STATE APPROVED TEACHER EDUCATION PROGRAM …

1

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-

Hawaiì

NBI 15-15: Full State

Approval

TEAC June 30, 2021

Chaminade University

PK-K

NBI 16_28: Full State

Approval


Approval

TEAC

MACTE

June 30, 2024

June 30, 2022

Chaminade University –

Behavioral Science


Approval

TEAC December 31,

2021

Hawaiì Pacific University NBI16-34: Full State

Approval

TEAC June 30, 2021

IteachHAWAII NBI 14-04: Full State

Approval

NCATE December 31,

2018

Kahoìwai NBI 16-16: Full State

Approval

TEAC June 30, 2019

Kahuawaiola NBI 14-39: Full State

Approval

TEAC

December 31,

2018

Leeward Community

College


Approval

TEAC

June 30, 2021

Teach for America NBI 15-37: Full State

Approval

TEAC

December 31,

2018

University of Hawaiì –

Hilo


Approval

TEAC

June 30, 2022

University of Hawaiì at

Manoa


Approval

NCATE December 31,

2021

University of Hawaiì –

West Oahu


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


3140 Waialae Avenue

Honolulu, Hi 96816-1578

Robert G. Santee, Ph.D., Dean

Behavioral Sciences Division


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.

Kahoìwai

Kahoìwai 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 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



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



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



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



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



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)



Test: 5732: Core Academic Skills for Educators: Mathematics (9/2016 to 12/2017)



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 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


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





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


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

[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/

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)






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

http://www.htsb.org/licensing-permits/preparation-programs/


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?


(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?


(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?


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


PROGRAM REPORT 2017



site

Chaminade University of Honolulu

3140 Waialae Avenue

Behavioral Sciences 105

Honolulu, Hawai’i 96816



Robert Santee, Ph.D.

Dean

(808)735-4720

Fax: (808)739-4670


Darren Iwamoto, Ed.D.

Clinical Director, School Counseling

(808)739-4604

Fax: (808)739-4670


Kacie Cohen, LMHC

Internship Director, School Counseling

(808)735-4745

Fax: (808)739-4670







No difference from the listing on HTSB’s website






None



mailto:[email protected]









0


Section III – Substantive Changes





None




None




None




program before all students enrolled complete the program)?


None



None



None





No new evidence since last HTSB annual report







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



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:







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









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.






Consumer

Information

Access

to Data

No

Access

to Data


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


Report Preparer’s Information Name: Darren Iwamoto

Position: Clinical Director, School Counseling

Telephone: (808) 739-4604



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

http://www.chaminade.edu/finaid/undergraduate-cost-attendance


http://www.chaminade.edu/finaid/pace-undergraduate-cost-attendance


http://www.chaminade.edu/finaid/graduate-costs-attendance


CHAMINADE UNIVERSITY – SCHOOL OF EDUCATION

ANNUAL


PROGRAM REPORT 2017



site


3140 Waialae Avenue

Brogan Hall #110

Honolulu, Hawaii. 96816



Dale Fryxell, Ph.D., Interim Dean

808.739.4684/808.739.4607

[email protected]






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






Non-Applicable


Number of students enrolled in all programs, including licensure and non-

licensure programs 408


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









None




None.




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



(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 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



(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 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


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


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)*






None



None



TEAC/CAEP Accreditation.


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”


No new evidence since last HTSB Annual Report.



No new evidence since last HTSB Annual Report
















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.



for the license fields offered in the program or, for license fields without national standards, the standards



11. Any change in your candidates’ clinical experience using one or more of the following

requirements:








12. An update on progress toward implementing a national pre-service performance assessment if


Started piloting the edTPA Pre-Service Performance Assessment with three separate groups. Have also

been integrating edTPA materials and information across Education Program courses.









Non-Applicable as no areas of weakness and or stipulations were cited by CAEP and/or HTSB.






Consumer

Information

Access

to

Data

No

Access

to Data


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)


Report Preparer’s Information

Name: Mark Kazuo Bradley

Position: Assistant for Special Projects

Telephone: 808.739.8539




MM/DD/YYYY

Dale Fryxell, Ph.D

05/03/2017

Hawaii Pacific University

ANNUAL


PROGRAM REPORT 2017



site

School of Education

Hawai‘i Pacific

University

1188 Fort Street Mall, Suite 254

Honolulu, HI 96813

www.hpu.edu/CHSS/Education/index.html



Mani Sehgal

Director

Phone: 808-543-8046

Fax: 808-544-0841







B.Ed. in Elementary Education






M.Ed. in Elementary Education

M.Ed. in Secondary Education







0






http://www.hpu.edu/CHSS/Education/index.html




None




None




None






None



None







No new evidence. All teacher candidates are required to complete a standards-based Professional

Portfolio that contains reflections and artifacts for each standard.



