FOURTH EDITION 2016

#304, 17304-105 Avenue, Edmonton, Alberta, T5S 1G4

Tel: (780) 484-0303

Fax: (780) 481-7275

Accreditation Handbook

National Indigenous Accreditation Board

Accr

edita

tion

Han

dboo

k

i

Accreditation Handbook National Indigenous Accreditation Board

Contents PREAMBLE...................................................................................................................... 1 I. NATIONAL INDIGENOUS ACCREDITATION BOARD .................................................................... 3

UNITY STATEMENT ........................................................................................................ 3 MISSION STATEMENT ..................................................................................................... 3 PHILOSOPHY STATEMENT ................................................................................................ 4 GUIDING PRINCIPLES ...................................................................................................... 5

II. INSTITUTION ACCREDITATION PROCESS ............................................................................... 6 ACCREDITATION STAGES ................................................................................................. 6

READINESS STAGE ...................................................................................................... 6 SELF STUDY STAGE ..................................................................................................... 7 PEER REVIEW STAGE .................................................................................................. 7 ACCREDITATION STAGE .............................................................................................. 7

III. PROGRAM ACCREDITATION ............................................................................................ 8 IV. CULTURAL STANDARDS AND GUIDELINES FOR SELF STUDY ....................................................... 8

PURPOSE ................................................................................................................... 10 SELF - STUDY PROCESS .................................................................................................. 11

PREPARATION ......................................................................................................... 11 THE SELF-STUDY ......................................................................................................... 13 THE SELF-STUDY REPORT ............................................................................................... 13 SELF-STUDY OUTLINE ................................................................................................... 14 INTRODUCTION: ..................................................................................................... 14

AREA 1.0 TREATY, CULTURE, AND NATION(S): ............................................................ 14 AREA 2.0 INSTITUTIONAL MISSION, GOALS, AND OBJECTIVES: ........................................... 15 AREA 3.0 FINANCES: ............................................................................................. 17 AREA 4.0 INSTITUTIONAL ADMINISTRATION; ................................................................ 17 AREA 5.0 ACADEMIC PROGRAMS: ............................................................................. 21 AREA 6.0 FACULTY: ............................................................................................. 22 AREA 7.0 INSTRUCTIONAL RESOURCES AND EQUIPMENT: ................................................ 24 AREA 8.0 STUDENT SUPPORT SERVICES: ..................................................................... 26 AREA 9.0 STUDENT RECORDS: ................................................................................. 30 AREA 10.0 PHYSICAL PLANT AND NON-INSTRUCTIONAL EQUIPMENT: ..................................... 31

VI. PEER REVIEW ............................................................................................................ 33 PEER REVIEW TEAM ...................................................................................................... 33 PEER REVIEW VISIT ....................................................................................................... 33 PEER REVIEW REPORT ................................................................................................... 34

VII. ANNUAL ACCREDITATION UPDATE ................................................................................. 35 VIII. RE-ACCREDITATION .................................................................................................. 35

ii

Accr

edita

tion

Han

dboo

k

APPENDIX A: DECLARATION OF THE FNAHEC COUNCIL OF ELDERS .............................................. 37 APPENDIX B: THE TURTLE LODGE TREATY: “OUR WAY OF LIFE”; INDIGENOUS EDUCATION ................... 38 APPENDIX C: HAWAI’I GUIDELINES FOR CULTURALLY HEALTHY AND RESPONSIVE LEARNING ENVIRONMENTS44 APPENDIX D: SAMPLE CULTURAL STANDARDS BASED ON ALASKA (ANKN) ....................................... 46 APPENDIX E: EXCERPT FROM A PEER REVIEW REPORT ................................................................ 56 APPENDIX F: EXCERPT FROM A PEER REVIEW REPORT ................................................................ 64 APPENDIX G: COPY OF CERTIFICATE OF ACCREDITATION ............................................................ 66 APPENDIX H: APPLICATION FORM ........................................................................................ 68

iii

Accr

edita

tion

Han

dboo

k

Copyright © 2016 National Indigenous Accreditation Board

#304, 17304-105 Avenue, Edmonton, Alberta, T5S 1G4

(780) 484-0303

All rights reserved including the right of reproduction of this handbook in whole or in part in any form.

1

Preamble

At the center of every existence is a living, conscious, feeling spirit

which enlivens the total being and invests all of life with meaning.

The spark, the energy of life itself,

resides at the very core of each living being and charges every aspect of parenthood, vision, sensation, mind, and movement,

with awareness and relationship, with understanding and creative desire.

The foremost intent of educational pursuit is this:

total learning of the total person in the total environment, body and mind, heart and spirit,

down the pathways of lifelong learning, through awareness, movement, change and growth toward

consciousness, connectedness, and wholeness toward development, leadership, creative action

and peace.

Jim Dumont

There is no need to detail the effect of colonization on the Indigenous Peoples of the Americas, nor do we have to list the various means and devices which have been used to displace, assimilate, and bind our Peoples. We do however, need to remind ourselves that throughout history, colonizers have used the education system, through coercion or denied access, as an institutional device for social restructuring. It can be argued that through time, educational conformity to dominate societal values becomes systemic to the existing educational institution.

If indeed it is true that western education promotes western values, we need to ask what those values are. And are those values complementary or detrimental to our own cultural imperatives? Even a cursory glance at western academia will show that domination, exploitation, elitism, competition and individualism are values extant in the universities of the West.

“Our reality is dominated by elites who have spent much of the last two centuries, indeed of the last four, organizing society around answers and around structures designed to produce answers. These structures have fed upon expertise and that expertise upon complexity. The effect has been to render universal understanding as difficult as possible.” (John Ralston Saul “Voltaire’s Bastards”)

The result has been a system of gatekeepers who jealously guard knowledge and dispense it piecemeal, at a price, to those less fortunate. They create an obfuscatory language and then interpret for a fee that which is the birth right of

2

Accr

edita

tion

Han

dboo

k

those they purport to serve. Nowhere is this truer than in their relationship to Indigenous Peoples where information has been systematically stripped from our cultures and, reassembled and reinterpreted, is sold back to us and others in the form of Sociology, Anthropology, and Native Studies courses. The absurdity of this appropriation of knowledge is evident in the validation from accredited institutions that we, who work in Indigenous institutions, must constantly seek to justify to others our continued existence. As Indigenous persons, with ancestral ties to values different from the western norm, the extent to which we, unaware, become colonized by the university system, is the measure of our disconnectedness to our own culture.

Conformity to the “system” is the seed of the bitter fruit of disillusionment expressed by so many of our colleagues throughout the Americas. It is not possible to replicate Indigenous cultural norms in a systemically syncretic institution. Regardless of the liberality of the faculty, Western institutions promote western values. And for that reason, and that reason only, Indigenous Peoples must look to the creation of our own educational systems if we are to survive as distinct Peoples.

We are not talking about the creation of a parallel system of education. In education as in train tracks, parallelity leads to the same destination. We need to ask ourselves such a fundamental question as to what is our destination. And be prepared to embark on a radical path of decolonization, the route which might be circuitous but which will lead in the end to an Indigenous response to centuries of subjugation.

The existing paradigm stresses, competition, individualism, domination, categorization, exploitation, and sees humans as dominant over the environment rather that a part of it. In fact, the teacher’s role is one of dominance over the student.

The existing paradigm deconstructs the natural world down to its most minute parts, and because of that, inter-disciplinary learning becomes secondary to subject specificity. It perpetuates a priest’s class, where only one or a few hold knowledge and also perpetuates a class structure composed of those who are deemed to hold the keys to knowledge and those who are outside the privileged fold.

Because the present paradigm perpetuates values that are systemic to Western civilization, we cannot address Indigenous issues within the present paradigm. We need to accelerate the process of deconstructing the western canon, and add our storehouse of Indigenous perspectives for consideration. There are huge resources of knowledge that exist within Indigenous Peoples. Every person has a right to this knowledge, but is limited in access due to the present constraints and definitions imposed by the western world.

Unless we, as Indigenous academics and scholars address the reality, we will find ourselves yet once more on the outside, studied and examined as some esoteric organism; having to buy back that which is our birth right and having Indigenous knowledge validated only through ‘Gatekeeper’ eyes.

An Indigenous perspective has to be acknowledged, respected and legitimized. We have to present our body of knowledge and thinking through an Indigenous controlled accreditation board. Indigenous experts and specialists will define the content and process, validating our knowledge for the benefit of all our Peoples.

Don Fiddler En’owkin Center (Excerpt from “Towards an Indigenous University of the Americas”)

3

Accr

edita

tion

Han

dboo

k

I . National Indigenous Accreditation Board

Unity Statement We, the descendants of the Indigenous inhabitants of this continent, are many Peoples. We celebrate the diversity of our ways as a source of strength within our nations, and as the wellspring of respect between our nations; for the right of each of us to be who we are involves the freedom to follow our own consciences, beliefs, and customs, and the surest way to secure this right for ourselves is to recognize it in other human beings with our ways. Thus, in diversity we find unity; unity of mind, unity of purpose, and unity of practice.

Our unity of mind is not the narrow dogma of one of the many competing visions of the universe. It is the realization that nothing is barred from consideration as long as it does not obtrude into the lives of others. From this unity arises our respect for the earth, upon which we all depend; our respect for the ways and opinions of others, even if we do not share those ways; and our commitment to reasoned discourse as the means to resolve disputes.

Our unity of purpose is to ensure that our ways, as well as the ways of others, will endure. From this unity grows our knowledge that in respecting others we respect ourselves; our capacity to appreciate each other as we are; and our resolve not to see our ways shattered into thousands of unrelated fragments.

Our unity of practice is to uphold these ideals, live them to the best of our abilities, and assure their continuation in our forms of life. From this unity arises our responsibility to our present generations and generations yet unborn, and our gratitude to the generations that came before us; our reliance on example and persuasion rather than authority and force when change is contemplated; and our determination to explore the limits of our own understanding.

These are the things which once affirmed, no longer have need of explanation. They are the common grounds we bestow to one another, the starting points of our deliberations, and the shelter from which we can, with confidence, undertake the journeys of our lives.

Mission Statement We, the Indigenous members of the National Indigenous Accreditation Board, as representatives of Nation based institutions of Indigenous education,

1. Respecting and directing our own self-determination; 2. Desiring to ensure quality education to our Peoples which maintains and enhances our sovereign

and collective identities, languages, and cultures; and 3. Recognizing that the validation of our education initiatives is a political process;

4

Accr

edita

tion

Han

dboo

k

do hereby create our own mechanism and process to accredit and certify Indigenous programs of studies and accredit institutions which meet the standards we hereafter collectively identify and describe.

The primary goal is to serve Indigenous owned and controlled educational institutions.

The primary service is to assess an institution or a program of study in terms of its achievements, congruence to stated goals and objectives and affirm it is culturally relevant and accountable to the Indigenous Nation and Peoples it serves.

Philosophy Statement The philosophy of the National Indigenous Accreditation Board is founded on the principles upheld by the Elders of our respective Indigenous Nations and addresses the essential elements from the Declaration of the First Nations Adult and Higher Education Consortium Council (FNAHEC) of Elders (2010) and the Turtle Lodge Treaty: “Our way of life” Indigenous Education (2013). We choose to guide our future development from the following philosophical tenets:

We believe that as Indigenous Peoples, the Creator has given to us a way of life and natural laws which govern our relationship to all living things.

We believe that the Creator has entrusted to us the responsibility of being keepers of the land; of living in harmony and oneness with each other and maintaining a balance with all things in the environment. Our knowledge and customs are understood and practiced through our relationship to our lands and in that way it protects and ensures our continuance and survival.

Our Mother Earth is the living embodiment of our spirituality and nourishes us in all ways: physical, spiritual, mental, and emotional.

Our spirituality is a sacred trust. The values of our people are contained in our teachings. It is through our values that we live under the instructions of our Creator that forms the foundation of our survival. Therefore, our sacred responsibility is to protect our spirituality, cultures, languages, and lands.

In consideration of the sacred responsibilities given to us by the Creator, upheld through our Treaties, cultures and languages which continue to be perpetuated through our Elders/ Knowledge Keepers, we are committed to:

1. provide the educational needs and programs of Indigenous Peoples with full participation by the Elders, the parents, and the Nation(s) we serve;

2. actualize the mental, physical, emotional, spiritual and social well-being of our people by preserving and re-enforcing Indigenous culture, practices and teachings that elicit the collective and individual;

3. develop and implement education programs which focus on the needs of the Indigenous Nation(s) and are controlled and monitored at the Nation level; and

4. Affirm our right to maintain and develop education practices and programs that are grounded in inherent and Treaty understandings and are reflective of our cultures and languages.

5

Accr

edita

tion

Han

dboo

k

Guiding Principles

• Indigenous programming must be Nation based, non-materialistic in nature, and subject to the monitoring and guidance of respected Indigenous Elders/ Knowledge Keepers (Appendix A).

• The Institution/Program has identified a locally appropriate and accepted set of ‘Cultural Standards’ representing local definitions of cultural knowledge, beliefs, protocols, Treaty, laws and practices against which its performance can be reviewed and evaluated (see example Appendix D).

• The National Indigenous Accreditation Board must be non-confrontational and encompass the

values of sharing and respect.

• The equitable fair treatment of all who enter into a relationship with the Indigenous Accreditation Board must be paramount.

• The Institution/Program is authorized to operate by an education authority approved by the

appropriate governmental organization, agency, or controlling entity as required by the jurisdiction in which it operates.

• Institutions applying for accreditation must demonstrate Indigenous control and accountability to

the Indigenous Peoples served.

• Application for accreditation must be voluntary and the process must recognize local autonomy and the right of individual Indigenous Nations to develop educational programs unique to each Indigenous Peoples.

• Institutions endorse the Turtle Lodge Treaty: “Our way of life” Indigenous Education (Appendix B) as

signatories and shall meet to renew and uphold their support of this endeavor.

6

Accr

edita

tion

Han

dboo

k

I I . Institution Accreditation Process The National Indigenous Accreditation Board (NIAB) has responsibility under mandate from its Indigenous members for ensuring that standards of educational competence and integrity are met by Indigenous controlled educational institutions seeking accreditation through the National Indigenous Accreditation Board. The institutional accreditation process, including the issuing of an accreditation certificate, is available only to institutions registered with the National Indigenous Accreditation Board.

The goals of the accreditation process at the institutional level are to:

1. confirm the present performance and achievements of the institution in ten educational and administrative areas;

2. stimulate the institution to discover its strengths and weaknesses through Self-Study, and to act upon that knowledge;

3. encourage the institution to improve the quality of its instruction and administration; and

4. encourage the institution to continue to work toward higher levels of excellence. The goals of the process at the Indigenous Nation level are to:

1. provide an accreditation system which is respected, cost-effective and equitable; and

2. affirm the Indigenous right to operate quality institutions of higher learning and develop educational programs founded on Indigenous values and knowledge.

