state approved teacher education program …
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STATE APPROVED TEACHER EDUCATION PROGRAM (SATEP)
2017 ANNUAL REPORT
2015-2016 Year
Carolyn Gyuran
Licensing Specialist
Introduction
Thirteen Hawaii state approved Educator Preparation Programs (EPPs) share the responsibility
for preparing candidates who meet the Teacher Performance Standards set by the Hawaii
Teacher Standards Board (HTSB). Within these EPPs, there are seven programs with traditional
routes to licensure and eight programs with alternate routes to licensure. Teacher candidates can
choose one of the following pathways: traditional undergraduate program; traditional or
alternative post-baccalaureate; or traditional or alternative master’s program. The HTSB has
approved 124 different licensure fields.
The HTSB is responsible for conducting the State Approval of Teacher Education (SATE)
reviews. In New Business Item (NBI) 17-05 the HTSB made a revision to Educator Preparation
Program requirements for approval since there is currently no dedicated educator preparation
accrediting body recognized by the US Department of Education. The following options were
adopted:
1. Obtain accreditation from a national accrediting body prior to the expiration of their
provisional approval and/or to be eligible for continued state approval. The accrediting
body must be approved in advance by the HTSB for use in continuing state approval; or
2. Indigenous and culturally focused units may obtain accreditation from a national or
international Indigenous focused accrediting body prior to the expiration of their
provisional approval and/or to be eligible for continued state approval. The accrediting
body must be approved in advance by the HTSB for use in continuing state approval; or
3. All program completers recommended for licensure by the Unit shall submit official
scores from a nationally normed performance assessment adopted by the HTSB. The
Unit will be reviewed by a State Team; or
4. All program completers recommended for licensure by the Unit are evaluated using unit-
wide assessments. The unit will be reviewed by a State review by a team.
In NBI 11-51 Rev. the Hawaii Teacher Standards Board approved the consolidation of the
annual EPPs report and the Title II report to streamline the reporting process and avoid
duplication of effort. Each Hawaii SATEP is required to submit this consolidated report between
April 1 and May 1 of each year.
All data provided in this report is dated from July 1, 2015, and June 30, 2016, and does not reflect
policy that HTSB approved after that time period.
Hawaii Educator Preparation Programs Name of Unit Current Approval Status Accrediting
Body
Expiration
Brigham Young University-
Hawai`i
NBI 15-15: Full State
Approval
TEAC June 30, 2021
Chaminade University
PK-K
NBI 16_28: Full State
Approval
NBI 16-02: Full State
Approval
TEAC
MACTE
June 30, 2024
June 30, 2022
Chaminade University –
Behavioral Science
NBI 15-36: Full State
Approval
TEAC December 31,
2021
Hawai`i Pacific University NBI16-34: Full State
Approval
TEAC June 30, 2021
IteachHAWAII NBI 14-04: Full State
Approval
NCATE December 31,
2018
Kaho`iwai NBI 16-16: Full State
Approval
TEAC June 30, 2019
Kahuawaiola NBI 14-39: Full State
Approval
TEAC
December 31,
2018
Leeward Community
College
NBI 15-10: Full State
Approval
TEAC
June 30, 2021
Teach for America NBI 15-37: Full State
Approval
TEAC
December 31,
2018
University of Hawai`i –
Hilo
NBI 16-15: Full State
Approval
TEAC
June 30, 2022
University of Hawai`i at
Manoa
NBI 14-23: Full State
Approval
NCATE December 31,
2021
University of Hawai`i –
West Oahu
NBI 16-33: Full State
Approval
NCATE June 30, 2022
University of Phoenix NBI 16-30: Full State
Approval
NCATE
June 30, 2022
EPP Contacts
EPP Contact
Brigham Young University
55-220 Kulanui Street
Laie, Hawaii 96762
Karen Latham, Ed.D., Chair
Chaminade University
3140 Waialae Avenue
Honolulu, Hi 96816-1578
Robert G. Santee, Ph.D., Dean
Behavioral Sciences Division
Chaminade University
3140 Waialae Avenue
Honolulu, Hi 96816-1578
Dale Fryxell, Ph.D., Dean
Education Division
Hawai‘i Pacific University
1188 Fort Street Mall
Honolulu, Hawaii 96813
Mani Sehgal, Dean
School of Education
iTEACH-Hawaii
P.O. Box 1626
Denton, TX 76202
Diann Huber, Ed.D., President
Kahoiwai
P.O.Box 6511
Kamuela, Hawaii 96743
Joe Fraser, Director
Kahuawaiola
200 West Kawili Street
Hilo, HI 96720
Makalapua Alencastre, Ed.D., Director
Leeward Community College
96-045 Ala ‘Ike,
Pearl City, HI 96782
Brian Ichida, Coordinator/Instructor
Career and Technical Education
Christina Keaulana, Ph.D., Teacher Education
Program/Instructor
Special Education
Teach For America
500 Ala Moana Blvd. Suite 3-400 & 3-450A
Honolulu, HI 96813
Jill Baldemor, J.D., Executive Director
University of Hawaii -Hilo
200 W. Kawili Street
Honolulu, HI 96720
Diane Barrett, Ph.D., Professor & Chair
University of Hawaii at Manoa
1776 University Avenue
Honolulu, HI 96822
Nathan Murata, Ph.D., Dean
University of Hawaii-West Oahu
91-1000 Farrington Hwy
Kapolei, HI 96707
Mary F. Heller Ed.D., Professor & Chair
University of Phoenix-Hawai‘i University Center
745 Fort Street Mall
Honolulu, HI 96813
George Carroll III, Campus College Chair
EPP Highlights
Brigham Young University
Changes were made to the Alternative Licensure Program in that an applicant who fails to pass
the PRAXIS Content test at least two times, may be accepted as a candidate based on a written
recommendation from the school principal and submitting a transcript with a minimum of thirty
semester hours in the content field for a bachelor’s degree awarded by an accredited institution
of higher education or submitting an official transcript from a regionally accredited institution
showing a major in the license field.
Chaminade University of Honolulu -Behavioral Science
The Master of Science in Counseling Psychology (MSCP) program is seeking national
counseling accreditation through MPCAC (Master in Psychology and Counseling Accreditation
Council). The MPCAC standards will better fit the mission and vision of the program versus
having to adapt teacher performance standards to the school counseling profession.
Chaminade University of Honolulu- Education
While not a significant departure in the content of the Chaminade Masters of Arts in Teaching
(MAT) programs, the faculty have worked this year to redesign and update all five of their MAT
programs and courses to provide their students with a more fully integrated, state of the art
educational experience. The program redesign resulted in a reduction in the number of courses
that are required for completion across all five programs.
Hawaii Pacific University
The School of Education (SOE) was granted an extension of state approval through June 30,
2021.This will allow HPU to review the Council for Accreditation of Educator Preparation
(CAEP) revised review process announced in December 2016.
After Program completion, the SOE still has an open-door policy to help candidates that just
graduated look for a full-time position at a local school.
Kaho`iwai
Kaho`iwai will be reviewed by the World Indigenous Nations Higher Education Consortium
(WINHEC) accreditation this year. The WINHEC Accreditation Authority will support the
diversity which exists in these programs and will honor the Hawaiian language and culture.
Kahuawaiola Indigenous Teacher Education Program
Progress has been made in preparing for the unit accreditation visit with WINHEC. Due to the
unique nature of Kahuawaiola, i.e., as a Hawaiian language medium teacher education program,
a modification of HTSB requirement for national accreditation was approved to develop a
WINHEC accreditation process including a distinctive review process that honors and supports
the Hawaiian language and culture. Work has begun on formation of WINHEC accreditation
handbook.
Leeward Community College
Leeward Community College is deciding whether to continue to move forward with edTPA,
CAEP or a State designed Teacher Assessment.
Teach for America (TFA)
TFA faculty continued recurring check-ins with university partners to determine extent of
alignment and/or supplemental nature of work candidates receive by completing post-
baccalaureate university coursework, professional development (provided by TFA or the Hawaii
Department of Education), and key assessments. They continue to work towards increased
alignment of coursework and credentialing program outcomes. Given the overlapping nature,
the planning portfolio key assessment is now completed in Effective Practices 1 through Johns
Hopkins University or planning course through Chaminade University.
University of Hawaii – Hilo
The Hawaii Teacher Standards Board granted full continuing state approval to the University of
Hawaii at Hilo’s School of Education Educator Preparation Program effective January 1, 2016
through June 30, 2022.
University of Hawaii -Manoa
In Fall 2018, the College of Education will offer a new Minor in Education to undergraduate
students in any field. The 15-credit minor consists of three core and two elective courses in
education. The minor also will include HIDOE Substitute Teacher Training at the end of the
program.
Secondary Education completed a redesign of the bachelor and post-baccalaureate programs that
will begin Spring 2018. The new program will be offered in a cohort model with integration
across all courses to create a learning experience that supports both interdisciplinary and content
specific learning communities.
University of Hawaii -West Oahu
UH-WO entered into a Memorandum of Agreement with the Hawaii Department of Education,
which is providing a $100,000 grant for purposes of recruiting and retaining highly qualified
special education teachers.
University of Phoenix
The Teacher Education Elementary and Secondary programs are under curriculum revision to
evaluate and update state and national standards, trends in education, and Hawaii state standards.
Additional emphasis is placed on Hawaii culture with the Hawaiian Culture Workshop.
New Programs
EPP NBI Field
University of Hawaii -Manoa NBI 16-31
NBI 16-41
NBI 16-42
NBI 17-04
Elementary Education (K-6)/ Teaching English to
Speakers of Other Languages (K-6)
Master of Education in Curriculum Studies (PK-
3)
Master of Education in Early Childhood
Education
BEd in Elementary Education (K-6) /Early
Childhood Education (PK-3)
BEd in Elementary Education (K-6) /Special
Education (PK-3)
Secondary Education Content Field 6-12
Special Education 6-12
Chaminade University NBI 16-42
Teacher Leader
Leeward Community College NBI 17-02
Special Education K-6
Special Education 6-12
Summary: There were four special education fields added to programs; two at the University of
Hawaii-Manoa (PK-3, 6-12) and two at Leeward Community College (K-6, 6-12). The
University of Hawaii-Manoa additionally added dual preparation programs in Elementary
Education (K-6)/Teaching English to Speakers of Other Languages (K-6) and Elementary
Education (K-6) /Early Childhood Education (PK-3). They also added the programs of
Curriculum Studies (PK-3) and Early Childhood Education. Chaminade University added the
field of Teacher Leader.
Summary of Hawaii Praxis Test Taker Performance for 2016-17
The following provides a review of lowest test outcomes* and comparison data for test takers in
a Hawaii Educator Preparation Program or Alternate Route Program during the 2016-17 test
cycle, with the exception of Core Math and Writing, which looked at performance from the start
of the 2016-17 through the end of November 2017. Higher performance outcomes are
highlighted below the initial list of lower titles. Twenty-six Excel data charts were created for
this review.
*Below 70% passing
Test: 5047 Middle School English Language Arts
National Pass Rate: 53.4% (2,982 Examinees)
Hawaii Pass Rate: 50.0% (6 Examinees)
Category Performance: Lowest was Constructed Response. Highest was for Reading.
Of Note: N was too small to draw any reasonable inferences from the data.
Test: 5081 Social Studies: Content Knowledge
National Pass Rate: 80.2% (5,432 Examinees)
Hawaii Pass Rate: 59.4% (64 Examinees)
Category Performance: Lowest was in United States History, followed by Economics. Highest
was Behavioral Sciences.
Of Note: Significant gender difference. Males outperformed females 71% to 47%. Lowest
program was Master’s Degree Education Program.
Test: 5091 Physical Education: Content Knowledge
National Pass Rate: 51.3% (1,935 Examinees)
Hawaii Pass Rate: 36.4% (11 Examinees)
Category Performance: Content Knowledge and Student Growth & Development was lowest.
The highest category was for Management; Motivation; Communication.
Of Note: Out of the 11 test takers, 5 were female. None passed.
Test: 5161: Mathematics: Content Knowledge
National Pass Rate: 46.1% (7,772 Examinees)
Hawaii Pass Rate: 42.4% (59 Examinees)
Category Performance: Only two categories. No significant difference between them.
Of Note: Males outperformed females 48% to 38%. Lowest program pass rate was for Master’s
Degree Education Program. Highest pass rate was for Mathematics and Natural Sciences
undergrad majors.
Test: 5169: Middle School Mathematics
National Pass Rate: 64.2% (5,642 Examinees)
Hawaii Pass Rate: 56.5% (23 Examinees)
Category Performance: Only two categories; performance was lower for Geometry and Data than
for Arithmetic and Algebra.
Of Note: Alternate Route candidates performed slightly better than other categories. The biggest
group of the overall small total n was in the Social Sciences undergrad major group.
Test: 5435: General Science: Content Knowledge
National Pass Rate: 73.6% (2,826 Examinees)
Hawaii Pass Rate: 57.7% (26 Examinees)
Category Performance: Earth and Space Science was the lowest category. Life Science was the
highest category.
Of Note: Whites and Males outscored other demographic categories, although the overall n was
small, skewing results. Those in a Master’s Degree program fared worst, while those in
Mathematics and Natural Science majors passed at the highest rate.
Test: 5722: Core Academic Skills for Educators: Writing (9/2016 to 12/2017)
National Pass Rate: 64.7% (66,847 Examinees)
Hawaii Pass Rate: 69.0% (381 Examinees)
Test: 5732: Core Academic Skills for Educators: Mathematics (9/2016 to 12/2017)
National Pass Rate: 59.4% (72,025 Examinees)
Hawaii Pass Rate: 68.2% (311 Examinees)
National Comparison
Test takers enrolled in Hawaiian EPPs scored above the national pool of test takers at the Hawaii
cut score in the following subject areas:
- Algebra
- Biology: Content Knowledge
- Core Academic Skills for Educators: Reading subtest
- Core Academic Skills for Educators: Math subtest
- Core Academic Skills for Educators: Writing subtest
- Education of Young Children
- Elementary Education: Science Subtest
- English Language Arts: Content Knowledge
- English to Speakers of Other Languages
- Music: Content Knowledge
- Principles of Learning and Teaching (Grades K-6)
- Principles of Learning and Teaching (Grades 5-9)
- Principles of Learning and Teaching (Grades 7-12)
- Professional School Counselor
- Spanish: World Language
- Special Education: Core Knowledge & Applications
- Special Education: Core Knowledge & Severe to Profound Applications
- Speech-Language Pathology
Test takers enrolled in Hawaiian EPPs scored below* the national pool of test takers at the
Hawaii cut score in the following areas:
(*Take note of two subjects with a robust pass rate.)
- Earth and Space Science: Content Knowledge
- Elementary Education: Reading, Mathematics, and Social Studies subtests
- General Science: Content Knowledge
- *Health Education (86%)
- Mathematics: Content Knowledge
- Middle School English Language Arts
- Middle School Mathematics
- Middle School Science
- Physical Education: Content Knowledge
- Social Studies: Content Knowledge
- *Special Education: Core Knowledge & Mild to Moderate Applications (83%)
EPP Performance Summary
Males outscored females, with some significant gender gaps, on certain tests.
Test takers enrolled in Master’s Degree programs generally scored lower than other
program enrollees.
Freshmen scored higher on Core Math and Core Writing than other education level
groups (sophomore, junior, senior, Bachelor, and Master’s). For Core Reading, test takers
with a Bachelor’s degree had the highest pass rate, and freshmen had the second highest
rate.
Data
Table 1. Hawaii EPP Program Completers
Program
Completers
2010-
2011
2011-
2012
2012-
2013
2013-
2014
2014-
2015
2015-
2016
Totals 648 665 663 644 588 611
Figure 1. Hawaii EPP Program Completers
Summary 2014/2015: The number of program completers have consistently decrease since
2011/2012. There is a 3.9% increase from this year to last year.
648
665 663
644
588
611
540
560
580
600
620
640
660
680
2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016
EPP Program Completers
Table 2. Traditional Completers
Academic
Year
Traditional
Completers
2015-16 354
2014-15 330
2013-14 388
2012-13 408
2011-12 404
2010-11 404
Figure 2. Traditional Completers
Traditional Completers
In AY 2011 to AY 2012 there were the same number of traditional completers.
In AY 2012 to AY 2013 there was a 1% increase in the number of traditional completers.
In AY 2013 to AY 2014 there was a 5% decrease in the number of traditional completers.
In AY 2014 to AY 2015 there was a 15% decrease in the number of traditional completers.
In AY 2015 to AY 2016 there was a 7% increase in the number of traditional completers.
404 404 408388
330354
0
50
100
150
200
250
300
350
400
450
2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016
Traditional Completers
Table 3. Alternative Completers
Academic
Year
Alternative
Completers
2015-16 257
2014-15 255
2013-14 256
2012-13 255
2011-12 261
2010-11 256
Figure 3. Alternative Completers
Alternative Completers
In AY 2010 to AY 2011, there was a .6% increase.
In AY 2011 to AY 2012 there was a .6% decrease.
In AY 2012 to AY 2013 there was a .4% increase.
In AY 2013 to AY 2014 there was a .4% decrease.
In AY 2015 to AY 2016 there was a .7% increase.
In summary, from 2010 – 2016, the number of alternative completers have been constant
between 255 – 261 alternative completers.
256
261
255 256 255257
200
210
220
230
240
250
260
270
2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016
Alternative Completers
Table 4. Traditional and Alternative Comparison
Academic
Year
Traditional
Completers
Alternative
Completers
2015-16 354 257
2014-15 330 255
2013-14 388 256
2012-13 408 255
2011-12 404 261
2010-11 404 256
Figure 4. Traditional and Alternative Comparison
Traditional and Alternative Completers
In all five years the number of traditional completers exceeded that of alternative completers.
In AY 2010 to AY 2011 there were 36.6% more traditional completers.
In AY 2011 to AY 2012 there were 35% more traditional completers.
In AY 2012 to AY 2013 there were 37.5% more traditional completers.
In AY 2013 to AY 2014 there were 34.1% more traditional completers.
In AY 2014 to AY 2015 there were 22.7% more traditional completers.
In AY 2015 to AY 2016 there were 37.7% more traditional completers.
In Summary, although traditional completers consistently outnumber the alternative completers,
the number of traditional completers have slightly decreased over the past 5 years.
404 404 408388
330354
256 261 255 256 255 257
0
50
100
150
200
250
300
350
400
450
2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016
Traditional and Alternative CompletersComparison
Traditional Completers Alternative Completers
Table 5. Licenses Issued to Hawaii EPP Completers Per License Field From 2010-2016
License Fields 2010-
2011
2011-
2012
2012-
2013
2013-
2014
2014-
2015
2025-
2016
Art 5 9 1 5 2 2
CTE Licensure
Program
2
N/A
2
4
14
21
Drama & Theatre
2
0
0
0
0
0
Early Childhood
Education 9 15 15 18 14
14
Elementary
Education
238
299
313
293
256
261
English
49
43
48
52
68
40
Hawaiian
Language
8
5
3
3
4
1
Hawaiian
Language
Immersion
7 6 5 7 12
3
Hawaiian
Knowledge
4
Hawaiian Studies
5
5
3
1
4
0
Kaia ̒ōlelo-
Kaiapuni Hawai ̒i
7
Mathematics
57
37
49
44
34
33
Music
9
7
5
8
7
4
Physical Education 7 4 7 11 8
9
School Counselor 27 45 22 24 14
23
Science
40
28
32
32
34
37
Social Studies
55
40
39
61
45
41
Special Education 126 111 111 77 73
82
Teaching English
as a Second
Language
1 5 2 2 1
1
World Language
1
6
6
2
9
6
Totals
648
665
663
644
599
589
Table 6. Elementary Education and Core Subjects Completers
License
Fields
2010-
2011
2011-
2012
2012-
2013
2013-
2014
2014-
2015
2015-
2016
Elementary
Education 238 299 313 293 256
261
English 49 43 48 52 68
39
Mathematics 57 37 49 44 34
33
Science 40 28 32 32 34
37
Social
Studies 55 40 39 61 45
41
Totals 439 447 481 482 437 411
Figure 5. Elementary Education Completers
Summary: There has been a significant decline in Elementary Education program completers
between 2012/2013 and 2015/2016. There was, however, a slight increase of 1.9% this past year.
238
299313
293
256 261
0
50
100
150
200
250
300
350
2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016
Elementary Education
Figure 6. Core Subjects Completers
Table 7. Elementary Education and Core Subjects Comparison
License
Fields
2010-
2011
2011-
2012
2012-
2013
2013-
2014
2014-
2015
2015-
2016
Per
cen
tag
es
Bet
wee
n
20
10
/20
11 –
20
11
/20
12
Per
cen
tages
b
etw
een
20
11
/20
12 –
20
12
/20
13
Per
cen
tages
b
etw
een
20
12
/20
13 –
20
13
/20
14
Per
cen
tages
b
etw
een
2013/2
014 –
2
01
4/2
01
5
Per
cen
tages
bet
wee
n
20
14
/20
15 –
2
01
5/2
01
6
Elementary
Education
238
299
313
293
256
261
20.4%
4.5%
6.5%
12.7%
1.9%
English
49
43
48
52
68
40 12.3% 10.4% 7.7% 23.5%
41.1%
Math
57
37
49
44
34
33 35.1% 24.5% 10.2% 22.7%
2%
Science
40
28
32
32
34
37 30% 12.5% Same 5.9%
8%
Social
Studies
55
40
39
61
45
41 27.3% 2.5% 36.1% 26.2%
8%
Total
439
447
481
482
437
411
49
4348
52
68
40
57
37
4944
34 33
40
2832 32 34
37
55
40 39
61
45
0
10
20
30
40
50
60
70
80
2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016
Core Subjects
English Mathematics Science Social Studies
2012/13 – 2013/14 Comparison
A slight 6.5% drop in Elementary Education completers, however there were increases in
English, Math, and Social Studies completers. This biggest jump comes from Social Studies
which increases by 36%.
2013/14 – 2014/15 Comparison
Social Studies has the biggest drop of 26%. The next big drop is a 22.7% decrease in
Mathematics completers. In third, is Elementary Education which dropped an additional 12.7%
from the previous year which already had a 6.5% decline. On the upswing, English completers
increased by 23.5% and Science increased by 5.9%.