No new evidence. The clinical practice seminar professor completes a professional dispositions

appraisal for each teacher intern.



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.


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.


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.



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.


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.


No new evidence. All teacher candidates complete a foundational course in Special Education, which

includes a component on working with gifted and talented students.




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.




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.


requirements:



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











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.



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.




Consumer

Information

Access

to Data

No

Access

to Data


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 %


Report Preparer’s Information Name: Mani Sehgal

Position: Director – School of Education

Telephone: 808-543-8046



Electronic Signature \

Mani Sehgal

iteachHawaii ANNUAL


PROGRAM REPORT 2017.



site

iteachHAWAII

P.O. Box 1626

Denton, TX 76202

www.iteach.net



Diann Huber

President

940-383-8100

940-383-8131

[email protected]











The HTSB website is correct















None




None




None






None



None



None


















achievement.





requirements:






















Consumer

Information

Access

to Data

No

Access

to Data



rate n/a

Average cost of

attendance

Average beginning

salary of a program

completer


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



Name: Diann Huber

Position: President

Telephone:940-383-8100




MM/DD/YYYY

Diann Huber

03/27/2017

Kahoìwai ANNUAL


PROGRAM REPORT 2017



site

Kahoìwai

64-1043 Hi'iaka Street, Hālau Ho'olako

PO Box 6511

Kamuela, HI 96743

www.kahoiwai.kalo.org



Joe Fraser

Director – Kahoìwai

(808)-5948617

(808) 887-0030 Fax

[email protected]











Secondary (6-12) Math, English, Science, Social

Studies, Hawaiian Studies







0









None




None




None






None



None



None





Assessed by observation and portfolio



Ethics are a component of GCE411. Students are also assessed against HTSBTPS 9 by portfolio and

observation.



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.


Core standards are adopted through methods course and evidenced in lesson plans. Students are

assessed through rubrics against TPS.


Implemented in coursework GCE411 Working in Hawaiì.



Implemented through coursework GCE409 Special education and modifications to lesson plans.

Assessed using rubrics against the TPS.








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.




Standards are adopted for each field through GCE402 Methods and implemented through field

experiences and clinical practice.


requirements:







None



NA









As per TEAC accreditation – Program is being operationalized.






Consumer

Information

Access

to Data

No

Access

to Data


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


=d&pREC_ID=593015

Placement

patterns of

completers

Yes


=d&pREC_ID=593015

OPE ID (Office of Post-Secondary Education Number) NA

EPP Default Rate NA



Name: Joe Fraser

Position: Director

Telephone: 808-5948617




Joe Fraser

Kahuawaiola

ANNUAL


PROGRAM REPORT 2017



site

Kahuawaiola Indigenous Teacher Education

Program

200 W. Kāwili St.

Haleʻōlelo

Hilo, HI 96720



Dr. Makalapua Alencastre

Director

Phone: 808-932-7411

Fax: 808-932-7214

[email protected]






n/a






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







0









No changes




Yes. Modification of Hawaiian Language Immersion program to Kaiaʻōlelo-Kaiapuni Hawaiʻi with

additional 6-12 focus. (NBI 15-11).




No additions






N/A



No changes



No changes





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.



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.



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.


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.


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.



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.


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.


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.




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.




N/A


requirements:







No changes

12. . An update on progress toward implementing a national pre-service performance assessment if


N/A









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.




Consumer

Information

Access

to

Data

No

Access

to

Data


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




Name: Makalapua Alencastre

Position: Director

Telephone: 808-932-7411



Makalapua Alencastre


ANNUAL




site


96-045 Ala ‘Ike

Pearl City, HI 96782



Brian Ichida

Coordinator/Instructor CC

(808) 455-0497

Fax# (808) 454-4484

[email protected]






N/A






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







N/A







none






none




none






none



none



none


















achievement.





requirements:









Leeward Community College is deciding whether to continue to move forward with edTPA, CAEP or

a State designed Teacher Assessment to be developed.














Consumer

Information

Access

to Data

No

Access

to Data



rate

Average cost of

attendance

Average beginning

salary of a program

completer


completers



Report Preparer’s Information Name: Brian Ichida

Position: Coordinator/Instructor CC

Telephone: (808) 455-0497




MM/DD/YYYY

Brian Ichida

05/18/2017

Teach for America

ANNUAL


PROGRAM REPORT 2017



site

Teach For America – Hawai‘i

500 Ala Moana Blvd. Suite 3-400

Honolulu, HI 96813

Teachforamerica.org



Jill Baldemor

Executive Director

P: (808) 521-1371 ext. 27101

F: (808) 538-3793

[email protected]






N/A






The listing on the HTSB website is correct.