Accreditation Stages

The accreditation process involves four stages: the Readiness Stage, the Self-Study Stage, the Peer Review Stage, and the Accreditation Stage.

Readiness Stage The institution submits an application form to the National Indigenous Accreditation Board. The Board appoints an Accreditation Coordinator. The Coordinator records the application, assesses the fee and sends a written acknowledgement to the applying institution. After receiving the initial fee, the Accreditation Coordinator conducts a preliminary visit with the institution’s leadership team. With the advice of the Coordinator, the leadership team writes an accreditation readiness report. The readiness report will include an assessment of the adequacy of the institution’s human and financial resources to undertake the Self-Study, the projected cost and payment schedule, and the most recent audited financial statement, annual report, program calendar, business plan and evidence of notification provided to the supporting Nation(s) of the impending accreditation process. The Accreditation Coordinator forwards the readiness report to the Accreditation Board. The Accreditation Board reviews the

7

Accr

edita

tion

Han

dboo

k

readiness report and associated documents. If the report is deemed acceptable, the Accreditation Coordinator advises the institution that it may begin work on the Self-Study. If there are concerns, the Accreditation Coordinator meets with the institution to resolve them. The institution submits revisions as required if it chooses to continue with the accreditation process.

Self-Study Stage After application for accreditation is complete and the readiness report is accepted, the Institution receives a Self-Study Guide which outlines the purpose and steps in the Self-Study process. An orientation for conducting the Self-Study is arranged. The Accreditation Coordinator works with the institution to establish a timeline for the completion of the Self-Study Report. The institution submits the Self-Study Report and if further information is required, the Accreditation Coordinator works with the institution to ensure that all issues are addressed. The institution submits revisions as required.

Peer Review Stage Once the Self-Study Report is complete and accepted, the Peer Review Team is appointed. The Peer Review Team will have three or five members depending on the anticipated workload and time available. Each team member receives a copy of the Accreditation Handbook and Self-Study Report. The Peer Review Team studies the Self-Study Report and visits the institution to confirm the contents of the report. The Accreditation Coordinator confirms with the institution the dates of the visit, composition of the team, projected cost, payment schedule, and number of copies of final report.

The Accreditation Coordinator with the Institution’s leadership team arranges an orientation meeting between the Peer Review Team and the Institution to provide assistance and guidance. The orientation meeting is initiated in advance with appropriate protocols for a ceremony to be conducted where the Peer Review Team is introduced and welcomed by the Institution’s participants and supporters. The Accreditation Coordinator accompanies the Peer Review Team during the on-site visit, provides logistical support, and acts as a liaison between the Team and the institution.

The Accreditation Coordinator ensures that the Peer Review Team Chair submits the Peer Review Report to the Accreditation Board within sixty days of the on-site visit.

Accreditation Stage Upon receipt of the Peer Review Report, the Accreditation Board meets to formally accept the report from the Peer Review Team and consider the accreditation conclusion. Unconditional accreditation may be granted for up to seven years. Conditional accreditation may be granted for two or three years. Maintenance of accreditation will be contingent upon a yearly accreditation report (based on no substantive changes or new programs) and ongoing payment of fees. If accreditation is not awarded or if the institution decides to withdraw its application, the Accreditation Coordinator ensures that the appropriate change is made to the institution’s accreditation status.

8

Accr

edita

tion

Han

dboo

k

I I I. Program Accreditation

In the event that an institution plans to accredit a program it offers, the accreditation process is the same as with an institutional accreditation. However, not all sections of the Self-Study would be completed. The institution and the Accreditation Coordinator would meet to discuss which sections of the outline given below will be used. Sections 1, 5, and 6 are mandatory. Other sections may be included as mutually deemed appropriate.

IV. Cultural Standards and Guidelines for Self Study

The following instructions are based on the guiding principles adopted by the NIAB Executive in the establishment of the NIAB Accreditation Handbook1:

1. The NIAB will serve as a vehicle for strengthening and validating Indigenous higher education institutions and programs based on standards and procedures developed and implemented by NIAB member institutions

2. The criteria for accreditation review will be founded upon the local Indigenous language and cultural knowledge, beliefs, protocols, laws and practices that provide the epistemological and pedagogical basis for the institutions and programs under review.

3. The primary focus of the NIAB will be the internal congruence and cultural integrity of the institutions/ programs under review, with secondary consideration given to linkages with external/ mainstream institutions and accreditation systems.

4. The NIAB will provide a means for institution-level accreditation of Indigenous-controlled higher education institutions, as well as program-level accreditation of Indigenous-oriented programs within Indigenous and mainstream institutions (including teacher education programs).

5. The accreditation review process will include the role of locally respected Elders/ Knowledge Keepers and recognized cultural practitioners, and the use of the Indigenous language(s) and appropriate cultural protocols as reflected in the institution/program under review.

6. The NIAB will promote Indigenous research that is respectful of cultural and intellectual property rights and closely integrated with the Nations being served.

7. The NIAB self-study process will be guided by local cultural standards that are developed by the respective Indigenous Peoples/Nations, and thus will provide international recognition and validation for education initiatives grounded in Indigenous world views, knowledge systems, Treaty, and ways of knowing.

As indicated in Guiding Principle #2, one of the pre-conditions for NIAB review is the identification of a locally appropriate and accepted set of ‘Cultural Standards’ against which the cultural integrity of the institution/program can be reviewed and assessed (see examples in Appendix C and D). “Cultural Standards” refers here to a locally defined set of guidelines, principles, and/or values that reflect the cultural essence to which the goals of the particular

1 Acknowledged source of this section identified as World Indigenous Nations Higher Education Consortium (WINHEC) Accreditation Handbook (2010).

9

Accr

edita

tion

Han

dboo

k

program or institution are directed and under which it operates. The intent is to affirm the performance of Indigenous-serving institutions and programs in reference to standards appropriate to the Indigenous cultural contexts involved, rather than impose a single set of generic standards assumed to be equally applicable to all institutions/programs. These local Cultural Standards must be in place and submitted the NIAB for reference as a pre-condition for consideration of eligibility.

Cultural Standards Development. If such Cultural Standards do not yet exist in the Indigenous region under consideration, the following actions are recommended. Arrange to convene a broadly representative group of Indigenous Peoples from across the region being served who can either develop and adopt an original set of Cultural Standards/guidelines applicable to the tribes/region/nations involved, or review, adapt and endorse an existing set of cultural standards, such as the Alaska version in Appendix D, or the Hawai’i Guidelines for Culturally Healthy and Responsive Learning Environments. Once adopted by the appropriate Indigenous authorities, the relevant cultural standards/guidelines should be submitted to NIAB to serve as the basis on which the educational and cultural integrity of the respective institution/program will be reviewed for accreditation.

Along with the sample Cultural Standards in Appendix D is a sample self-assessment chart that can be used to document and assess the evidence related to each standard or guideline. Following each standard and related indicator is a section in which to identify supporting evidence for the standard/indicator. The purpose of the supporting documentation is to provide evidence of the manner in which each standard and its elements are met. The evidence, in whatever form it is presented, is intended to provide greater meaning to the narrative and analysis of the self-study and will serve as the basis on which the review team assesses the educational and cultural integrity of the institution/program under review. The NIAB anticipates three kinds of documentation for use in the self-study as follows:

Required Submissions: documents or information to be included in the body of the self-study, provided in the appendices, or mailed with the self-study to the members of the external review team and to the office of NIAB;

Required Exhibits: documents or oral and visual information to be summarized in the self-study, provided in the appendices, or made available on site during the visit of the review team;

Suggested Documents: documents or information recommended to the institution/program for consideration in preparing the self-study. These may be made available on site to the review team as appropriate.

In preparing the self-study, the institution/program is expected to demonstrate that it meets each standard, each element of the standard, and any applicable policy. The self-study document shall be succinct, thoughtful, and analytical including an appraisal of the institution/program’s strengths, weaknesses, and achievements relative to each standard.

10

Accr

edita

tion

Han

dboo

k

V . Self-Study

Purpose The Self-Study is the most significant part of the accreditation process. It serves three essential purposes. First, it constitutes the means by which institutional achievement is confirmed. Second, it provides the institution with an understanding of the way to evaluate and improve upon its educational effectiveness. And third, the Self-Study Report is the basic document used by the Peer Review Team during an on-site visit. In addition to assigned staff, the Self-Study should involve community members, students, graduates and employers. 2 The National Indigenous Accreditation Board has described ten areas that define the scope of the Self-Study.

1. Treaty, culture and Nation(s): the role of Indigenous knowledge, beliefs, protocols, laws, practices, and languages in the governing policies, operations, and programs of the institution; the role of Elders/ Knowledge Keepers in the governance, operations, and programs of the institution; and the nature of community support and participation in the institution

2. institutional mission, goals and objectives: the institution’s purpose or reason for existence; the institution’s educational intent; and what the institution plans to accomplish in the short term

3. finances: the financial resources, structure and procedures of the institution.

4. institutional administration:

the structure and processes by which the institution is managed

5. academic programs: the structured series of learning experiences designed to achieve certain instructional objectives for which, upon successful completion, certificates, diplomas or degrees are awarded

6. faculty: the people who teach in the institution

7. instructional resources and equipment:

the materials (text books, learning guides, etc.) and equipment used to support the instructional programs

8. student support services: the support services provided to individuals registered to take courses, programs or other educational offerings through the institution

2 The National Indigenous Accreditation Board gratefully acknowledges the Private Post Secondary Commission of British Columbia who has generously granted permission to the FNAB (forerunner to NIAB) to use its accreditation guide as the basis and model for this handbook.

11

Accr

edita

tion

Han

dboo

k

9. student records: permanent accounts of the formal achievements of each student in each course, component or part of an instructional program, and of all certificates, diplomas or degrees awarded.

10. physical plant and non-instructional equipment: the buildings, including classrooms and laboratories, and all non-instructional equipment needed to serve the mission and goals of the institution

This guide describes general benchmarks against which the institution’s performance and achievement in these ten areas will be judged. In its Self-Study, the institution uses these criteria in its assessment of itself.

Self - Study Process The Self-Study process can be thought of in three stages: Preparation, Self-Study, and Report.

Preparation The success and value of the Self-Study result from careful planning and preparation.

1. The Self-Study Team

To direct the Self-Study process, the institution should appoint a Self-Study Team from a cross-section of its community, students (past and current) and employees. A Self-Study Coordinator should also be appointed.

2. Assemble the Basic Materials

Materials should be assembled and organized so they can be easily used in the Self-Study and in the Peer Review Team’s on-site visit. The institution’s materials to be assembled include the following:

• the mission statement • the long term or major goals, and specific objectives • organization chart • duties and responsibilities of each position • qualifications and work experience of each administrator and instructional supervisor • performance evaluation forms used for employees • employee policies and procedures (i.e., recruitment, working conditions, in-service training

opportunities, performance evaluation and dispute resolution processes for all employee groups) • all current calendars and promotional materials • all course outlines • list of all faculty, including qualifications, teaching or other assignments, length of service at the

institution • roles and responsibilities served by Elders/ Knowledge Keepers • follow up reports on graduates • reports of other professional or accrediting agencies regarding programs at your institution • reports of current labour market requirements in areas related to your programs

12

Accr

edita

tion

Han

dboo

k

• inventory of major learning resources and equipment -- computers, volume of library holdings, audio visual, labs, etc., showing the age of equipment where relevant

• student admission policies and procedures • student handbooks or other publications for students, (including their responsibilities, rules

governing conduct, and the dispute resolution procedures available for students, etc.) • application forms • placement testing materials • description of financial aid programs (if available)

3. Assign Tasks and Timelines

The responsibilities for the Self-Study should be shared. Some employees might be asked to assemble the materials for a particular criterion or program area, to write the descriptions of present activity, to create or administer questionnaires or other means of determining success of any given activity, or to recommend actions for improvement. The Self Study Coordinator should undertake the task of coordinating, directing and maintaining timelines. When different points of view are expressed, the Self-Study Coordinator will endeavor to help the participants arrive at consensus.

3. Developing Procedures for Evaluating

In addition to the description of the things the institution does for each area, there is an assessment of how well these are carried out. This assessment may involve interviewing students, employees, alumni, employers; preparing questionnaires to ask people how well the institution is doing; and/or, collecting information about graduates. Information or conclusions of other accrediting agencies or professional groups that have reviewed some aspect of the institution’s programs or operations need to be included. After deciding the means by which evaluating achievement in each area is to be done, interview questions, questionnaires, or other procedures need to be planned, developed, and tried out with a few people before they are broadly distributed. It is necessary to keep a detailed list of the names and positions of persons interviewed and surveyed, so an analysis of the kinds of things people are saying is accessible, but the protection of any confidences must be ensured.

13

Accr

edita

tion

Han

dboo

k

The Self-Study The Self-Study is generally guided by the Self-Study Report Outline. The major undertaking of any Self-Study consists of reviewing written materials, conducting interviews, distributing and analyzing questionnaires, and evaluating the achievement of the various programs and service areas of your institution. The effort and time devoted to the activities largely determine the benefits of the Self-Study for the institution. The institution’s leadership team will negotiate with the Accreditation Coordinator a realistic timeline for completion of the Self-Study.

At the Self-Study Stage, it is important to consider that the Peer Review Team’s study will be organized and structured around the questions that are to be answered in the institutional Self-Study Report.

The Self-Study Report Many persons will contribute to the Self-Study Report. It is important to ensure that there is a consistent style and format throughout. The report will provide adequate information about the institutional performance and achievement in all program and service areas. It will include

• a brief description of current activity (references may be made to appendices for details); • data and analysis, showing the evaluation of achievement, and identifying successes and areas

requiring change or further development; • plans for action in those areas requiring change or further development; and • consideration of traditional ways of collecting or reporting information that may be more

appropriate than a written report. The Self-Study Report will be of sufficient length to provide its readers with the information needed to reach conclusions about the institution’s performance and achievement. Supporting data for each area may be included in appendixes.

Upon receipt of the institution’s Self-Study Report and the required fees, the Accreditation Board reviews the document and determines its completeness. The review addresses the following questions:

1. Does the report address each accreditation area? 2. Does the report contain any apparent inconsistencies? 3. Is there ample documentation for statements made by the institution in its report? 4. Does the report avoid or gloss over weaknesses, or address them directly? 5. Are there realistic plans for overcoming identified weaknesses and making other improvements?

After completing this review, the Accreditation Coordinator contacts the institution and reconfirms the required number of copies of the report, the date and cost of the peer review, and payment dates. If the Self-Study Report is incomplete, the Coordinator in consultation with the institution will arrive at an extension of time to complete the Self-Study Report or withdraw its accreditation application. If the institution chooses to withdraw its accreditation application the fees are retained by the National Indigenous Accreditation Board.

14

Accr

edita

tion

Han

dboo

k

Self-Study Outline This section outlines a full institutional Self-Study. Provide concise but complete answers to the questions under each of the following headings. Use the same headings and numbering given below. Be sure to include any information, analysis or conclusions that are helpful, even if these do not fit within one of the questions asked.