2013/14 – 2014/15 Comparison
Increases Percentage Decreases Percentage
English 23.5% Elementary Education 12.7%
Science 5.9% Math 22.7%
Social Studies 26.2%
2014/15 – 2015/16 Comparison
There was a total of 411 Elementary Education and Core subject completers. Of that number,
57.5% of the completers were in Elementary Education. English had the largest decrease of
completers at 41.1%. The next drop is an 8% decrease in Social Study completers. Science saw
an 8% increase in completers and there was a 1.9% increase in completers in the elementary
education programs.
2014/15– 2015/16 Comparison
Increases Percentage Decreases Percentage
Science 8% English 41.1%
Elementary Education 1.9% Social Studies 8%
Math 2%
Table 8. Special Education Completers
License Fields 2010-
2011
2011-
2012
2012-
2013
2013-
2014
2014-
2015
2015-
2016
Special
Education
43
28
41
26
31
36
Special
Education
Mild/Moderate
69 70 61 43 35
46
Special
Education
Severe/Profound
16 13 9 8 7
0
Total 128 111 111 77 73 82
Figure 7. Special Education Completers
43
28
41
2631
36
69 70
61
43
35
46
1613
9 8 7
0
0
10
20
30
40
50
60
70
80
2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016
Special Education Fields
Special Education Special Education Mild/Moderate Special Education Severe/Profound
Table 9. Special Education Field Comparisons
Name of Program
Per
cen
tag
e b
etw
een
20
10
/11
– 2
011
/12
Per
cen
tag
e b
etw
een
20
11
/12
– 2
012
/13
Per
cen
tag
e b
etw
een
20
12
/13
– 2
013
/201
4
Per
cen
tag
e b
etw
een
20
13
/14
– 2
014
/201
5
Per
cen
tag
e b
etw
een
20
14
/15
– 2
015
/201
6
Special Education 34.9% 31.7% 36.6% 16.1% 16.1%
Special Education Mild/Moderate 1.4% 12.9% 29.6% 18.6% 31.4%
Special Education Severe/Profound 18.8% 30.8% 11.2% 12.5% 100%
Total Percentage of Special Education
Completers
13.3%
No
change
30.7%
5.2%
12.3%
2012/13 – 2013/14
The number of Special Education completers decreased by 36.6%, the number of Special
Education Mild/Moderate completers decreased by 29.6%, and there was an 11.2% decrease in
the number of Special Education Severe/Profound completers. Overall, there was 30.7%
decrease (from 111 – 77) in the total number of Special Education completers when compared to
the prior year.
2013/14 – 2014/15
The number of Special Education completers has increased by 16.1%. The number of Special
Education Mild/Moderate completers has increased by 31.4% and there was a 12.5% decrease in
Special Education Severe/Profound completers. Overall there was 12.3% increase (from 737-73)
in the total number of Special Education completers when compared to the prior year.
In summary, the three special education fields, showed gradual decline in overall totals over a
five- year period. The largest group of completers over a five-year period is Special Education
Mild/Moderate with 278 completers. Special Education is second with 169 completers. The
smallest special education field of completers was Special Education Severe/Profound which
totaled 53 completers.
2014/15 – 2015/16
The number of Special Education completers remained the same as last year. The number of
Special Education Mild/Moderate completers had a marked increase of 31.4%. There were no
Special Education Severe/Profound completers. Overall, there was 12.3% increase (from 73 –
82) in the total number of Special Education completers when compared to the prior year.
In summary, the three special education fields, showed gradual decline in overall totals over a
six- year period. The largest group of completers over a six-year period is Special Education
Mild/Moderate with 324 completers. Special Education is second with 205 completers. The
smallest special education field of completers was Special Education Severe/Profound which
totaled 53 completers.
Table 10. Hawaiian Fields
License Field 2010-
11
2011-
12 2012-13 2013-14 2014-15
2015-16
Hawaiian
Knowledge 4
Hawaiian Language 8 5 3 3 4 1
Hawaiian Language
Immersion
7
6
5
7
12
3
Hawaiian Studies 5 5 3 1 4 0
Kaia ̒ōlelo-Kaiapuni
Hawai ̒i
7
Totals 20 16 11 11 20 15
Figure 8. Hawaiian Fields
8
5
3 3
4
1
7
6
5
7
12
3
5 5
3
1
4
0
0
2
4
6
8
10
12
14
2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016
Hawaiian Fields
Hawaiian Language Hawaiian Language Immersion Hawaiian Studies
Table 11. Hawaiian Fields Comparison
License Field
Percentage between 2010/11 – 2011/12
Percentage between 2011/12 – 2012/13
Percentage between 2012/13 – 2013/14
Percentage between 2013/14 – 2014/15
Percentage between 2014/15 – 2015/16
Hawaiian Language
37.5%
40%
No change
25%
75%
Hawaiian Language Immersion
14.3%
17%
28.5%
41.7%
75%
Hawaiian Studies
No change
40%
66.6%
75% 100%
Hawaiian Knowledge 100%
Kaia ̒ōlelo-Kaiapuni
Hawai ̒i
100%
Totals of Hawaiian Fields Completers
20%
31%
No change
45%
25%
2012/13 – 2013/14
There was no change in the number of Hawaiian Language completers from the previous year.
The number of Hawaiian Language Immersion completers increased by 29% and there was a
67% decrease in the number of Hawaiian Studies completers. Overall, there was no change in
the Hawaiian field completers from the previous year.
2013/14 – 2014/15 There was an increase in all Hawaiian Fields from previous three years. Hawaiian Language immersion
had a jump of 41.7% (12 completers). Hawaiian Studies has an increase of 75%, however that number is
high because of the significant drop of only one completer in the previous year. Finally, Hawaiian
Language had a 25% increase from the previous year. Overall, there was a 45% increase in Hawaiian
field completers when compared with the previous year.
2014/15 – 2015/16
There was a significant decrease in the fields of Hawaiian Language, Hawaiian Language Immersion, and
Hawaiian Studies. This is attributed to the fact that Kahuawaiola has discontinued recommending
candidates for these fields. They have instead been recommending candidates for the new fields of
Kaia ̒ōlelo-Kaiapuni Hawai ̒i and Hawaiian Knowledge. Overall candidates in all of these programs
declined by 25% in the 2015/16 year.
Table 12. Other License Fields 2010/11 – 2015/16
License Fields 2010-
2011
2011-
2012
2012-
2013
2013-
2014
2014-
2015
2015-
2016
Art 5 9 1 5 2 2
Drama &
Theatre 2 0 0 0 0
0
Music
9
7
5
8
7
4
Total 16 16 6 13 9 6
Figure 9. Other License Fields 2010/11 – 2015/16
Due to the low numbers of licenses issued in this chart, percentages were not used to convey the
increase and decrease in the number of licenses issued in this section.
In summary, the chart shows a decline in licenses issued in Art, Drama/Theatre Arts, and Music,
from 2010 – 2013 through 2015-2016. Over that time period, Art has had a total of 24
completers, Drama/Theatre Arts has had 2 completers, and Music has had 40.
5
9
1
5
2 22
0 0 0 0 0
9
7
5
8
7
4
0
1
2
3
4
5
6
7
8
9
10
2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016
Miscellaneous Fields
Art Drama & Theatre Music
Educator Preparation Provider Profiles
Brigham Young University-Hawaii
ANNUAL
STATE APPROVED TEACHER EDUCATION
PROGRAM REPORT 2017
Section I. – EPP Profile
Unit Name, Address, website for listing on HTSB
site
Brigham Young University-Hawaii
55-220 Kulanui Street
Laie, HI 96762
http://soe.byuh.edu/
Contact for publication on HTSB website
Name, position, phone, fax, email
John Bailey
Chair, School of Education
808-675-3458 office
808-675-3988 fax
Traditional Program(s)
Enter each teacher education program including
approved licensure fields, if different from listing
on HTSB website: http://www.htsb.org/licensing-
permits/preparation-programs/
Elementary Education K-6
Special Education Mild/Moderate (K-6)
Special Education Mild/Moderate (6-12)
Art Education 6-12
CTE Business 6-12
CTE Arts and Communication (6-12)
English Education 6-12
Math Education 6-12
Music Education 6-12
Physical Education 6-12
Science Education 6-12
Social Studies Education 6-12
Spanish Education (6-12)
TESOL Education 6-12
Alternative Program(s)
Enter each teacher education program including
approved licensure fields, if different from listing
on HTSB website: http://www.htsb.org/licensing-
permits/preparation-programs/
Elementary Education K-6
Special Education Mild/Moderate (K-6)
Special Education Mild/Moderate (6-12)
Art Education 6-12
CTE Business 6-12
CTE Arts and Communication (6-12)
English Education 6-12
Math Education 6-12
Music Education 6-12
Physical Education 6-12
Science Education 6-12
Social Studies Education 6-12
Spanish Education (6-12)
TESOL Education 6-12
Section II. – Program Completers for 2015-2016
Number of students enrolled in all programs, including licensure and non-licensure programs 226
Number of completers in programs leading to initial teacher licensure 15
Number of completers in advanced programs or programs leading to a degree, added field, or
some other credential that prepares the holder to serve in P-12 schools (Do not include those
completers counted above.)
0
Total Number of Completers 15
Section III – Substantive Changes – CAEP Report Attached
Have any of the following substantive changes occurred during the 2015-2016 academic year? If not,
insert “none” after the question.
(A) Any changes in the published mission or objectives of the organization/institution or EPP?
Explanation if “Yes”
(B) Any added programs of study (i.e. degree, added field, concentration) different from those that were
offered when most recently approved?
Explanation if “Yes”
(C) Any added courses or programs that represent a significant departure, in terms of either content or
delivery, from those that were offered when most recently approved?
Explanation if “Yes”
(D) Any change(s) in contract(s) with other providers for direct instructional services, including teach-out
agreements (e.g. A teach-out agreement is a written agreement between accredited institutions that
provide for the equitable treatment of students if one of those institutions stops offering an educational
program before all students enrolled complete the program)?Explanation if “Yes”
(E) Any change(s) that mean the EPP no longer satisfies approval standards or requirements?
Explanation if changed
(F) Any change(s) in regional or higher education accreditation status?
Explanation if changed
Section IV. – Evidence for Meeting Hawaii Specific Requirements
Directions: Provide any new evidence since your last annual report that ensures your EPP is meeting
the following requirements stated in HAR 8-54-19 “Approval of Preparation Programs”
1. Evidence candidates meet the Hawai'i teacher performance standards.
A. Candidates complete a standards portfolio in which they provide 4 evidence artifacts for each
Hawaii teacher performance standard. Performance portfolios are evaluated by professors.
B. Each candidate is evaluated by the cooperating teacher and the university professor. The
cooperating teacher completes a MidTerm and Final Evaluation using a form based upon the 10
Hawaii teacher standards. The university professor fills out a final evaluation form using the same
measurements.
C. Candidates are formally observed 20 times during the clinical practice (8 observations during
Observation/Practicum and 12 times during full-time clinical practice). The observation form is
aligned to the 10 Hawaii teacher standards.
2. Evidence candidates exhibit professional and ethical dispositions necessary to help all students learn as
outlined in the HTSB’s Code of Ethics.
A. During each education course, candidates complete a self-assessment of professional dispositions.
Candidates provide evidence of how they met each disposition. Evaluations are signed by the
professor/instructor of record who approves or corrects each disposition sheet. Candidates who fail
to meet dispositions may be referred to the department chair.
B. Candidates are evaluated on four professional disposition items for each formal observation that
occurs during field experience. Each candidate is observed 20 times during the professional year.
C. All students at BYUH agree to abide by the University Honor Code including an annual
ecclesiastical endorsement.
3. Evidence candidates are prepared to incorporate the following areas into their practice:
A. Hawaiian language, history and culture;
A. Each candidate enrolls in Hawaii Studies 101. Grades must be C- or higher. School of Education
faculty work with Hawaiian Studies faculty to align courses with state standards.
B. Elementary Education majors review HCPS III Social Studies standards, which focus on
Hawaiian history. As part of this course, each candidate develops a lesson plan using these
standards. Candidates teach a mini-lesson based on these standards.
C. Candidates provide evidence in their individual portfolios, TPS IId.
B. Student standards adopted by the Department;
A. Candidates use the Hawaii student standards for lessons in each methods course. Candidates are
introduced to Common Core, HCPS III, and national standards in the pedagogy course, assessment
course, and in the methods courses.
B. All candidate lessons used during the clinical field practice must include the standard/benchmark
appropriate to the content area.
C. Teaching of reading including working with students of reading difficulties;
A. Elementary Education candidates enroll in two Language Arts courses which address literary,
reading challenges, and language acquisition.
B. Secondary Education candidates enroll in a Content-area (Disciplinary) Literacy course, which
addresses practices for making the content major accessible to all learners.
C. All candidates enroll in a pedagogy course which includes a unit on the Sheltered Instruction
Observation Protocol (SIOP).
D. Candidates are evaluated during the field clinical practice. In the observation, candidates provide
evidence of planning for and meeting the needs of all learners.
D. Working effectively with students with disabilities, including training related to participation as a
member of individualized education program teams;
A. All candidates enroll in a Special Education course which includes a section on IEPs, UDL, and
RTI.
B. Candidates develop skills for working with students with disabilities in the following courses:
i. Assessment: Methods of assessing students with special needs.
ii. Pedagogy: Lesson plan format includes sections for “accommodations” and
“differentiation.”
iii. Classroom management: Candidates learn strategies for working with special needs
students, including concepts such as “due process” and “LRE.”
C. Candidates are evaluated in the field experience on their capacity to plan for and meet the learning
needs of students with disabilities and other unique learning needs.
E. Working effectively with students who are limited English proficient;
A. Elementary Education candidates enroll in two Language Arts courses which address literacy,
reading challenges, and language acquisition.
B. Secondary Education candidates enroll in a Content-area (Disciplinary) Literacy course, which
addresses practices for making the content major accessible to all learners.
C. All candidates enroll in pedagogy course which includes a unit on the Sheltered Instruction
Observation Protocol (SIOP).
D. Candidates are evaluated during the field clinical practice. In the observation, candidates provide
evidence of planning for and meeting the needs of all learners.
F. Working with gifted and talented students;
A. Candidates prepare for teaching gifted and talented students in the following courses:
i. Pedagogy: planning sections on differentiation.
ii. Human Growth and Learning: developmental theories and approaches for meeting the needs of all
students.
iii. Methods courses: Development of content area knowledge into discipline specific lessons
addressing all levels of student learning.
B. Candidates are evaluated during clinical field practice on the planning and instructions of all
students.
G. Integrating technology effectively into curricula and instruction, including activities consistent
with the principals of universal design for learning and the use of technology to effectively
collect, manage and analyze data to improve teaching and learning for the purpose of increasing
student academic achievement.
A. All candidates enroll in technology course focusing on integrating technology in instruction.
B. Candidates enroll in an assessment course which includes the use of electronic grading systems and
data analysis.
C. Candidates provide evidence of this standard in their evidence portfolios.
4. Evidence that candidates meet the standards from a national organization approved by the board for the
license fields offered in the program or, for license fields without national standards, the standards
approved for the field.
A. Courses are aligned with the content area disciplines where appropriate.
5. Any change in your candidates’ clinical experience using one or more of the following requirements:
A. A minimum of four hundred fifty (450) hours of supervised clinical experience in student
teaching, internship or residency; OR
B. Demonstration of teaching proficiency through a combination of documented satisfactory work
experience and observation by the EPP; OR
C. Passing a board approved performance assessment normed for Hawaii in combination with any
other requirements determined by the EPP.
A. During the Observation/Practicum experience, candidates spend 88 hours in supervised practice.
B. During the full-time field experience, candidates spend approximately 630 hours of supervised
practice over 18 weeks.
C. Candidates complete close to 718 hours of supervised practice.
6. An update on progress toward implementing a national pre-service performance assessment if your
EPP is participating in this option.
Discussion in progress.
Section V. – Optional Information
1. Describe any mentoring support provided to your candidates after program completion, if applicable.
2. Use this space to provide any other information you wish to share with HTSB, such as successes of
your program, faculty, staff or candidates, experienced since your last annual report.
Section VI. – Areas for Improvement or Conditions
Since your last annual report, summarize activities the EPP has engaged in and report on the outcomes of
those activities as they relate to correcting areas of improvement or conditions cited in the current
CAEP/NCATE/TEAC accreditation or SATEP approval report, if applicable.
None applicable.
Changes made to ALP highlighted. Attached are ALP submitted in 2015 and revised in 2017
Section VII – State Approval Pathway
Describe your progress toward preparing for your next national or state review.
Section VIII – Student Loan Default Rate
Student loan default rates and other consumer information. Report consumer information for the educator
preparation provider (Hawai'i Revised Statute §302A-807). Check all that Apply.
Consumer
Information
Access
to
Data
No
Access
to
Data
Publicly Displayed Data - Insert Link
3-year
student
default rate
x
No data available.
Average
cost of
attendance
X
https://www.google.com/search?q=BYUH+cost+of+attendance&ie=utf-
8&oe=utf-8
Average
beginning
salary of a
program
completer
X
https://www.google.com/search?q=BYUH+cost+of+attendance&ie=utf-
8&oe=utf-8#q=Hawaii+DOE+beginning+teacher+salary
Placement
patterns of
completers
X
http:ir.byuh.edu/prr
OPE ID (Office of Post-Secondary Education Number) 00160600 EPP Default Rate
Section IX – VERIFICATION of REPORT
Report Preparer’s Information Name: John Bailey
Position: Chair, BYUH School of Education
Telephone: 808 675 3458
Email: [email protected]
I verify that the contents of this report are complete and accurate.
Electronic
Signature
MM/DD/YYYY
Defining process and auditing records for completeness.
05.22.17
Chaminade University of Honolulu ANNUAL
STATE APPROVED TEACHER EDUCATION
PROGRAM REPORT 2017
Section I. – EPP Profile
Unit Name, Address, website for listing on HTSB
site
Chaminade University of Honolulu
3140 Waialae Avenue
Behavioral Sciences 105
Honolulu, Hawai’i 96816
Contact for publication on HTSB website
Name, position, phone, fax, email
Robert Santee, Ph.D.
Dean
(808)735-4720
Fax: (808)739-4670
Email: [email protected]
Darren Iwamoto, Ed.D.
Clinical Director, School Counseling
(808)739-4604
Fax: (808)739-4670
Email: [email protected]
Kacie Cohen, LMHC
Internship Director, School Counseling
(808)735-4745
Fax: (808)739-4670
Email: [email protected]
Traditional Program(s)
Enter each teacher education program including
approved licensure fields, if different from listing
on HTSB website: http://www.htsb.org/licensing-
permits/preparation-programs/
No difference from the listing on HTSB’s website
Alternative Program(s)
Enter each teacher education program including
approved licensure fields, if different from listing
on HTSB website: http://www.htsb.org/licensing-
permits/preparation-programs/
None
Section II. – Program Completers for 2015-2016
Number of students enrolled in all programs, including licensure and non-licensure programs 79
Number of completers in programs leading to initial teacher licensure 23
Number of completers in advanced programs or programs leading to a degree, added field, or
some other credential that prepares the holder to serve in P-12 schools (Do not include those
completers counted above.)
0
Total Number of Completers 23
Section III – Substantive Changes
Have any of the following substantive changes occurred during the 2015-2016 academic year? If not,
insert “none” after the question.
(A) Any changes in the published mission or objectives of the organization/institution or EPP?
Explanation if “Yes”
None
(B) Any added programs of study (i.e. degree, added field, concentration) different from those that were
offered when most recently approved?
Explanation if “Yes”
None
(C) Any added courses or programs that represent a significant departure, in terms of either content or
delivery, from those that were offered when most recently approved?
Explanation if “Yes”
None
(D) Any change(s) in contract(s) with other providers for direct instructional services, including teach-out
agreements (e.g. A teach-out agreement is a written agreement between accredited institutions that
provide for the equitable treatment of students if one of those institutions stops offering an educational
program before all students enrolled complete the program)?
Explanation if “Yes”
None
(E) Any change(s) that mean the EPP no longer satisfies approval standards or requirements?
Explanation if changed
None
(F) Any change(s) in regional or higher education accreditation status?
Explanation if changed
None
Section IV. – Evidence for Meeting Hawaii Specific Requirements
Directions: Provide any new evidence since your last annual report that ensures your EPP is meeting
the following requirements stated in HAR 8-54-19 “Approval of Preparation Programs”
1. Evidence candidates meet the Hawai'i teacher performance standards.
No new evidence since last HTSB annual report
2. Evidence candidates exhibit professional and ethical dispositions necessary to help all students learn as
outlined in the HTSB’s Code of Ethics.
No new evidence since last HTSB annual report
3. Evidence candidates are prepared to incorporate the following areas into their practice:
A. Hawaiian language, history and culture;
No new evidence since last HTSB annual report
4. Student standards adopted by the Department;
No new evidence since last HTSB annual report
5. Teaching of reading including working with students of reading difficulties;
No new evidence since last HTSB annual report
6. Working effectively with students with disabilities, including training related to participation as a
member of individualized education program teams;
No new evidence since last HTSB annual report
7. Working effectively with students who are limited English proficient;
No new evidence since last HTSB annual report
8. Working with gifted and talented students;
No new evidence since last HTSB annual report
9. Integrating technology effectively into curricula and instruction, including activities consistent
with the principals of universal design for learning and the use of technology to effectively
collect, manage and analyze data to improve teaching and learning for the purpose of increasing
student academic achievement.
No new evidence since last HTSB annual report
10. Evidence that candidates meet the standards from a national organization approved by the board
for the license fields offered in the program or, for license fields without national standards, the
standards approved for the field.
No new evidence since last HTSB annual report
11. Any change in your candidates’ clinical experience using one or more of the following requirements:
A. A minimum of four hundred fifty (450) hours of supervised clinical experience in student
teaching, internship or residency; OR
B. Demonstration of teaching proficiency through a combination of documented satisfactory work
experience and observation by the EPP; OR
C. Passing a board approved performance assessment normed for Hawaii in combination with any
other requirements determined by the EPP.
No changes in candidates’ clinical experience requirement. The School Counseling program continues
to use Option A as its minimal program requirement for clinical experience.
An update on progress toward implementing a national pre-service performance assessment if
your EPP is participating in this option.
