Education Division Accreditation
The University of Hawaiʻi–West Oʻahu Bachelor of Education (B.Ed) degree programs include concentrations in Elementary (K-6), Middle-level (6-8, English, Social Studies, General Science, or Math), and Secondary (6-12, English, Social Studies, General Science, Biology, or Math) Education. We are Central and Leeward Oʻahu’s premier, State of Hawaiʻi Approved and Nationally Accredited Educator Preparation Program [EPP].
Upon successful completion of the B.Ed program, which includes licensure requirements set by the Hawaiʻi Teacher Standards Board (HTSB), candidates will be recommended for a teaching licensure in their chosen field of study. Teacher candidates who have successfully completed the requirements to add the field of Special Education, will be recommended for licensure in their chosen field of study and Special Education at the corresponding grade level (SPED K-6, SPED 6-8 or SPED 6-12).
In Spring 2020, the Council for the Accreditation of Educator Preparation (CAEP) granted the Education Division full, 7-year Accreditation (Spring 2020-Spring 2027) at the initial licensure level, with no Areas For Improvement (AFIs) cited.
Education Division faculty and staff embrace a Continuous Improvement model, whereby valid and reliable data are collected each semester, analyzed, and used to inform best practice. We welcome you to explore the following CAEP section, which contains current, on-going assessments of our teacher candidates’ knowledge, skills, and dispositions.
Council for the Accreditation of Educator Preparation (CAEP)
CAEP Accreditation Team Findings
B.Ed Teacher Education Continuous Improvement Plan
- Unit Operations, Assessments, & Data Sources (PDF)
- Education Division DLO/CLO Standards Alignments (PDF)
Annual Assessment Meeting Minutes
CAEP Accountability Measures
Throughout our website, Data is organized categorically, as follows:
Program Completers (Alumni): Inservice teachers who have recently graduated and have completed their first year of full-time teaching. All alumni teachers hold an Initial teaching license(s); some teachers will also have earned the SPED Advanced teaching license.
Teacher Candidates: Preservice teacher candidates who are working towards their Bachelor of Education (B.Ed) degree and Initial teaching license(s). Data is analyzed and used to inform program strengths and needs.
See the Fall 2024 Annual Assessment Meeting Minutes for a comprehensive analysis of the data, as well as Continuous Improvement Strategies designed to address data-driven concerns noted by Education Division faculty.
Following are a few highlights relative to Measure 1, as seen in 2023-24 data.
Alumni surveys reveal overall satisfaction with their Education Preparation Program (EPP) and ability to be successful during the first year of teaching.
Example comments re: what UHWO did best to prepare them for their teaching career:
- Multiple field experiences, including practicums and student teaching
- Creating standards-based lesson plans
- Using data to monitor student progress
- Collaborating with students and colleagues to promote student growth
- Engaging in self-evaluations of the impact my teaching has on students
Continuous Improvement suggestions include more attention be given to the following:
- Classroom Management
- Computer Technology, especially in field-based seminar courses
- SPED, ELL, & Differentiation Strategies
- Collaborating with parents and community members
Teacher Candidates’ Mentor Teacher Program Evaluations focus on the Early Field Experience, Practicum(s) and Student Teaching. Dissagregated (Elementary vs Middle-leve/Secondary). Data identifies critical strengths and needs throughout the 4-year program of study, which in turn assists in Continuous Improvements efforts.
Example Field Experience Strengths:
- Candidates enter the field early and often throughout their B.Ed program of study.
- Continued emphasis on professionalism, resulting in excellent dispositions among teacher candidates.
- Flexible scheduling that allows working teacher candidate, such as EAs.
- Supportive and responsive professors who collaborate with mentors and students.
- Candidates are invested in the community and look to stay close to the schools where they have participated in practicums and/or student teaching.
Continuous Improvement suggestions:
- More attention be given to balancing school and work.
- Introduce candidates to the Danielson framework/rubrics, in addition to InTASC standards.
- Solo teaching should take place in consecutive weeks.
- Provide opportunities communicate with parents.
- Increase focus on time and behavior management, as well as SEL (Social/Emotional Learning)
Impact on P-12 Learning and Development
AY 2023-24
Program Completers
- Alumni Survey (PDF)
- SPED Advanced Licensure Survey (PDF)
Teacher Candidates
Grad Exit Surveys
- Spring 2024 (PDF)
Mentor Teacher Evaluation of Program
- Aggregated K-12 Data
- Elementary K-6 Disaggregated
- Middle-level/Secondary 6-12 Disaggregated
Teacher Candidate Evaluation of Field Experience
- Fall 2023 (PDF)
- Spring 2024 (PDF)
Indicators of Teaching Effectiveness
AY 2023-24
Program Completers
Educator Effectiveness (EES)
- EES Ratings (PDF)
- EES Qualitative Evidence (data gathering in progress)
- Early Career Qualitative Data (data gathering in progress)
Knowledge of Content
Dispositions
Signature Assignments
Teacher Candidates
Field Experience Evaluations
View InTASC Progressions.