The questions are sequenced in three categories: description, evaluation, and action. Under ‘description’ describe what is being done. Under ‘evaluation’ explain and evaluate how well it is being done in the eyes of students, Elders/ Knowledge Keepers, employees, alumni, employers, the community, and other institutions and agencies. Under ‘action’ state any actions the institution had been planning to make or is planning to make as a result of the Self-Study process. If there is additional criteria to be applied to your institution, please add them in immediately following the action section, with your rationale, and provide the same description, evaluation and action plan as above.

INTRODUCTION:

Provide a brief history of the institution and review of its present operations.

AREA 1.0 Treaty, Culture, and Nation(s):

The institution shall nurture and maintain the support and involvement of the Indigenous Peoples in the Treaty territory where it may be located in its governance, operations, programs and services. The institution shall demonstrate its cultural standards, relevancy, and accountability to the Indigenous Nation(s) it serves.

Description

1. Describe the Treaty and inherent Indigenous culture and language resources of the Nation(s) and how the institution utilizes them.

2. How does the institution maintain and recognize the on-going participation of the Nation(s)? Of Elders/ Knowledge Keepers and other respected Nation(s) members in governance, operations, programs, and services of the institution?

3. Describe the core Indigenous cultural, Treaty, and language knowledge expected of all employees and students. 4. Has the institution developed a set of cultural standards? (For examples see appendices A and B and to what

degree is the Treaty of the Nation included in the cultural standards?) 5. What ceremonies are available and cultural symbols are visible to the Nation(s)? 6. Has the institution developed guidelines for ethical research and is this guideline culturally responsive?

Evaluation

7. In what ways does the institution promote Indigenous culture, treaty, and language in the Nation(s)? How do employees and students participate in the Nation(s)? What is their perception of the institution?

15

Accr

edita

tion

Han

dboo

k

8. In what ways does the institution contribute to the Nation(s) becoming a learning community? What is the relationship between the institution and other learning agencies in the Nation(s)? What is their perception of the institution?

9. In what ways do the institution’s employees and students contribute to their families, Nation(s), and culture? What is the perception?

Action

10. What actions, if any, are planned to advance and celebrate the role of culture, language, and Nation(s) in the institution?

11. How are these cultural standards integrated in the operations, programs and services of the institution? 12. What other information or comment about Treaty, culture, language, and Nation(s) would you like to add?

AREA 2.0 Institutional Mission, Goals, and Objectives: The institution shall have a mission statement (i.e., a purpose, or reason for being), long term goals, and short-term objectives, and will take reasonable steps to ensure that the community, administration, faculty, staff, and students are aware of and support them.

1.1 Institutional Mission

The institution shall have a defined mission. The mission statement shall be easily understood by students, faculty, staff and the community and reflect the unique character of the Indigenous Nation(s).

1.2 Description of Mission

1. What is your mission statement? What is your purpose, for whom is it carried out, and how is it carried out? As a statement, is it culturally relevant?

2. How, and by whom, was this statement developed? 3. In what way does the leadership of the institution communicate the mission and demonstrate their commitment

to the mission? 4. In what ways do you make sure that your publications convey only those messages that are consistent with the

stated mission?

1.3 Evaluation of Mission

5. How do you know that the statement is accepted and supported by your administration, faculty, staff, Elders/ Knowledge Keepers, students, clients, and the Nation(s) served?

6. In what ways can you show that your programs and services actually carry out what is intended in your mission statement?

7. How does the mission statement influence your educational philosophy?

1.4 Action related to Mission

16

Accr

edita

tion

Han

dboo

k

8. What actions, if any, are planned to reword the mission statement, either to make it more clear, or to match better with what your institution publishes or does, or improve the awareness and understanding of and support for, the mission statement?

9. What other information or comment about the mission would you like to add?

1.5 Institutional Goals.

1. The institution shall set long-term goals to close the gap between what the institution is and what it wants to become in the future.

1.6 Description of Goals

1. What are your broad general goals as an organization? 2. Do you have a vision statement? How does the vision represent your Nation’s aspirations? 3. How, and by whom, were these developed?

1.7 Evaluation of Goals

4. How do you know that these goals are accepted and supported by your administration, faculty, staff, Elders/ Knowledge Keepers, students, clients and the community?

5. In what ways do you make sure that your publications convey only those messages that are consistent with the stated goals?

6. In what ways can you show that your programs and services actually carry out what is intended in your goals?

1.8 Action on Goals

7. What actions, if any, are planned to reword the goals either to make them clearer, or to match better with what your institution publishes or does or improve the awareness and understanding of; and support for, the institution’s goals?

8. What other information or comment about goals would you like to add?

1.9 Institutional Objectives.

The institution shall have a set of short-term objectives that lead directly to its mission and goals. The objectives should be specific, measurable, achievable, realistic, and time bound (These are also known as smart objectives). Objectives identify culture and language relevancy.

1. What are your specific objectives for the next one to three years? 2. How, and by whom have these been developed? 3. In what ways can you show that these objectives are consistent with and contribute to the achievement of your

mission and goals? 4. What objectives, if any, need to be reworded, deleted, or added to make your objectives consistent with your

mission and goals? 5. What actions, if any, are planned to reword the goals either to make them clearer, or to match better with what

your institution publishes or does or improve the awareness and understanding of; and support for, the institution’s goals?

17

Accr

edita

tion

Han

dboo

k

6. What other information or comment about objectives would you like to add?

AREA 3.0 Finances:

The institution shall verify its funding base, financial resources, plans for financial development and sound financial management. The institution shall demonstrate financial accountability through the annual publication of independently audited financial statements.

Description

1. Provide an analysis of current revenue sources and their future viability. Are there potential new revenue sources? Describe the fund-raising activities.

2. Describe the various cost centers and how costs are controlled. 3. What is the debt load of the institution? How will the debt be eliminated? 4. Are financial reserves maintained? How are they managed? 5. Provide a four-year projection of the institution’s activities and financial viability. 6. Provide the current budget. Describe the budget preparation process. 7. Provide the current business plan. Describe the business planning process and the nature of participation in the

process by various stakeholders. 8. Provide the most recent audited financial statement. Describe the internal and external audit process.

Evaluation

9. List the financial ratios used by the institution to achieve its mission and goals, (e.g. cost per fulltime student equivalent [fte], cost per program graduate, library cost per fte, information technology cost per fte, etc.). How are they used to evaluate and improve the institution’s performance?

10. What is the Nation(s) perception of the institution’s financial integrity?

Action

11. What action, if any, are planned to improve the institution’s financial resources, management and accountability. 12. What other information or comment about finances would you like to add?

AREA 4.0 Institutional Administration;

The institution shall have an organizational structure that reflects its mission, size, and complexity. The structure will promote a spirit of understanding, co-operation, and responsibility amongst governors, faculty, staff, and students. Performance and cultural standards and monitoring controls will be employed to ensure effective and efficient management.

Governance and Leadership

The governing body of the institution governs through the setting of mission, goals, and policies. The institution has a leadership team responsible for the quality of the institution’s programs and services.

18

Accr

edita

tion

Han

dboo

k

Description

1. Describe the composition of the governing body and senior leadership team and their general functioning. 2. What is the source of the legal authority of the governing body? 3. What role do Elders/ Knowledge Keepers’ serve in the governance and leadership of the institution? 4. How does the Elders/ Knowledge Keepers’ role relate to the oversight requirements of the Turtle Lodge Treaty:

“Our way of life” Indigenous Education to protect Indigenous languages and cultures? 5. In what ways does the Nation(s) participate in governance and leadership? Describe how the governance and

leadership bodies and processes reflect the culture of its Nation(s). Describe how the governing body and leadership team remain accountable to its internal and external agents.

Evaluation

6. How does the governing body assure the accountability of the senior leadership team? Describe their relationship.

7. What Nation advisory bodies have been established for the institution? How does the Nation(s) provide advice and feedback?

8. How are Elder’s bodies established for the purpose of advisement evaluated for effectiveness in that their advice is followed?

Action

9. What actions, if any, does the governing body take to review and improve governance and leadership of the institution? What actions, if any, does the senior leadership team take to review and improve the leadership of the institution?

10. What other information or comment about governance and leadership would you like to add?

Administrative Personnel

The institution shall demonstrate its integrity throughout the professional competence, experience, personal responsibility and ethical practices of all individuals who are administrators. The qualifications and experience of these individuals will be appropriate to accomplish the institution’s mission, goals, and objectives.

Description

1. List the qualifications and experience of each member of the administration. 2. Describe the performance review process that is used for administrators and provide evidence that this is

used regularly and effectively. 3. How are administrators bound to cultural standards?

Evaluation

4. What evidence would support the claim that your administrative personnel demonstrate competence, experience, responsibility, ethical practice and have the ability to accomplish the mission, goals and objectives of the institution?

5. How can you show that the performance reviews are used regularly, fairly, and effectively? 6. How can you demonstrate that performance reviews have led to any specific actions or programs for

administrative improvement?

19

Accr

edita

tion

Han

dboo

k

7. What evidence exists that cultural standards are implemented in programming? How do Elders/ Knowledge Keepers’ perform a role in programming?

Action

8. What changes, if any, are planned in the qualifications or experience for administrative appointments? 9. What changes, if any, are planned in performance review processes for administrators? 10. What other information or comment about administrative personnel would you like to add?

Academic Supervision/ Elder Supervision

The institution shall designate qualified and appropriately experienced persons to manage the delivery of its academic programs. The institution has designed a process of Elder/ Knowledge Keeper monitoring for cultural relevancy in academic programs.

Description

1. List the qualifications and experience of each academic supervisor/ Elder supervisor. 2. Describe the performance review process that is used for academic supervisors / Elder supervisors.

Evaluation

3. What evidence would support the claim that your academic supervisors/ Elder supervisors have the appropriate qualifications and experience to accomplish the mission, goals and objectives?

4. Are the performance reviews used regularly, fairly, and effectively? Action

5. What steps or actions have been taken to improve the performance reviews of academic supervisors/ Elder supervisors?

6. What changes, if any, are planned in qualifications or experience for appointment of academic supervisors/ Elder supervisors?

7. What changes, if any, are planned in performance review processes for academic supervisors/ Elder supervisors?

8. What other information or comment about academic supervision/Elder supervisors would you like to add?

Dispute Resolution

The institution shall have policy and procedures on culturally relevant and appropriate dispute resolution for employees. The policy and procedures will be fair, reasonable, and disclosed.

Description

1. What is your institution’s policy and procedures for dispute resolution for employees? Describe the provision for appeal.

2. By what means have you determined that your employees know, understand, and accept these policies and procedures?

20

Accr

edita

tion

Han

dboo

k

Evaluation

3. By what means have you determined that these conform to the applicable labour standards? In what ways are these policies and procedures culturally relevant?

4. How often have these dispute resolution procedures been applied and with what results?

Action

5. What revisions, if any, are planned in the dispute resolution policy and procedures statement or its implementation and to make it culturally responsive?

6. What other information or comment about dispute resolution would you like to add?

Employee Development

The institution shall encourage and support employee development.

Description

1. What are the new employee orientation practices? Describe their cultural content. 2. In what ways are development opportunities provided for and encouraged? 3. What cultural development is available for Indigenous and non-Indigenous employees? 4. By what means are employees informed of development opportunities and of the means of applying for

them? 5. What groups of employees, if any, are not included in these provisions?

Evaluation

6. What has been the record of use of development opportunities in recent years? Describe their cultural relevance.

7. Is development linked with performance evaluation as well as cultural, treaty, and language standards? 8. What evidence, if any, is there that the employees find the development opportunities to be appropriate,

culturally responsive and valuable? Action 9. What changes, if any, are planned for employee development? 10. What other information or comment about employee development would you like to add?

Duties and Reporting Relationships

The institution shall ensure employees clearly understand their duties and responsibilities, and the standards by which their work is assessed so as to include cultural relevance and standards.

Description

1. Are the duties and responsibilities, including cultural standards clearly presented in writing for each position? How are these made available to employees?

2. How are employees informed of the supervisory position to which they report, the required procedures for reporting, the role of the supervisory position in evaluation of performance, and the standards including cultural standards by which their performance is assessed?

21

Accr

edita

tion

Han

dboo

k

Evaluation

3. What evidence can you supply that all employees understand their duties and their reporting responsibilities, and know the procedures and standards inclusive of cultural standards by which they are assessed?

Action

4. What changes, if any, are planned in the clarifying of duties, responsibilities, inclusive of cultural standards, reporting and assessment relationships?

5. What other information or comment about duties and reporting relationships would you like to add?

Conditions of Employment

The institution shall have a written policy describing conditions of employment for its employees including: hiring and termination procedures, salaries and benefits, and methods of planning and evaluation.

Description

1. What are your institution’s policies describing conditions of employment for all employees? 2. What involvement, if any, have employees had in the development of policies determining conditions of

employment?

Evaluation

3. How can you demonstrate that your policies include all employees, and cover all topics in a manner consistent with the requirements of employment standards, acts or regulations?

4. How frequently have there been employee grievances or other evidence of dissatisfaction with the conditions of employment?

5. What evidence is there that the conditions of employment are acceptable to employees?

Action

6. What changes, if any, are planned to the conditions of employment policy or its development or administration?

7. What other information or comment about conditions of employment would you like to add?

AREA 5.0 Academic Programs:

(NOTE: Area 5 must be completed for each academic program.) The institution shall have clearly stated and publicized objectives for each program and course. Each academic program will be related to the mission and goals of the institution and be capable of delivery within the scope of available resources. In addition, course activities, assignments and evaluation methods will be clearly related to course objectives. Where courses are part of a program, the course objectives and content will be consistent with the program’s objectives. Where the institution offers or receives learning by distance, such learning will reflect the best practices identified by the Western Cooperative for Educational Telecommunications. Cultural responsiveness and appropriate content to Indigenous learners are expected to be evident.

Description

22

Accr

edita

tion

Han

dboo

k

1. What programs and courses are offered presently at your institution? 2. What programs and courses are offered at some times, but not at present? What determines when they are

offered? 3. What is the core Indigenous cultural content of each program? How are local or other Indigenous Nations’

cultures incorporated into student learning activities? How is ceremony reflected in program requirements? 4. What are the work experience/ service learning content of each program? Describe the support and

involvement of potential employers. 5. What information technology and equipment operation skills are expected of students when they register?

When they graduate? 6. What cultural standards and skills are expected of students when they register? When they graduate? 7. What formats and procedures are used to ensure that course outlines are prepared and current for all courses,

and that they include an accurate description of course content, learning objectives, and methods of student assessment?

8. How are students informed of the content learning objectives, and, methods of assessment for all courses? 9. In what ways are the course activities, student assignments and methods of student assessment consistent with the

stated course objectives? Do they include traditional Indigenous ways of learning and knowing? 10. Identify the expected learning outcomes of the program. What is the competency profile expected of program

graduates? 11. What programs and courses are transferable to other Indigenous institutions? Non-Indigenous institutions?