School Counseling does not have a national pre-service performance assessment. N/A
Section V. – Optional Information
1. Describe any mentoring support provided to your candidates after program completion, if applicable.
2. Use this space to provide any other information you wish to share with HTSB, such as successes of
your program, faculty, staff or candidates, experienced since your last annual report.
Section VI. – Areas for Improvement or Conditions
Since your last annual report, summarize activities the EPP has engaged in and report on the outcomes of
those activities as they relate to correcting areas of improvement or conditions cited in the current
CAEP/NCATE/TEAC accreditation or SATEP approval report, if applicable.
No areas of weakness and/or stipulations were cited by CAEP and in the previously submitted annual
SATEP report. No conditions were placed on the Behavioral Sciences School Counseling program
during its most recent HTSB review.
At this point, mentoring is occurring informally and voluntarily. We are currently collaborating with
the Hawaii School Counseling Association (HSCA) in an attempt to implement a formal mentoring
program for all probationary status school counselors in Hawaii DOE schools. This is an initiative
that we are very interested in pursuing on a formal basis.
The MSCP program is seeking a national counseling accreditation through MPCAC (Master in
Psychology and Counseling Accreditation Council). We are presently working on the self-study
with the plan of scheduling a site visit in approximately a year. It is our hope that we can use this
accreditation in place of CAEP as national counseling performance standards would better fit the
mission and vision of our program versus having to adapt teacher performance standards to the
school counseling profession.
Section VII – State Approval Pathway
Describe your progress toward preparing for your next national or state review.
Section VIII – Student Loan Default Rate
Student loan default rates and other consumer information. Report consumer information for the educator
preparation provider (Hawai'i Revised Statute §302A-807). Check all that Apply.
Consumer
Information
Access
to Data
No
Access
to Data
Publicly Displayed Data - Insert Link
3-year student
default rate X
Average cost of
attendance
X
DUG: http://www.chaminade.edu/finaid/undergraduate-
cost-attendance
PACE
Undergraduate: http://www.chaminade.edu/finaid/pace-
undergraduate-cost-attendance
PACE
Graduate: http://www.chaminade.edu/finaid/graduate-
costs-attendance
Average beginning
salary of a program
completer
X
Placement patterns
of completers X
OPE ID (Office of Post-Secondary Education Number) 001605 EPP Default Rate 6.3
Section IX – VERIFICATION of REPORT
Report Preparer’s Information Name: Darren Iwamoto
Position: Clinical Director, School Counseling
Telephone: (808) 739-4604
Email: [email protected]
I verify that the contents of this report are complete and accurate.
Electronic Signature
MM/DD/YYYY
Darren H. Iwamoto, Ed.D.
The MSCP program one year into their TEAC-Legacy accreditation. We are continuing to work on
updating our assessments to meet the requirements of the new CAEP standards.
5/3/2017
CHAMINADE UNIVERSITY – SCHOOL OF EDUCATION
ANNUAL
STATE APPROVED TEACHER EDUCATION
PROGRAM REPORT 2017
Section I. – EPP Profile
Unit Name, Address, website for listing on HTSB
site
Chaminade University
3140 Waialae Avenue
Brogan Hall #110
Honolulu, Hawaii. 96816
Contact for publication on HTSB website
Name, position, phone, fax, email
Dale Fryxell, Ph.D., Interim Dean
808.739.4684/808.739.4607
Traditional Program(s)
Enter each teacher education program including
approved licensure fields, if different from listing
on HTSB website: http://www.htsb.org/licensing-
permits/preparation-programs/
English (6-12)
Mathematics (6-12)
Science (6-12)
Social Studies (6-12)
Special Ed. Mild/Moderate (K-12); (K-6); and (6-
12)
Elementary (K-6)
Elementary (K-6)/Special Ed. Mild/Moderate (K-
12) Dual Licensure Program
Alternative Program(s)
Enter each teacher education program including
approved licensure fields, if different from listing
on HTSB website: http://www.htsb.org/licensing-
permits/preparation-programs/
Non-Applicable
Section II. – Program Completers for 2015-2016
Number of students enrolled in all programs, including licensure and non-
licensure programs 408
Number of completers in programs leading to initial teacher licensure 89
Number of completers in advanced programs or programs leading to a degree,
added field, or some other credential that prepares the holder to serve in P-12
schools (Do not include those completers counted above.)
0
Total Number of Completers 89
Section III – Substantive Changes
Have any of the following substantive changes occurred during the 2015-2016 academic year? If not,
insert “none” after the question.
(A) Any changes in the published mission or objectives of the organization/institution or EPP?
Explanation if “Yes”
None
(B) Any added programs of study (i.e. degree, added field, concentration) different from those that were
offered when most recently approved?
Explanation if “Yes”
None.
(C) Any added courses or programs that represent a significant departure, in terms of either content or
delivery, from those that were offered when most recently approved?
Explanation if “Yes”
Yes.
While not a significant departure in the content of the Chaminade MAT programs, the faculty have
worked this year to redesign and update all five of our MAT programs and their courses to provide our
students with a more fully integrated, state of the art educational experience. The following sections
describe the courses in each of the five programs
Revised MAT Elementary Education with Licensure Program
The program redesign resulted in a reduction in the number of courses that are required for completion
from 55 credits to 36. The redesigned program includes the introduction of 4 new foundation courses
(also part of the redesigned MAT Secondary Education and MAT Special Education revised
programs), a restructuring of the course learning outcomes for 4 existing courses, and the addition of
the opportunity for students to include two elective courses in their program. The student teaching and
seminar courses will remain as part of the program but the credits for student teaching will be changed
from 6 to 3 credits.
The Master of Arts in Teaching in Elementary Education provides teacher candidates with the
opportunity to develop skills in practice, theory, leadership, scholarship, and communication skills as
applied to the K-6 learner.
EDUC 630 History and the Profession of Education (3)
EDUC 631 Psychological Foundations of Education and Development (3)
EDUC 632 Learning Environments (3)
EDUC 633 Diverse Learners (3)
EDUC 610 Elementary Language Arts Methods (3)
EDUC 612 Elementary Science Methods (3)
EDUC 614 Elementary Math Methods (3)
EDUC 618 Elementary Social Studies Methods (3)
EDUC 686 Teaching Seminar: Elementary (3)
EDUC 687 Elementary Student Teaching (3)*
In addition, students must complete two Education Division elective courses (6)
Revised MAT Secondary Education with Licensure Program
The program redesign resulted in a reduction in the number of courses that are required for completion
from 49 credits to 36. The redesigned program includes the introduction of 4 new foundation courses
(also part of the redesigned MAT Elementary Education and MAT Special Education revised
programs), a restructuring of the course learning outcomes for 4 existing courses (Methods I), the
development of 2 new methods courses (Methods II & III and the addition of the opportunity for
students to include three elective courses in their program. The student teaching and seminar courses
will remain as part of the program but the credits for student teaching will be changed from 6 to 3
credits.
The Master of Arts in Teaching in Secondary Education provides teacher candidates with the
opportunity to develop skills in practice, theory, leadership, scholarship, and communication skills as
applied to the learner in grades 7-12.
EDUC 630 History and the Profession of Education (3)
EDUC 631 Psychological Foundations of Education and Development (3)
EDUC 632 Learning Environments (3)
EDUC 633 Diverse Learners (3)
EDUC 621 Secondary Methods I: Mathematics (3)*
EDUC 622 Secondary Methods I: Language Arts (3)*
EDUC 624 Secondary Methods I: Science (3)*
EDUC 625 Secondary Methods I: Social Studies (3)*
EDUC 627 Secondary Methods II
EDUC 628 Secondary Methods III
EDUC 684 Teaching Seminar – Secondary (3)
EDUC 685 Secondary Student Teaching (3)**
In addition, students must complete three Education Division elective courses (9)
Note: Teacher candidates in the MAT Secondary Program must select a concentration area in Math,
English, Science or Social Studies.
*Candidates take one of these 4 courses depending on their subject concentration
**Candidates must pass the PRAXIS II or subject matter equivalency in their licensure area
prior to the student teaching application deadline.
Revised MAT Special Education (Mild/Moderate) with Licensure
The program redesign resulted in a reduction in the number of courses that are required for completion
from 52 credits to 36. The redesigned program includes the introduction of 4 new foundation courses
(also part of the redesigned MAT Secondary Education and MAT Elementary Education revised
programs), a restructuring of the course learning outcomes for 4 existing courses, and the addition of
two new special education focused courses. The student teaching and seminar courses will remain as
part of the program but the credits for student teaching will be changed from 6 to 3 credits.
The Master of Arts in Teaching in Special Education provides teacher candidates with the opportunity
to develop skills in practice, theory, leadership, research, and scholarship
skills as applied to learners with the mild/moderate disabilities. Students in the Masters of Teaching
with a Special Education emphasis have 3 options to choose from at Chaminade University. Students
can focus on Special Education Elementary (K-6 grades) or Special Education Secondary (6-12
grades). Both the Special Education K-6 and 6-12 grade levels include a single student teaching
placement. A third option is a Special Education K-12
emphasis which requires two student teaching placements one at the K-6 level and the other at the 6-12
level.
EDUC 630 History and the Profession of Education (3)
EDUC 631 Psychological Foundations of Education and Development (3)
EDUC 632 Learning Environments (3)
EDUC 633 Diverse Learners (3)
EDUC 662 SPED: Assessment, Planning and Computer Technologies (3)
EDUC 665 SPED: Mild/Moderate disabilities (3)
EDUC 667 SPED: K-12 Math Methods (3)
EDUC 668 SPED: K-12 Language Arts and Methods (3)
EDUC 669 Special Education Leadership
EDUC733 SPED: Issues in Special Education
EDUC 688 Teaching Seminar-Special Education (3)
EDUC 689 SPED: Student Teaching (3)*
Revised MAT Early Childhood PK-3 with Licensure Program
The program redesign resulted in a reduction in the number of courses that are required for completion
from 46 credits to 36. The redesigned program includes a restructuring of the course learning
outcomes and change of four course names. The student teaching and seminar courses will remain as
part of the program but the credits for student teaching will be changed from 6 to 3 credits.
The Master of Arts in Teaching in Early Childhood PK-3 provides teacher candidates with the
opportunity to develop skills in practice, theory, leadership, scholarship, and communication skills
using Montessori approach as applied to the PK-3 learner. In addition to the courses below, candidates
must complete additional licensure requirements (please see Additional Licensure Requirements).
EDUC 608 Montessori Child Development (3)
EDUC 649 Montessori Philosophy (3)
EDUC 770 Integrated Curriculum & Montessori (3)
EDUC 772 Advanced Leadership & Montessori (3)
EDUC 764 Culturally Appropriate Practice & Montessori Methods (3)
EDUC 765 Developments of the Senses & the Montessori Methods (3)
EDUC 766 Language Arts & Montessori Methods (3)
EDUC 767 Math & Montessori Methods (3)
EDUC 610 Elementary Language Arts Methods (3)
EDUC 614 Elementary Math Methods (3)
EDUC 690 Seminar- PK – 3 (3)*
EDUC 691 Student Teaching- PK – 3 (6)*
Revised MAT Early Childhood Education Montessori/PK-K with Licensure Program
The program redesign resulted in a reduction in the number of courses that are required for completion
from 44 credits to 36. The redesigned program includes a restructuring of the course learning
outcomes and change of four course names. The student teaching and seminar courses will remain as
part of the program.
The Master of Arts in Teaching in Early Childhood Education provides teacher candidates with the
opportunity to develop skills in practice, theory, leadership, scholarship, and communication skills
using Montessori approach as applied to the PK-K learner. This program provides requirements to be
recommended for American Montessori Society (AMS) credential at the Early Childhood level as well
as licensure in PK-K level.
EDUC 608 Montessori Child Development (3)
EDUC 649 Montessori Philosophy (3)
EDUC 770 Integrated Curriculum & Montessori (3)
EDUC 772 Advanced Leadership & Montessori (3)
EDUC 764 Culturally Appropriate Practice & Montessori Methods (3)
EDUC 765 Developments of the Senses & the Montessori Methods (3)
EDUC 766 Language Arts & Montessori Methods (3)
EDUC 767 Math & Montessori Methods (3)
EDUC 781 Student Teaching Montessori Early Childhood (3)*
EDUC 782 Seminar Montessori Early Childhood (3)*
EDUC 783 Student Teaching Montessori Early Childhood (3)*
EDUC 784 Seminar Montessori Early Childhood (3)*
(D) Any change(s) in contract(s) with other providers for direct instructional services, including teach-out
agreements (e.g. A teach-out agreement is a written agreement between accredited institutions that
provide for the equitable treatment of students if one of those institutions stops offering an educational
program before all students enrolled complete the program)?
Explanation if “Yes”
None
(E) Any change(s) that mean the EPP no longer satisfies approval standards or requirements?
Explanation if changed
None
(F) Any change(s) in regional or higher education accreditation status?
Explanation if changed
TEAC/CAEP Accreditation.
Section IV. – Evidence for Meeting Hawaii Specific Requirements
Directions: Provide any new evidence since your last annual report that ensures your EPP is meeting the
following requirements stated in HAR 8-54-19 “Approval of Preparation Programs”
1. Evidence candidates meet the Hawai'i teacher performance standards.
No new evidence since last HTSB Annual Report.
2. Evidence candidates exhibit professional and ethical dispositions necessary to help all students learn as
outlined in the HTSB’s Code of Ethics.
No new evidence since last HTSB Annual Report
3. Evidence candidates are prepared to incorporate the following areas into their practice:
A. Hawaiian language, history and culture;
No new evidence since last HTSB Annual Report
4. Student standards adopted by the Department;
No new evidence since last HTSB Annual Report
5. Teaching of reading including working with students of reading difficulties;
No new evidence since last HTSB Annual Report
6. Working effectively with students with disabilities, including training related to participation as a
member of individualized education program teams;
No new evidence since last HTSB Annual Report
7. Working effectively with students who are limited English proficient;
No new evidence since last HTSB Annual Report
8. Working with gifted and talented students;
No new evidence since last HTSB Annual Report
9. Integrating technology effectively into curricula and instruction, including activities consistent
with the principals of universal design for learning and the use of technology to effectively collect,
manage and analyze data to improve teaching and learning for the purpose of increasing student academic
achievement.
No new evidence since last HTSB Annual Report
10. Evidence that candidates meet the standards from a national organization approved by the board
for the license fields offered in the program or, for license fields without national standards, the standards
approved for the field.
No new evidence since last HTSB Annual Report
11. Any change in your candidates’ clinical experience using one or more of the following
requirements:
A. A minimum of four hundred fifty (450) hours of supervised clinical experience in student
teaching, internship or residency; OR
B. Demonstration of teaching proficiency through a combination of documented satisfactory work
experience and observation by the EPP; OR
C. Passing a board approved performance assessment normed for Hawaii in combination with any
other requirements determined by the EPP.
No new evidence since last HTSB Annual Report
12. An update on progress toward implementing a national pre-service performance assessment if
your EPP is participating in this option.
Started piloting the edTPA Pre-Service Performance Assessment with three separate groups. Have also
been integrating edTPA materials and information across Education Program courses.
Section V. – Optional Information
1. Describe any mentoring support provided to your candidates after program completion, if applicable.
2. Use this space to provide any other information you wish to share with HTSB, such as successes of
your program, faculty, staff or candidates, experienced since your last annual report.
Section VI. – Areas for Improvement or Conditions
Since your last annual report, summarize activities the EPP has engaged in and report on the outcomes of
those activities as they relate to correcting areas of improvement or conditions cited in the current
CAEP/NCATE/TEAC accreditation or SATEP approval report, if applicable.
Non-Applicable as no areas of weakness and or stipulations were cited by CAEP and/or HTSB.
Section VII – State Approval Pathway
Describe your progress toward preparing for your next national or state review.
Section VIII – Student Loan Default Rate
Student loan default rates and other consumer information. Report consumer information for the educator
preparation provider (Hawai'i Revised Statute §302A-807). Check all that Apply.
Consumer
Information
Access
to
Data
No
Access
to Data
Publicly Displayed Data - Insert Link
3-year student
default rate X
Average cost of
attendance
X
Average Cost of Attendance:
DUG: http://www.chaminade.edu/finaid/undergraduate-
cost-attendance
PACE
Undergraduate: http://www.chaminade.edu/finaid/pace-
undergraduate-cost-attendance
PACE
Graduate: http://www.chaminade.edu/finaid/graduate-
costs-attendance
None
We continue to collect, analyze, and review data related to our Education Programs.
None.
Average beginning
salary of a program
completer
X
Placement patterns
of completers X
OPE ID (Office of Post-Secondary Education Number) 001605
EPP Default Rate 6.30 (Institutional Rate)
Section IX – VERIFICATION of REPORT
Report Preparer’s Information
Name: Mark Kazuo Bradley
Position: Assistant for Special Projects
Telephone: 808.739.8539
Email: [email protected]
I verify that the contents of this report are complete and accurate.
Electronic Signature
MM/DD/YYYY
Dale Fryxell, Ph.D
05/03/2017
Hawaii Pacific University
ANNUAL
STATE APPROVED TEACHER EDUCATION
PROGRAM REPORT 2017
Section I. – EPP Profile
Unit Name, Address, website for listing on HTSB
site
School of Education
Hawai‘i Pacific
University
1188 Fort Street Mall, Suite 254
Honolulu, HI 96813
www.hpu.edu/CHSS/Education/index.html
Contact for publication on HTSB website
Name, position, phone, fax, email
Mani Sehgal
Director
Phone: 808-543-8046
Fax: 808-544-0841
Email: [email protected]
Traditional Program(s)
Enter each teacher education program including
approved licensure fields, if different from listing
on HTSB website: http://www.htsb.org/licensing-
permits/preparation-programs/
B.Ed. in Elementary Education
Alternative Program(s)
Enter each teacher education program including
approved licensure fields, if different from listing
on HTSB website: http://www.htsb.org/licensing-
permits/preparation-programs/
M.Ed. in Elementary Education
M.Ed. in Secondary Education
Section II. – Program Completers for 2015-2016
Number of students enrolled in all programs, including licensure and non-licensure programs 48
Number of completers in programs leading to initial teacher licensure 47
Number of completers in advanced programs or programs leading to a degree, added field, or
some other credential that prepares the holder to serve in P-12 schools (Do not include those
completers counted above.)
0
Total Number of Completers 47
Section III – Substantive Changes
Have any of the following substantive changes occurred during the 2015-2016 academic year? If not,
insert “none” after the question.
(A) Any changes in the published mission or objectives of the organization/institution or EPP?
Explanation if “Yes”
None
(B) Any added programs of study (i.e. degree, added field, concentration) different from those that were
offered when most recently approved?
Explanation if “Yes”
None
(C) Any added courses or programs that represent a significant departure, in terms of either content or
delivery, from those that were offered when most recently approved?
Explanation if “Yes”
None
(D) Any change(s) in contract(s) with other providers for direct instructional services, including teach-out
agreements (e.g. A teach-out agreement is a written agreement between accredited institutions that
provide for the equitable treatment of students if one of those institutions stops offering an educational
program before all students enrolled complete the program)?
Explanation if “Yes”
None
(E) Any change(s) that mean the EPP no longer satisfies approval standards or requirements?
Explanation if changed
None
(F) Any change(s) in regional or higher education accreditation status?
Explanation if changed
Section IV. – Evidence for Meeting Hawaii Specific Requirements
Directions: Provide any new evidence since your last annual report that ensures your EPP is meeting
the following requirements stated in HAR 8-54-19 “Approval of Preparation Programs”
1. Evidence candidates meet the Hawai'i teacher performance standards.
No new evidence. All teacher candidates are required to complete a standards-based Professional
Portfolio that contains reflections and artifacts for each standard.
2. Evidence candidates exhibit professional and ethical dispositions necessary to help all students learn as
outlined in the HTSB’s Code of Ethics.
No new evidence. The clinical practice seminar professor completes a professional dispositions
appraisal for each teacher intern.
3. Evidence candidates are prepared to incorporate the following areas into their practice:
A. Hawaiian language, history and culture;
No new evidence. All teacher candidates complete a course titled, “Culturally Responsive Education
in Hawai‘i,” along with an embedded assessment referred to as the culture-based sail plan.
4. Student standards adopted by the Department;
No new evidence. All teacher candidates complete a unit plan and multiple lesson plans that include an
alignment of the learning goals to the Common Core standards, and the GLOs.
5. Teaching of reading including working with students of reading difficulties;
No new evidence.
B.Ed. in Elementary Education teacher candidates complete a course titled, Reading in
Elementary Education.
M.Ed. in Secondary English Education teacher candidates complete a course in English
curriculum, which includes a component on reading and literature.
6. Working effectively with students with disabilities, including training related to participation as a
member of individualized education program teams;
No new evidence. All teacher candidates complete a foundational course in Special Education, which
includes components on working with students with disabilities, including training related to
participation as a member of individualized education program (IEP) teams.
7. Working effectively with students who are limited English proficient;
No new evidence. All teacher candidates complete a foundational course in teaching English to
speakers of other languages (TESOL), which was specially designed for regular education teachers.
8. Working with gifted and talented students;
No new evidence. All teacher candidates complete a foundational course in Special Education, which
includes a component on working with gifted and talented students.
9. Integrating technology effectively into curricula and instruction, including activities consistent
with the principals of universal design for learning and the use of technology to effectively collect,
manage and analyze data to improve teaching and learning for the purpose of increasing student academic
achievement.
No new evidence. All teacher candidates complete a unit plan and a teacher work sample, which
includes a section on the integration of technology.
10. Evidence that candidates meet the standards from a national organization approved by the board
for the license fields offered in the program or, for license fields without national standards, the standards
approved for the field.
No new evidence. Teacher candidates complete required curriculum courses that utilize course
materials, which incorporate the SPA standards for English Language Arts, Math, Science, and Social
Studies. Beginning in Fall 2015, all syllabi for subject area curriculum courses will include a table that
shows the alignment of the SPA Standards, InTASC Standards, and course learning assessments.
11. Any change in your candidates’ clinical experience using one or more of the following
requirements:
A. A minimum of four hundred fifty (450) hours of supervised clinical experience in student
teaching, internship or residency; OR
B. Demonstration of teaching proficiency through a combination of documented satisfactory
work experience and observation by the EPP; OR
C. Passing a board approved performance assessment normed for Hawaii in combination with
any other requirements determined by the EPP.