- K-6 Aggregated
- K-6 Disaggregated
- Block 1 Fall 2023 Practicum – Mentors (PDF)
- Block 1 Fall 2023 Practicum – Supervisors (PDF)
- Block 2 Fall 2023 Practicum – Mentors (PDF)
- Block 2 Fall 2023 Practicum – Supervisors (PDF)
- Block 2 Spring 2024 Practicum – Mentors (PDF)
- Block 2 Spring 2024 Practicum – Supervisors (PDF)
- Block 3 Fall 2023 Practicum – Mentors (PDF)
- Block 3 Fall 2023 Practicum – Supervisors (PDF)
- Block 3 Fall 2024 Practicum – Mentors (PDF)
- Block 3 Fall 2024 Practicum – Supervisors (PDF)
- 6-12
K-12 Field Experience Evaluations Student Teaching
Dispositions
- Executive Summary (PDF)
Teacher Candidate Knowledge of Content
Writing Intensive Course Assignments
- Executive Summary (PDF)
Signature Assignments
100% of our teacher candidates are routinely offered positions in the Hawaiʻi Department of Education, either during their Student Teaching semester or prior to start of the next academic year. Since Fall 2021, the HIDOE has requested our senior practicum and/or student teachers to serve as long-term substitute teachers, AKA Residents. In partnership with the HIDOE, the Education Division K-12 Field Coordinator, along with supervising faculty, work diligently to preserve the integrity of our programs, recommending only the most highly qualified candidates to step into a long-term substitute position prior to program completion. To date, 26 elementary and 13 middle-level/secondary student teachers have successfully completed the Residency program, with 21 now teaching in HIDOE schools. We are also pleased to report that all 10 of our Special Education Advanced Licensure alumni are employed full-time in the HIDOE.
Employer Satisfaction & Employment Milestones
AY 2023-24
Alumni
As shown in the data table provided, 100% of program completers were recommended for their Initial teaching license, to include Elementary (K-6) and Secondary (6-12) Biology, English, Math, and Social Studies. This yearʻs completers for the Advance Special Education teaching license were all Inservice teachers whose Initial teaching license ranged from Elementary (K-6) to Middle-level (6-8) Math and English.
Graduation Rates
AY 2023-24
Ability of Completers to Meet Licensing and State Requirements for Certification
AY 2023-24
The ability of our program completers to be hired is never a concern. Historically speaking, the Hawaiʻi Department of Education offers 100% of our teacher chandidates positions either during their student teaching semester or soon thereafter. This speaks to the high quality of our alumni who ultimately demonstrate exceptional knowledge, skills, and dispositions throughout their teaching careers. As shown in the Fall 2023 Education Fact Sheet, we are thrilled to report one of our alumni was named the 2024 Hawaiʻi State Teacher of the Year, and another was a finalist! We are especially proud of our Special Education Initial and Advanced Licensure alumni, all 32 of whom are teaching in HIDOE schools. Since 2009, 75% of all alumni are employed in Hawaiʻi schools (statewide) vs. national & local statistic that 1 in 2 teachers leave the profession within 5 years.
Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared
AY 2023-24
The most recent 2020, 3-year cohort rate is 0%, down 1.5% from the previous year of 1.5%.
AY 2023-24
Assessment Archive
Measure 1: Completer Effectiveness
Survey data continue to indicate strong support for K-12 programs and highly positive reviews of program completers. Overall strengths cited include by candidates and mentor teachers included:
- Supportive faculty
- Positive learning environment
- Variety of meaningful, diverse experiences
- Effective strategies to foster learning
- Strong emphasis on effective preparation for classroom teaching
- Candidates felt prepared
- Field-based experiences
- Effective assessment practice
- Overall, candidates and mentor teachers recognize the need to go above and beyond the expectations set forth by the UHWO program.
In keeping with our Continuous Improvement model, the following issues are noteworthy:
- Mentors suggest practicum candidates spend more time in their classrooms, beyond the minimum 3 clock hours per week (45 hours per semester).
- Continued emphasis on professionalism when interacting with mentor teachers and when visiting the classroom setting.
See Fall 2023 Annual Assessment Meeting Minutes for full report on Continuous Improvement strategies to address data-driven concerns.
Impact on P-12 Learning and Development
AY 2022-23
Program Completers
- Alumni Survey (PDF)
- SPED Advanced Licensure Survey (PDF)
Teacher Candidates
Grad Exit Surveys
- Spring 2023 (PDF)
Mentor Teacher Evaluation of Program
- Evaluation Data (PDF)
Teacher Candidate Evaluation of Field Experience
- Fall 2022 (PDF)
- Spring 2023 (PDF)
Indicators of Teaching Effectiveness
AY 2022-23
Program Completers
- Initial Licensure.EES Effectiveness Ratings (PDF)
- Initial Licensure.EES Portfolio (PDF)
- Initial Licensure.EES Domain 4 Evidence (PDF)
- SPED Advanced Licensure Measures 1-4 (PDF)
- New Teacher HUI Qualitative Data (PDF)
Teacher Candidates
Field Experience Evaluations
View InTASK Progressions.