Evaluation

12. How can it be shown that the goals of each program are consistent with the institution’s mission and goals? 13. How are courses and programs reviewed to determine that they are current, culturally relevant, and what

procedures are used for course and program revision? 14. Do students report that what actually happens in the course matches with the course outline? 15. How can it be shown that the objectives of each course contribute to the achievement of the goals or purposes of

the student’s program? 16. How can it be shown that courses and programs have been revised over time to keep them current and culturally

appropriate? 17. How is the need for new programs determined? Describe the program development process.

Action

18. What changes, if any, are planned in the format or distribution of program descriptions or course outlines? 19. What changes, if any, are planned in procedures for course or program review and revision? 20. What changes, if any, are planned in course activities, student assignments or assessment to provide a better

match with course objectives and cultural relevancy? 21. What changes, if any, are planned in course or program content or objectives to provide a match with the

institution’s mission or goals? 22. What changes, if any, are planned to increase Indigenous cultural content in programs? 23. What changes, if any, are planned to expand transferability of programs and courses? 24. What information or comment about academic programs would you like to add?

AREA 6.0 Faculty :

23

Accr

edita

tion

Han

dboo

k

The institution shall have qualified and experienced faculty in efficient numbers to achieve its mission and goals.

6.1 Qualifications and Experience.

Faculty shall have attained a suitable level of education, Indigenous knowledge, training, and, where appropriate, occupational experience relevant to their teaching area. These formal qualifications will be demonstrated in faculty performance in program and course planning and instruction. The institution will maintain a core of experienced faculty in order to maintain program continuity.

Description

1. List the qualifications, experience, and length of service at this institution for all faculty. Include whether they are Indigenous or non-Indigenous.

2. What process does your institution use to determine that a faculty member is qualified to instruct in a specific course or teaching area, or to perform assigned non-instructional duties?

3. What processes does your institution use to determine that a faculty member has the attendant Indigenous knowledge to perform at the expected cultural standard?

Evaluation 4. How can it be shown that faculty qualifications are consistent with industry norms, or with comparable kinds of

institutions? 5. How the Indigenous knowledge capacity of each faculty member is measured in respect of the institutions

cultural standards? 6. How are faculty members expected and enabled to meet these cultural standards? Action 7. What changes, if any, are planned in faculty qualifications and experience requirements? 8. What plans, if any, are being made to improve faculty qualifications? 9. What other information or comment about qualifications and experience would you like to add?

Instructional Effectiveness

Faculty shall demonstrate that they have the knowledge and skills to present learning materials in an effective, efficient and respectful manner within their instructional setting and possess capacity in Indigenous knowledge, and to evaluate student performance based on valid and reliable grading instruments. The workload assignments will demonstrate that faculty is effectively deployed to assist students in the successful achievement of learning objectives.

Description

1. What means are used to evaluate the instructional effectiveness? Who participates in the evaluation of instruction? Is there a role for Elders/ Knowledge Keepers in this capacity?

2. What aspects of the learning experience provided to students are included in the evaluation of instructional effectiveness?

3. Does the process include all those who have an interest in the effectiveness of the learning situation (e.g., students, clients, faculty, Elders/ Knowledge Keepers, supervisors)?

24

Accr

edita

tion

Han

dboo

k

4. What are the workload assignments for all faculty?

Evaluation

5. Does the evaluation process include both information to help faculty improve, and information to help supervisors make decisions about instructional assignments?

6. Does the evaluation of instructional effectiveness result in any decisions regarding provision for professional development of faculty?

7. Do students perceive that faculty, including Elders/ Knowledge Keepers, are available for adequate time and with appropriate assignments of tasks to meet their learning needs?

8. Do faculty perceive that their assignments are appropriate to facilitate student learning? 9. What is the Nation(s)’ perception of instructional effectiveness?

Action

10. What changes, if any, are planned to existing faculty workloads? 11. What changes, if any, are planned for the evaluation of instructional effectiveness? 12. What information or comment about instructional effectiveness would you like to add?

AREA 7.0 Instructional Resources and Equipment: The institution shall provide instructional resources and equipment to support and improve instruction and learning consistent with the institution’s program and course objectives.

7.1 Instructional Resources.

Instructional resources shall be adequate in supply, well maintained, up-to-date, appropriate for both students and faculty to meet cultural standards, and are directly linked to program and course objectives.

Description

1. Describe the instructional resources available, including textbooks, instructional guides, basic references, methods of incorporating cultural responsiveness, basic classroom furnishings, etc.

2. Describe the procedures by which faculty requisition or have access to resources needed for instruction.

Evaluation

3. Do faculty and students perceive that the instructional resources used are adequate and appropriate to the program and course objectives?

4. What evidence can be presented that the resources are current and, where appropriate, meet industry standards and cultural standards?

Action

5. What actions, if any, are planned to facilitate the availability of instructional resources that meet the criteria of adequacy, currency and cultural appropriateness?

6. What information or comment about instructional resources would you like to add?

25

Accr

edita

tion

Han

dboo

k

Library

Library services and collections shall be adequate to meet the majority of instructional, learning, cultural knowledge, and research requirements of students and faculty.

Description

1. How can it be shown that the library supports the institution’s mission and goals? 2. How can it be shown that the library supports and promotes Indigenous cultures? 3. How large is the library collection? What percentage are books, visual media, audio media, and periodicals? 4. How does the library utilize information technology? What electronic databases can students and faculty

access through the library? 5. What partnerships does the library have with other libraries? Does the library participate in an interlibrary

loan network? 6. What reference and information services are provided by the library to students and faculty? 7. List the library staff and their qualifications and experience. 8. Describe the library facilities in terms of overall space and functional spaces.

Evaluation

9. How does the library evaluate its services and collections? 10. Does the library keep and use standard library measures? For example, the ratio of volumes to student and

faculty FTE; volumes added per year; percentage of volumes less than 10 years old, less than 5 years old; number of years over which the entire collection is weeded; the size of the library budget and as a percentage of the institution’s budget.

11. How does the library collection reflect Indigenous learners’ needs for appropriateness in reflecting the Indigenous Nations’ aspirations?

Action

12. What plans, if any, are made to improve the library services and collections? 13. What plans, if any, are made to improve the library services and collections in relation to cultural

appropriateness? 14. What plans, if any, are being made to improve staff qualifications? 15. What information or comment about the library would you like to add?

Instructional Equipment

Instructional equipment shall be adequate to allow each student sufficient training time, and shall be well maintained, up-to-date, appropriate for both students and faculty, and be directly linked to program and course objectives. Instructional equipment includes information technology, laboratory, shop equipment, and accessibility to Indigenous knowledge and its antecedent requirements.

Description

1. What is the institution’s inventory of instructional equipment and information technology? How old is each item?

26

Accr

edita

tion

Han

dboo

k

2. Describe the procedures by which faculty have access to instructional equipment needed for instruction. 3. What critical Indigenous and Nation resources are available that may not usually be taken into consideration by

other institutions?

Evaluation

4. Do the faculty and students perceive that the instructional equipment used is adequate to provide student access, and appropriate to the program and course objectives?

5. What evidence can be presented that the equipment meets current industry standards?

Action

6. What actions, if any, are planned to facilitate the availability of instructional equipment that meets the criteria of adequacy, currency, and cultural appropriateness?

7. What information or comment about instructional equipment would you like to add?

AREA 8.0 Student Support Services: The institution shall provide student support services consistent with its mission and goals, and be both culturally appropriate and appropriate to the needs of prospective, enrolled and graduating students.

8.1 Admissions.

The written policy and procedures on student admissions shall be consistent with the institution’s mission and goals, and shall be clearly stated and publicized.

Description

1. What are your institution’s policies and procedures for student admission? 2. How do your institution’s admission policies and procedures reflect cultural relevancy and to what extent are

Elders/ Knowledge Keepers involved in admissions? 3. How are these policies communicated to prospective students and the public?

Evaluation

4. Do these admission policies result in the admission of a student group appropriate to the institution’s mission and goals?

5. Are the admissions policies applied equitably? 6. Do the present admissions policies provide students a reasonable opportunity for success? Action

7. What changes, if any, are planned for your admissions policy and procedures? 8. What information or comment about admissions would you like to add?

27

Accr

edita

tion

Han

dboo

k

Advising

Educational and career advising and placement testing shall be available where appropriate to assist in the proper placement of students within programs, and to maximize their achievement and success in programs. Elder involvement in advising with admissions and placement may be required for Indigenous knowledge programs.

Description

1. What advising and course placement services are available to prospective and enrolled students? Do Elders/ Knowledge Keepers’ have a function in this area?

2. What are the objectives of the services for each group? 3. Who is responsible for educational, cultural, and occupational advising and placement testing/ services at

your institution? 4. What procedures and instruments are used, how, and when? 5. How are students or prospective students informed of the availability of such services? Evaluation 6. What evidence is available that students are appropriately advised and placed in the right programs and

courses at the right level for their advancement and success? 7. To what extent are the objectives of the advising service being achieved?

Action

8. What changes, if any, are planned for the advising and course placement service? 9. What information or comment about advising would you like to add?

Financial Aid

Where financial aid is offered, it shall be well organized, well publicized, and administered equitably. At least one qualified individual will be designated to administer the program.

Description

1. What financial aid is available for students? What are the qualifications or requirements of students qualifying for the aid?

2. How are financial aid opportunities publicized? 3. What are the procedures for application? 4. Are there any culturally appropriate or relevant aspects to the financial aid? If yes, how is this assessed?

Evaluation

5. How many students received financial aid during the last calendar year? 6. What was the average amount of aid received? 7. What evidence is there that all students were aware of the program, and that it was administered equitably?

Action

8. What changes, if any, are planned in the student financial aid services at your institution?

28

Accr

edita

tion

Han

dboo

k

9. What information or comment about financial aid would you like to add?

Dispute Resolution

The institution shall have and publicize a fair and reasonable student dispute resolution policy and set of procedures that are culturally appropriate. The focus of the policy and procedures, when applied, should be to demonstrate an outcome that is restorative rather than punitive.

Description

1. What are the policies and procedures for student dispute resolution at your institution? Describe the provision for appeal and how these reflect the culture and norms of the Nation(s).

2. How are these communicated to students? 3. What is the role of the Elders/ Knowledge Keepers in dispute resolution mechanisms?

Evaluation

4. How often have these policies and procedures been applied in the last three years? 5. What evidence is there that students are aware of and understand the student dispute resolution policies and

procedures, and the kinds of issues that are addressed by this means? 6. What have been the results of any applications of the policies and procedures? 7. What means have been used to ensure that the policies and procedures provide for due process?

Action

8. What changes, if any, are planned for the student dispute resolution policies and procedures? 9. What information or comment about dispute resolution would you like to add?

Placement Services

An institution that prepares students for employment shall provide career advising and other advice that facilitates students’ access to employment.

Description

1. What services are available to assist students, graduates, or alumni in selecting a career and in gaining access to a job?

2. How do these services meet the cultural standards requirements of your institution?

Evaluation

3. What do students, graduates and alumni have to say about the value and relevance of the placement advice and service?

4. What evidence is there that the career advice given is based on current knowledge and conditions? 5. What proportion of graduates in each program typically gain a job in the area of their training? 6. How do these results compare to those of similar programs, or to your expectations?

Action

7. What changes, if any, are planned for the placement services provided by your institution?

29

Accr

edita

tion

Han

dboo

k

8. What information or comment about placement services would you like to add?

Outcome Data

The institution shall maintain enrolment, attrition, completion, and graduation data for all programs. This information is to be used on a continuing basis to validate admission standards, instructional standards, and placement results.

Description

1. What procedures are in place to collect and maintain enrolment, attrition, completion, and graduation data for all programs?

2. How are adherence to cultural standards and graduate outcomes tracked? 3. What persons or positions are responsible for this data collection and analysis?

Evaluation

4. What use has been made of these data to assess or validate the institution’s admission policies or standards, instructional effectiveness and standards, cultural standards, and placement services?

5. Are the systems for data collection and analysis adequate? Do they use appropriate computer and software support?

6. How well do students do if and when they transfer to other institutions?

Action

7. What changes, if any, are planned for data collection and analysis and its application to institutional decision making and planning?

8. What information or comment about outcome data would you like to add?

Residential Services

An institution that provides residential services shall monitor their quality, and shall ensure that arrangements are under the direct supervision of an employee of the institution. Approval of accommodation shall be based upon a consideration of health, safety, and study conditions, and recognition of cultural responsiveness.

Description

1. What are your institution’s policies and procedures regarding residential services? Include in your description processes of application, selection, assignment, monitoring of students; procedures; for assuring health and safety and adequate study conditions; and procedures for recognizing of cultural responsiveness.

2. Who (person and position) is responsible for residential services. What other staff positions are involved full-time or part-time?

Evaluation

3. How do students, and or their parents, rate their accommodation? 4. What evidence can the institution provide that their accommodations meet or exceed all legal health and safety

requirements and the expectations of those being served?

30

Accr

edita

tion

Han

dboo

k

5. What is the perception of the Nation(s) regarding the adequacy of residential services and the supervision of students?

Action

6. What changes, if any, are planned for your institution’s residential services? 7. What information or comment about residential services would you like to add?

AREA 9.0 Student Records: The institution shall maintain and secure student records that are accurate, comprehensive, and easily understood.

9.1 Student Achievement.

Evaluation of student learning and the award of course credit and/or graduating certificates shall be based upon clearly defined and distinguishable criteria. The results of student assessments are transmitted to the student through periodic progress reports. At the completion of a program, a permanent record of the student’s course of study and attainment level shall be maintained in accordance with a recognized reporting and evaluation system.

Description

1. What are the criteria and cultural standards required for graduation from each program?

2. What information is provided in course outlines regarding the criteria and cultural standards to be applied in evaluation of student achievement?

3. In what way are students kept informed about their progress and achievement during their program? 4. What information is recorded in the students’ permanent record at the institution? 5. To what extent are permanent student records kept secure?

Evaluation

6. Do students consider the information they receive about their achievement to be timely and adequate? 7. Is the information that is kept on permanent file appropriate and adequate? 8. Are the permanent records sufficiently secure to prevent loss or unauthorized access? 9. Is the information on file available for institutional study while protecting the privacy of individual records? 10. How is student achievement publicly recognized by the institution and the Nation(s)?

Action

11. What changes, if any, are planned for (a) the definition of criteria and cultural standards for student evaluation and awarding of credit (b) the reporting of assessment results to students, and (c) the development, use, and security of the permanent records?

12. What information or comment about student achievement would you like to add?

Fees and Finance

31

Accr

edita

tion

Han

dboo

k

Prior to registration, each student shall be informed of all fees and charges associated with the program in which the student plans to enroll. The institution shall have a publicized refund policy that is consistent within all its policy and general directives. It shall maintain proper financial records for all transactions, provide proper receipts for funds received, and ensure that a financial record is available to the student or to a legal third party (if required).

