Kuapo ʻŌlelo
Hawaiian Hawaii & English

Kahuawaiola - Papahana Ho?om?kaukau Kumu Mauli Ola Hawai?i


‘Ōwehe Papahana

Program Description

He polokalamu mulipuka ʻekolu kau o ka lōʻihi ka Papahana Hoʻomākaukau Kumu ʻŌiwi ʻo Kahuawaiola, i kūkulu ʻia no ka hoʻomākaukau ʻana i nā kumu Mauli Ola Hawaiʻi no ka hoʻonaʻauao 'ana ma ka ʻōlelo Hawaiʻi, no nā polokalamu aʻo ʻōlelo a moʻomeheu Hawaiʻi, a no nā kula e lawelawe ana no nā haumāna kuanaʻike Hawaiʻi. ʻĀpono piha ʻia ʻo Kahuawaiola e ka Papa ʻĀpono Polokalamu Hoʻomākaukau Kumu o ka Mokuʻāina. Ma ka puka kūhelu ʻana o nā haumāna mai Kahuawaiola e kō ai kekahi o nā koina Laikini Kumu Aʻo Paekomo a ka Hawaiʻi Teacher Standards Board (HTSB). (E heluhelu i ka māhele ʻo Nā Koina Puka no nā hana ʻē aʻe e pono ai nā laikini HTSB.)

The Kahuawaiola Indigenous Teacher Education Program is a three-semester post-baccalaureate program, delivered primarily through the medium of Hawaiian, specifically designed to prepare Mauli Ola Hawaiʻi (Hawaiian identity nurturing) teachers of the highest quality to teach in Hawaiian language medium schools, Hawaiian language and culture programs in English medium schools, and schools serving students with a strong Hawaiian cultural background. Kahuawaiola is accredited through the State Approval of Teacher Education Programs (SATE). Upon successful completion of the program, candidates will have satisfied one of the requirements for initial licensure from the Hawaiʻi Teachers Standards Board. (See Graduation Requirements section for additional requirements for recommendation to the HTSB.)


ʻO ka paepae kiʻina hana o Kahuawaiola nā ʻōlelo a kāhiko, "ma ka hana ka ʻike" a me "ma mua ka hana, ma hope ka walaʻau." He papahana hoʻi ʻo Kahuawaiola i noniakahi nā māhele aʻo o loko ma ke kiʻina aʻo hoʻokahi e waiho ana i pahuhopu no nā papahana kaiapuni Hawaiʻi a me kekahi mau papahana Hawaiʻi ʻē aʻe o nā kula o Hawaiʻi nei. ʻO ka hoʻononiakahi pono ʻana i ka ʻike a me ka haʻawina, he ʻaoʻao mea nui i loko o ka hoʻonaʻauao i ka Hawaiʻi a i luna hoʻi o ka paepae moʻomeheu Hawaiʻi.

Based on the Hawaiian concepts Ma ka hana ka ʻike (knowledge comes from direct experience), and Ma mua ka hana, ma hope ka walaʻau (direct experience comes first, discussion comes second), Kahuawaiola places a high value on on-site learning and practicum experience with high performance outcomes. Academics are integrated in a spiraling sequence and holistic indigenous approach utilizing the classrooms and outside environment for a balance of theory and applied learning situations. The four areas of teacher preparation throughout the program include, 1) Hawaiian language, culture, and values; 2) pedagogical skills; 3) knowledge of content; and 4) development of professional qualities.


ʻEhā pale o loko o Kahuawaiola, he mau pale i kūkulu ʻia e like me ka puka ʻana o ka lā. ʻO Wanaʻao, ka pale mua e hōʻoia ana i ka puni hana o nā mea noi komo polokalamu ma ko lākou komo kino ʻana i ke aʻo haumāna ʻana a i ʻole i ka hoʻomohala haʻawina ʻana ma loko o ka ʻōlelo Hawaiʻi. (E heluhelu ma ka māhele ʻo Nā Koina Komo no ke koina komo hana.)

Kahuawaiola is delivered through a Hawaiian cultural framework of four pale, or phases. The first pale, Wanaʻao, requires that students accepted into the program have previous experience in teaching and/or curriculum development through the medium of Hawaiian. (See Entrance Requirements section for complete description of work experience requirement.)