N/A









none




none




none






none



none



Teach For America – Hawai‘i earned national accreditation through TEAC for the maximum possible

length of time, 7 years as of May 2, 2016.





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.



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.



No new evidence


No new evidence


No new evidence



No new evidence


No new evidence


No new evidence




achievement.

No new evidence

10 . Evidence that candidates meet the standards from a national organization approved by the board



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.


requirements:







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.



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.









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.


Dscribe your progress toward preparing for your next national or state review. Section VIII – Student Loan Default Rate



Consumer

Information

Access

to

Data

No

Access

to

Data


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




Name: Alyson Emrick

Position: Manager, First Year Experience

Telephone: 808-521-1371 x27103




MM/DD/YYYY

Alyson Emrick

05/30/2017


University of Hawaii - Hilo ANNUAL


PROGRAM REPORT 2017 Section I. – EPP Profile


site

UH-Hilo School of Education

200 W. Kawili Street



Michele Ebersole, Chair; 932-7108 (phone),

932-7098 (fax), [email protected] (email)






N/A







Secondary Education 6-12







20





(A) Any changes in the published mission or objectives of the organization/institution or EPP? None



offered when most recently approved? None






delivery, from those that were offered when most recently approved? None





program before all students enrolled complete the program)? None


(E) Any change(s) that mean the EPP no longer satisfies approval standards or requirements? None


(F) Any change(s) in regional or higher education accreditation status? Yes


Received TEAC initial accreditation status for MAT program effective 10/24/16 through 12/31/2021.





No change.



No change.



No change.


No change.


No change.



No change.


No change.


No change.




achievement.

No change.




No change.


requirements:







No change.



N/A



During year II of the MAT program, candidates enroll in 6 credits of coursework to engage in action

research.



MAT granted “established” status by the University of Hawaiì Board of Regents in August 2016.





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.



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.




Consume

r

Informati

on

Acce

ss to

Data

No

Acce

ss to

Data


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

http://www.hawaiipublicschools.org/DOE%20Forms/OHR%20Employment/

http://www.hawaiipublicschools.org/DOE%20Forms/OHR%20Employment/

Placement

patterns of

completers

X

http://www.hawaiipublicschools.org/Reports/EmploymentReport

2015-16.pdf



Report Preparer’s Information Name: Madeline Sehna

Position: Office Assistant IV

Telephone: 808-932-7102




MM/DD/YYYY

05/16/2017

http://www.hawaiipublicschools.org/Reports/EmploymentReport2015-16.pdf

http://www.hawaiipublicschools.org/Reports/EmploymentReport2015-16.pdf


University of Hawaii - Manoa

ANNUAL


PROGRAM REPORT 2017 Section I. – EPP Profile


site

College of Education

University of Hawaii at Manoa

1776 University Avenue,

Everly 128

Honolulu, HI 96822



Office of Student Academic Services (OSAS)

808-956-7915

808-956-7849

[email protected]

Dr. Donald B. Young, Dean

808-956-7703

808-956-3106 (Fax)

[email protected]

Dr. Beth Pateman, Associate Dean for Academic

Affairs

808-956-4278

808-956-3106 (Fax)

[email protected]

Jessica Miranda, Director of Assessment,

Accreditation, and Accountability

808-956-6591

808-956-3106 (Fax)

[email protected]






Bachelor of Education in Elementary

Education

Elementary Education (K-6)

Dual Preparation in Elementary Education (K-

6) and Early Childhood Education (PK-3)


6) and Special Education (PK-3, K-6)

Dual Preparation in Early Childhood

Education (PK-3) and Early Childhood

Special Education (PK-3)


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)






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)







125


Section III – Substantive Changes See attached CAEP Report. Have any of the following substantive changes occurred during the 2015-2016 academic year? If not,



















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 MEdT program is piloting the new common COE Professional Dispositions assessment and also

using it in their admissions process.





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.



The faculty of our BEd Elementary program participated in professional development on working with

gifted and talented students on September 9, 2016.




achievement.





requirements:









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)







See attached CAEP Report.



Section VIII – Student Loan Default Rate Student loan default rates and other consumer information. Report consumer information for the educator


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


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




MM/DD/YYYY

Jessica Miranda

05/23/17

University of Hawaii - West Oahu

ANNUAL


PROGRAM REPORT 2017



site

University of Hawai‘i West O‘ahu

91-001 Farrington Highway

Kapolei, HI 96707



Dr. Mary F. Heller, Professor & Chair

UHWO Education Division

808-689-2339

[email protected]






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






N/A







n/a









none




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.”




none






none



none



none





No new evidence to share.





















achievement.







requirements:



















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.