Description

1. How is a prospective student informed of all fees and charges? 2. What is the institution’s policy for refunds? 3. In what way are student financial records maintained and made accessible to students or legal third parties?

Evaluation

4. What evidence is available that all fees and refund policies are well- publicized, and meet governance regulations and general directives?

5. Are student financial records maintained in a manner appropriate to sound accounting practice?

Action

6. What changes, if any, are planned in the fee and refund policies and procedures, and in the maintenance of student financial records?

7. What information or comment about fees and finances would you like to add?

AREA 10.0 Physical Plant and Non-Instructional Equipment: The institution shall ensure that its physical facilities, including buildings, equipment and grounds are designed and maintained to serve the needs of the institution in relation to its mission and goals.

10.1 Buildings and Grounds

The institution shall maintain buildings and grounds that provide an adequate work and social environment for students and employees.

Description

1. Describe the institution’s buildings and grounds? Provide maps and floor plans of all campuses. 2. What is the current value of the buildings and grounds? What is the replacement value? 3. What is the maintenance budget of the institution? 4. List the maintenance staff and their qualifications and experience.

Evaluation

5. What is the current condition of the buildings and grounds? What is the deferred maintenance on the buildings and grounds?

Action

6. What plans, if any, are being made to renew, expand or replace buildings?

32

Accr

edita

tion

Han

dboo

k

7. What plans, if any, are made to reduce the deferred maintenance? 8. What information or comment about buildings and grounds would you like to add?

10.2 Instructional Space

The institution’s buildings, classrooms and laboratories, and their furnishings will be appropriate to support program objectives.

Description

1. What buildings are used for programs, faculty, and administration? 2. How many classrooms, laboratories, seminar rooms, offices, library, etc., are provided, and how are these

furnished and equipped? 3. What space allocations are especially designated as cultural spaces? How often are they in use?

Evaluation

4. How much space per student is supplied in classrooms and laboratories? How does this compare with typical standards for comparable educational institutions?

5. Do faculty have reasonable space for study and preparation? 6. Is reasonable space provided for confidential discussions with students? 7. Is reasonable space provided for student study? 8. Is space provided for pursuit of cultural and spiritual aspects for students and faculty?

Action

7. What changes, if any, are planned in the provision of instructional space? 8. What information or comment about instructional space would you like to add?

10.3 Health and Safety

The institution shall confirm compliance with all applicable fire, health, and safety regulations.

Description

1. Who is responsible for ensuring compliance with all applicable fire, health and safety institutional personnel and by external regulations?

2. How regularly are inspections made by inspectors? 3. Are certificates or reports on file that show compliance with regulations, and the dates of inspection? 4. Is there disabled/handicapped access to the buildings and grounds?

Evaluation

5. Is there evidence that any changes or improvements identified by inspectors have been completed?

Action

6. What changes, if any, are planned for confining compliance with all fire, health, and safety regulations? 7. What information or comment about health and safety would you like to add?

33

Accr

edita

tion

Han

dboo

k

V I. Peer Review

Peer Review Team

The Peer Review Team is composed of three or five individuals not previously or currently employed by the institution. Their number will depend on the anticipated workload and available time. They are chosen from a list of qualified candidates prepared by the Accreditation Coordinator. The institution and the Accreditation Board select an equal number – one or two each. Both the institution and the Board have the option of disqualifying anyone selected at this point.

The Board appoints the chair of the Peer Review Team. With the assistance of the Accreditation Coordinator, the chair will plan the orientation meeting, the on-site visit, lead the on-site visit, and will be the principal author of the Peer Review Report.

The Peer Review Team will prepare for the on-site visit by reviewing the Accreditation Handbook, the institution’s readiness report, available documents and publications, pertinent correspondence, and previous Self- Study and Peer Review Reports for the applying institution and other similar institutions. In addition to familiarizing the Peer Review Team with the institution, the review will identify any inconsistencies and need for further clarification, and sufficiency of information and need for additional information. The Accreditation Coordinator will communicate with the institution about any needed clarification and additional information.

The Accreditation Coordinator will arrange an orientation meeting for the Peer Review Team to develop an accreditation plan. The accreditation plan will include the key questions that need to be addressed, the key people to be interviewed, and the deployment of the team members and the accreditation schedule to do so. The on-site accreditation schedule will normally be for three days and is to include an entry and exit ceremony of welcome and commitment organized by the institution and their Nation(s) supporters. The Accreditation Coordinator will inform the institution of the accreditation plan so that they can prepare themselves including providing ample advance notification of their Nation(s) and supporters.

The Accreditation Coordinator confirms with the institution the dates of the visit, composition of the team, projected cost, payment schedule and number of copies of a final report. The Accreditation Coordinator will accompany the Peer Review Team during the on-site visit, provide logistical support, and act as a liaison between the Team and the institution.

Peer Review Visit

The Peer Review Team must visit the institution as a team and not individually. Even the chair should refrain from an individual visit. The Accreditation Coordinator handles all the pre-visit contacts, scheduling and logistics for the Peer Review Team.

Preliminary Team Meeting

The Peer Review Team will hold a preliminary meeting, usually the evening before the entrance meeting/ ceremony. The purpose of the preliminary meeting is to review the accreditation plan and make any last minute changes. Team

34

Accr

edita

tion

Han

dboo

k

members will briefly summarize their individual assignments, preparation requirements for ceremony, and key questions. It is critical that all Peer Review Team members and the Accreditation Coordinator attend the preliminary team meeting and be fully prepared. The chair shall be responsible to meet institutional protocols on behalf of the Peer Review Team and be briefed by the Accreditation Coordinator of these requirements.

Entrance Meeting/ Ceremony

The entrance meeting/ ceremony will take place at the beginning of the first business day of the on-site visit. It includes a ceremonial welcome by the institutional leadership and Nation supporters to the institution, an exchange of protocols and commitments, a brief tour of the principal facility, and a brief review of the accreditation schedule to identify any last minute changes.

On-site interviews

The purpose of the interviews is to validate the area reports in the Self-Study Report. Each interview will have three parts: first, an introduction and statement of objectives; second, key questions related to the Self-Study Report and relevant institutional policies, practices and outcomes; and third, a closing statement of general impression and appreciation. Each team member must be prepared to keep careful notes of all interviews.

Interim Team Meetings

At the close of the first and second day and at other times as required, the Peer Review Team should meet privately to review the results of the interviews. Brief summaries of the interview notes will be shared. Areas needing further, deeper investigation may be identified. A brief interim team meeting should be held just before the exit meeting with the institution’s leadership.

Exit Meeting/ Ceremony

The exit meeting/ ceremony takes place at the end of the on-site visit between the institutional leadership, their Nation’s supporters, and the Peer Review Team. It gives an opportunity to exchange farewells, commitments, and to share the key elements of the report. However the Peer Review Team should not share its conclusions since they have not yet been fully formed.

Final Team Meeting

As soon after the exit meeting/ceremony as feasible, the team has a final meeting. The team has a number of critical tasks to complete during this meeting. First, it has to reach consensus about the Peer Review Report’s significant confirmations, commendations and recommendations. Second, it has to begin the process of gathering the members’ notes into draft responses to the accreditation areas. Third, it has to decide the form and substance of the report. And fourth, it has to confirm team member responsibilities and deadlines.

Peer Review Report

The Peer Review Report is to be submitted to the Accreditation Board within sixty days of the on-site visit. While the chair will be the principal author, the team members are expected to provide draft responses to the areas to which they were assigned. The chair will edit the draft responses to establish a common style throughout the report and to identify any gaps or errors.

35

Accr

edita

tion

Han

dboo

k

The Peer Review Report follows the outline of the Self-Study Report. The introduction, written by the chair, sets out the Peer Review Team, its mandate and schedule, acknowledgements, a brief summary of the institution, and other introductory information as needed.

Then the Report provides an accreditation statement for each of the ten areas in the Self-Study Report. In the case of Area 5 – Academic Programs – the Report should provide an accreditation statement for each academic program, though some may be combined. Each accreditation statement usually has four parts: confirmation, commendation, recommendation and response. First, the general adequacy and validity of the information provided for an area is confirmed and any significant gaps are identified. A sample of confirmatory evidence should be included. Second, significant area strengths are commended. Third, significant area improvements are recommended, if any are needed. And fourth, the institution is given an opportunity to respond to the recommendation. Appendices C and D include a section of a Self-Study Report and the corresponding section of the Peer Review Report as written under the first edition of this handbook.

Finally the Peer Review Report presents its conclusion: accreditation for seven years, accreditation for two or three years with conditions, or no accreditation at this time.

The final Peer Review Report, with the readiness report and documents and the Self-Study Report and documents as appendices, is presented to the Accreditation Board by the Peer Review Team within sixty days of the on-site visit. Usually the Board will accept and ratify the Peer Review Report.

VII. Annual Accreditation Update

In order to retain its accreditation status, the institution is expected to file the following documents with the Accreditation Board:

• audited financial statements; • annual reports; and • annual program calendars.

In the case of a new program being offered within the accreditation cycle, the institution is expected to complete an Area 5 Self-Study report and submit it to the Board. The Board may choose to accept the report or assign an individual to conduct an on-site visit to validate the report.

VIII. Re-Accreditation

Institutions/programs that receive full accreditation are required to submit an Interim Report to the National Indigenous Accreditation Board at the 5-year mark of the 10-year period of full accreditation. The main purpose of the Interim Report is to verify that the conditions under which the program/institution was accredited are still in effect, or if any significant changes have been made, to

36

Accr

edita

tion

Han

dboo

k

document those changes as they bear on the integrity of the program/ institution as presented in the original eligibility application and Self-Study. The Interim Report must address the following items: 1. What is the current status of the accredited program/institution? Is it still in active operation, and if

not, what are the plans for the future? 2. What changes have been made in the program/institution since it was accredited? Describe any

significant improvements or revisions and the impact they have had on its implementation. 3. Document any significant changes in administrative or organizational practices that bear on the integrity

of the program/ institution as represented in the original eligibility application and Self-Study presented to and approved by the National Indigenous Accreditation Board.

4. Describe any current conditions or future plans for the program/institution that may have a positive or

negative impact on its effectiveness. 5. Provide documentation of any other relevant changes that are anticipated during the remaining five-

year period of WINHEC accreditation.

37

Accr

edita

tion

Han

dboo

k

Appendix A: Declaration of the FNAHEC Council of Elders

VISION: “communities living in a sacred manner”

We, as the Indigenous peoples of this land, have a fundamental responsibility to maintain balanced and harmonious relationships with all forms of life;

We hold in reverence all that Mother Earth has given us;

We recognize that our sacred knowledge is carried in our languages, our ceremonies and the gifts of Creation;

We possess a fundamental right to meet our sacred responsibility of raising our children in a manner so that they will fulfill their sacred responsibility of conducting their lives in a harmonious manner;

We recognize that we have a responsibility to protect tribal protocols that are used in the transfer of sacred knowledge;

We recognize that our sacred ways ensure our survival; and

We recognize that the survival of the collective is critical to ensuring that individuals are able to fulfill their sacred responsibilities and thus achieve a state of personal well-being.

Therefore, we agree and commit ourselves as Elders and members of our Nations to respectfully work together to fulfill our fundamental responsibility to:

Ensure that our sacred ways are sustained through:

• Speaking our languages; • Conducting our ceremonies; and

• Living in good relationship with our families, clans, tribes, and all of Creation.

Approved October 2002

The Council of Elders for FNAHEC is a body that possesses the authority to protect the sacred ways of our people. This authority has been transferred through the generations and honors sacred ways of knowing. The mandate of the Council of Elders is to ensure that the Indigenous Social Work Program graduates people who will practice social work in a manner true to our sacredness.

Declaration of the FNAHEC Council of Elders for the

Indigenous Social Work Program

38

Accr

edita

tion

Han

dboo

k

Appendix B: The Turtle Lodge Treaty: “Our Way of Life”; Indigenous Education

Preamble

A Treaty on Education is essential to protect the spiritual gifts granted by our Creator. A Creator, who, in the beginning, gave the laws of miyo pimātisiwin to nistameyimākanak3 through the Law Lodge. For as long as we continue with the Law Lodge our lands will be protected and we will not see wars or strife on Turtle Island. These laws of the clans are enacted every year by families and Nations who are honoring the human and spirit blood and protecting the children, grandchildren, and generations yet unborn. We protect this knowledge; these lands; and all our relations to fulfill our sacred responsibilities, specifically, to ensure that those generations yet unborn will enjoy the gifts of clean air, lands, water, and medicines of our sanctified Mother Earth; for as long as the sun shines, grass grows, waters flow, and for as long as there are Indigenous Peoples. Indigenous Institutions of Higher Learning willingly step forward to assist in the stewardship of this knowledge by privileging our ceremonies and protecting the clans against those that misunderstand the beauty and wonder of the spiritual nature of our beings granted by our Creator. The benefits of this knowledge are meant not only for Indigenous Peoples but are to be shared with all our younger brothers and sisters present to fulfill Creator's vision of Turtle Island. A vision of unity, peace, good minds, and harmony as Creator intended. Uniting our Nations to serve this common purpose is the intent of a Treaty on Education.

3The limitations of the colonizer’s English language should be taken into consideration and this document is to be interpreted from within an Indigenous paradigm.

39

Accr

edita

tion

Han

dboo

k

1.0 Treaty Parties

Article 1.1

The undersigned representative individuals of the Anishnaabe, Siksi kai’ tsi tapi (Blackfoot), Nehiyaw (Cree), Dakota, Lakota, Nakota, Nisga’a, and Mi’kmaw Nations agree to this Treaty and gather in ceremony May 6th and 7th, 2013 to make this sacred promise to each other in the presence of our Creator. This Treaty is an expression of our jurisdiction over education as peoples of sovereign Nations. The Parties to this agreement hereby signify commitment and support to one another as we collectively act as stewards of our Indigenous Knowledge for generations to come.

Article 1.2

Indigenous parties who share a common understanding and wish to be added into this Treaty are welcomed at any time so long as they agree to adhere to the terms contained herein. Treaty parties may collectively amend the Treaty from time to time.

2.0 Lifelong Education

Article 2.1

From time immemorial, the learning lodges throughout Turtle Island have been held and owned by the authority of Indigenous women; shared with Indigenous men and the Nation in various capacities. This sacred duty is guided and directed by the inherent responsibility and obligation to carry a sacred law from conception onward throughout the life span: this law is called miyo-ohpikināwasowin. miyo-ohpikināwasowin, means to raise children in a good way. This law guides and directs the education of each child as a clan or relational obligation as understood and applied by each Indigenous Nation within a lived tradition where the child is the center of the Nation. Indigenous jurisdiction and authority of teaching, language, and practice is a lifelong right and obligation. It is the original educational system in a relational-based context and is enduring.