No changes
12. An update on progress toward implementing a national pre-service performance assessment if
your EPP is participating in this option.
Section V. – Optional Information
1. Describe any mentoring support provided to your candidates after program completion, if applicable.
2. Use this space to provide any other information you wish to share with HTSB, such as successes of
your program, faculty, staff or candidates, experienced since your last annual report.
Section VI. – Areas for Improvement or Conditions
Since your last annual report, summarize activities the EPP has engaged in and report on the outcomes of
those activities as they relate to correcting areas of improvement or conditions cited in the current
CAEP/NCATE/TEAC accreditation or SATEP approval report, if applicable.
Not applicable. No improvements were cited, and no conditions were imposed in the last report.
The School of Education had chosen the IB pathway for CAEP accreditation. The School of Education
submitted an Inquiry Brief Proposal in September 2013 and hosted and onsite review in December
2013. The CAEP Accreditation Panel awarded a full 5 year accreditation decision in May 2014
without any stipulations.
Section VII – State Approval Pathway
Describe your progress toward preparing for your next national or state review.
After Program completion, the SOE still has an open door policy to help candidates that just
graduated look for a full time position at a local school.
The School of Education has written a letter requesting the extension of our accreditation decision by 2
years from CAEP. If granted, this will extend our accreditation to May 2021. The School of
Education has requested, and already been granted the same extension by HTSB in January 2017.
Section VIII – Student Loan Default Rate
Student loan default rates and other consumer information. Report consumer information for the educator
preparation provider (Hawai'i Revised Statute §302A-807). Check all that Apply.
Consumer
Information
Access
to Data
No
Access
to Data
Publicly Displayed Data - Insert Link
3-year student default
rate X
https://www.nslds.ed.gov
Average cost of
attendance x
Average beginning
salary of a program
completer
x
Placement patterns of
completers x
OPE ID (Office of Post-Secondary Education Number) 007279 EPP Default Rate 2013 - 4.2%
2012 - 3.6% 2011 - 4.4 % 2010 - 4.2 % 2009 - 5.3 %
Section IX – VERIFICATION of REPORT
Report Preparer’s Information Name: Mani Sehgal
Position: Director – School of Education
Telephone: 808-543-8046
Email: [email protected]
I verify that the contents of this report are complete and accurate.
Electronic Signature \
Mani Sehgal
iteachHawaii ANNUAL
STATE APPROVED TEACHER EDUCATION
PROGRAM REPORT 2017.
Section I. – EPP Profile
Unit Name, Address, website for listing on HTSB
site
iteachHAWAII
P.O. Box 1626
Denton, TX 76202
www.iteach.net
Contact for publication on HTSB website
Name, position, phone, fax, email
Diann Huber
President
940-383-8100
940-383-8131
Traditional Program(s)
Enter each teacher education program including
approved licensure fields, if different from listing
on HTSB website: http://www.htsb.org/licensing-
permits/preparation-programs/
Alternative Program(s)
Enter each teacher education program including
approved licensure fields, if different from listing
on HTSB website: http://www.htsb.org/licensing-
permits/preparation-programs/
The HTSB website is correct
Section II. – Program Completers for 2015-2016
Number of students enrolled in all programs, including licensure and non-licensure programs 82
Number of completers in programs leading to initial teacher licensure 19
Number of completers in advanced programs or programs leading to a degree, added field, or
some other credential that prepares the holder to serve in P-12 schools (Do not include those
completers counted above.)
Total Number of Completers 19
Section III – Substantive Changes
Have any of the following substantive changes occurred during the 2015-2016 academic year? If not,
insert “none” after the question.
(A) Any changes in the published mission or objectives of the organization/institution or EPP?
Explanation if “Yes”
None
(B) Any added programs of study (i.e. degree, added field, concentration) different from those that were
offered when most recently approved?
Explanation if “Yes”
None
(C) Any added courses or programs that represent a significant departure, in terms of either content or
delivery, from those that were offered when most recently approved?
Explanation if “Yes”
None
(D) Any change(s) in contract(s) with other providers for direct instructional services, including teach-out
agreements (e.g. A teach-out agreement is a written agreement between accredited institutions that
provide for the equitable treatment of students if one of those institutions stops offering an educational
program before all students enrolled complete the program)?
Explanation if “Yes”
None
(E) Any change(s) that mean the EPP no longer satisfies approval standards or requirements?
Explanation if changed
None
(F) Any change(s) in regional or higher education accreditation status?
Explanation if changed
None
Section IV. – Evidence for Meeting Hawaii Specific Requirements
Directions: Provide any new evidence since your last annual report that ensures your EPP is meeting
the following requirements stated in HAR 8-54-19 “Approval of Preparation Programs”
1. Evidence candidates meet the Hawai'i teacher performance standards.
2. Evidence candidates exhibit professional and ethical dispositions necessary to help all students learn as
outlined in the HTSB’s Code of Ethics.
3. Evidence candidates are prepared to incorporate the following areas into their practice:
A. Hawaiian language, history and culture;
4. Student standards adopted by the Department;
5. Teaching of reading including working with students of reading difficulties;
6. Working effectively with students with disabilities, including training related to participation as a
member of individualized education program teams;
7. Working effectively with students who are limited English proficient;
8. Working with gifted and talented students;
9. Integrating technology effectively into curricula and instruction, including activities consistent
with the principals of universal design for learning and the use of technology to effectively collect,
manage and analyze data to improve teaching and learning for the purpose of increasing student academic
achievement.
10. Evidence that candidates meet the standards from a national organization approved by the board
for the license fields offered in the program or, for license fields without national standards, the standards
approved for the field.
11. Any change in your candidates’ clinical experience using one or more of the following
requirements:
A. A minimum of four hundred fifty (450) hours of supervised clinical experience in student
teaching, internship or residency; OR
B. Demonstration of teaching proficiency through a combination of documented satisfactory
work experience and observation by the EPP; OR
C. Passing a board approved performance assessment normed for Hawaii in combination with
any other requirements determined by the EPP.
12. An update on progress toward implementing a national pre-service performance assessment if
your EPP is participating in this option.
Section V. – Optional Information
1. Describe any mentoring support provided to your candidates after program completion, if applicable.
2. Use this space to provide any other information you wish to share with HTSB, such as successes of
your program, faculty, staff or candidates, experienced since your last annual report.
Section VI. – Areas for Improvement or Conditions
Since your last annual report, summarize activities the EPP has engaged in and report on the outcomes of
those activities as they relate to correcting areas of improvement or conditions cited in the current
CAEP/NCATE/TEAC accreditation or SATEP approval report, if applicable.
Section VII – State Approval Pathway
Describe your progress toward preparing for your next national or state review.
Section VIII – Student Loan Default Rate
Student loan default rates and other consumer information. Report consumer information for the educator
preparation provider (Hawai'i Revised Statute §302A-807). Check all that Apply.
Consumer
Information
Access
to Data
No
Access
to Data
Publicly Displayed Data - Insert Link
3-year student default
rate n/a
Average cost of
attendance
Average beginning
salary of a program
completer
Placement patterns of
completers
OPE ID (Office of Post-Secondary Education Number) EPP Default Rate
Iteach has asked CAEP for an extension for Spring 2020 for its onsite visit.
Iteach will be conducting Field Supervisor training on Oahu in April.
re
Section IX – VERIFICATION of REPORT
Report Preparer’s Information
Name: Diann Huber
Position: President
Telephone:940-383-8100
Email: [email protected]
I verify that the contents of this report are complete and accurate.
Electronic Signature
MM/DD/YYYY
Diann Huber
03/27/2017
Kaho`iwai ANNUAL
STATE APPROVED TEACHER EDUCATION
PROGRAM REPORT 2017
Section I. – EPP Profile
Unit Name, Address, website for listing on HTSB
site
Kaho`iwai
64-1043 Hi'iaka Street, Hālau Ho'olako
PO Box 6511
Kamuela, HI 96743
www.kahoiwai.kalo.org
Contact for publication on HTSB website
Name, position, phone, fax, email
Joe Fraser
Director – Kaho`iwai
(808)-5948617
(808) 887-0030 Fax
Traditional Program(s)
Enter each teacher education program including
approved licensure fields, if different from listing
on HTSB website: http://www.htsb.org/licensing-
permits/preparation-programs/
Alternative Program(s)
Enter each teacher education program including
approved licensure fields, if different from listing
on HTSB website: http://www.htsb.org/licensing-
permits/preparation-programs/
Secondary (6-12) Math, English, Science, Social
Studies, Hawaiian Studies
Section II. – Program Completers for 2015-2016
Number of students enrolled in all programs, including licensure and non-licensure programs 16
Number of completers in programs leading to initial teacher licensure 4
Number of completers in advanced programs or programs leading to a degree, added field, or
some other credential that prepares the holder to serve in P-12 schools (Do not include those
completers counted above.)
0
Total Number of Completers 4
Section III – Substantive Changes
Have any of the following substantive changes occurred during the 2015-2016 academic year? If not,
insert “none” after the question.
(A) Any changes in the published mission or objectives of the organization/institution or EPP?
Explanation if “Yes”
None
(B) Any added programs of study (i.e. degree, added field, concentration) different from those that were
offered when most recently approved?
Explanation if “Yes”
None
(C) Any added courses or programs that represent a significant departure, in terms of either content or
delivery, from those that were offered when most recently approved?
Explanation if “Yes”
None
(D) Any change(s) in contract(s) with other providers for direct instructional services, including teach-out
agreements (e.g. A teach-out agreement is a written agreement between accredited institutions that
provide for the equitable treatment of students if one of those institutions stops offering an educational
program before all students enrolled complete the program)?
Explanation if “Yes”
None
(E) Any change(s) that mean the EPP no longer satisfies approval standards or requirements?
Explanation if changed
None
(F) Any change(s) in regional or higher education accreditation status?
Explanation if changed
None
Section IV. – Evidence for Meeting Hawaii Specific Requirements
Directions: Provide any new evidence since your last annual report that ensures your EPP is meeting
the following requirements stated in HAR 8-54-19 “Approval of Preparation Programs”
1. Evidence candidates meet the Hawai'i teacher performance standards.
Assessed by observation and portfolio
2. Evidence candidates exhibit professional and ethical dispositions necessary to help all students learn as
outlined in the HTSB’s Code of Ethics.
Ethics are a component of GCE411. Students are also assessed against HTSBTPS 9 by portfolio and
observation.
3. Evidence candidates are prepared to incorporate the following areas into their practice:
A. Hawaiian language, history and culture;
Implemented through coursework (GCE404 History) and values based approach. Required through
lesson plans and comparative coursework. Candidates are exposed to Hawaiian content through six
program residentials and Hawaiian community placements every month.
4. Student standards adopted by the Department;
Core standards are adopted through methods course and evidenced in lesson plans. Students are
assessed through rubrics against TPS.
5. Teaching of reading including working with students of reading difficulties;
Implemented in coursework GCE411 Working in Hawai`i.
6. Working effectively with students with disabilities, including training related to participation as a
member of individualized education program teams;
Implemented through coursework GCE409 Special education and modifications to lesson plans.
Assessed using rubrics against the TPS.
7. Working effectively with students who are limited English proficient;
Implemented in coursework GCE411 Working in Hawai`i.
8. Working with gifted and talented students;
Implemented in coursework GCE411 Working in Hawai`i.
9. Integrating technology effectively into curricula and instruction, including activities consistent
with the principals of universal design for learning and the use of technology to effectively collect,
manage and analyze data to improve teaching and learning for the purpose of increasing student academic
achievement.
Students undertake GCE408 Education Technology in which these items are embedded. Students also
have technology requirements in other coursework such as GCE407 Assessment, and lesson plans.
10. Evidence that candidates meet the standards from a national organization approved by the board
for the license fields offered in the program or, for license fields without national standards, the standards
approved for the field.
Standards are adopted for each field through GCE402 Methods and implemented through field
experiences and clinical practice.
11. Any change in your candidates’ clinical experience using one or more of the following
requirements:
A. A minimum of four hundred fifty (450) hours of supervised clinical experience in student
teaching, internship or residency; OR
B. Demonstration of teaching proficiency through a combination of documented satisfactory
work experience and observation by the EPP; OR
C. Passing a board approved performance assessment normed for Hawaii in combination with
any other requirements determined by the EPP.
None
12. An update on progress toward implementing a national pre-service performance assessment if your
EPP is participating in this option.
NA
Section V. – Optional Information
1. Describe any mentoring support provided to your candidates after program completion, if applicable.
2. Use this space to provide any other information you wish to share with HTSB, such as successes of
your program, faculty, staff or candidates, experienced since your last annual report.
Section VI. – Areas for Improvement or Conditions
Since your last annual report, summarize activities the EPP has engaged in and report on the outcomes of
those activities as they relate to correcting areas of improvement or conditions cited in the current
CAEP/NCATE/TEAC accreditation or SATEP approval report, if applicable.
As per TEAC accreditation – Program is being operationalized.
Section VII – State Approval Pathway
Describe your progress toward preparing for your next national or state review.
Section VIII – Student Loan Default Rate
Student loan default rates and other consumer information. Report consumer information for the educator
preparation provider (Hawai'i Revised Statute §302A-807). Check all that Apply.
Consumer
Information
Access
to Data
No
Access
to Data
Publicly Displayed Data - Insert Link
3-year
student
default rate
NA
Students have contact with program faculty after completion if required.
Eligibility Application to be submitted to WINHEC in July 2017.
Average
cost of
attendance
Yes
http://kahoiwai.kalo.org/apps/pages/index.jsp?uREC_ID=209469&type
=d&pREC_ID=593015
Average
beginning
salary of a
program
completer
Yes
http://kahoiwai.kalo.org/apps/pages/index.jsp?uREC_ID=209469&type
=d&pREC_ID=593015
Placement
patterns of
completers
Yes
http://kahoiwai.kalo.org/apps/pages/index.jsp?uREC_ID=209469&type
=d&pREC_ID=593015
OPE ID (Office of Post-Secondary Education Number) NA
EPP Default Rate NA
Section IX – VERIFICATION of REPORT
Report Preparer’s Information
Name: Joe Fraser
Position: Director
Telephone: 808-5948617
Email: [email protected]
I verify that the contents of this report are complete and accurate.
Electronic Signature
Joe Fraser
Kahuawaiola
ANNUAL
STATE APPROVED TEACHER EDUCATION
PROGRAM REPORT 2017
Section I. – EPP Profile
Unit Name, Address, website for listing on HTSB
site
Kahuawaiola Indigenous Teacher Education
Program
200 W. Kāwili St.
Haleʻōlelo
Hilo, HI 96720
Contact for publication on HTSB website
Name, position, phone, fax, email
Dr. Makalapua Alencastre
Director
Phone: 808-932-7411
Fax: 808-932-7214
Traditional Program(s)
Enter each teacher education program including
approved licensure fields, if different from listing
on HTSB website: http://www.htsb.org/licensing-
permits/preparation-programs/
n/a
Alternative Program(s)
Enter each teacher education program including
approved licensure fields, if different from listing
on HTSB website: http://www.htsb.org/licensing-
permits/preparation-programs/
Graduate certificate programs:
Kaiaʻōlelo-Kaiapuni Hawaiʻi (P-3, K-6, 6-12,
P-12)
Hawaiian Knowledge (P-3, K-6, 6-12, P-12)
Elementary Education
Section II. – Program Completers for 2015-2016
Number of students enrolled in all programs, including licensure and non-licensure programs 10
Number of completers in programs leading to initial teacher licensure 7
Number of completers in advanced programs or programs leading to a degree, added field, or
some other credential that prepares the holder to serve in P-12 schools (Do not include those
completers counted above.)
0
Total Number of Completers 7
Section III – Substantive Changes
Have any of the following substantive changes occurred during the 2015-2016 academic year? If not,
insert “none” after the question.
(A) Any changes in the published mission or objectives of the organization/institution or EPP?
Explanation if “Yes”
No changes
(B) Any added programs of study (i.e. degree, added field, concentration) different from those that were
offered when most recently approved?
Explanation if “Yes”
Yes. Modification of Hawaiian Language Immersion program to Kaiaʻōlelo-Kaiapuni Hawaiʻi with
additional 6-12 focus. (NBI 15-11).
(C) Any added courses or programs that represent a significant departure, in terms of either content or
delivery, from those that were offered when most recently approved?
Explanation if “Yes”
No additions
(D) Any change(s) in contract(s) with other providers for direct instructional services, including teach-out
agreements (e.g. A teach-out agreement is a written agreement between accredited institutions that
provide for the equitable treatment of students if one of those institutions stops offering an educational
program before all students enrolled complete the program)?
Explanation if “Yes”
N/A
(E) Any change(s) that mean the EPP no longer satisfies approval standards or requirements?
Explanation if changed
No changes
(F) Any change(s) in regional or higher education accreditation status?
Explanation if changed
No changes
Section IV. – Evidence for Meeting Hawaii Specific Requirements
Directions: Provide any new evidence since your last annual report that ensures your EPP is meeting
the following requirements stated in HAR 8-54-19 “Approval of Preparation Programs”
1. Evidence candidates meet the Hawai'i teacher performance standards.
Evidence is consistent with previous annual report as Hawaiʻi teacher performance standards are
embedded throughout the program goals with development and monitoring assured through cultural
and professional activities as well as formative and summative performance-based assessments.
Faculty continue to work to further define and integrate InTASC standards into program as
assignments, projects and assessments are revised to incorporate standards as applicable.
2. Evidence candidates exhibit professional and ethical dispositions necessary to help all students learn as
outlined in the HTSB’s Code of Ethics.
Evidence is consistent with previous annual report related to professional and ethical dispositions that
are aligned with the program goals with development and monitoring occuring through cultural and
professional activities and assessments. Prior to entrance, applicants are screened during an individual
interview. Additionally academic and community references provide insights into applicants’ initial
dispositions. Comprehensive formative and summative assessments of teacher candidates’ dispositions
include input provided by program faculty and cooperating teachers, as well as numerous opportunities
for discussion, reflection, and counsel.
3. Evidence candidates are prepared to incorporate the following areas into their practice:
A. Hawaiian language, history and culture;
As a Hawaiian culture-based teacher educator program, the Hawaiian language is the primary medium
of all instruction and communication. All programming is provided through a Hawaiian cultural
foundation through the Kumu Honua Mauli Ola educational philosophy. A primary focus is the
ongoing development of cultural knowledge and skills so that all teacher candidates are prepared to
effectively teach the Hawaiian language, history, and culture. Teacher candidates are required to
demonstrate their Hawaiian language and cultural skills and knolwedge which are monitored and
specifically cultivated through performance-based assessments. A pre and post self assessment of
Hawaiian language skills has been developed and was piloted to bring further awareness to developing
language proficiencies needed within Hawaiian medium educational settings.
4. Student standards adopted by the Department;
In addition to the program’s cultural standards and goals, when appropriate to grade level and academic
content, HCPS III and Common Core are incorporated into lesson and unit planning, instruction, and
assessment.
5. Teaching of reading including working with students of reading difficulties;
The teaching of reading is addressed in KED 621 Language Arts Methods course (2 credits) with
further teaching occuring during two seminars KED 642 and 644. These courses focus on the
importance of oral language development and its implication in developing reading skills. During the
courses, teacher candidates learn about five areas of reading instruction identified by the National
Reading Panel Report: phonemic awareness, phonics, fluency, vocabulary, and text comprehension.
Students also learn about the Common Core Language Arts standards for grades K-12. In addition to
the KED 621 course held during the summer, language arts instructional and assessment strategies are
taught during five 3-hour seminar classes held in both the Fall and Spring semesters. Dyslexia is
specifically addressed in one of these seminars. Students are required to read, research, and record
findings regarding reading difficulties: definitions, warning signs, research facts, the multi-sensory
structured language approach, classroom accommodations, and ideas for parental support.
6. Working effectively with students with disabilities, including training related to participation as a
member of individualized education program teams;
Direct instruction in recognizing the signs of common exceptionalities is provided by a DOE SPED
specialist and supported with readings and assignments that address the needs of students with
disabilities. Focus of instruction includes the signs, criteria, and strategies for emotional and physical
impairments, ADD/ADHD, as well as the responsibilities of teachers to monitor and seek help to
support student learning. Teacher candidates receive training focused on the IEP components and
processes and are encouraged to engage with their cooperating teachers to address student’s needs. As
teacher candidates they may not have the opportunity to participate as members of an IEP team, they
will have basic familiarity with the role of the classroom teacher to identify and to collect data on
students progress and challenges.
7. Working effectively with students who are limited English proficient;
In the Hawaiian language medium-immersion program, all academic content areas are taught through
the medium of the Hawaiian language in grades K-4. Therefore, all of the Hawaiian language
immersion students may be considered as being limited English proficient until the 5th grade when the
English language is formally introduced into the curriculum. Research in the United States, Canada,
and elsewhere indicate immersion students generally a catch up to their peers in English proficiency by
the end of 6th grade. Spelling in English may continue to be somewhat problematic until 8th grade.
Teacher candidates learn about the various immersion approaches, including language acquisition
theories and various strategies to develop language proficiency. These language strategies are used in
teaching both Hawaiian and English.
8. Working with gifted and talented students;
The Moenahā Culture-based instructional methodology is used extensively to provide a comprehensive
focus on learning styles of P-12 students. It is a systematic and cultural cycle of instruction and
assessment that organizes meaningful and purposeful learning experiences through a conceptual
understanding of main ideas and essential questions. Moenahā methodology assists our teacher
candidates with a culturally appropriate methodology based on traditional Hawaiian pedagogy that
addresses multiple learning styles and drives learning with intent and purpose.
9. Integrating technology effectively into curricula and instruction, including activities consistent
with the principals of universal design for learning and the use of technology to effectively collect,
manage and analyze data to improve teaching and learning for the purpose of increasing student academic
achievement.
Technology knowledge and skills are integrated effectively into curricula and instruction. Primary
technology goals addressed in the program include: 1) learning about technology in order to be
successful in the program, i.e., word processing, research, multi-media presentations; 2) increasing P-
12 student achievement by addressing various learning styles and monitoring student learning; and 3)
communicating and sharing information beyond the confines of the classroom, i.e., as a distance
learning program. Throughout all the courses and the practicum, teacher candidates apply their
knowledge and skills in technology as they develop curriculum units and electronic portfolios using
Hōkeo Moenahā, an electronic instructional database.
