other places of learning.
Na Honua Mauli Ola
Hawai‘i Guidelines for Culturally Healthy and Responsive Learning Environments
1. Incorporate cultural traditions, language, history, and values in meaningful holistic processes to nourish the emotional, physical, mental/intellectual, social and spiritual well-being of the learning community that promote healthy mauli and mana.
2. Maintain practices that perpetuate Hawaiian heritage, traditions, and language to nurture one’s mauli and perpetuate the success of the whole learning community.
3. Sustain respect for the integrity of one’s own cultural knowledge and provide meaningful opportunities to make new connections among other knowledge systems.
4. Instill a desire for lifelong exploration of learning, teaching, leading, and reflecting to pursue standards of quality and excellence.
5. Provide safe and supportive places to nurture the physical, mental/intellectual, social, emotional, and spiritual health of the total community.
6. Foster understanding that culture and tradition, as constantly evolving systems, are grounded in the knowledge of the past to address the present and future.
7. Engage in Hawaiian language opportunities to increase language proficiency and effective communication skills in a variety of contexts and learning situations.
8. Engage in activities independently or collaboratively with community members to perpetuate traditional ways of knowing, learning, teaching, and leading to sustain cultural knowledge and resources within the learning community.
9. Utilize multiple pathways and multiple formats to assess what has been learned and honor this process to nurture the quality of learning within the community.
10. Support lifelong aloha for Hawaiian language, history, culture, and values to perpetuate the unique cultural heritage of Hawai‘i.
11. Promote personal growth and development to strengthen cultural identity, academic knowledge and skills, pono decision making, and the ability to contribute to one’s self and family, and local and global communities.
12. Develop an understanding of Hawaiian language, history, culture, and values through an indigenous perspective to foster a sense of self, place, community, and global connection.
13. Promote respect for how the Hawaiian cultural worldview contributes to diversity and global understanding to enhance one’s sense of self, family, and local and global communities.
14. Plan for meaningful learner outcomes that foster the relationship and interaction among people, time, space, places, and natural elements around them to enhance one’s ability to maintain a “local” disposition with global understandings.
15. Engage in experiences which malama the entire learning community and the environment to support learning and good practices of stewardship, resource sustainability, and spirituality.
16. Cultivate a strong sense of kuleana to one’s past, present, and future to enhance meaningful purpose and to bring about joy and fulfillment for one’s self and family, and local and global communities.
Candidates can learn more about the guidelines at http://www.olelo.hawaii.edu/dual/nhmo/.