Article 2.2

Indigenous Peoples have never relinquished nor extinguished jurisdiction over our right to educate our children.

40

Accr

edita

tion

Han

dboo

k

3.0 Indigenous Knowledge Article 3.1

Land based Indigenous Knowledge is inextricably intertwined with the language and culture of Indigenous Peoples. International discourse recognizes five (5) elements to Nationhood: land, governance, language, culture and peoples. Indigenous knowledge is “written” in pictographs, petroglyphs, winter counts, the lands, the stone markings, the burial grounds, birch bark and sand scrolls, wampum belts, ancient wisdom of our people, sacred ocean gardens, rivers, and numerous other sacred sites encompassing the history of Indigenous Peoples. Article 3.2

Indigenous Knowledge(s) are sacred, profound, and a gift connected to the spirit world. Indigenous education is transferred and transmitted through our songs, stories, languages, ceremonies and lands of Indigenous Peoples; these are interconnected and cannot be separated. Indigenous Knowledge is transferred and transmitted through oral tradition passed from generation to generation and is intrinsic to the lands, skies, and waters in which our history is tied and our culture is created. Article 3.3

Indigenous Knowledge has always, and will always exist: self-determination is the practice and expression of intellectual, physical, emotional, and spiritual gifts given to the people and thus translated into the education of children. Indigenous Knowledge comprises all knowledge pertaining to a particular Nation and their territory, the nature or use of which has been transmitted from generation to generation. This knowledge includes our way of life. The use and transmission of Indigenous Knowledge is an inherent right from the beginning of time. Indigenous Knowledge continues through the languages, lands, and cultures of Indigenous Peoples which persevere today.

4.0 Protection of Indigenous Knowledge and Transfer

Article 4.1

Our Indigenous Knowledge is based on our spiritual connection to Creator, the relationship to the land we inherit and how we survive within our ecosystems: medicines, plants, animals, land, sky, water, and all of Creation.

Article 4.2

We inherit the right and obligation to be keepers of our culture and stewards of our lands and territories. Children have a right to this inheritance through the transmission and transference of Indigenous Knowledge, cultural practices, Indigenous languages, and laws. In inheriting this knowledge each generation learns how they are connected to our relations and Creation.

41

Accr

edita

tion

Han

dboo

k

Article 4.3

Knowledge transmission is guided by our way of life through, ceremonies, songs, observations, traditional teachings, and languages. Language is connected to the plants, animals, and the spiritual relations that help sustain our environments. We have an inherent right to our Original instructions and to live upon our lands under Natural Law. The law of wāhkōhtowin directs and guides the transmission of knowledge. The integral source of our traditional knowledge is our wāhkōhtowin relationship to the ecosystems and those with whom we share the lands. In this manner, Indigenous Peoples carry the memory of our history and connection to Creation.

5.0 Jurisdiction and Authority of Indigenous Education

Article 5.1

As sovereign Nations and Peoples we define the scope and content of lifelong Indigenous education. In so doing, we enact our sovereign right to educate our children and peoples. Article 14 of the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) affirms our inherent and sovereign rights to determine education for our Peoples and children.4

Article 5.2

Indigenous Nations have exercised our right to educate our children and people since time immemorial. Education is integral to transferring our identity as Indigenous Peoples and as such is a core foundation of how we preserve and sustain our Nations. The practice of education amongst Indigenous Peoples is a requirement of self-determination and is recognized under International Law. Article 5.3

Various United Nations articles, covenants, and charters recognize the inherent and customary rights that Nations have to pursue self-determination. This Treaty is an act of exercising our right to self-determination through protecting education of Indigenous Peoples and Nations that are party to this Treaty. Article 1(2) of the United Nations Charter recognizes this.5

4UNDRIP: http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf Article 14

1. Indigenous peoples have the right 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. 2. Indigenous individuals, particularly children, have the right to all levels and forms of education of the State without discrimination. 3. States shall, in conjunction with indigenous peoples, take effective measures, in order for indigenous individuals, particularly children, including those living outside their communities, to have access, when possible, to an education in their own culture and provided in their own language.

5Charter of the United Nations: http://www.un.org/en/documents/charter/chapter1.shtml Article 1(2):

“To develop friendly relations among nations based on respect for the principle of equal rights and self-determination of peoples, and to take other appropriate measures to strengthen universal peace”.

42

Accr

edita

tion

Han

dboo

k

Article 5.4

The parties’ rights include collective rights to ownership, protection, and custody of their Indigenous Knowledge and that every such right includes the incidental right to teach such practices, customs, and traditions to ensure their continuity. We assert our right to Free, Prior, and Informed Consent (FPIC) on decisions affecting us, our education, and how Indigenous Knowledge is utilized. FPIC is recognized under Articles 18 and 19 of the UNDRIP6.

6.0 Implementation

Article 6.1

The core of our identities as Nations and Peoples is generated by the transfer of knowledge from one generation to the next through our own education systems. This Treaty is an act of sovereignty to protect our knowledge systems that are grounded in our cultural practices, languages, ceremonies, connection to our lands and to all Creation. We make this Treaty with our brothers and sisters of each Nation in keeping with our laws to protect and preserve for the generations to come. Each generation has the responsibility and obligation to keep our Nations alive and strong. Article 6.2

The parties agree to meet on an annual basis to strategize and review actions on Treaty implementation.

6Supra Note 1. Article 18

Indigenous peoples have the right to participate in decision-making in matters which affect their rights, through representatives chosen by themselves in accordance with their own procedures, as well as to maintain and develop their own indigenous decision making institutions.

Article 19

States shall consult and cooperate in good faith with the indigenous peoples concerned through their own representative institutions in order to obtain their free, prior and informed consent before adopting and implementing legislative or administrative measures that may affect them.

43

Accr

edita

tion

Han

dboo

k

Article 6.3

The parties agree to promote awareness of the Treaty and each other’s activities in the expression of our jurisdiction over education.

Article 6.4

The parties agree to engage others to comply and adhere to the articles of the Treaty. The parties agree to create competent authorities within their respective territories to ensure compliance with Free Prior and Informed Consent in exercising ownership, control and possession of Indigenous knowledge and preventing misappropriation (examples of competent authorities include traditional structures such as Elders Councils, Clan Mothers/ Grandmothers, Longhouse, Bundle Societies, among others, and may also include research ethics boards, community research councils, and Indigenous post-secondary institutions, as our Nations deem appropriate).

Duly signed by signatories of Nations present on 7th day of May, in the year 2013, on Sagkeeng First Nation Territory.

Reaffirmed and duly signed by signatories of Nations present on 3rd of May, in the year 2016, near Jasper on Treaty 6 and 8 First Nations shared Territory.

44

Accr

edita

tion

Han

dboo

k

Appendix C: Hawai’i Guidelines for Culturally Healthy and Responsive Learning Environments Culturally healthy and responsive learning environments...

1. Promote personal growth and development to strengthen cultural identity, Academic knowledge and skills, pono decision making, and ability to contribute to one’s self and family, and local and global communities.

2. Practice Hawaiian Indigenous, traditions and language to nurture one’s man ii and perpetuate the success of the whole learning community.

3. Incorporate cultural traditions, language, history, and values in meaningful holistic processes to nourish the emotional, physical, mental, social and spiritual well-being of the learning community.

4. Empower an intrinsic desire for lifelong exploration of learning, teaching and leading to pursue standards of excellence and quality.

5. 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.

6. Recognize that culture and tradition, as a constantly adapting system, are grounded in the knowledge of the past to address present and future situations.

7. Promote respect for how the Hawaiian cultural worldview contributes to diversity and global understanding to improve society.

8. Sustain respect for the integrity of one’s own cultural knowledge and provide meaningful opportunities to make new connections among other diverse knowledge systems.

9. Invite on-going participation with community members to perpetuate traditional ways of knowing (feeling, speaking, and doing), learning, teaching and leading to sustain cultural knowledge and resources within the learning community.

10. Foster an awareness of and appreciation for 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.

11. malama the entire learning community and the environment to support formal and informal learning of good stewardship, resource sustainability and spirituality.

12. Engage in Hawaiian language opportunities to increase language proficiency and effective communication skills in a variety of contexts and learning situations utilizing classical, traditional, contemporary and emerging genre.

13. Instill appropriate Hawaiian values, expressions, behaviors and practices to nurture healthy mauli and mana.

14. Foster respect for diversity among members of the learning community to enhance one’s sense self, family, and local and global communities.

15. Provide a safe haven to support the physical, mental, social, emotional and spiritual health of the total community.

45

Accr

edita

tion

Han

dboo

k

16. Support lifelong aloha for Hawaiian language, history, culture, and values to perpetuate the unique cultural Indigenous of Hawai’i.

17. Encourage communication, participation and active collaboration by the learning community to pursue appropriate educational outcomes for all.

18. Develop an understanding of Hawaiian language, history, culture and values to foster a sense of place, community, and global connection.

19. Foster an understanding of Hawai’i’s history from an Indigenous perspective to better Hawai’i’s future.

20. Cultivate a strong sense of kuleana to one’s past, present and future to bring about joy and fulfillment for one’s self and family, and local and global communities.

46

Accr

edita

tion

Han

dboo

k

Appendix D: Sample Cultural Standards Based on Alaska (ANKN) 7

1.0 PROGRAM GRADUATE INDICATORS

A. Program graduates are well grounded in the Treaty, culture and traditions of their Nation.

Graduates who meet this standard are able to:

1) assume responsibility for their role in relation to the well-being of the Treaty, cultural community and their life-long obligations as a Nation member;

2) recount their own genealogy and family history; 3) acquire and pass on the Treaty and traditions of their Nation/community through oral and written history; 4) practice their traditional responsibilities to the surrounding environment; 5) reflect through their own actions the critical role that the local Indigenous language plays in fostering a sense

of who they are and how they understand the world around them; 6) live a life in accordance with the cultural values, Treaty, and traditions of the local community/Nation and

integrate them into their everyday behavior; and 7) determine the place of their Treaty and cultural community in the regional, state, national and international

political and economic systems.

B. Program graduates are able to build on the knowledge and skills of the local cultural

community as a foundation from which to achieve personal and academic success throughout life.

Graduates who meet this standard are able to:

1) acquire insights from other cultures without diminishing the integrity of their own; 2) make effective use of the knowledge, skills and ways of knowing from their own cultural traditions to learn

about the larger world in which they live; 3) make appropriate choices regarding the long-term consequences of their actions; and 4) identify appropriate forms of technology and anticipate the consequences of their use for improving the

quality of life in the Nation. C. Program graduates are able to actively participate in various cultural environments.

Graduates who meet this standard are able to:

1) perform subsistence activities in ways that are appropriate to local cultural traditions; 2) make constructive contributions to the governance of their community and the wellbeing of their family; 3) attain a healthy lifestyle through which they are able to maintain their own social, emotional, physical,

intellectual and spiritual well-being; and 4) enter into and function effectively in a variety of cultural settings. D. Program graduates are able to engage effectively in learning activities that are based on

traditional ways of knowing and learning.

7 Adapted for use in Treaty territories across Turtle Island

47

Accr

edita

tion

Han

dboo

k

Graduates who meet this standard are able to:

1) acquire in-depth cultural knowledge through active participation and meaningful interaction with Elders/ Knowledge Keepers;

2) participate in and make constructive contributions to the learning activities associated with a traditional camp environment;

3) interact with Elders/ Knowledge Keepers in a loving and respectful way that demonstrates an appreciation of their role as culture-bearers and educators in the community/Nation;

4) gather oral and written history information from the local Peoples and provide an appropriate interpretation of its cultural meaning and significance;

5) identify and utilize appropriate sources of Treaty and cultural knowledge to find solutions to everyday problems; and

6) engage in a realistic self-assessment to identify strengths and needs and make appropriate decisions to enhance life skills.

E. Program graduates demonstrate an awareness and appreciation of the relationships and

processes of interaction of all elements in the world around them.

Graduates who meet this standard are able to:

1) recognize and build upon the inter-relationships that exist among the spiritual, natural and human realms in the world around them, as reflected in their own Treaty, cultural traditions and beliefs as well as those of others;

2) understand the ecology and geography of the bio-region they inhabit; 3) demonstrate an understanding of the relationship between world view and the way knowledge is formed and

used; 4) determine how ideas and concepts from one knowledge system relate to those derived from other

knowledge systems; 5) recognize how and why cultures change over time; 6) anticipate the changes that occur when different cultural systems come in contact with one another as in

Treaty relationships; 7) determine how cultural values and beliefs influence the interaction of people from different cultural

backgrounds; and 8) identify and appreciate who they are in respect of their treaty territory and their place in the world.

48

Accr

edita

tion

Han

dboo

k

2.0 INSTRUCTIONAL PRACTICE INDICATORS

A. Instructors incorporate local ways of knowing and teaching in their work.

Faculty who meet this standard:

1) recognize the validity and integrity of the traditional knowledge system; 2) utilize Elders/ Knowledge Keepers’ expertise in multiple ways in their teaching; 3) provide opportunities and time for students to learn in settings where local cultural knowledge and skills are

naturally relevant; 4) provide opportunities for students to learn through observation and hands-on demonstration of cultural

knowledge and skills; 5) adhere to the cultural and intellectual property rights that pertain to all aspects of the local knowledge they

are addressing; and 6) continually involve themselves in learning about the local culture.

B. Instructors use the local environment and community/Nation resources on a regular basis to link what they are teaching to the everyday lives of the students.

Faculty who meet this standard:

1) regularly engage students in appropriate projects and experiential learning activities in the surrounding environment;

2) utilize traditional settings such as camps as learning environments for transmitting both cultural and academic knowledge and skills;

3) provide integrated learning activities organized around themes of local significance and across subject areas; 4) are knowledgeable in all the areas of local history and cultural tradition that may have bearing on their work

as an instructor, including the appropriate times for certain knowledge to be taught; and 5) seek to ground all teaching in a constructive process built on a local Treaty and cultural foundation.

C. Instructors participate in community/Nation events and activities in an appropriate and

supportive way.

Faculty who meet this standard:

1) become active members of the community/Nation in which they teach and make positive and culturally appropriate contributions to the well-being of that community/Nation;

2) exercise professional responsibilities in the context of local cultural traditions and expectations; and 3) maintain a close working relationship with and make appropriate use of the Treaty, cultural and professional

expertise of their co-workers from the local community/Nation.

D. Instructors work closely with parents to achieve a high level of complementary educational

expectations between home and College/Higher Institution.

Faculty who meet this standard: 1) promote extensive community and parental interaction and involvement in their students’ education;

49

Accr

edita

tion

Han

dboo

k

2) involve Elders/ Knowledge Keepers, parents and local leaders in all aspects of instructional planning and implementation;

3) seek to continually learn about and build upon the Treaty and cultural knowledge that students bring with them from their homes and community; and

4) seek to learn the local Indigenous language and promote its use in their teaching.