10. Evidence that candidates meet the standards from a national organization approved by the board
for the license fields offered in the program or, for license fields without national standards, the standards
approved for the field.
N/A
11. Any change in your candidates’ clinical experience using one or more of the following
requirements:
A. A minimum of four hundred fifty (450) hours of supervised clinical experience in student
teaching, internship or residency; OR
B. Demonstration of teaching proficiency through a combination of documented satisfactory
work experience and observation by the EPP; OR
C. Passing a board approved performance assessment normed for Hawaii in combination with
any other requirements determined by the EPP.
No changes
12. . An update on progress toward implementing a national pre-service performance assessment if
your EPP is participating in this option.
N/A
Section V. – Optional Information
1. Describe any mentoring support provided to your candidates after program completion, if applicable.
2. Use this space to provide any other information you wish to share with HTSB, such as successes of
your program, faculty, staff or candidates, experienced since your last annual report.
Section VI. – Areas for Improvement or Conditions
Since your last annual report, summarize activities the EPP has engaged in and report on the outcomes of
those activities as they relate to correcting areas of improvement or conditions cited in the current
CAEP/NCATE/TEAC accreditation or SATEP approval report, if applicable.
Activities that provide evidence that beginning reading and math strategies are taught and assessed for
all teacher candidates:
Reading: Teacher candidates:
Are provided extensive instruction through coursework:
o a 2 credit course, KED 621 Language Arts Methods class (30 hours) which is held
during the summer (first semester of the program)
o Additional 30 hours of coursework focused on language arts instructional strategies
and assessments held during the Fall and Spring semesters
Learn reading strategies, the importance of oral language development and its implication on
reading skills, and the integration of literacy skills throughout academic content areas.
Provided with an overview of the five areas of reading instruction identified by the National
Reading Panel Report: phonemic awareness, phonics, fluency, vocabulary, and text
comprehension.
After program completion, engagement with candidates is minimum unless they matriculate into our
MA ILCE program. Initial discussions with the Office of Hawaiian Education to design and
implement a mentoring program targeted for Hawaiian immersion teachers.
The major evidence of our program’s success is the growth of teacher candidates’ cultural and
professional proficiencies during their 3 semesters in the program. This is reflective of the high
caliber of distinctive expertise among faculty and instructional staff who collaborate on meeting the
needs of each individual teacher candidate.
Learn about the Common Core Language Arts standards for grades K-12.
Develop and teach at least two curriculum units with an explicit focus of developing language
arts: one in the Fall semester and one in Spring semester.
Are assessed by mentor teacher and faculty through performance observation that includes
planning, teaching and evaluating lesson plans.
Learn about Dyslexia with required readings, applied research to record findings regarding
reading difficulties: definitions, the warning signs, research facts, the multisensory structured
language approach, classroom accommodations, and ideas for parental support.
Math:
Teacher candidates:
Are provided extensive instruction in a 2 credit course of Math Methods which is held during
the summer (first semester of the program)
Learn multiple strategies that have been successful in teaching math to Hawaiian language
medium students such as concrete-pictorial-abstract instruction, model-drawing, student think-
alouds, mental math strategies, and systematic and explicit instruction.
Create lesson plans using at least two of these strategies and demonstrate application by
teaching a classroom of summer school students.
Are assessed by mentor teacher and faculty through performance observation that includes
planning, teaching and evaluating lesson plans.
Complete various exercises in order to practice math strategies taught.
Activities that teacher candidates understand and can demonstrate differentiation of instruction to meet
the needs of diverse learners:
Extensive training continues to be provided in the Moenahā culture-based instructional methodology
with attention to learners’ readiness, learning styles, multiple intelligences, and modalities. Teacher
candidates have guided practice preparing, delivering, and assessing appropriate instruction in a variety
of different ways in order to meet the needs of diverse learners through the use of Moenahā
methodology. As teacher candidates become familiar with their students’ needs and learning styles,
they practice skills that differentiate instruction accordingly.
Section VII – State Approval Pathway Describe your progress toward preparing for your next national or state review.
Progress made in preparing for joint unit accrediation through SATE and WINHEC. June 2015:
Proposal for modification of national accreditation approved by HTSB. Due to the unique nature of
Kahuawaiola, i.e., as a Hawaiian language medium teacher education program, a modification of
HTSB requirement for national accreditation was approved to develop a joint HTSB/WINHEC
accreditation process including a distinctive review process that honors and supports the Hawaiian
language and culture. Work has begun on formation of WINHEC accreditation handbook.
Section VIII – Student Loan Default Rate
Student loan default rates and other consumer information. Report consumer information for the educator
preparation provider (Hawai'i Revised Statute §302A-807). Check all that Apply.
Consumer
Information
Access
to
Data
No
Access
to
Data
Publicly Displayed Data - Insert Link
3-year
student
default rate
X
Average
cost of
attendance
X
http://hilo.hawaii.edu/uhh/bo/cashier/tuition_schedule.php
Average
beginning
salary of a
program
completer
X
http://www.hawaiipublicschools.org/DOE%20Forms/OHR/TeachersSalarySch16-
17.pdf
Placement
patterns of
completers
X
OPE ID (Office of Post-Secondary Education Number) EPP Default Rate
Section IX – VERIFICATION of REPORT
Report Preparer’s Information
Name: Makalapua Alencastre
Position: Director
Telephone: 808-932-7411
Email: [email protected]
I verify that the contents of this report are complete and accurate.
Makalapua Alencastre
Leeward Community College
ANNUAL
STATE APPROVED TEACHER EDUCATION
Section I. – EPP Profile
Unit Name, Address, website for listing on HTSB
site
Leeward Community College
96-045 Ala ‘Ike
Pearl City, HI 96782
Contact for publication on HTSB website
Name, position, phone, fax, email
Brian Ichida
Coordinator/Instructor CC
(808) 455-0497
Fax# (808) 454-4484
Traditional Program(s)
Enter each teacher education program including
approved licensure fields, if different from listing
on HTSB website: http://www.htsb.org/licensing-
permits/preparation-programs/
N/A
Alternative Program(s)
Enter each teacher education program including
approved licensure fields, if different from listing
on HTSB website: http://www.htsb.org/licensing-
permits/preparation-programs/
Alternative Certification for CTE Licensure
program:
CTE Arts and Communications; CTE Business;
CTE Industrial and Engineering Technology; CTE
Health Services; CTE Natural Resources; and
CTE Public and Human Services
Section II. – Program Completers for 2015-2016
Number of students enrolled in all programs, including licensure and non-licensure programs 14
Number of completers in programs leading to initial teacher licensure 19
Number of completers in advanced programs or programs leading to a degree, added field, or
some other credential that prepares the holder to serve in P-12 schools (Do not include those
completers counted above.)
N/A
Total Number of Completers 19
Section III – Substantive Changes
Have any of the following substantive changes occurred during the 2015-2016 academic year? If not,
insert “none” after the question.
(A) Any changes in the published mission or objectives of the organization/institution or EPP?
Explanation if “Yes”
none
(B) Any added programs of study (i.e. degree, added field, concentration) different from those that were
offered when most recently approved?
Explanation if “Yes”
none
(C) Any added courses or programs that represent a significant departure, in terms of either content or
delivery, from those that were offered when most recently approved?
Explanation if “Yes”
none
(D) Any change(s) in contract(s) with other providers for direct instructional services, including teach-out
agreements (e.g. A teach-out agreement is a written agreement between accredited institutions that
provide for the equitable treatment of students if one of those institutions stops offering an educational
program before all students enrolled complete the program)?
Explanation if “Yes”
none
(E) Any change(s) that mean the EPP no longer satisfies approval standards or requirements?
Explanation if changed
none
(F) Any change(s) in regional or higher education accreditation status?
Explanation if changed
none
Section IV. – Evidence for Meeting Hawaii Specific Requirements
Directions: Provide any new evidence since your last annual report that ensures your EPP is meeting
the following requirements stated in HAR 8-54-19 “Approval of Preparation Programs”
1. Evidence candidates meet the Hawai'i teacher performance standards.
2. Evidence candidates exhibit professional and ethical dispositions necessary to help all students learn as
outlined in the HTSB’s Code of Ethics.
3. Evidence candidates are prepared to incorporate the following areas into their practice:
A. Hawaiian language, history and culture;
4. Student standards adopted by the Department;
5. Teaching of reading including working with students of reading difficulties;
6. Working effectively with students with disabilities, including training related to participation as a
member of individualized education program teams;
7. Working effectively with students who are limited English proficient;
8. Working with gifted and talented students;
9. Integrating technology effectively into curricula and instruction, including activities consistent
with the principals of universal design for learning and the use of technology to effectively collect,
manage and analyze data to improve teaching and learning for the purpose of increasing student academic
achievement.
10. Evidence that candidates meet the standards from a national organization approved by the board
for the license fields offered in the program or, for license fields without national standards, the standards
approved for the field.
11. Any change in your candidates’ clinical experience using one or more of the following
requirements:
A. A minimum of four hundred fifty (450) hours of supervised clinical experience in student
teaching, internship or residency; OR
B. Demonstration of teaching proficiency through a combination of documented satisfactory
work experience and observation by the EPP; OR
C. Passing a board approved performance assessment normed for Hawaii in combination with
any other requirements determined by the EPP.
12. An update on progress toward implementing a national pre-service performance assessment if
your EPP is participating in this option.
Leeward Community College is deciding whether to continue to move forward with edTPA, CAEP or
a State designed Teacher Assessment to be developed.
Section V. – Optional Information
1. Describe any mentoring support provided to your candidates after program completion, if applicable.
2. Use this space to provide any other information you wish to share with HTSB, such as successes of
your program, faculty, staff or candidates, experienced since your last annual report.
Section VI. – Areas for Improvement or Conditions
Since your last annual report, summarize activities the EPP has engaged in and report on the outcomes of
those activities as they relate to correcting areas of improvement or conditions cited in the current
CAEP/NCATE/TEAC accreditation or SATEP approval report, if applicable.
Section VII – State Approval Pathway
Describe your progress toward preparing for your next national or state review.
Section VIII – Student Loan Default Rate
Student loan default rates and other consumer information. Report consumer information for the educator
preparation provider (Hawai'i Revised Statute §302A-807). Check all that Apply.
Consumer
Information
Access
to Data
No
Access
to Data
Publicly Displayed Data - Insert Link
3-year student default
rate
Average cost of
attendance
Average beginning
salary of a program
completer
Placement patterns of
completers
OPE ID (Office of Post-Secondary Education Number) EPP Default Rate
Section IX – VERIFICATION of REPORT
Report Preparer’s Information Name: Brian Ichida
Position: Coordinator/Instructor CC
Telephone: (808) 455-0497
Email: [email protected]
I verify that the contents of this report are complete and accurate.
Electronic Signature
MM/DD/YYYY
Brian Ichida
05/18/2017
Teach for America
ANNUAL
STATE APPROVED TEACHER EDUCATION
PROGRAM REPORT 2017
Section I. – EPP Profile
Unit Name, Address, website for listing on HTSB
site
Teach For America – Hawai‘i
500 Ala Moana Blvd. Suite 3-400
Honolulu, HI 96813
Teachforamerica.org
Contact for publication on HTSB website
Name, position, phone, fax, email
Jill Baldemor
Executive Director
P: (808) 521-1371 ext. 27101
F: (808) 538-3793
Traditional Program(s)
Enter each teacher education program including
approved licensure fields, if different from listing
on HTSB website: http://www.htsb.org/licensing-
permits/preparation-programs/
N/A
Alternative Program(s)
Enter each teacher education program including
approved licensure fields, if different from listing
on HTSB website: http://www.htsb.org/licensing-
permits/preparation-programs/
The listing on the HTSB website is correct.
Section II. – Program Completers for 2015-2016
Number of students enrolled in all programs, including licensure and non-licensure programs 67
Number of completers in programs leading to initial teacher licensure 50
Number of completers in advanced programs or programs leading to a degree, added field, or
some other credential that prepares the holder to serve in P-12 schools (Do not include those
completers counted above.)
N/A
Total Number of Completers 50
Section III – Substantive Changes
Have any of the following substantive changes occurred during the 2015-2016 academic year? If not,
insert “none” after the question.
(A) Any changes in the published mission or objectives of the organization/institution or EPP?
Explanation if “Yes”
none
(B) Any added programs of study (i.e. degree, added field, concentration) different from those that were
offered when most recently approved?
Explanation if “Yes”
none
(C) Any added courses or programs that represent a significant departure, in terms of either content or
delivery, from those that were offered when most recently approved?
Explanation if “Yes”
none
(D) Any change(s) in contract(s) with other providers for direct instructional services, including teach-out
agreements (e.g. A teach-out agreement is a written agreement between accredited institutions that
provide for the equitable treatment of students if one of those institutions stops offering an educational
program before all students enrolled complete the program)?
Explanation if “Yes”
none
(E) Any change(s) that mean the EPP no longer satisfies approval standards or requirements?
Explanation if changed
none
(F) Any change(s) in regional or higher education accreditation status?
Explanation if changed
Teach For America – Hawai‘i earned national accreditation through TEAC for the maximum possible
length of time, 7 years as of May 2, 2016.
Section IV. – Evidence for Meeting Hawaii Specific Requirements
Directions: Provide any new evidence since your last annual report that ensures your EPP is meeting
the following requirements stated in HAR 8-54-19 “Approval of Preparation Programs”
1. Evidence candidates meet the Hawai'i teacher performance standards.
In school year 15-16, coaching staff increasingly aligned clinical observations with school-based
Danielson observations by cross referencing language and rubrics. All candidates must earn at least a
basic rating in all Danielson domains to be recommended for licensure.
2. Evidence candidates exhibit professional and ethical dispositions necessary to help all students learn as
outlined in the HTSB’s Code of Ethics.
In school year 15-16, we started to design two additional dispositions reflections for candidates, which
will be followed by 1:1 discussions with the coach. The dispositions measured remained consistent
from years prior but we designed these two addition layers for implementation during SY16-17.
3. Evidence candidates are prepared to incorporate the following areas into their practice:
A. Hawaiian language, history and culture;
No new evidence
4. Student standards adopted by the Department;
No new evidence
5. Teaching of reading including working with students of reading difficulties;
No new evidence
6. Working effectively with students with disabilities, including training related to participation as a
member of individualized education program teams;
No new evidence
7. Working effectively with students who are limited English proficient;
No new evidence
8. Working with gifted and talented students;
No new evidence
9. Integrating technology effectively into curricula and instruction, including activities consistent
with the principals of universal design for learning and the use of technology to effectively collect,
manage and analyze data to improve teaching and learning for the purpose of increasing student academic
achievement.
No new evidence
10 . Evidence that candidates meet the standards from a national organization approved by the board
for the license fields offered in the program or, for license fields without national standards, the standards
approved for the field.
During school year 15-16, Teach For America – Hawai‘i earned national accreditation from TEAC for
the maximum possible length of time, 7 years as of May 2, 2016.
11. Any change in your candidates’ clinical experience using one or more of the following
requirements:
A. A minimum of four hundred fifty (450) hours of supervised clinical experience in student
teaching, internship or residency; OR
B. Demonstration of teaching proficiency through a combination of documented satisfactory
work experience and observation by the EPP; OR
C. Passing a board approved performance assessment normed for Hawaii in combination with
any other requirements determined by the EPP.
In school year 15-16, coaching staff increasingly aligned clinical observations with school-based
Danielson observations by cross referencing language and rubrics. All candidates must earn at least a
basic rating in all Danielson domains to be recommended for licensure.
12. An update on progress toward implementing a national pre-service performance assessment if
your EPP is participating in this option.
We are continuing to think through the possibility of implementing a pre-service performance
assessment and had virtual meetings with a PPAT representative. We are waiting to make a final
decision about this option until the new options for accreditation are determined by the state.
Section V. – Optional Information
1. Describe any mentoring support provided to your candidates after program completion, if applicable.
2. Use this space to provide any other information you wish to share with HTSB, such as successes of
your program, faculty, staff or candidates, experienced since your last annual report.
Section VI. – Areas for Improvement or Conditions
Since your last annual report, summarize activities the EPP has engaged in and report on the outcomes of
those activities as they relate to correcting areas of improvement or conditions cited in the current
CAEP/NCATE/TEAC accreditation or SATEP approval report, if applicable.
In SY 15-16, following our accreditation site visit, we researched and have now begun implementing
methods and means to address the weaknesses identified:
1. The TFA-HI system for gauging readiness for taking full teaching responsibility is not
consistently adequate.
2. The faculty have not fully demonstrated the validity of their assessments.
3. The faculty have not systematically incorporated evidence of program and candidate/completer
outcomes into their decision-making process.
We have created the vision to address these weakness and have set our aligned strategic plans.
To address the first weakness, we have created a system to measure readiness for taking full teaching
responsibility that will be used during Institute training in Phoenix and transferred back to region in
Hawai‘i. In partnership with the Institute planning team, we are implementing a progress reporting
system that will formalize support plans as needed. This system includes ongoing communication both
during and post-Institute. Additionally, we will conduct a mid-Institute visit as regional staff, with
Institute staff. The system also reports on the measures of success at Institute with aligned
improvement plans if support is indicated. Any instituted improvement plan will then be transitioned
During candidates’ second year, which for the majority is the year after program completion, they are
provided a Manager, Teacher Leadership Development (MTLD). The MTLD conducts observation
cycles with teachers, 1:1 coaching, and small group sessions. Teachers engage in professional
development days focused on diversity, equity, and inclusiveness, culturally responsive teaching, and
Hawai‘i history, culture, and language. In years 3-10, teachers can opt into a pathway of
development. Pathways include Values, Diversity, and Culture; School and Systems Leadership; and
School and Community Solutions.
We are proud to have had an alumna of our program named the Charter School Teacher of the Year.
back into the region to ensure that candidates are ready for taking full teaching responsibility. This
system ensures that consistency is increased across candidates.
To address the second weakness, we have put in place a plan to demonstrate the validity of our key
assessments, including increased use of nationally recognized measures. Classroom observations have
fully transitioned to the Danielson framework rubrics and the use of the administrator’s ratings. For
demonstration of content knowledge, we continue to use the Praxis II assessments. For our portfolio
key assessments, our CAEP advisors through HTSB have guided us to explore using Lawshe’s method
for validity; therefore we are currently exploring the composition of our panel of experts.
To address the third weakness, we have articulated the finer grained outcomes of each key assessment
and revised key assessment rubrics to reflect these outcomes, and are set up to track these outcomes.
We have enriched our existing analysis infrastructure to allow for more robust analysis of both
completer outcomes and program impact, systematically incorporating evidence of program and
candidate outcomes into our decision making.
The following activities are not related to correcting areas of improvement or conditions cited in the
current SATEP approval report, but are rather an indication of minor modifications designed to meet
our current program’s learning objectives and curriculum:
In SY2015-2016, TFA faculty continued recurring check-ins with university partners to determine
extent of alignment and/or supplemental nature of work candidates receive by completing post-
baccalaureate university coursework, professional development (provided by TFA or DOE), and key
assessments. We continue to work towards increased alignment of coursework and credentialing
program outcomes. Given the overlapping nature, the planning portfolio key assessment is now
completed in Effective Practices 1 through Johns Hopkins University or planning course through
Chaminade University.
Section VII – State Approval Pathway
Dscribe your progress toward preparing for your next national or state review. Section VIII – Student Loan Default Rate
Student loan default rates and other consumer information. Report consumer information for the educator
preparation provider (Hawai'i Revised Statute §302A-807). Check all that Apply.
Consumer
Information
Access
to
Data
No
Access
to
Data
Publicly Displayed Data - Insert Link
3-year
student
default rate
x
Average
cost of
attendance
x https://hawaii.teachforamerica.org/teaching-here
Average
beginning
salary of a
program
completer
x
https://www.hawaiipublicschools.org/DOE%20Forms/OHR%20Emplo
yment/TeachersSalarySch2014-2015.pdf
Placement
patterns of
completers
x https://hawaii.teachforamerica.org/teaching-here
OPE ID (Office of Post-Secondary Education Number) EPP Default Rate
Section IX – VERIFICATION of REPORT
Report Preparer’s Information
Name: Alyson Emrick
Position: Manager, First Year Experience
Telephone: 808-521-1371 x27103
Email: [email protected]
I verify that the contents of this report are complete and accurate.
Electronic Signature
MM/DD/YYYY
Alyson Emrick
05/30/2017
University of Hawaii - Hilo ANNUAL
STATE APPROVED TEACHER EDUCATION
PROGRAM REPORT 2017 Section I. – EPP Profile
Unit Name, Address, website for listing on HTSB
site
UH-Hilo School of Education
200 W. Kawili Street
Contact for publication on HTSB website
Name, position, phone, fax, email
Michele Ebersole, Chair; 932-7108 (phone),
932-7098 (fax), [email protected] (email)
Traditional Program(s)
Enter each teacher education program including
approved licensure fields, if different from listing
on HTSB website: http://www.htsb.org/licensing-
permits/preparation-programs/
N/A
Alternative Program(s)
Enter each teacher education program including
approved licensure fields, if different from listing
on HTSB website: http://www.htsb.org/licensing-
permits/preparation-programs/
Elementary Education K-6
Secondary Education 6-12
Section II. – Program Completers for 2015-2016
Number of students enrolled in all programs, including licensure and non-licensure programs 67
Number of completers in programs leading to initial teacher licensure 24
Number of completers in advanced programs or programs leading to a degree, added field, or
some other credential that prepares the holder to serve in P-12 schools (Do not include those
completers counted above.)
20
Total Number of Completers 44
Section III – Substantive Changes
Have any of the following substantive changes occurred during the 2015-2016 academic year? If not,
insert “none” after the question.