ʻO Kahikole ka pale ʻelua e paʻa ai ke kahua o ka ʻike hoʻonaʻauao Kahuawaiola. He papahana kauwela ʻo Kahikole e paʻa ai nā huaʻōlelo, nā kiʻina aʻo, a me ke kālaimanaʻo e pono ai ke aʻo ʻana i loko o kekahi papahana e ʻimi ana i ka hoʻonaʻauao ma ka ʻaoʻao Hawaiʻi. Hoʻomākaukau ʻia nā moho Kahuawaiola no ke aʻo i ka loa a me ka laulā o ka hoʻonaʻauao mai ka ʻōlelo, pāheona, a me ka pilikanaka a hiki i ka ʻepekema a me ka makemakika. E hōʻike pū ʻia nā moho pehea e hoʻononiakahi ʻia ai, i loko nō hoʻi o nā ʻaoʻao a pau o ka papa haʻawina o ke kula, ka ʻike kuʻuna Hawaiʻi mai ke oli me ka hula a hiki i ka moʻokalaleo a me ka ʻike ao kūlohelohe. Ma loko o kēia pale ʻo Kahikole e hoʻomākaukau maoli ai nā moho i nā papa hoʻolālā haʻawina, nā loiloi haumāna ma o nā kaʻakālai aʻo a me nā kaʻakālai hoʻokele lawena no ka pale ʻekolu, e piʻi aku ai ke komo kino ʻana i ka hoʻonaʻauao kamaliʻi hele kula.


The second phase, Kahikole, takes place during the summer. During this foundation phase of teacher training, principles of learning and teaching are integrated with state standards and general educational theory through a philosophy of education, Ke Kumu Honua Mauli Ola, based on Hawaiian traditions. Students learn to integrate Hawaiian culture and Hawaiian pedagogy into all phases of the curriculum and content areas including differential learning strategies, lesson planning, assessment, classroom management, and other skills necessary for practical application in the third pale. Students carry a total course load of 13 credits during the summer session.

ʻO Kahikū ka pale ʻekolu e hoʻopili ai ka moho i ka ʻike no ka pale ʻelua i loko o kekahi papahana kula maoli, e laʻa ka papahana kula hoʻokolohua a ma nā wahi ʻē aʻe e kūpono ana. E aʻo maoli nā moho i ka papa me ke kōkua naʻe o nā kahu aʻoākumu a me ka luna aʻoākumu kulanui. I ʻāpana kūkākūkā aʻo no ka pale ʻekolu, e mālama ʻia he papa seminā ma nā hopenapule. E kia nui ana ka manaʻo o kēia pale ma luna o ke aʻo ʻana o kēlā lā kēia lā, akā, e komo pū kekahi mau nīnau ākea hou aku no ka noho kumu kula ʻana e like me ka mea e kūpono ana. Mālama ʻia ka pale ʻekolu ʻo Kahikū ma ke kau hāʻulelau.

Teacher candidates then invest two full semesters of student teaching experience at Hawaiian medium school locations around the state. Students are encouraged to return to their home communities for the practicum phases and are supported by a cooperating teacher, and regular site visits from clinical faculty, and professional development workshops where students are given the opportunity to interact with practicing Hawaiian immersion professionals throughout the state. Students are expected to commit full-time to the practicum experience, which also includes a discussion seminar held on Saturdays via HITS (Hawaiʻi Interactive Television System). The third phase, Kahikū, takes place during the fall semester and focuses on developing teaching skills but includes discussion of broader issues as appropriate. Students carry a total course load of 12 credits during the fall semester which includes both the practicum and seminar.