E. Instructors recognize the full educational potential of each student and provide the

challenges necessary for them to achieve that potential.

Faculty who meet this standard:

1) recognize cultural differences as positive attributes around which to build appropriate educational experiences;

2) provide learning opportunities that help students recognize the integrity of the knowledge they bring with them and use that knowledge as a springboard to new understandings;

3) reinforce the student’s sense of cultural identity, Treaty, and place in the world; 4) acquaint students with the world beyond their home community/Nation in ways that expand their horizons

while strengthening their own identities; and 5) recognize the need for all people to understand the importance of learning about other cultures and

appreciating what each has to offer.

3.0 CURRICULUM DESIGN INDICATORS

A. An Indigenous oriented curriculum reinforces the integrity of the Treaty and cultural knowledge that students bring with them.

A curriculum that meets this standard:

1) recognizes that all knowledge is imbedded in a larger system of cultural beliefs, values and practices, each with its own integrity and interconnectedness;

2) insures that students acquire not only the surface knowledge of their culture, but are also well grounded in the deeper aspects of the associated beliefs and practices;

3) incorporates contemporary adaptations along with the historical and traditional aspects of the local culture; 4) respects and validates knowledge that has been derived from a variety of cultural traditions; and 5) provides opportunities for students to study all subjects starting from a base in their own knowledge system.

B. An Indigenous oriented curriculum recognizes Treaty and cultural knowledge as part of a

living and constantly adapting system that is grounded in the past, but continues to grow through the present and into the future.

A curriculum that meets this standard:

1) recognizes the contemporary validity of much of the traditional cultural knowledge, Treaty tradition, values and beliefs, and grounds students learning in the principles and practices associated with that knowledge;

2) provides students with an understanding of the dynamics of cultural systems as they change over time, and as they are impacted by external forces;

50

Accr

edita

tion

Han

dboo

k

3) incorporates the in-depth study of unique elements of contemporary life in Indigenous Nations, such as the protection of land rights, Treaty relations with the Crown, subsistence, sovereignty, and self-determination.

C. An Indigenous oriented curriculum uses the local language and cultural knowledge as a

foundation for the rest of the curriculum.

A curriculum that meets this standard:

1) utilizes the local language as a base from which to learn the deeper meanings of the local cultural knowledge, values, beliefs and practices;

2) recognizes the depth of knowledge that is associated with the long inhabitation of a particular place and utilizes the study of “place” as a basis for the comparative analysis of contemporary social, political and economic systems;

3) incorporates language and cultural immersion experiences wherever in-depth cultural understanding is necessary;

4) views all community members as potential teachers and all events in the community as potential learning opportunities;

5) treats local cultural knowledge as a means to acquire the conventional curriculum content as outlined in state standards, as well as an end in itself;

6) makes appropriate use of modern tools and technology to help document and transmit traditional cultural knowledge; and

7) is sensitive to traditional cultural protocol, including role of spirituality, as it relates to appropriate uses of local knowledge.

D. An Indigenous oriented curriculum fosters a complementary relationship across knowledge

derived from diverse knowledge systems.

A curriculum that meets this standard:

1) draws parallels between knowledge derived from oral tradition and that derived from books; and 2) engages students in the construction of new knowledge and understandings that contribute to an ever

expanding view of the world.

E. An Indigenous oriented curriculum situates local knowledge and actions in a global

context.

A curriculum that meets this standard:

1) encourages students to consider the inter-relationship between their local circumstances and the global community;

2) conveys to students that every culture and Nation contributes to, at the same time that it receives from, the global knowledge base; and

3) incorporates the educational principles outlined in the Coolongatta Statement on Indigenous Rights in Education.

4.0 OPERATIONAL CHARACTERISTICS INDICATORS

51

Accr

edita

tion

Han

dboo

k

A. An Indigenous oriented educational institution/program fosters the on-going participation of Elders/ Knowledge Keepers in all aspects of the education process.

A program that meets this standard:

1) maintains multiple avenues for Elders/ Knowledge Keepers to interact formally and informally with students at all times;

2) provides opportunities for students to regularly engage in the documenting of Elders’ cultural and Treaty knowledge and produce appropriate print and multimedia materials that share this knowledge with others;

3) includes explicit statements regarding the cultural values that are fostered in the community and integrates those values in all aspects of the education program and operation; and

4) utilizes educational models that are grounded in the traditional world view and ways of knowing associated with the cultural knowledge system reflected in the community.

B. An Indigenous oriented educational institution/program provides multiple avenues for

students to access the learning that is offered, as well as multiple forms of assessment for students to demonstrate what they have learned.

A program that meets this standard:

1) utilizes a broad range of culturally appropriate performance standards to assess student knowledge and skills; 2) encourages and supports experientially oriented approaches to education that makes extensive use of

community-based resources and expertise; 3) provides cultural and language immersion programs in which student acquire an in-depth understanding of

the culture of which they are members; and 4) helps students develop the capacity to assess their own strengths and weaknesses and make appropriate

decisions based on such a self-assessment.

C. An Indigenous oriented educational institution/program provides opportunities for students to learn in and/or about their Indigenous language.

A program that meets this standard:

1) provides language immersion opportunities for students who wish to learn in their Indigenous language; 2) offers courses that acquaint all students with the Indigenous language of the local community; and 3) makes available reading materials and courses through which students can acquire literacy in the Indigenous

language.

D. An Indigenous oriented educational institution/program has a high level of involvement of professional staff that is of the same cultural background as the students with whom they are working.

A program that meets this standard:

1) encourages and supports the professional development of local personnel to assume teaching and administrative roles in the program;

52

Accr

edita

tion

Han

dboo

k

2) recruits and hires instructors whose background is similar to that of the students they will be teaching; provides a cultural orientation and mentoring program for new personnel to learn about and adjust to the cultural expectations and practices of the surrounding community; and

3) fosters and supports opportunities for staff to participate in professional activities and associations that help them expand their repertoire of cultural knowledge and pedagogical skills.

E. An Indigenous oriented educational institution/program consists of facilities that are compatible with the Nation environment in which they are situated.

A program that meets this standard:

1) provides a physical environment that is inviting and readily accessible for local people to enter and utilize; 2) makes use of facilities throughout the Nation to demonstrate that education is an inclusive process involving

everyone as teachers; and 3) utilizes local expertise, including students, to provide culturally appropriate displays of arts, crafts and other

forms of decoration and space design.

F. An Indigenous oriented educational institution/program fosters extensive on-going

participation, communication and interaction between program and Nation personnel.

A program that meets this standard:

1) holds regular formal and informal events bringing together students, parents, instructors and other program and Nation personnel to review, evaluate and plan the educational program that is being offered;

2) provides regular opportunities for Nation participation in deliberations and decision-making on policy, curriculum and personnel issues related to the program;

3) sponsors on-going activities and events that celebrate and provide opportunities for students to put into practice and display their knowledge of local cultural traditions; and

4) incorporates the participatory principles outlined in the Coolongatta Statement on Indigenous Rights in Education.

5.0 COMMUNITY / NATION INVOLVEMENT INDICATORS

A. A culturally supportive community/Nation incorporates the practice of local Treaty and cultural traditions in its everyday affairs.

A community/Nation that meets this standard:

1) provides respected Elders with a place of honor in Nation functions; 2) models culturally appropriate behavior in the day-to-day life of the community/ Nation; 3) utilizes traditional socialization practices that reinforce a sense of identity and belonging; 4) organizes and encourages participation of members from all ages in regular community-wide, family-

oriented events; and 5) incorporates and reinforces Treaty, traditional cultural values and beliefs in all formal and informal

community/ Nation functions.

53

Accr

edita

tion

Han

dboo

k

B. A culturally supportive community/Nation nurtures the use of the local Indigenous language.

A community/ Nation that meets this standard:

1) recognizes the role that language plays in conveying the deeper aspects of cultural knowledge and traditions; 2) sponsors local Indigenous language immersion opportunities for young children when they are at the critical

age for language learning; 3) encourages the use of the local Indigenous language whenever possible in the everyday affairs of the

community, including meetings, cultural events, print materials and broadcast media; 4) assists in the preparation of curriculum resource material in the local Indigenous language for use in the

education programs; and 5) provides simultaneous translation services for public meetings where persons unfamiliar with the local

Indigenous language are participants. C. A culturally supportive Nation takes an active role in the education of all its members.

A community/Nation that meets this standard:

1) encourages broad-based support of families in all aspects of their member’s education; 2) insures active participation by community/ Nation members in reviewing all decision-making regarding

initiatives that have bearing on the education of their members; 3) encourages and supports members of the local community who wish to pursue further education; 4) engages in subsistence activities, sponsors cultural camps and hosts local events that provide an opportunity

for members to actively participate in and learn appropriate cultural values and behavior; and 5) provides opportunities for all community/Nation members to acquire and practice the appropriate

knowledge and skills associated with local cultural traditions. D. A culturally supportive community/ Nation nurtures family responsibility, sense of

belonging, Treaty, and cultural identity.

A community/Nation that meets this standard:

1) fosters cross-generational sharing of parenting and child-rearing practices; 2) creates a supportive environment for youth and adults to participate in local affairs and acquire the skills to

be contributing members of the community/ Nation; and 3) adopts the adage, “It takes the whole village to raise a child.”

E. A culturally supportive community/Nation assists new members in learning and utilizing local cultural traditions and practices.

A community/ Nation that meets this standard:

1) sponsors a cultural orientation and community/ Nation mentoring program for new personnel to learn about and adjust to the cultural expectations and practices of the community/ Nation;

2) sponsors regular community / Nation potlucks to celebrate significant events and to promote ongoing interaction and communication between all its members;

3) attempts to articulate the Treaty, cultural knowledge, values and beliefs that it wishes to pass on to future generations; and

54

Accr

edita

tion

Han

dboo

k

4) establishes a program to insure the availability of Elders/ Knowledge Keepers’ expertise in all aspects of the life in the community/ Nation, including the educational programs.

F. A culturally supportive community/ Nation contributes to all aspects of curriculum design and implementation for local educational programs.

A community/Nation that meets this standard:

1) takes an active part in the development of the mission, goals, and content of local educational programs; 2) promotes the active involvement of students with Elders/ Knowledge Keepers in the documentation and

preservation of traditional knowledge and Treaty knowledge through a variety of print and multimedia formats;

3) facilitates student involvement in community/ Nation activities and encourages the use of the local environment as a curricular resource; and

4) promotes active community/ Nation involvement in all aspects of educational programs and institutions impacting its members.

55

CULTURALLY-BASED EDUCATION RUBRICS FOR NIAB ACCREDITATION

Institution/school/program under Review: __________________________________________

Indicator for Assessing Culturally Based Education:

Evidence of Rubrics in Practice: Enacting (3 points) Developing (2 points) Emerging (1 point) Not Present (0 points)

Rating 1=weak, 3=strong Max = 15 pts. Min = 10 pts.

1 . Culturally-Based Indigenous Language Use

2 . Culturally-Based Pedagogy

3, Culturally-Based Curriculum

4. Culturally-Based Patterns of Participation in Leadership and Decision-Making

S. Culturally-Based Methods of Assessing Student Performance

TOTAL: _____________________

56

Appendix E: Excerpt from a Peer Review Report AREA 1.0 INSTITUTIONAL MISSION, GOALS AND OBJECTIVES

1.1 MISSION AND GOALS

The Elders, Chiefs, Board of Governors, community members, staff and students of the member Indigenous have worked together to develop a Mission Statement, Vision Statement and an Educational Philosophy statement that have guided Blue Quills First Nations College in the development and delivery of post-secondary education courses and programs. These guiding principles are made aware to all staff, instructors and students to ensure their support.

A. MISSION

Description:

1. What is your mission statement? (i.e., What is your purpose, for whom is it carried out, and how is it carried out?)

Blue Quills First Nations College

Mission Statement

The Blue Quills First Nations Board of Governors will address the spiritual, emotional, physical and mental needs of the seven member Indigenous Nations through the delivery of quality educational programs.

The College is dedicated to increasing and accessing education opportunities for students by empowering them to overcome barriers that restrict success in college and university settings.

The College believes the maintenance and enhancement of culture contributes to positive self-esteem and, therefore, encourages participation in the learning environment.

2. How, and by whom, was this statement developed?

The Mission Statement was developed in such a way as to convey a stated goal while allowing individuals to interpret, in their own environment, how to achieve this goal and what this Mission Statement has meant to them. It was developed through consultation with community members from the seven member Indigenous Nations in open discussion groups that allowed for the free flow of ideas to generate acceptable wording that was consistent with meeting the future educational needs of our community members.

Evaluation:

1. How do you know that the statement is accepted and supported by your administration, instructors, staff, students (clients) and the public?

57

Accr

edita

tion

Han

dboo

k

Blue Quills First Nations College is consistently referring to the mission statement in the development and delivery of proposed programs and in the evaluation of all activities of the College. The Mission Statement has also been utilized as an evaluation tool in workshops and training sessions offered to Board members, staff, students and community members. In all sessions there is support for the Mission Statement and it continues to be used to guide our progress and activities.

Copies of the Mission Statement are framed and located in the College boardroom and engraved on large plaques located at the entrances to each building. It is also written in completed proposals and is included in the Student Handbook Calendar.

During a recent Board and Staff Retreat, the Mission Statement was re-evaluated by staff and community members. It was unanimously accepted as current and relevant for the continued mandate of this organization.

2. In what ways do you make sure that your publications convey only those messages that are consistent with the stated mission?

Blue Quills First Nations College publications convey only those messages that are consistent with the stated mission through incorporation of the Mission Statement in each document. The Mission Statement is found in the Student Handbook Calendar, proposals and other written publications as a means of confirming to the reader the philosophy of the organization

The Management Team, consisting of Directors and Coordinators, develops and reviews all publications including proposals and letters associated with Blue Quills to ensure the messages are consistent with the stated mission. These publications are then forwarded to the Board of Governors for final approval and authorization.

3. In what ways can you show that your programs and services actually carry out what is intended in your mission statement?

All curricula that Blue Quills develops are based on the Mission Statement through the incorporation of emotional, physical, spiritual and mental development. In addition to the Mission Statement directing the development and delivery of each course, each program contains a course in Native Studies that maintains and enhances culture which, we believe, contributes to positive self esteem and thus encourages participation in education. The curricula also include courses such as "Interpersonal Dynamics" and "Study Skills" developed to assist the students in overcoming the barriers that historically restrict success in college and university settings, thus carrying out the goals of the Mission Statement.

Another way involves delivering our workshops and seminars to the communities through on-site instruction and facilitation. The communities are supportive of our efforts to increase enrolment in our programs and would rather train at Blue Quills instead of leaving their communities. Many of our programs are community driven and reflect the training and educational needs of our First Nation members. In addition, requests have recently been made from other institutions and communities to have Blue Quills offer our programs within their respective areas including our Leadership and Management program.