(A) Any changes in the published mission or objectives of the organization/institution or EPP? None
Explanation if “Yes”
(B) Any added programs of study (i.e. degree, added field, concentration) different from those that were
offered when most recently approved? None
Explanation if “Yes”
(C) Any added courses or programs that represent a significant departure, in terms of either content or
delivery, from those that were offered when most recently approved? None
Explanation if “Yes”
(D) Any change(s) in contract(s) with other providers for direct instructional services, including teach-out
agreements (e.g. A teach-out agreement is a written agreement between accredited institutions that
provide for the equitable treatment of students if one of those institutions stops offering an educational
program before all students enrolled complete the program)? None
Explanation if “Yes”
(E) Any change(s) that mean the EPP no longer satisfies approval standards or requirements? None
Explanation if changed
(F) Any change(s) in regional or higher education accreditation status? Yes
Explanation if changed
Received TEAC initial accreditation status for MAT program effective 10/24/16 through 12/31/2021.
Section IV. – Evidence for Meeting Hawaii Specific Requirements
Directions: Provide any new evidence since your last annual report that ensures your EPP is meeting
the following requirements stated in HAR 8-54-19 “Approval of Preparation Programs”
1. Evidence candidates meet the Hawai'i teacher performance standards.
No change.
2. Evidence candidates exhibit professional and ethical dispositions necessary to help all students learn as
outlined in the HTSB’s Code of Ethics.
No change.
3. Evidence candidates are prepared to incorporate the following areas into their practice:
A. Hawaiian language, history and culture;
No change.
4. Student standards adopted by the Department;
No change.
5. Teaching of reading including working with students of reading difficulties;
No change.
6. Working effectively with students with disabilities, including training related to participation as a
member of individualized education program teams;
No change.
7. Working effectively with students who are limited English proficient;
No change.
8. Working with gifted and talented students;
No change.
9. Integrating technology effectively into curricula and instruction, including activities consistent
with the principals of universal design for learning and the use of technology to effectively collect,
manage and analyze data to improve teaching and learning for the purpose of increasing student academic
achievement.
No change.
10. Evidence that candidates meet the standards from a national organization approved by the board
for the license fields offered in the program or, for license fields without national standards, the standards
approved for the field.
No change.
11. Any change in your candidates’ clinical experience using one or more of the following
requirements:
A. A minimum of four hundred fifty (450) hours of supervised clinical experience in student
teaching, internship or residency; OR
B. Demonstration of teaching proficiency through a combination of documented satisfactory
work experience and observation by the EPP; OR
C. Passing a board approved performance assessment normed for Hawaii in combination with
any other requirements determined by the EPP.
No change.
12. An update on progress toward implementing a national pre-service performance assessment if
your EPP is participating in this option.
N/A
Section V. – Optional Information
1. Describe any mentoring support provided to your candidates after program completion, if applicable.
During year II of the MAT program, candidates enroll in 6 credits of coursework to engage in action
research.
2. Use this space to provide any other information you wish to share with HTSB, such as successes of
your program, faculty, staff or candidates, experienced since your last annual report.
MAT granted “established” status by the University of Hawai`i Board of Regents in August 2016.
Section VI. – Areas for Improvement or Conditions
Since your last annual report, summarize activities the EPP has engaged in and report on the outcomes of
those activities as they relate to correcting areas of improvement or conditions cited in the current
CAEP/NCATE/TEAC accreditation or SATEP approval report, if applicable.
As documented in the Inquiry Brief Commission Report from CAEP: Weakness in Quality Principle
2.3: There are inconsistencies in the implementation of measures, inter-rater reliability in scoring, and
the analytical process of correlation among assessments. They do not have an electronic data
management system. To address this weakness, we have worked with Adam Tanners at UH Manoa,
who presented their student information system to all UH Hilo SOE faculty January 12, 2017. Two
faculty attended a follow-up session with Dr. Tanners on March 9, 2017 and shared UHH School of
Education’s workflow from advising to matriculation. Faculty are working to ensure inter-rater
reliability. Dr. Tanner is putting together a proposal of services for us.
Section VII – State Approval Pathway
Describe your progress toward preparing for your next national or state review.
Based upon the TEAC IBP Site Visit Report with the Case Analysis, the UH Hilo School of Education
has started work on the following:
2016
1) Faculty reviewed and accepted the Site Visit Report at the August Fall 2016 Faculty Retreat;
later, faculty reviewed the Case Analysis.
2) SOE Chairs attended Fall 2016 CAEP Conference to learn about CAEP Standards.
a. Faculty aware that next Accreditation will follow IB Pathway with alignment to CAEP Standards;
during Spring 2017 retreat, the faculty will begin work to learn the CAEP standards.
b. Work will commence to refine and align program assessments and curriculum to CAEP standards.
c. Faculty work committees established for 3 focal areas: Multicultural Awareness; Technology; and
Data Management
Multicultural Awareness: --Revised our initial planning course for teacher candidates to "Teaching in Hawaii Schools" with an
emphasis on Native Hawaiian history, language, and culture.
--Worked with the state Office of Hawaiian Education to provide professional development to faculty
and teacher candidates on the Hawaiian learning outcomes adopted by the Board of Education.
--Coursework and syllabi reflect teacher candidate preparation of these outcomes.
Technology: --faculty were provided professional development from university resource on overview of digital tools
useful for K-12 classrooms
--faculty are working to enhance curriculum to include more technology; reflected in syllabi.
Data Management Electronic Data Management System
- faculty Data committee will explore and research systems showcased at CAEP Fall conference (e.g.,
TaskStream, LiveText, etc)
-- committee will set up access to webinars for faculty to explore.
2017:
1) Researched electronic data management system:
SOE faculty attended CAEP Training; met with Adam Tanner and Beth Pateman from UHM
College of Education to learn about their Student Information System.
Chair and faculty member met to discuss work flow system for UH Hilo School of Education
Work proposal in process.
2) Studied effectiveness of remediation measures (analyzing and compare differences between
teacher candidates who did and did not have remediation plans.
Identified candidates with remediation plans and compared PAS and TPS scores with cohort mean
scores.
Analyzed supports put into place and areas for remediation, as well as any patterns.
3) Studied the measures submitted during the application process and examined the differences
between those admitted and denied admission as well as admitted candidates who are unable to
complete.
Analyzed patterns for those denied admission, as well as for those students unable to complete.
4) Verified inclusion and formal assessment of all elements for:
Standards related to QP1 (specifically Standard 6- Assessment, standards related to technology, and
Standard 2 Hawaiian culture).
Ongoing with each new cohort:
MAT syllabi
Course assignments
Course assessments
5) Began discussion on analysis of triangulating or correlating data from the primary program
measures.
Methods faculty met to review Program Learning Goals and align Methods course assessments
to InTASC (TPS)
Faculty met to discuss possibility of culminating exit portfolio for TCs, which would include
evidence and reflections on how TPS and/or Claims are met.
Section VIII – Student Loan Default Rate
Student loan default rates and other consumer information. Report consumer information for the educator
preparation provider (Hawai'i Revised Statute §302A-807). Check all that Apply.
Consume
r
Informati
on
Acce
ss to
Data
No
Acce
ss to
Data
Publicly Displayed Data - Insert Link
3-year
student
default
rate
X
Average
cost of
attendance
X
hilo.hawaii.edu/uhh/bo/cashier/tuition_schedule.php#2017-2018
Average
beginning
salary of a
program
completer
X
http://www.hawaiipublicschools.org/DOE%20Forms/OHR%20E
mployment/
TeachersSalarySch17-18.pdf
Placement
patterns of
completers
X
http://www.hawaiipublicschools.org/Reports/EmploymentReport
2015-16.pdf
OPE ID (Office of Post-Secondary Education Number) EPP Default Rate
Section IX – VERIFICATION of REPORT
Report Preparer’s Information Name: Madeline Sehna
Position: Office Assistant IV
Telephone: 808-932-7102
Email: [email protected]
I verify that the contents of this report are complete and accurate.
Electronic Signature
MM/DD/YYYY
05/16/2017
University of Hawaii - Manoa
ANNUAL
STATE APPROVED TEACHER EDUCATION
PROGRAM REPORT 2017 Section I. – EPP Profile
Unit Name, Address, website for listing on HTSB
site
College of Education
University of Hawaii at Manoa
1776 University Avenue,
Everly 128
Honolulu, HI 96822
Contact for publication on HTSB website
Name, position, phone, fax, email
Office of Student Academic Services (OSAS)
808-956-7915
808-956-7849
Dr. Donald B. Young, Dean
808-956-7703
808-956-3106 (Fax)
Dr. Beth Pateman, Associate Dean for Academic
Affairs
808-956-4278
808-956-3106 (Fax)
Jessica Miranda, Director of Assessment,
Accreditation, and Accountability
808-956-6591
808-956-3106 (Fax)
Traditional Program(s)
Enter each teacher education program including
approved licensure fields, if different from listing
on HTSB website: http://www.htsb.org/licensing-
permits/preparation-programs/
Bachelor of Education in Elementary
Education
Elementary Education (K-6)
Dual Preparation in Elementary Education (K-
6) and Early Childhood Education (PK-3)
Dual Preparation in Elementary Education (K-
6) and Special Education (PK-3, K-6)
Dual Preparation in Early Childhood
Education (PK-3) and Early Childhood
Special Education (PK-3)
Dual Preparation in Elementary Education (K-
6) and Multilingual Learning/TESOL (K-6)
Bachelor of Education in Secondary Education
English Language Arts (6-12), Mathematics
(6-12), Music (K-12), Science (6-12), Social
Studies (6-12), and World Language (6-12)
Bachelor of Science in Kinesiology and
Rehabilitation Science (KRS)
Physical Education (K-6, 6-12, K-12)
Alternative Program(s)
Enter each teacher education program including
approved licensure fields, if different from listing
on HTSB website: http://www.htsb.org/licensing-
permits/preparation-programs/
Post-baccalaureate Certificate in Secondary
Education
Art (6-12), Dance (6-12), Drama/Theater Arts
(6-12), English as a Second Language (6-12),
English Language Arts (6-12), Mathematics
(6-12), Music (K-12), Physical Education (K-
6, 6-12, K12), Science (6-12), Social Studies
(6-12), and World Language (6-12)
Post-baccalaureate Certificate in Special
Education
Mild/Moderate (PK-3, K-6, 6-12), and
Severe/Autism (PK-3, K-6, 6-12)
Master of Education in Teaching
Art (7-12), Elementary Education (K-6),
English Language Arts (6-12), Hawaiian
Language Immersion (K-12), Hawaiian
Language (K-12), Mathematics (6-12),
Science (6-12), and Social Studies (6-12), and
Dual Secondary (6-12) and Special Education
(6-12)
Section II. – Program Completers for 2015-2016
Number of students enrolled in all programs, including licensure and non-licensure programs 1013
Number of completers in programs leading to initial teacher licensure 226
Number of completers in advanced programs or programs leading to a degree, added field, or
some other credential that prepares the holder to serve in P-12 schools (Do not include those
completers counted above.)
125
Total Number of Completers 351
Section III – Substantive Changes See attached CAEP Report. Have any of the following substantive changes occurred during the 2015-2016 academic year? If not,
insert “none” after the question.
(A) Any changes in the published mission or objectives of the organization/institution or EPP?
Explanation if “Yes”
(B) Any added programs of study (i.e. degree, added field, concentration) different from those that were
offered when most recently approved?
Explanation if “Yes”
(C) Any added courses or programs that represent a significant departure, in terms of either content or
delivery, from those that were offered when most recently approved?
Explanation if “Yes”
(D) Any change(s) in contract(s) with other providers for direct instructional services, including teach-out
agreements (e.g. A teach-out agreement is a written agreement between accredited institutions that
provide for the equitable treatment of students if one of those institutions stops offering an educational
program before all students enrolled complete the program)?
Explanation if “Yes”
(E) Any change(s) that mean the EPP no longer satisfies approval standards or requirements?
Explanation if changed
(F) Any change(s) in regional or higher education accreditation status?
Explanation if changed
Section IV. – Evidence for Meeting Hawaii Specific Requirements Directions: Provide any new evidence since your last annual report that ensures your EPP is meeting
the following requirements stated in HAR 8-54-19 “Approval of Preparation Programs”
1. Evidence candidates meet the Hawai'i teacher performance standards.
2. Evidence candidates exhibit professional and ethical dispositions necessary to help all students learn as
outlined in the HTSB’s Code of Ethics.
The MEdT program is piloting the new common COE Professional Dispositions assessment and also
using it in their admissions process.
3. Evidence candidates are prepared to incorporate the following areas into their practice:
A. Hawaiian language, history and culture;
4. Student standards adopted by the Department;
5. Teaching of reading including working with students of reading difficulties;
The MEdT program is having all Secondary Education program candidates take EDCS 608: Literacy
Across the Disciplines, K-12. This course explores theoretical and practical principles of literacy across
academic disciplines K-12, investigating the role of language and literate practices of reading writing,
speaking, visualizing, and representing in social, cultural, and educational contexts.
6. Working effectively with students with disabilities, including training related to participation as
a member of individualized education program teams;
The MEdT program has created and started a Dual Secondary and Special Education MEdT program,
which has been successful. The second program cohort starts next Fall 2017.
7. Working effectively with students who are limited English proficient;
8. Working with gifted and talented students;
The faculty of our BEd Elementary program participated in professional development on working with
gifted and talented students on September 9, 2016.
9. Integrating technology effectively into curricula and instruction, including activities consistent
with the principals of universal design for learning and the use of technology to effectively collect,
manage and analyze data to improve teaching and learning for the purpose of increasing student academic
achievement.
10. Evidence that candidates meet the standards from a national organization approved by the board
for the license fields offered in the program or, for license fields without national standards, the standards
approved for the field.
11. Any change in your candidates’ clinical experience using one or more of the following
requirements:
A. A minimum of four hundred fifty (450) hours of supervised clinical experience in student
teaching, internship or residency; OR
B. Demonstration of teaching proficiency through a combination of documented satisfactory
work experience and observation by the EPP; OR
C. Passing a board approved performance assessment normed for Hawaii in combination with
any other requirements determined by the EPP.
Section V. – Optional Information
1. Describe any mentoring support provided to your candidates after program completion, if applicable.
The UHM COE has two mentoring programs that we provide free of charge to our recent graduates:
(1) the Mentoring Unique Special Educators (MUSE) program and (2) the Supporting our New
Graduates (SONG) program. The MUSE and SONG mentors provide confidential and non-evaluative
supports. Some areas where assistance may be requested by program completers include:
-Classroom management and organization
-Organizing and developing curriculum and/or instruction
-Collaboration and inclusion strategies
-Student assessment and data collection
-IDEA/Special Education
-Classroom and instructional resources
-Other areas (determined in collaboration with the SONG or MUSE mentor)
2. Use this space to provide any other information you wish to share with HTSB, such as successes of
your program, faculty, staff or candidates, experienced since your last annual report.
Section VI. – Areas for Improvement or Conditions
Since your last annual report, summarize activities the EPP has engaged in and report on the outcomes of
those activities as they relate to correcting areas of improvement or conditions cited in the current
CAEP/NCATE/TEAC accreditation or SATEP approval report, if applicable.
See attached CAEP Report.
Section VII – State Approval Pathway
Describe your progress toward preparing for your next national or state review.
Section VIII – Student Loan Default Rate Student loan default rates and other consumer information. Report consumer information for the educator
preparation provider (Hawai'i Revised Statute §302A-807). Check all that Apply.
The UHM COE has been making steady progress towards the implementation of shared assessments in
all of our teacher licensure programs in preparation for our next unit review. Over the past two
academic years, we have worked to create a shared vision for, develop, and pilot common lesson
planning, student teaching evaluation, effect on P-12 student learning, and professional dispositions
assessments. We have incorporated the language of the Danielson framework for teaching into our
assessments. This will allow us to have a common language for discussing quality teaching with our
HIDOE partners and give our candidates prior exposure to the framework utilized within the HIDOE’s
Educator Effectiveness System. In addition, we have been focusing effort on having consistent quality
recruitment and admission procedures across our teacher education programs.
Successes:
In Fall 2018, the College of Education will offer a new Minor in Education to undergraduate students
in any field. The 15-credit minor consists of three core and two elective courses in education. The
minor also will include HIDOE Substitute Teacher Training at the end of the program. The College
anticipates getting students from all majors interested in teaching as a profession.
Secondary Education completed a redesign of the bachelor and post-baccalaureate programs that will
begin Spring 2018. The new program will be offered in a cohort model with integration across all
courses to create a learning experience that supports both interdisciplinary and content specific
learning communities. The program is grounded in InTASC and Southern Poverty Law Center’s
Social Justice Standards as well as specific content area standards (i.e., NGSS, Common Core, etc.)
as appropriate. All work, both interdisciplinary and content specific, will be situated in five pillars:
Community Action, Wonder, Wisdom, Design and Reflection. Across these five pillars students will
practice Secondary level planning, implementation and assessment.
Consumer
Information
Access
to
Data
No
Access
to
Data
Publicly Displayed Data - Insert Link
3-year
student
default rate
X
https://nslds.ed.gov/nslds/nslds_SA/defaultmanagement/cohortdet
ail_3yr.cfm?sno=0&ope_id=001610
Average cost
of attendance X https://www.hawaii.edu/fas/downloads/2016-2017/2016-
2017%20Cost%20of%20Attendance.pdf
Average
beginning
salary of a
program
completer
X
http://www.hawaiipublicschools.org/DOE%20Forms/OHR/Teach
ersSalarySch16-17.pdf
Placement
patterns of
completers
X
[Access to minimal data from HIDOE through P20 – This data
was sent to us directly via excel file and is not publicly displayed]
OPE ID (Office of Post-Secondary Education Number) 001610
EPP Default Rate 4.2
Section IX – VERIFICATION of REPORT Report Preparer’s Information Name: Jessica Miranda Position: Director of Assessment, Accreditation, and Accountability Telephone: 808-956-6591
Email: [email protected]
I verify that the contents of this report are complete and accurate.
Electronic Signature
MM/DD/YYYY
Jessica Miranda
05/23/17
University of Hawaii - West Oahu
ANNUAL
STATE APPROVED TEACHER EDUCATION
PROGRAM REPORT 2017
Section I. – EPP Profile
Unit Name, Address, website for listing on HTSB
site
University of Hawai‘i West O‘ahu
91-001 Farrington Highway
Kapolei, HI 96707
Contact for publication on HTSB website
Name, position, phone, fax, email
Dr. Mary F. Heller, Professor & Chair
UHWO Education Division
808-689-2339
Traditional Program(s)
Enter each teacher education program including
approved licensure fields, if different from listing
on HTSB website: http://www.htsb.org/licensing-
permits/preparation-programs/
Elementary Education, K-6
Middle-level English, 6-8
Middle-level Math, 6-8
Middle-level General Science, 6-8
Middle-level Social Studies, 6-8
Secondary English, 6-12
Secondary Math, 6-12
Secondary Biology, 6-12
Secondary Social Studies, 6-12
Alternative Program(s)
Enter each teacher education program including
approved licensure fields, if different from listing
on HTSB website: http://www.htsb.org/licensing-
permits/preparation-programs/
N/A
Section II. – Program Completers for 2015-2016
Number of students enrolled in all programs, including licensure and non-licensure programs 232
Number of completers in programs leading to initial teacher licensure 24
Number of completers in advanced programs or programs leading to a degree, added field, or
some other credential that prepares the holder to serve in P-12 schools (Do not include those
completers counted above.)
n/a
Total Number of Completers 24
Section III – Substantive Changes
Have any of the following substantive changes occurred during the 2015-2016 academic year? If not,
insert “none” after the question.
(A) Any changes in the published mission or objectives of the organization/institution or EPP?
Explanation if “Yes”
none
(B) Any added programs of study (i.e. degree, added field, concentration) different from those that were
offered when most recently approved?
Explanation if “Yes”
Yes. Effective fall 2017 we will be fully implementing our Special Education, K-12, licensure
pathway. Upon the recent recommendation of Lynn Hammonds, HTSB Executive Director, edits to the
SPED licensure pathway description, as it will appear in the 2017 UHWO General Catalogue, were
made as follows: “Teacher candidates who are adding the field of Special Education will
complete a one-year clinical experience during their final academic year in the B.Ed
program. During the Fall semester of the senior year, Special Education Practicum,
provides 90 hours of field experience in a special education setting, with a Special
Education mentor teacher. The Student Teaching Semester will be completed in the Spring
semester of the senior year, providing 450 hours of clinical experience at the
corresponding grade level consistent with the candidate’s area of concentration (K-6) (6-8)
or (6-12). The student teacher will be placed in an inclusion classroom setting, to ensure
equitable distribution of hours between the candidate’s general education field of study
and special education. The SPED 490 Special Education Student Teaching course and
SPED 492 Student Teaching Seminar courses are cross-listed with the Elementary,
Middle-level and Secondary Student Teaching Seminar courses. The cross-listing of
courses provides the dual licensure candidates with access to both fields of study in their
Student Teaching Seminar course content.”
(C) Any added courses or programs that represent a significant departure, in terms of either content or
delivery, from those that were offered when most recently approved?
Explanation if “Yes”
none
(D) Any change(s) in contract(s) with other providers for direct instructional services, including teach-out
agreements (e.g. A teach-out agreement is a written agreement between accredited institutions that
provide for the equitable treatment of students if one of those institutions stops offering an educational
program before all students enrolled complete the program)?
Explanation if “Yes”
none
(E) Any change(s) that mean the EPP no longer satisfies approval standards or requirements?
Explanation if changed
none
(F) Any change(s) in regional or higher education accreditation status?
Explanation if changed
none
Section IV. – Evidence for Meeting Hawaii Specific Requirements
Directions: Provide any new evidence since your last annual report that ensures your EPP is meeting
the following requirements stated in HAR 8-54-19 “Approval of Preparation Programs”
1. Evidence candidates meet the Hawai'i teacher performance standards.
No new evidence to share.
2. Evidence candidates exhibit professional and ethical dispositions necessary to help all students learn as
outlined in the HTSB’s Code of Ethics.
No new evidence to share.
3. Evidence candidates are prepared to incorporate the following areas into their practice:
A. Hawaiian language, history and culture;
No new evidence to share.
4. Student standards adopted by the Department;
No new evidence to share.
5. Teaching of reading including working with students of reading difficulties;
No new evidence to share.
6. Working effectively with students with disabilities, including training related to participation as a
member of individualized education program teams;
No new evidence to share.
7. Working effectively with students who are limited English proficient;
No new evidence to share.
8. Working with gifted and talented students;
No new evidence to share.
9. Integrating technology effectively into curricula and instruction, including activities consistent
with the principals of universal design for learning and the use of technology to effectively collect,
manage and analyze data to improve teaching and learning for the purpose of increasing student academic
achievement.
