Education Institute of Hawaii
An Independent Catalyst for Improving Public Education in Hawaii
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Vision, Mission & Beliefs

Vision

  • An exemplary Hawaii public education system.

Mission

  • To serve as an education think tank that educates and inspires all stakeholders to promote empowerment and innovation in all schools.

Goal

  • To educate, inform, and inspire all stakeholders through research studies, forums, partnerships, and community networks; to advocate for lasting system reform that is based on the tenets of school empowerment.

Core Beliefs

  • A school empowerment system requires a philosophical shift.  There become only two categories of workers: those who work directly with the students, and those who support the efforts of those who work directly with students.  In short, everyone's primary job is to ensure a quality education for every child.

  • Hawaii’s public school teachers, principals and other administrators are competent professionals, fully committed to facilitating an outstanding education for every child.

  • An unacceptable number of children and educators are not thriving in the current system.

  • Top-down and one-size-fits-all instructional policies prevent teachers and principals from addressing the unique needs of students.

  • Improvements in the education system are lasting only if school personnel participate fully, feel ownership, and accept the responsibility that goes with ownership. 

  • Changes to the education system must include and engage a wide range of stakeholders - parents, students and community.

Foundational Beliefs

The Institute is founded on the following beliefs regarding public education in Hawaii:

  • The overwhelming majority of public school teachers, principals and other administrators are competent professionals, fully committed to facilitating an outstanding education for every child.

  • Too many children and educators are not thriving in the current system.

  • While most of Hawaii's public school teachers, principals and other administrators are capable of work at the highest level -- fully committed to facilitating an outstanding education for every child -- they are trapped by "one size fits all" policies that prevent principals as well as teachers from addressing the unique needs of students in their respective schools and classrooms.

  • Change must include and engage a wide range of stakeholders: including parents, students, and our communities.

  • Any improvement in the education system will be lasting only if school personnel participate fully and feel ownership of the changes that are made—as well as the responsibility that goes with ownership.

  • The pursuit of any changes to the existing system should be research-based and reflect best practices.

We believe that there should be only two job categories for educators:
Those that work directly with students,
and those that support those who work directly with students.