Evidence of our mission statement being carried out is also found in our increasing student enrolment at Blue Quills First Nations College, particularly in the UCEPP and Trades and Technology programs. There are also more students graduating from the diploma and degree programs offered at the College. The

58

Accr

edita

tion

Han

dboo

k

students often continue on with their studies and seek higher educational opportunities or become gainfully employed.

Action:

1. What actions, if any, are planned?

(a) To reword the mission statement, either to make it more clear, or to match better with what your institution publishes or does, or;

Due to the recent review of the Mission Statement in May 1998, where no fundamental changes were suggested, there are no immediate plans to reword the Mission Statement. However, evaluation of the Mission Statement is an ongoing process and both formal and informal evaluations are planned regularly to examine the Mission Statement to ensure it continues to reflect the needs of our Elders/ Knowledge Keepers, our funding agencies, our communities and our students.

(b) To improve the awareness and understanding of and support for the mission statement?

Blue Quills First Nations College is continually seeking ways of improving the awareness of, understanding of and support for the Mission Statement. We ensure the mission statement is visible to students, funding agencies and communities while referring to it overtly during discussions involving new initiatives and program evaluations.

The Mission Statement is introduced as part of the annual staff retreat to allow staff an opportunity to examine, discuss and evaluate the Mission Statement. By examining the statement annually during the Board and staff retreats, we will have regular opportunity to improve the awareness of, understanding of, and support for the Mission Statement.

B. GOALS

Description:

1. What are your broad general goals as an organization?

The broad, general goals of our organization are visible in our "Vision Statement" and "Educational Philosophy" available as a prelude to this section. The goals of Blue Quills First Nations College exist in partnership with the Mission Statement to help guide the activities of the College.

Goal setting is done annually at the Board retreat in the spring and at the staff retreat in August. This is followed up by the Management Team in order to address the processes used to accomplish these goals. Goal setting is a powerful process for the College and we are able to generate broad, general goals under the seven headings:

l) Life long learning goals:

• to promote life long learning and to increase accessibility to educational opportunities through empowerment,

• to promote learning ANYWHERE and EVERYWHERE and,

59

Accr

edita

tion

Han

dboo

k

• to support personal, one-to-one education versus impersonal training, thereby creating a "safe and nurturing" environment,

• to support staff in their ongoing professional development by providing "time off" to complete courses and/or programs.

2) Environmental goals:

• to ensure the environment of the school reflects a pride in the culture and the spirit of a Native school can be felt when buildings are entered,

• to promote an "open" physical environment in the school and,

• to promote a positive mind set.

• Community needs and ownership goals:

• to meet the needs of the member First Nation communities by establishing a process to increase ownership and support through improved communication,

• to meet individual community needs by matching education and learning to fulfil these needs and,

• to help our communities become healthier and more functional which means a better life, employment, self development, growth and the continuity of our race by providing the necessary tools so people can be proactive,

• a Needs Assessment is done every five years by community members of each First Nation and compiled by Blue Quills with the results communicated and shared with the communities.

• Financial goals:

• to create a financially stable educational institution,

• to meet the financial needs of students by accessing scholarships and,

• to develop new marketing and fundraising strategies.

• Curriculum and program development goals:

• to meet our program and curriculum needs by developing and delivering courses that address the "whole person": mentally, physically, emotionally and spiritually,

• to meet our program and curriculum needs by collaborating on course and curriculum development,

• to become a degree granting institution,

• to promote a community driven, holistic model of education and learning as it relates to our cultural identity, and

60

Accr

edita

tion

Han

dboo

k

• to align curriculum development with our existing Mission, Vision and Philosophy statements and to include community members as resources in the development of the curricula.

• Education and employment goals:

• to ensure education and training are relevant and applicable for employment in the market place,

• to promote and develop partnerships and relationships with employers,

• to develop practicum and field placements with communities.

• Resource provider goals:

• to promote the development of library services, videos, books and the Internet,

• to promote research through the collection of cultural and traditional resources.

2. How and by whom were these developed?

The "Vision Statement" and "Educational Philosophy" statements reflect the goals of the College and were developed in April 1996, during a workshop at the College entitled "Creating a Shared Vision". The workshop involved Elders/ Knowledge Keepers, Chiefs, community members, students and staff. This group was divided into smaller, working groups to discuss and record what the goals of the College should be. The small groups were then amalgamated into a larger group to present their discussions. From this exercise sets of goals were developed and adopted by the group.

Evaluation:

1. How do you know that these goals are accepted and supported by your administration, instructors, staff, students (clients) and the public?

The "Vision Statement" and "Educational Philosophy" statements which represent the goals of the organization are framed and hang in the College boardroom and at the entrance to each building on campus. The Vision Statement and Educational Philosophy are also noted in the Student Handbook Calendar for student and community review. Regular reviews of the goals of the organization are held with staff, Board of Governor members, Chiefs and community members to ensure support and acceptance. The goals were developed with input from these people and continue to be reflected in all program curricula. The participation of community members in our Needs Assessment Survey also demonstrates their involvement and commitment to fulfilling the College's goals.

2. In what ways do you make sure that your publications convey only those messages that are consistent with the stated goals?

The Board of Governors and staff continually reflect on the stated goals of the organization to ensure all publications convey only those messages that are consistent with the stated goals. The goals of the organization are referred to regularly as part of the publication process.

61

Accr

edita

tion

Han

dboo

k

The Blue Quills College Student Handbook Calendar provides an overview of our goals, as reflected in the Vision Statement and Educational Philosophy, and the College maintains an "open door policy" with respect to its programs, services and activities. We are able to maintain this consistency through our confidence in Blue Quills' staff respect for these goals.

3. In what ways can you show that your programs and services actually carry out what is intended in your goals?

Blue Quills First Nations College continues to honour Nistameymahkanak (our forefathers) dreams through the involvement of our Elders/ Knowledge Keepers on our Board of Governors, our staff and through incorporation of their wisdom in curriculum design and course delivery. The Elders/ Knowledge Keepers ensure the dreams of the First Peoples are known and supported in all areas of College operations. The Director of Curriculum Development organizes an Elders' Gathering annually to ensure ideas are in alignment with the College's operations.

The College environment reflects the culture, values, ancestral knowledge, traditions and relationships through everything we do. Blue Quills is proud to be a First Nations College and we refuse to compromise our culture and our history to conform to mainstream society. Some of the ways we have incorporated our programs and services to reflect the goals include:

• having an Elder on staff to promote cultural awareness to students and staff,

• setting up a teepee and sweat lodge on campus,

• conducting weekly sweats, sweet grass and pipe ceremonies,

• conducting annual Chicken Dances, Night Lodge and give away ceremonies,

• having an annual Round Dance,

• providing staff and students with an extensive Native Studies section in our library,

• encouraging the use of the Cree language throughout the College,

• hanging Cree signs indicating the location of particular people and services on the doorways,

• posting pictures highlighting Indigenous opportunities in education and employment, Indigenous role models, and community events in the hallways,

• framing and hanging pictures of previous Blue Quills graduates throughout the hallways,

• ensuring the curricula reflects the history and learning style of our people through the emphasis on lifelong and experiential learning.

Action:

1. What actions, if any, are planned?

62

Accr

edita

tion

Han

dboo

k

(a) To reword either the goals or to make them more clear, or to match better with what your institution publishes or does, or;

The goals for the College were developed in 1996. A recent review of the goals of Blue Quills First Nations College in May 1998, by Elders, the Board of Governors and the staff came to the conclusion not to reword the goals to either make them clearer or to match better with what Blue Quills publishes or does. It was decided the goals are as valid today as they were when they were first written and continue to be valid in directing the operations of the College.

(b) To improve the awareness and understanding of, and support for the institution's goals?

The goals of Blue Quills First Nations College have recently been framed and placed in the College boardroom and at the entrances to both buildings on campus. We are also placing the goals in our Student Handbook Calendar that will be provided to every student and will be mailed to prospective students, interested communities and libraries across Canada and around the world. When staff recruits prospective students, emphasis is placed on the College's cultural uniqueness with respect to its programs, services and activities.

The College has plans to incorporate evaluation of the goals into the annual Staff Retreat as part of a regular process and to ensure the goals continue to reflect the vision of what we do and to guide our future development.

1.2 INSTITUTIONAL OBJECTIVES

Description:

1. What are your specific objectives for the next one to three years?

The short term objectives were originally developed from a Master Plan created by Blue Quills staff in 1994. This master plan included an in-depth survey of community needs and the communities' request for academic and training programs for the next five years. This plan outlined a number of issues regarding the design and delivery of post-secondary educational programs at Blue Quills. Some of these issues include:

a) Have Blue Quills strengthen its relationships with the educational institutions it is presently involved with by becoming equal partners in the delivery of those programs identified in the community survey.

b) Continue to work with communities in identifying what their educational and training needs are, and continue the communication process at the community level via the Blue Quills Board of Governors and through community relations' channels.

c) Recruit more male students into the various programs offered at the College.

d) Continue to promote the new programs offered at Blue Quills including the Leadership and Management program, Community Wellness Worker Program and the Social Work program.

e) Initiate fundraising strategies to improve on the existing infrastructure, particularly the water and sewer system, with the long term goal of constructing a new facility that includes a day care centre and student accommodations.

63

Accr

edita

tion

Han

dboo

k

f) Continue with the curriculum development of new courses and programs that are consistent with the overall goals of the communities and the College. We have moved away from brokering all our programs four years ago to developing our own programs (i.e. Early Childhood Development I & II, Business Applications and Data Management, Teachers Assistant, Leadership and Management).

g) Develop a relationship with the existing bussing services on the communities to provide transportation to our students.

h) Develop our accreditation plans to incorporate the degree programs so that students can finish at Blue Quills rather than transferring to mainstream institutions (i.e. Bachelor of Education).

2. How, and by whom have these been developed?

The objectives were developed through community consultation with community members and meetings with the Chief and Councils from the surrounding seven Indigenous Nations for direction, through regular Management Team meetings and from student and staff feedback.

Evaluation:

1. In what ways can you show that these objectives are consistent with and contribute to the achievement of your mission and goals?

The objectives of the College are consistent with and contribute to the achievement of our Mission Statement and goals in a number of ways by ensuring the College delivers educational programs that match the needs of the students and the communities.

Staff members and the Board of Governors have reviewed the objectives. They ensure there is compliance between what the mission and goals are with what the objectives are. In addition, the staff Elder participates in the process and reviews the objectives to ensure there is consistency. Any new developments are brought to the Board for their discussion and/or approval before they are implemented.

Action:

1. What objectives, if any, need to be reworded, deleted, or added to make your objectives consistent with your mission and goals?

Recent review of the objectives ensures compliance. As a result, there are no present objectives that need to be reworded, deleted or added to make them consistent with our mission and goals.

1.3 OTHER INFORMATION

1. What information or comment about mission, goals, or objectives would you like to add?

Blue Quills First Nations College continues to strive toward educating the members of our communities and assisting them to achieve their potential through a variety of programs. Education and lifelong learning are important components for this endeavour. Community participation in our programs and their development is encouraged and supported.

64

Accr

edita

tion

Han

dboo

k

Modelling as an institution and as a staff member is key -- if we do not plan to implement what we believe, we should not expect our communities to do so either. We model change, organizational structure, respect for our beliefs and the value of equality, and the importance of relationships, collaboration and sharing.

Appendix F: Excerpt from a Peer Review Report

AREA 1.0 – Institutional Mission, Goals, and Objectives

MISSION AND GOALS

A. MISSION

Description:

Mission statement - purpose

How was statement developed?

Evaluation:

Indicate if statement is accepted and supported by administration, instructors, staff, students and the public. State how publications convey messages that are consistent with the stated mission. Specify how your programs and services carry out what is intended in your mission statement.

Action:

Planned actions to reword mission statement and to improve awareness and understanding of and support for mission statement.

B. GOALS

Description

1. Broad goals as an organization

2. How were goals developed?

Evaluation

State how goals are accepted and supported by administration, instructors, staff, students and the public.

Indicate how publications convey messages that are consistent with the stated goals.

Specify how your programs and services carry out what is intended in your goals.

65

Accr

edita

tion

Han

dboo

k

Action Planned actions to reword goals and to improve awareness and understanding of and support for the goals of the organization.

Comments

The information provided in the Blue Quills First Nations College Accreditation Self Study Report with respect to the mission statement and goals of the College were in complete congruence with comments made by students, instructors, administrators and community members during group sessions and in conversation. In addition, the Student Handbook Calendar 1999-2000 and the plaques on the wall at the College were used to openly display the mission statement and goals of the College.

As stated in the mission statement, evidence indicates that the College addresses the spiritual, emotional, physical and mental needs of the Indigenous by delivering quality educational programs; that the College increases access to educational opportunities for students by empowering them to overcome barriers; and that the College encourages participation in the learning environment that supports cultural activities to enhance positive self-esteem.

Evidence provided in group sessions and in documents reviewed indicated that the general goals developed by the College have been relevant to and accepted by staff, students, community members and the public.

Some of the comments to substantiate the support for the mission statement and goals of the College are provided below. The mission statement applies to staff of the College. Staff members are encouraged to take care of themselves and are given the support that they need.

The College provides a holistic setting for students. We see what is best for the students and try to re-integrate them while they are working out their personal issues. We have an Elder on board who holds sweats. The cultural component is active at the College. We are walking the talk of the mission, vision and philosophy of Blue Quills. …We try to blend learning with healing. We have had to deal with students who have been aggressive and violent…We have adopted a Nechi Community Wellness Program. The dynamics of the program create a sense of family and students experience profound changes on the emotional level. We are trying to show students that we care about them and want to work with them. Many of our people are the walking wounded.

…We want to address the healing needs of our students…We look at our students and ask them to think from their heart and take responsibility. The healing journey involves enabling behaviour…the process of dialogue with equal voice let’s us break an issue into manageable pieces and then we see what can be learned. The College has tried to move away from the development of controlling policies towards a paradigm of support. This approach has enabled us to grow tremendously as a community. We are able to voice our concerns without fear and we engage in healthy discussions to look at issues from all angles.

66

Accr

edita

tion

Han

dboo

k

People at the College are caring and supportive. Questions are answered from the heart. Everyone has the opportunity to input and provide feedback. Staff wants to help Blue Quills students learn and grow. One of my goals as an instructor is to support students in reaching the same standards and levels in the field of study they are involved in. It is important that their work is acceptable in all levels of society.

The key element that has contributed to my learning is the staff retreats. It has been valuable for team building. It brings staff together. There is a focus on culture and students.

The staff of Blue Quills First Nations College should be commended for their extraordinary efforts in moving from policies of control to policies of support to enhance the learning journey for staff, students, and community members associated with the College. This movement, where all participants have a voice, is in keeping with the mission statement of the College.

Appendix G: Copy of Certificate of Accreditation

67

Accr

edita

tion

Han

dboo

k

68

Accr

edita

tion

Han

dboo

k

Appendix H: Application Form

69

Accr

edita

tion

Han

dboo

k