ʻO Kaulolo ka pale ʻehā, a ua like nō kona ʻolokeʻa me ko ka pale ʻekolu, ʻo ia hoʻi, he aʻoākumu me ka seminā pū, akā e kia ana ka manaʻo o ka pale ʻehā ma luna o nā nīnau ākea o ka hoʻonaʻauao ʻana a me ka mālama ʻaoʻao ʻoihana i loko o ka hana ʻana me nā hoakānaka. He ʻoi aku ke kālele o ke kūkākūkā ʻana ma luna o nā pōʻaiapili ʻināʻinā a me nā pahuhopu hikiāloa ma mua o nā pōʻaiapili maʻamau o ka lā kula, i loko naʻe o ka nānā ʻia o ia mau ʻaoʻao ke kūpono. ʻO ka pahuhopu nui, ʻo ia ka hoʻopuka ʻana i nā kumu kula i hiki ke noʻonoʻo, hoʻolālā, a hoʻohaʻapili ma kekahi pae kiʻekiʻe e pono ai ka ulu mōhāhā o ka hoʻonaʻauao Mauli Ola Hawaiʻi a me ka hoʻonaʻauao Hawaiʻi laulā ma kēia wā ʻano hoʻomaka o kona hoʻomohala pono ʻia ʻana. Mālama ʻia ka pale ʻehā ʻo Kaulolo ma ke kau kupulau.


The fourth phase, Kaulolo, takes place during the spring semester and focuses on mastery of teaching skills and professionalism through extended teaching experiences and seminar support. The seminar focuses on hypothetical situations and long range goals rather than practical day-to-day situations, although these are also covered when appropriate. In this pale, students acquire the higher level planning and conceptualization skills necessary for the growth of Hawaiian medium education. During the spring semester, students again carry a total course load of 12 credits which includes both the practicum and seminar.

Loiloi ʻia ka mākaukau ʻōlelo Hawaiʻi o ka moho ma o kekahi mau hōʻike e loiloi ana i kekahi mau ʻaoʻao ʻeono e pono ai ke kumu aʻo honua mauli ola. Loiloi ʻia nō 1) ka maopopo ke heluhelu; 2) ka maopopo ke hoʻolohe; 3) ka hōʻano hou i ka palapala kahiko; 4) ka unuhi mai ka ʻōlelo Pelekānia; 5) ke kākau haku ma ka pela o kēia wā; a me 6) ka ʻōlelo waha.

Evaluation of Hawaiian language proficiency is delivered through a battery of tests that evaluate the level of fluency in six areas: 1) reading comprehension; 2) aural comprehension; 3) use of standard orthography in adapting older materials; 4) translation from English; 5) composition; and 6) oral language skills demonstrated in an interview.




Nā Kulekele no ke Kūlana ʻAwelike Kaha, ka Holomua, a me ka ʻAe Komo Hou

Academic Status, Progression, and Readmission Policies

E pono nā haumāna Kahuawaiola e komo a holomua ma kēia polokalamu ma nā kau moekahi ʻekolu me ke kāinoa haumāna manawa piha. Koiʻ ia hoʻi nā haumāna e luʻu i loko o nā haʻawina o nā papa, nā hana aʻoākumu a me nā koina ʻē aʻe o ka polokalamu. ʻAʻohe papa koho.


Kahuawaiola students are expected to complete the program in three consecutive semesters while also maintaining full-time status. Students are also expected to fully devote their energies and efforts to the course work, field experiences, and other requirements of the program. There are no elective courses.


Pono e hana ʻia nā papa a pau no ke kaha koe nā mea he puka/puka ʻole ke ʻano. Pono hoʻi ka haumāna e mālama i ka ʻawelike kaha he 3.0 a ʻoi. Inā emi ka ʻawelike kaha i ke 3.0, hiki ke hoʻokuʻu ʻia ka haumāna. Pēlā hoʻi, inā manaʻo ʻia e nā luna o Kahuawaiola ʻaʻole lawa ka holomua ʻana a ka haumāna ma ka hoʻokō ʻana i ka polokalamu, hiki ke hoʻokuʻu ʻia mai ka hana aʻoākumu aku me ke kāpae ʻia hoʻi o ka haumāna mai ka polokalamu holoʻokoʻa aku.

Unless designated credit/no credit, Kahuawaiola courses may not be taken on a credit/no credit basis. A 3.0 GPA must be maintained in all Kahuawaiola courses. A student whose GPA falls below 3.0 may be dismissed from the program. Likewise, a student may be removed from a field experience if it is determined by Kahuawaiola faculty that the student is not making satisfactory progress toward meeting the requirements of the program. Such removal may result in complete dismissal from the program.