No new evidence to share.
10. Evidence that candidates meet the standards from a national organization approved by the board
for the license fields offered in the program or, for license fields without national standards, the standards
approved for the field.
No new evidence to share.
11. Any change in your candidates’ clinical experience using one or more of the following
requirements:
A. A minimum of four hundred fifty (450) hours of supervised clinical experience in student
teaching, internship or residency; OR
B. Demonstration of teaching proficiency through a combination of documented satisfactory
work experience and observation by the EPP; OR
C. Passing a board approved performance assessment normed for Hawaii in combination with
any other requirements determined by the EPP.
No new evidence to share.
6. An update on progress toward implementing a national pre-service performance assessment if your
EPP is participating in this option.
No new evidence to share.
Section V. – Optional Information
1. Describe any mentoring support provided to your candidates after program completion, if applicable.
2. Use this space to provide any other information you wish to share with HTSB, such as successes of
your program, faculty, staff or candidates, experienced since your last annual report.
Section VI. – Areas for Improvement or Conditions
Since your last annual report, summarize activities the EPP has engaged in and report on the outcomes of
those activities as they relate to correcting areas of improvement or conditions cited in the current
CAEP/NCATE/TEAC accreditation or SATEP approval report, if applicable.
See attached 2017 CAEP Annual Report
I am very pleased to report that we (UHWO Education Division) have entered into a Memorandum
of Agreement with the Hawaii Department of Education, which is providing a $100,000 grant for
purposes of recruiting and retaining highly qualified special education teachers. We look forward to
putting these monies to good use during the coming academic year.
Section VII – State Approval Pathway
Describe your progress toward preparing for your next national or state review.
Section VIII – Student Loan Default Rate
Student loan default rates and other consumer information. Report consumer information for the educator
preparation provider (Hawai'i Revised Statute §302A-807). Check all that Apply.
Consumer
Information
Access
to Data
No
Access
to Data
Publicly Displayed Data - Insert Link
3-year student default
rate
https://nslds.ed.gov/nslds/ nslds_SA/defaultmanagement/cohortdetail_3yr.cfm? sno=0&ope_id=021078
Average cost of
attendance X
Average beginning
salary of a program
completer
X
Placement patterns of
completers X
OPE ID (Office of Post-Secondary Education Number) 021078 EPP Default Rate 6.5%
Name: Dr. Mary F. Heller
Position: Professor & Chair, UHWO Education Division
Telephone: 808-689-2339
Email: [email protected]
I verify that the contents of this report are complete and accurate.
Electronic Signature
MM/DD/YYYY
Mary F. Heller
As seen in the attached 2017 CAEP annual report, we are continuously attending to the unit areas for
improvement, as recommended by NCATE during the 2013 review. Particularly important are our
efforts to strengthen our assessment instruments so that they will generate reliable and valid data. At
this writing, we are still planning to participate in the scheduled 2019 CAEP accreditation review. If we
determine that more time is needed, we appreciate the option to engage in a State-only review by the
HTSB, which has already granted us a two-year extension (Fall 2021).
05/12/2017
University of Phoenix
ANNUAL
STATE APPROVED TEACHER EDUCATION
PROGRAM REPORT 2017
Section I. – EPP Profile
Unit Name, Address, website for listing on HTSB
site
University of Phoenix - Hawaii Campus
745 Fort Street / Suite 2000 / Honolulu, HI /96813
www.phoenix.edu
Contact for publication on HTSB website
Name, position, phone, fax, email
George Carroll III,
Campus College Chair
808-524-9806
Traditional Program(s)
Enter each teacher education program including
approved licensure fields, if different from listing
on HTSB website: http://www.htsb.org/licensing-
permits/preparation-programs/
BSED/E – Elementary (K-6)
MAED/TED-Elementary (K-6)
MAED-TED-Secondary (English 6-12,
Social Studies 6-12, Science 6-12,
Mathematics 6-12)
MAED-SPE (Mild Moderate K-6, 6-12, K-
12)
Alternative Program(s)
Enter each teacher education program including
approved licensure fields, if different from listing
on HTSB website: http://www.htsb.org/licensing-
permits/preparation-programs/
MAED/TED E – Alt Cert
MAED/TED S – Alt Cert
MAED/SPED - Alt Cert
Section II. – Program Completers for 2015-2016
Number of students enrolled in all programs, including licensure and non-licensure programs 154
Number of completers in programs leading to initial teacher licensure 21
Number of completers in advanced programs or programs leading to a degree, added field, or
some other credential that prepares the holder to serve in P-12 schools (Do not include those
completers counted above.)
0
Total Number of Completers 21
Section III – Substantive Changes
Have any of the following substantive changes occurred during the 2015-2016 academic year? If not,
insert “none” after the question.
(A) Any changes in the published mission or objectives of the organization/institution or EPP?
Explanation if “Yes”
N/A
(B) Any added programs of study (i.e. degree, added field, concentration) different from those that were
offered when most recently approved?
Explanation if “Yes”
N/A
(C) Any added courses or programs that represent a significant departure, in terms of either content or
delivery, from those that were offered when most recently approved?
Explanation if “Yes”
N/A
(D) Any change(s) in contract(s) with other providers for direct instructional services, including teach-out
agreements (e.g. A teach-out agreement is a written agreement between accredited institutions that
provide for the equitable treatment of students if one of those institutions stops offering an educational
program before all students enrolled complete the program)?
Explanation if “Yes”
N/A
(E) Any change(s) that mean the EPP no longer satisfies approval standards or requirements?
Explanation if changed
N/A
(F) Any change(s) in regional or higher education accreditation status?
Explanation if changed
N/A
Section IV. – Evidence for Meeting Hawaii Specific Requirements
Directions: Provide any new evidence since your last annual report that ensures your EPP is meeting
the following requirements stated in HAR 8-54-19 “Approval of Preparation Programs”
1. Evidence candidates meet the Hawai'i teacher performance standards.
-Student teaching evaluation (Student Teaching Seminars A & B) – Candidate evaluation domains
include planning and preparation; learning environment; instruction; and professionalism
2. Evidence candidates exhibit professional and ethical dispositions necessary to help all students learn as
outlined in the HTSB’s Code of Ethics.
The Advisory Board and faculty members created a new dispositions assessment which involves
interviews of students at various points throughout the program. The disposition assessment is aligned
to the HTSB Code of Ethics and the University of Phoenix Conceptual Framework.
3. Evidence candidates are prepared to incorporate the following areas into their practice:
A. Hawaiian language, history and culture;
EDU/311/MTE/518/SEC508: Models, Theories & Instructional Strategies: (required course included in
all MAED programs) Candidates create standards-based (with HI integration) lessons
4. Student standards adopted by the Department;
- EDU/311/MTE/518/SEC508: Models, Theories & Instructional Strategies: (required course included
in all MAED programs) - Candidates create standards-based lessons
-Student Teaching Seminars A & B: (required courses included in all MAED programs) - Candidates
create and teach a standards-based unit plan during student teaching practicum
5. Teaching of reading including working with students of reading difficulties;
-RDG/350/ RDG/420/RDG/415 (BSED) RDG/537 (Elementary & SPED programs) RDG/542
(Secondary): Curriculum Constructs & Assessment Reading Methods- students create a unit plan that
includes five literacy lesson plans
6. Working effectively with students with disabilities, including training related to participation as a
member of individualized education program teams;
-SPE/300/SPE/514 (Survey of Special Populations): (required course included in Elementary &
Secondary programs) - Instructional & Management Plan that requires strategies for inclusion and
instruction of special needs students
7. Working effectively with students who are limited English proficient;
SEI 500 and SEI 503- Structured English Immersion: Introduce students to the concept and methods
for instructing a Structured Immersion environment. Students learn about assessment of K-12 students,
state standards, research-based instructional activities, and lesson planning and implementation models.
Students will study how a learner-centered approach to teaching can provide English Language
Learners, as well as native English speakers, with a great opportunity to interact meaningfully with
educational materials as they learn subject matter and ELL acquired English.
8. Working with gifted and talented students;
-SPE/300 SPE/514 (Survey of Special Populations): (required course included in Elementary &
Secondary programs) - Instructional & Management Plan that requires strategies for instruction of
gifted/talented students
9. Integrating technology effectively into curricula and instruction, including activities consistent
with the principals of universal design for learning and the use of technology to effectively collect,
manage and analyze data to improve teaching and learning for the purpose of increasing student academic
achievement.
-- EDU/311/MTE/518/SEC508: Models, Theories & Instructional Strategies: (required course included
in all MAED programs) - Candidates create standards-based lessons that require integration of
technology
-Student Teaching Seminars A & B: (required courses included in all MAED programs) - Candidates
create and teach a standards-based unit plan during student teaching practicum that requires integration
of technology
10. Evidence that candidates meet the standards from a national organization approved by the board
for the license fields offered in the program or, for license fields without national standards, the standards
approved for the field
-MAED/SPE has received national recognition from CEC through the next accreditation cycle.
--MAED/TED-Secondary has received national recognition from CAEP’s ILPB .
--BSED/Elementary and MAED/TED-Elementary has received national recognition from ACEI.
-NCATE approval through 2022
11. Any change in your candidates’ clinical experience using one or more of the following
requirements:
A. A minimum of four hundred fifty (450) hours of supervised clinical experience in student
teaching, internship or residency; OR
B. Demonstration of teaching proficiency through a combination of documented satisfactory
work experience and observation by the EPP; OR
C. Passing a board approved performance assessment normed for Hawaii in combination with
any other requirements determined by the EPP.
None
12. An update on progress toward implementing a national pre-service performance assessment if
your EPP is participating in this option.
edTPA will be fully implemented in TED-E and TED-S by late 2017; BSED/E will provide edTPA
curriculum in student teaching courses beginning in Spring of 2019.
Section V. – Optional Information
1. Describe any mentoring support provided to your candidates after program completion, if applicable.
2. Use this space to provide any other information you wish to share with HTSB, such as successes of
your program, faculty, staff or candidates, experienced since your last annual report.
College of Education Alumni Association Activities including professional development
opportunities. (i.e. Annual Alumni Reunion)
Hawai’i Campus Alumni Teachers Facebook Group – provides regular updates on content,
teaching events, best practices, and shared experiences of success.
Hawai’i Event: It’s Great to be a Teacher (second year)
Community Involvement: Youth of the Year: Boys and Girls Club of Hawai’i
Section VI. – Areas for Improvement or Conditions
Since your last annual report, summarize activities the EPP has engaged in and report on the outcomes of
those activities as they relate to correcting areas of improvement or conditions cited in the current
CAEP/NCATE/TEAC accreditation or SATEP approval report, if applicable.
N/A
Section VII – State Approval Pathway Describe your progress toward preparing for your next national or state review
Section VIII – Student Loan Default Rate
Student loan default rates and other consumer information. Report consumer information for the educator
preparation provider (Hawai'i Revised Statute §302A-807). Check all that Apply.
Consumer
Information
Access
to Data
No
Access
to Data
Publicly Displayed Data - Insert Link
3-year student default
rate x
Average cost of
attendance
Phoenix.edu
Average beginning
salary of a program
completer
x
Placement patterns of
completers x
OPE ID (Office of Post-Secondary Education Number) EPP Default Rate UOPX for CY13 is 13.3%. (university wide)
Section IX – VERIFICATION of REPORT
Report Preparer’s Information Name: Dr. Gay Lynn S Pendleton
Position: Assistant Dean – Accreditation and Regulatory
Telephone: 858-414-8314
Email: [email protected]
I verify that the contents of this report are complete and accurate.
Electronic Signature
MM/DD/YYYY
Gay Lynn S Pendleton
The TED E and S program is under curriculum revision to evaluate and update state and national
standards, trends in education, and Hawaii state standards. Additional emphasis is placed on
Hawaii culture with the Hawaiian Culture Workshop.
Yearly data review of assessment by Advisory Board and faculty to determine program
improvement, and curriculum design.
04/30/2017
Council for Accreditation of
Educator Preparation
(CAEP) Reports
Brigham Young University CAEP ID: 22879 AACTE SID:
Institution: Brigham Young University - Hawaii
EPP: Educator Preparation Program
Section 2. Program Completers
How many candidates completed programs that prepared them to work in preschool through grade 12
settings during Academic Year 2014-2015?
Number of completers in programs leading to initial teacher certification or licensure 15
Number of completers in programs leading to a degree, endorsement, or some other
credential that prepares the holder to serve in P-12 schools (Do not include those completers
counted above.)
0
Total number of program completers 15
Section 3. Substantive Changes
Have any of the following substantive changes occurred at your educator preparation provider or
institution/organization during the 2013-2014 academic year?
3.1 Changes in the published mission or objectives of the institution/organization or the EPP
No Change / Not Applicable
3.2 The addition of programs of study at a degree or credential level different from those that were
offered when most recently accredited
No Change / Not Applicable
3.3 The addition of courses or programs that represent a significant departure, in terms of either content or
delivery, from those that were offered when most recently accredited
No Change / Not Applicable
3.4 A contract with other providers for direct instructional services, including any teach-out agreements
No Change / Not Applicable
Any change that means the EPP no longer satisfies accreditation standards or requirements:
3.5 Change in regional accreditation status
No Change / Not Applicable
3.6 Change in state program approval
No Change / Not Applicable
Section 6. Areas for Improvement, Weaknesses, and/or Stipulations
Waived
Section 7. Accreditation Pathway
Waived
Report Preparer's Information
Name: Kurt Johnson
Position: Assistant Professor
Phone: 808-675-3680
E-mail: [email protected]
Chaminade Education CAEP ID: 31563 AACTE SID:
Institution: Chaminade University of Honolulu
EPP: Education Division
Section 2. Program Completers
How many candidates completed programs that prepared them to work in preschool through grade 12
settings during Academic Year 2014-2015?
Enter a numeric value for each textbox.
Number of completers in programs leading to initial teacher certification or licensure 74
Number of completers in programs leading to a degree, endorsement, or some other
credential that prepares the holder to serve in P-12 schools (Do not include those
completers counted above.)
0
Total number of program completers 74
Section 3. Substantive Changes
Have any of the following substantive changes occurred at your educator preparation provider or
institution/organization during the 2013-2014 academic year?
3.1 Changes in the published mission or objectives of the institution/organization or the EPP
No Change / Not Applicable
3.2 The addition of programs of study at a degree or credential level different from those that were
offered when most recently accredited
No Change / Not Applicable
3.3 The addition of courses or programs that represent a significant departure, in terms of either content or
delivery, from those that were offered when most recently accredited
No Change / Not Applicable
3.4 A contract with other providers for direct instructional services, including any teach-out agreements
No Change / Not Applicable
Any change that means the EPP no longer satisfies accreditation standards or requirements:
3.5 Change in regional accreditation status
No Change / Not Applicable
3.6 Change in state program approval
No Change / Not Applicable
Section 6. Areas for Improvement, Weaknesses, and/or Stipulations
Waived
Section 7. Accreditation Pathway
Waived
Report Preparer's Information
Name: Kevin Mikami
Position: Assistant for Special Projects
Phone: 808-739-8539
E-mail: [email protected]
Chaminade Counselors CAEP ID: 31563 AACTE SID:
Institution: Chaminade University of Honolulu
EPP: School Counseling Program
Section 2. Program Completers
How many candidates completed programs that prepared them to work in preschool through grade 12
settings during Academic Year 2014-2015?
Number of completers in programs leading to initial teacher certification or licensure 23
Number of completers in programs leading to a degree, endorsement, or some other
credential that prepares the holder to serve in P-12 schools (Do not include those
completers counted above.)
0
Total number of program completers 23
Section 3. Substantive Changes
Have any of the following substantive changes occurred at your educator preparation provider or
institution/organization during the 2013-2014 academic year?
3.1 Changes in the published mission or objectives of the institution/organization or the EPP
No Change / Not Applicable
3.2 The addition of programs of study at a degree or credential level different from those that were
offered when most recently accredited
No Change / Not Applicable
3.3 The addition of courses or programs that represent a significant departure, in terms of either content or
delivery, from those that were offered when most recently accredited
No Change / Not Applicable
3.4 A contract with other providers for direct instructional services, including any teach-out agreements
No Change / Not Applicable
Any change that means the EPP no longer satisfies accreditation standards or requirements:
3.5 Change in regional accreditation status
No Change / Not Applicable
3.6 Change in state program approval
No Change / Not Applicable
Section 6. Areas for Improvement, Weaknesses, and/or Stipulations
Waived
Section 7. Accreditation Pathway
A. Items under each category of Appendix E are examples. Programs may have more or different
evidence.
Type of Evidence
Available and in the Brief 1 Not available and not in the Brief Reason
Relied on Not Relied on For future use Not for future use for your selection
Grades
Candidate grades and grade point averages Grades were found to be unreliable
for program assessment purposes.
Scores on standardized tests
Candidate scores on standardized license or board examinations Praxis II content examination.
Assessing Claim 1
Candidate scores on undergraduate and/or graduate admission tests of subject
matter knowledge and aptitude The GRE is not an admission requirement for the MSCP program.
Standardized scores and gains of the completers' own students This is not applicable to the typical
role of a school counselor. In addition, this type of information is not available to our program.
Ratings
Ratings of portfolios of academic and clinical accomplishments: This has just been revised and
newly
implemented.
Third-party rating of program’s students: Assessing Claim 1; Ethics subcategory assessing Claim
2 ; Cross-Cultural sub-category assessing Claim 3.
Ratings of in-service, clinical, and PDS teaching: The Site Supervisor’s Evaluation of the School
Counseling Candidate is relied on for: Assessing Claim 1; Ethics sub-category assessing Claim 2;
Cross-Cultural sub-category assessing Claim 3.
Rates
We are in the process of revising our graduate survey with the intent that the revised survey will capture
this
information.
Case studies and alumni competence
Evaluations of completers by their own pupils: Due to low reliability and validity of this type of
data, we do not plan on using this for program assessment.
Completer self-assessment of their accomplishments: We are in the process of revising our
graduate survey with the intent that the revised survey will capture this information.
Employers' evaluations of the program's completers: Due to changes in Hawaii DOE’s policy
with regards to outside surveys, we are having conversations with them to obtain this information
in another manner. At this time, we cannot collect this data.
Case studies of completers' own students' learning and accomplishment: This information will be
captured in the revised ePortfolio signature assignment.
Report Preparer's Information
Name: Darren Iwamoto
Position: School Counseling Clinical Director
Phone: (808) 739-4604
E-mail: [email protected]
Kaho`iwai CAEP ID: 34216 AACTE SID:
Institution: Kaho`iwai
EPP: Teacher Education Program
Section 2. Program Completers
How many candidates completed programs that prepared them to work in preschool through grade 12
settings during Academic Year 2014-2015?
Number of completers in programs leading to initial teacher certification or licensure 4
Number of completers in programs leading to a degree, endorsement, or some other
credential that prepares the holder to serve in P-12 schools (Do not include those completers
counted above.)
0
Total number of program completers 4
Section 3. Substantive Changes
Have any of the following substantive changes occurred at your educator preparation provider or
institution/organization during the 2013-2014 academic year?
3.1 Changes in the published mission or objectives of the institution/organization or the EPP
No Change / Not Applicable
3.2 The addition of programs of study at a degree or credential level different from those that were
offered when most recently accredited
No Change / Not Applicable
3.3 The addition of courses or programs that represent a significant departure, in terms of either content or
delivery, from those that were offered when most recently accredited
No Change / Not Applicable
3.4 A contract with other providers for direct instructional services, including any teach-out agreements
No Change / Not Applicable
Any change that means the EPP no longer satisfies accreditation standards or requirements:
3.5 Change in regional accreditation status
No Change / Not Applicable
3.6 Change in state program approval
No Change / Not Applicable
Section 6. Areas for Improvement, Weaknesses, and/or Stipulations
Weakness 2.3 Influential quality control system
The design described in the Inquiry Brief Proposal has not been operationalized. The program has been
operationalized and has graduated a second cohort.
Section 7. Accreditation Pathway
Grades
Candidate grades and grade point averages: Internal assessment of content, pedagogy and effective
teaching.
Scores on standardized tests Candidate scores on standardized license or board examinations: State requirement of content knowledge.
Praxis II
Candidate scores on undergraduate and/or graduate admission tests of subject matter knowledge and
aptitude: Not required, state requirement for Bachelor degree and academic major in field is used in lieu
of this item
Standardized scores and gains of the completers' own students: Data from student achievement to be
used as evidence in portfolios
Ratings
Ratings of portfolios of academic and clinical accomplishments: Student evidence of HTSB Professional
Standards.
Third-party rating of program’s students: This tool will be developed for survey of future program once
union issues are resolved. Discussions underway with some stakeholders.
Ratings of in-service, clinical, and PDS teaching: Dispositions, Kauhale principles reflection and TPS
rating, Internal assessment of professional skills by Hälau supervisor
Rates
Rates of completion of courses and program: very small program, data not statistically valid at this time
Rates of completers' leadership roles: Difficulty in gathering data
Rates of graduates' professional service activities: Difficulty in gathering data
Case studies and alumni competence
Evaluations of completers by their own pupils: Difficulty in gathering data
Completer self-assessment of their accomplishments: Difficulty in gathering data
Third-party professional recognition of completers (e.g., NBPTS): Difficulty in gathering data
Report Preparer's Information
Name: Joe Fraser
Position: Director
Phone: 808 5948617
E-mail: [email protected]
Leeward Community College CAEP ID: 33268 AACTE SID:
Institution: Leeward Community College/AAT Office
EPP: Educator Preparation Program (not yet accredited)
Section 2. Program Completers
How many candidates completed programs that prepared them to work in preschool through grade 12
settings during Academic Year 2014-2015?
Number of completers in programs leading to initial teacher certification or licensure 19
Number of completers in programs leading to a degree, endorsement, or some other
credential that prepares the holder to serve in P-12 schools (Do not include those completers
counted above.)
0
Total number of program completers 19
Section 3. Substantive Changes
Have any of the following substantive changes occurred at your educator preparation provider or
institution/organization during the 2014-2015 academic year?