Consumer

Information

Access

to Data

No

Access

to Data



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


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




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

https://nslds.ed.gov/nslds/nslds_SA/defaultmanagement/cohortdetail_3yr.cfm?sno=0&ope_id=021078



University of Phoenix

ANNUAL


PROGRAM REPORT 2017



site

University of Phoenix - Hawaii Campus

745 Fort Street / Suite 2000 / Honolulu, HI /96813

www.phoenix.edu



George Carroll III,

Campus College Chair

808-524-9806

[email protected]






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)






MAED/TED E – Alt Cert

MAED/TED S – Alt Cert

MAED/SPED - Alt Cert







0






http://www.phoenix.edu/







N/A




N/A




N/A






N/A



N/A



N/A





-Student teaching evaluation (Student Teaching Seminars A & B) – Candidate evaluation domains

include planning and preparation; learning environment; instruction; and professionalism



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.



EDU/311/MTE/518/SEC508: Models, Theories & Instructional Strategies: (required course included in

all MAED programs) Candidates create standards-based (with HI integration) lessons


- 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


-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



-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


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.


-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




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



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


requirements:







None



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.





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





N/A

Section VII – State Approval Pathway Describe your progress toward preparing for your next national or state review




Consumer

Information

Access

to Data

No

Access

to Data



rate x

Average cost of

attendance

Phoenix.edu

Average beginning

salary of a program

completer

x


completers x

OPE ID (Office of Post-Secondary Education Number) EPP Default Rate UOPX for CY13 is 13.3%. (university wide)


Report Preparer’s Information Name: Dr. Gay Lynn S Pendleton

Position: Assistant Dean – Accreditation and Regulatory

Telephone: 858-414-8314




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


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


3.4 A contract with other providers for direct instructional services, including any teach-out agreements


Any change that means the EPP no longer satisfies accreditation standards or requirements:

3.5 Change in regional accreditation status


3.6 Change in state program approval


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




Enter a numeric value for each textbox.



credential that prepares the holder to serve in P-12 schools (Do not include those


0





















Waived


Waived


Name: Kevin Mikami

Position: Assistant for Special Projects

Phone: 808-739-8539



Chaminade Counselors CAEP ID: 31563 AACTE SID:

Institution: Chaminade University of Honolulu

EPP: School Counseling Program








0





















Waived


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.


Name: Darren Iwamoto

Position: School Counseling Clinical Director

Phone: (808) 739-4604



Kahoìwai CAEP ID: 34216 AACTE SID:

Institution: Kahoìwai

EPP: Teacher Education Program







counted above.)

0





















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.


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


Name: Joe Fraser

Position: Director

Phone: 808 5948617


Leeward Community College CAEP ID: 33268 AACTE SID:

Institution: Leeward Community College/AAT Office

EPP: Educator Preparation Program (not yet accredited)







counted above.)

0




















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/


Waived


Waived


I am authorized to complete this report.

Name: Roberta "Bobbie" Martel

Position: Coordinator

Phone: 808-455-0632



UH-Hilo CAEP ID: 15948 AACTE SID:

Institution: University of Hawaii at Hilo

EPP: Educator Preparation Program (not yet accredited)







counted above.)

20





















Waived


Waived




Name: Madeline Sehna

Position: Office Assistant IV

Phone: 808-932-7102


UH-Manoa CAEP ID: 15379 AACTE SID: 1430

Institution: University of Hawaii at Manoa

Unit: College of Education









125









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













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


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.


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.

https://coe.hawaii.edu/measuring-our-success

https://coe.hawaii.edu/student-performance-assessments-within-programs

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.


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.


Name: Jessica Miranda

Position: Director of Assessment, Accreditation, and Accountability

Phone: 808-956-6591


UH-West Oahu CAEP ID: 31167 AACTE SID:

Institution: University of Hawaii - West O'ahu

Unit: Division of Education








counted above.)

0









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.













displayed on the school, college, or department of education homepage.

http://www.uhwo.hawaii.edu/academics/degrees-and-certificates/bachelor-of-education/accreditation/


Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited

in the last Accreditation Action/Decision Report.


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.


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)

http://www.uhwo.hawaii.edu/academics/degrees-and-certificates/bachelor-of-education/accreditation/

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.


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.


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.


I am authorized to complete this report.

Name: Mary F. Heller

Position: Professor & Chair, UHWO Education Division

Phone: 808-689-2339



University of Phoenix CAEP ID: 24573 AACTE SID:

Institution: University of Phoenix - Hawaii

Unit: College of Education








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Name: Ashley Norris, Ph.D.

Position: Dean, Regulatory Affairs

Phone: 205-234-5492


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