3.1 Changes in the published mission or objectives of the institution/organization or the EPP
No Change / Not Applicable
3.2 The addition of programs of study at a degree or credential level different from those that were
offered when most recently accredited
No Change / Not Applicable
3.3 The addition of courses or programs that represent a significant departure, in terms of either content or
delivery, from those that were offered when most recently accredited
No Change / Not Applicable
3.4 A contract with other providers for direct instructional services, including any teach-out agreements
No Change / Not Applicable
Any change that means the EPP no longer satisfies accreditation standards or requirements:
3.5 Change in regional accreditation status
No Change / Not Applicable
3.6 Change in state program approval
No Change / Not Applicable
Section 4. Display of candidate performance data.
Provide a link that demonstrates candidate performance data are public-friendly and prominently
displayed on the school,
college, or department of education homepage.
Link 1:
http://teachcte.leeward.hawaii.edu/
Link 2:
http://www.leeward.hawaii.edu/
Section 6. Areas for Improvement, Weaknesses, and/or Stipulations
Waived
Section 7. Accreditation Pathway
Waived
Report Preparer's Information
I am authorized to complete this report.
Name: Roberta "Bobbie" Martel
Position: Coordinator
Phone: 808-455-0632
E-mail: [email protected]
UH-Hilo CAEP ID: 15948 AACTE SID:
Institution: University of Hawaii at Hilo
EPP: Educator Preparation Program (not yet accredited)
Section 2. Program Completers
How many candidates completed programs that prepared them to work in preschool through grade 12
settings during Academic Year 2014-2015?
Number of completers in programs leading to initial teacher certification or licensure 24
Number of completers in programs leading to a degree, endorsement, or some other
credential that prepares the holder to serve in P-12 schools (Do not include those completers
counted above.)
20
Total number of program completers 44
Section 3. Substantive Changes
Have any of the following substantive changes occurred at your educator preparation provider or
institution/organization during the 2013-2014 academic year?
3.1 Changes in the published mission or objectives of the institution/organization or the EPP
No Change / Not Applicable
3.2 The addition of programs of study at a degree or credential level different from those that were
offered when most recently accredited
No Change / Not Applicable
3.3 The addition of courses or programs that represent a significant departure, in terms of either content or
delivery, from those that were offered when most recently accredited
No Change / Not Applicable
3.4 A contract with other providers for direct instructional services, including any teach-out agreements
No Change / Not Applicable
Any change that means the EPP no longer satisfies accreditation standards or requirements:
3.5 Change in regional accreditation status
No Change / Not Applicable
3.6 Change in state program approval
No Change / Not Applicable
Section 6. Areas for Improvement, Weaknesses, and/or Stipulations
Waived
Section 7. Accreditation Pathway
Waived
Section 6. Areas for Improvement, Weaknesses, and/or Stipulations
Section 7. Accreditation Pathway
Report Preparer's Information
Name: Madeline Sehna
Position: Office Assistant IV
Phone: 808-932-7102
E-mail: [email protected]
UH-Manoa CAEP ID: 15379 AACTE SID: 1430
Institution: University of Hawaii at Manoa
Unit: College of Education
Section 2. Program Completers
How many candidates completed programs that prepared them to work in preschool through grade 12
settings during Academic Year 2014-2015?
Enter a numeric value for each textbox.
Number of completers in programs leading to initial teacher certification or licensure 226
Number of completers in programs leading to a degree, endorsement, or some other
credential that prepares the holder to serve in P-12 schools (Do not include those
completers counted above.)
125
Total number of program completers 351
Section 3. Substantive Changes
Have any of the following substantive changes occurred at your educator preparation provider or
institution/organization during the 2014-2015 academic year?
3.1 Changes in the published mission or objectives of the institution/organization or the EPP
No Change / Not Applicable
3.2 The addition of programs of study at a degree or credential level different from those that were
offered when most recently accredited
Addition of the following programs: Early Childhood Education and Early Childhood Special Education,
BEd; Elementary Education and Multilingual Learning/TESOL, BEd; Secondary Dance, PBCSE;
Secondary Education and Special Education, MEdT
3.3 The addition of courses or programs that represent a significant departure, in terms of either content or
delivery, from those that were offered when most recently accredited
No Change / Not Applicable
3.4 A contract with other providers for direct instructional services, including any teach-out agreements
No Change / Not Applicable
Any change that means the EPP no longer satisfies accreditation standards or requirements:
3.5 Change in regional accreditation status
No Change / Not Applicable
3.6 Change in state program approval
No Change / Not Applicable
Section 4. Display of candidate performance data.
Provide a link that demonstrates candidate performance data are public-friendly and prominently
displayed on the school, college, or department of education homepage.
Demographics; completer, alumni, and employer satisfaction; and candidate performance on
assessments.:
https://coe.hawaii.edu/measuring-our-success
Candidate performance on assessments within programs.:
https://coe.hawaii.edu/student-performance-assessments-within-programs
Section 6. Areas for Improvement, Weaknesses, and/or Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited
in the last
Accreditation Action/Decision Report.
Areas for Improvement related to Standard 1 cited as a result of the last NCATE review:
1. The unit lacks evidence that initial candidates in all secondary and K-12 programs
demonstrate the knowledge of subject matter delineated in state and national standards.
(ITP)
As of our 2014 accreditation review, all initial programs have been nationally recognized by their
respective SPAs or the Hawaii Teacher Standards Board HTSB), with the exception of the PBCSE and
BEd in Physical Education and the PBCSE in Secondary Social Studies which received recognition
with conditions, and the BEd in Secondary Social Studies which received recognition with probation.
In May 2013, the HTSB created a new State Partnership Agreement with CAEP that approved the
Program Review with Feedback option. In August 2014, with HTSB approval, we switched to the
Program Review with Feedback option and discontinued the SPA program review process. All of our
initial programs have multiple measures in place for candidates to demonstrate their knowledge of
subject matter. We will be submitting our programs’ assessments and data for Program Review with
Feedback with our next unit self-study report.
Areas for Improvement related to Standard 6 cited as a result of the last NCATE review:
1. Space allocated to the unit for instruction, faculty, and research does not
support learning, research, and scholarship. (ITP) (ADV)
While we appear to be on track to address classroom and office needs, space for both remains a
primary concern as enrollments have increased and COE has hired additional faculty and staff. The
dates for the construction of our new building and the demolition of our three condemned buildings
have all been postponed due to issues outside the control of the COE. In Fall 2015, construction
commenced for our two new FROG portable classrooms which will be 1400 sq. ft. of classroom space
each, with completion anticipated in Summer 2016. The portable classrooms will provide additional
classroom space; however, the ability of COE to meet current and future demands remains in jeopardy.
Instructional space for various classes continues to be problematic.
Some classes are taught in COE classrooms and buildings, yet many classes must be taught in
buildings throughout the campus. In addition, not all COE faculty members have an adequate private
office. While we continue to push the university to prioritize allocating resources to the improvement
of COE facilities, our current situation has not changed dramatically since our last NCATE unit review.
Section 7. Accreditation Pathway
Continuous Improvement. Summarize progress toward target level performance on the standard(s)
selected
Our unit assessment and evaluation system (Standard 2) was recognized as having attained target level
for Initial and Advanced programs during our 2014 NCATE accreditation review. The system provides
multiple opportunities to examine data related to candidate performance, program quality, and unit
operations. We regularly examine all aspects of our unit’s candidates, programs,and operations. The
quality and performance components of our unit assessment system identify the levels we assess (i.e.,
candidates, graduates, programs, faculty, and unit operations) and the database/data collection, data
manager, and timeline associated with each.
Designing our assessment system required concerted effort, collaboration, and communication among
many stakeholders inside and outside of our college. Maintaining and improving it requires a similar
level of attentiveness. Steps are in place for ongoing improvements, including the transition to CAEP
standards and common assessments across programs. We have plans and timelines for sustaining target
level performance of our unit assessment system. Through spring 2017, the college will continue our
work with UPD Consulting group on an improvement science project, called EdPrepStat, that will
focus on the improvement of our unit assessment system, collaboration and organization across
programs, and building the capacity of college and program level leadership and faculty to engage in
continuous improvement efforts utilizing internal (college) and external (Hawaii Department of
Education Educator Effectiveness System) data. Challenges sometimes arise when we have changes in
leadership, at the dean/chair/director levels and among the faculty and staff. An important aspect of
keeping our system operational is the institutionalization of our policies and procedures, which
requires training, communicating, and updating, as well as attending to plans for succession of
responsibility. Dealing proactively and effectively with change, and recovering with as little disruption
as possible in the face of unexpected change, is one of the most important aspects of keeping our
assessment system functional and meaningful to our programs and operations, and maintaining
target level performance. Everyone involved has an important role to play, and success depends on
helping all who are involved understand the responsibilities and timelines, and where to go for
assistance.
Report Preparer's Information
Name: Jessica Miranda
Position: Director of Assessment, Accreditation, and Accountability
Phone: 808-956-6591
E-mail: [email protected]
UH-West Oahu CAEP ID: 31167 AACTE SID:
Institution: University of Hawaii - West O'ahu
Unit: Division of Education
Section 2. Program Completers
How many candidates completed programs that prepared them to work in preschool through grade 12
settings during Academic Year 2014-2015?
Enter a numeric value for each textbox.
Number of completers in programs leading to initial teacher certification or licensure 24
Number of completers in programs leading to a degree, endorsement, or some other
credential that prepares the holder to serve in P-12 schools (Do not include those completers
counted above.)
0
Total number of program completers 24
Section 3. Substantive Changes
Have any of the following substantive changes occurred at your educator preparation provider or
institution/organization during the 2013-2014 academic year?
3.1 Changes in the published mission or objectives of the institution/organization or the EPP
No Change / Not Applicable
3.2 The addition of programs of study at a degree or credential level different from those that were
offered when most recently accredited
We have now fully implemented the following Bachelor of Education (B.Ed) areas of
concentration, leading to a teaching license in the State of Hawaii: Middle-level (grades
6-8) English, Math, General Science, Social Studies; Secondary (grades 6-12) English,
Math, Biology, and Social Studies.
3.3 The addition of courses or programs that represent a significant departure, in terms of either content or
delivery, from those that were offered when most recently accredited
No Change / Not Applicable
3.4 A contract with other providers for direct instructional services, including any teach-out agreements
No Change / Not Applicable
Any change that means the EPP no longer satisfies accreditation standards or requirements:
3.5 Change in regional accreditation status
No Change / Not Applicable
3.6 Change in state program approval
No Change / Not Applicable
Section 4. Display of candidate performance data.
Provide a link that demonstrates candidate performance data are public-friendly and prominently
displayed on the school, college, or department of education homepage.
http://www.uhwo.hawaii.edu/academics/degrees-and-certificates/bachelor-of-education/accreditation/
Section 6. Areas for Improvement, Weaknesses, and/or Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited
in the last Accreditation Action/Decision Report.
Areas for Improvement related to Standard 1 cited as a result of the last NCATE review:
1. The unit does not ensure candidates effectively measure student learning. (ITP)
Education Division faculty are committed to enabling its candidates to be effective in
recognizing and measuring student learning, a task that does not necessarily come naturally to
preservice teacher candidates. Towards this end, faculty participate in regularly scheduled fall
and spring assessment meetings to analyze, reflect upon, and discuss data relative to the AFI,
as well as data-driven
implications for program improvement. Education Division faculty are currently engaged in
reliability/validity studies, in efforts to validate the following locally designed assessment
instruments. A series of online training modules for Mentor Teachers is also under
development, for purposes of validating data generated during all field experiences.
Development of these modules will be
accomplished with input from Education Division Faculty, Mentor Teachers, and Alumni.
A. Standards-based Signature Assignments: Executive Summaries and Exemplars: Target
Standards: HTSB/InTASC Standard 6 Assessment; Standard 7, Planning for Instruction;
Standard 8, Instructional Strategies (See Section 7 of this Annual Report for more detailed
information on Signature Assignments).
B. Mentor teacher & University Supervisor final evaluations of candidates' field-based
practicums and student teaching clinical experiences
C. Candidate Exit Surveys
D. Annual Program Evaluations by mentor teachers
E. Alumni Surveys
Data analysis continues to result in the need for candidates to focus more attention on how
their pedagogy impacts student learning, especially during practicums and student teaching
clinical experiences. Qualitative data, in the form of candidate reflections on teaching and
learning, has been helpful in this regard. Candidate analysis of their own videotaped lessons is
instrumental in assisting them in understanding the impact of their teaching on student
learning.
Areas for Improvement related to Standard 2 cited as a result of the last NCATE review:
1. The unit does not regularly and systematically involve the professional community in the
development and evaluation of its assessment system. (ITP)
2. The unit does not assess unit operations. (ITP)
3. The unit does not systematically analyze and evaluate data for program and unit
improvement. (ITP)
1.The unit regularly and systematically involves the professional community in the development and
evaluation of its assessment system, as follows:
A. Two new work groups, made up of mentor teachers, school curriculum coordinators, and university
faculty have been established to conduct a critical examination our assessment system and to make
recommendations with regard to the content and design of 1) all field experience assessments and 2)
assessment of candidate dispositions.
B. As has been previously reported, each fall we convene our annual meeting of the Teacher Education
Advisory Council (TEAC), made up of stakeholders in the professional community: mentor teachers,
Hawai‘i DOE specialists, principals, complex superintendents, Community College partners, UHWO
liberal arts and science faculty, unit faculty, alumni, & current teacher candidates. TEAC membership
is truly representative of all individuals who have vested interests in high quality teacher preparation.
Membership in TEAC is continuously updated, in order to ensure effective representation across all
groups that have a vested interest in our programs.
C. Professional Development (PD) for Mentor Teachers: “Mentoring Our Future Educators” is a PD
course developed in partnership with the following professional community organizations: The Hawaii
State Teacher’s Association (HSTA), the NEA Student Program (SNEA), the Hawaii Department of
Education (HIDOE) and UHWO faculty. Partners support the mentoring course by bringing in their
resources, talents, and expertise to create an opportunity for UHWO mentor teachers to earn
professional development credits that enable them to be actively engaged with UHWO student
teachers, while acquire effective mentoring strategies and tools. The course is focused on supporting
mentor teachers in the development of a professional development growth plan and an ePortfolio that
contains evidence of reflective conversations between the mentor and mentee and university based
and school-based educators.
2. Unit Operations are continuously monitored via program assessments that span all 10 InTASC
standards, in addition to surveys described in AFI #1 above.
A. The unit engages in monthly faculty meetings, as well as Special Faculty Meetings with agenda that
includes topics relative to program and unit improvement. Meeting minutes record discussions and
actions and selected excerpts can be used as evidence in support of addressing standards.
3. The unit systematically analyzes and evaluates data for program and unit improvement via data
analysis as described in AFI #1 above. Data derived from signature assignments, as well as candidate,
mentor teacher, and community surveys, provide a comprehensive vision of the quality of unit
operations. Strengths and needs are examined and actions taken as necessary.
Example Problem: data from mentor teacher surveys, as well as anecdotal data, consistently informed
us that there was frequent confusion regarding the implementation and submission of field experience
evaluations. Solution: as described in AFI #1 above, the unit is developing a series of online training
modules for mentor teachers, in order to address this issue.
Areas for Improvement related to Standard 6 cited as a result of the last NCATE review:
1. The unit does not have in place a process to systematically and regularly engage the
professional community in the design, implementation and evaluation of the unit and its
program. (ITP)
For the past six years, the unit has regularly engaged the professional community in the design,
implementation and evaluation of the unit and its program. Evidence of community involvement is
found in the following:
A. Teacher Education Advisory Council, as described in AFI #2 above, annual meeting minutes
B. Mentor Teacher Program Evaluation survey data
C. Alumni Survey data---Locally employed graduates provide valuable feedback for program design,
implementation, and evaluation.
Principal Surveys & Focus Groups: The unit is studying ways to gather employer data that is reliable.
We are proposing to utilize focus groups, which would involve principals for Wai‘anae/Nanakuli,
Campbell, and Kapolei Complexes. Additionally, all Hawai‘I EPPs are still in the process of working
with the Hawai‘i Department of Education in efforts to survey principals who have employed
their teacher candidates. Focus group and survey data will inform the unit about the effectiveness of its
graduates and ways in which the program could be improved, as indicated by survey results.
Section 7. Accreditation Pathway
Continuous Improvement. Summarize progress toward target level performance on the standard(s)
selected.
Our accreditation pathway is "Program Review With Feedback." We continue to be active participants
in CAEP conferences, in preparation for our next accreditation visit, currently scheduled for academic
year 2019-20. In order to ensure three applications of data across all of our K-12 programs, we have
recently applied for a “Good Cause Extension,” which would move the accreditation review to AY
2021-22. The Hawai‘i Teacher Standards Board approved our request during their March board
meeting. The CAEP Accreditation Council will review our application at it’s April 2017 annual
meeting.
On January 12-13, 2017, Dr. Margie Crutchfield, CAEP Consultant, came to Hawai‘i and conducted a
two-day workshop on CAEP Accreditation standards and processes. These workshops were invaluable
to us, especially in the context of understanding requirements for valid and reliable assessments that
generate data used to provide evidence of having met the standards. As mentioned in Section 6 above,
Education Division Faculty and Mentor Teachers are engaging in reliability and validity studies of
faculty-designed assessments.
We have adopted the Praxis Performance Assessment of Teachers (PPAT/ETS) exam as the proprietary
exam to be given candidates during their Student Teaching semester. PPAT data is especially valuable,
as it informs our overall teacher preparation program, especially in the context of assisting candidates
to increase their knowledge, skills, and dispositions that have a significant impact on student learning
during field-based practicums and clinical experiences. Formal implementation is scheduled for AY
2019-20, as required by the Hawai‘i Teacher Standards Board; however, we hope to implement the
exam in AY 2018-19, if funding can be made available. Since piloting of the PPAT during AY 2015-
16, we have been making adjustments to the entire field-based curriculum, in order to better prepare
our student teachers for the exam. Passage of the PPT will be a requirement, in order to be
recommended for licensure in the State of Hawai‘i .
Evaluating Candidate impact on student learning is a complex process that we continuously study and
refine, in the context of curriculum development and assessment design. Several Signature
Assignments, in addition to seminars associated with field based coursework, are specifically designed
to measure candidate Impact on student learning. Following are examples currently in
place:
1. Case Study of a Culturally and Linguistically Diverse (CLD) Learner (All K-12 Programs)
2. Case Study of a Struggling Literacy Learner: Focus on Writing (K-6 Language Arts)
• Case study projects are grounded in Action Research projects whereby candidates learn to take field
notes, collect, analyze, and interpret data, and formulate intervention plans for CLD and struggling
literacy learners; when possible, elements of the intervention plan are implemented and pedagogical
effectiveness reflected upon.
3. Diagnosing Students’ Preconceptions and Misconceptions of Science (Elementary, Middle-level, and
Secondary Science Methods)
• Teacher candidates interview (question) at least one student about their science understandings, in the
context of concepts under study in the practicum setting. The conversation is recorded and transcribed
verbatim. This transcript demonstrates questioning skill followed by student answers, so that the
teacher candidate can analyze the transcript to uncover true student understanding of
the concept. Implications for assessing, teaching. and impacting student learning are reflected upon.
4. Differentiated Lesson Planning (Special Education Practicum, K-12)
• After teaching three lessons, candidates reflect on the practicum goals and targeted high leverage
practice. Reflection prompts are as follows: What measurable evidence do you have on the progress
you have made toward your learning goal? How did the effectiveness your three lesson plans evolve
over the semester? What did you change or modify along the way? What worked well? What evidence
do you have of the impact of your lessons on student's mastery of the objectives of the lesson for your
focus student? If you did not teach your lesson to your focus student, include evidence of learning
gains for your focus student throughout the semester. What have you learned about inclusive teaching
from your practicum experience? How will you utilize this information in your next practicum
experience?
5. Practicum and Student Teaching Seminars (All K-12 Progams)
• Practicum seminars, taken in conjunction with all field-based practicum and student teaching
placements, strategically focus on the topic of Assessment. The required Lesson Plan template requires
candidates to reflect on the impact of their teaching on student learning. Student Teachers also reflect
on lesson effectiveness and its impact on student learning; adjustments tosubsequent lessons are made
(when possible), based on reflections and analysis of data. Candidate reflections are qualitatively
analyzed to determine patterns and levels of effectiveness.
We remain in communication with the Hawai‘i Department of Education, Hawai‘i P-20, and the Data
Exchange Partnership (DXP) to gain access to data that will inform our programs. Our faculty
participate in P-20 & DXP Work Groups and workshops that addressimportant accreditation topics and
issues: Teacher Education Accreditation Data Collection and Access; Common Core Standards,
P-20: Math & ELA; English Language Arts Acceleration.
Report Preparer's Information
I am authorized to complete this report.
Name: Mary F. Heller
Position: Professor & Chair, UHWO Education Division
Phone: 808-689-2339
E-mail: [email protected]
University of Phoenix CAEP ID: 24573 AACTE SID:
Institution: University of Phoenix - Hawaii
Unit: College of Education
Section 2. Program Completers
How many candidates completed programs that prepared them to work in preschool through grade 12
settings during Academic Year 2014-2015?
Number of completers in programs leading to initial teacher certification or licensure 21
Number of completers in programs leading to a degree, endorsement, or some other
credential that prepares the holder to serve in P-12 schools (Do not include those
completers counted above.)
0
Total number of program completers 21
Section 3. Substantive Changes
Have any of the following substantive changes occurred at your educator preparation provider or
institution/organization during the 2013-2014 academic year?
3.1 Changes in the published mission or objectives of the institution/organization or the EPP
No Change / Not Applicable
3.2 The addition of programs of study at a degree or credential level different from those that were
offered when most recently accredited
No Change / Not Applicable
3.3 The addition of courses or programs that represent a significant departure, in terms of either content or
delivery, from those that were offered when most recently accredited
No Change / Not Applicable
3.4 A contract with other providers for direct instructional services, including any teach-out agreements
No Change / Not Applicable
Any change that means the EPP no longer satisfies accreditation standards or requirements:
3.5 Change in regional accreditation status
No Change / Not Applicable
3.6 Change in state program approval
No Change / Not Applicable
Section 6. Areas for Improvement, Weaknesses, and/or Stipulations
Waived
Section 7. Accreditation Pathway
Waived
Report Preparer's Information
Name: Ashley Norris, Ph.D.
Position: Dean, Regulatory Affairs
Phone: 205-234-5492
E-mail: [email protected]