- K-6 Aggregated
- K-6 Disaggregated
- Block 1 Fall 2022 Practicum – Mentors (PDF)
- Block 1 Fall 2022 Practicum – Supervisors (PDF)
- Block 3 Fall 2022 Practicum – Mentors (PDF)
- Block 3 Fall 2022 Practicum – Supervisors (PDF)
- Block 1 Spring 2023 Practicum – Mentors (PDF)
- Block 1 Spring 2023 Practicum – Supervisors (PDF)
- Block 2 Spring 2023 Practicum – Mentors (PDF)
- Block 2 Spring 2023 Practicum – Supervisors (PDF)
- 6-12
- Practicum – Mentors (PDF)
- Practicum – Supervisors (PDF)
K-12 Field Experience Evaluations Student Teaching
Dispositions
- Executive Summary (PDF)
Teacher Candidate Knowledge of Content
ILO Writing Assignment Evals
- Executive Summary (PDF)
Signature Assignments
Measure 2: Satisfaction of Employers and Stakeholders Involvement
Teacher Candidates are routinely hired by principals even before they have completed their Student Teaching semester. Since 2009, all (100%) Program Completers who wished to begin their teaching career were offered and accepted positions in Hawaiʻi Department of Education schools.
Recently principals have been requesting our outstanding Student Teachers to be substitute teachers while still in their Teacher Preparation Program. This occurrence is due to the extreme shortage of qualified teachers across the State of Hawaiʻi. During Spring 2022, six (6) Elementary and three (3) Secondary (2 Math; 1 English/SPED) candidates successfully completed their Student Teaching semester while serving as long-term substitute teachers. University supervisors worked closely with the Student Teacher in these instances, to insure proper mentoring occurred throughout the semester, prior to program completion.
Employer Satisfaction & Employment Milestones
AY 2022-23
Alumni
Measure 3: Candidate Competency at Completion
All (100%) Elementary (K-6), Middle-level (6-8), and Secondary (6-12) Education majors who successfully meet the Bachelor of Education (BEd) degree requirements are recommended to the Hawaiʻi Teacher Standards Board (HTSB) for their respective teaching license. Those who simultaneously completed the Special Education add-a-field licensure pathway are also included in the recommendation.
Graduation Rates
AY 2022-23
Ability of Completers to Meet Licensing and State Requirements for Certification
AY 2022-23
Measure 4: Ability of Completers to be Hired
As noted Measure #2 above, Teacher Candidates are routinely hired by school principals even before they have completed their Student Teaching semester. Recently principals have been requesting our outstanding Student Teachers to be Substitute Teachers while still in their Teacher Preparation Program. This occurrence is due to the extreme shortage of qualified teachers across the State of Hawaiʻi. Education Division Field Coordinator, Dr. Stephanie Kamai, works closely with the Student Teacher in these instances, to insure proper mentoring still takes place, prior to program completion.
Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared
AY 2022-23
Student Loan Default Rates and Other Consumer Information
The most recent 2019, 3-year cohort default rate is 1.5%., down from the previous year of 3.9%.
AY 2022-23
Measure 1: Completer Effectiveness
Mentor Teachers’, Alumni, and Program Completers’ response rates met or exceeded 50%. Survey data indicated strong support for K-12 programs and highly positive reviews of program completers. Overall strengths cited include:
- Excellent UHWO staff; provide quality feedback
- Set high expectations
- Field-based curriculum essential to preparing candidates for the workforce
- Experiences in inclusion classrooms provided; candidates benefit from multiple teacher perspectives on meeting the needs of students with disabilities.
- No concerns expressed over candidates’ ability to reach target levels on all 10 InTASC Standards.
- No concerns regarding candidate dispositions.
In keeping with our Continuous Improvement model, the following issues are noteworthy:
- Mentors suggest practicum candidates spend more time in their classrooms, beyond the minimum 3 clock hours per week (45 hours per semester).
- Concerns raised over Candidates’ proper use of the Common Core State Standards (CCSS); need better alignment of standards with assessments in lesson planning.
- More attention be given to differentiated instruction, addressing the needs of ELL and SPED students, while teaching lessons to the whole class.
- Increase candidate knowledge and understanding of strategies to address the following:
- Social emotional learning for K-12 students
- Efficient data collection to demonstrate impact on student learning
- Effective strategies for communicating with parents
- Classroom management and student engagement, especially in math
See Fall 2022 Annual Assessment Meeting Minutes for full report on Continuous Improvement strategies to address data-driven concerns.
Impact on P-12 Learning and Development
AY 2021-22
Alumni
- Alumni Survey 2021 (PDF)
Grad Exit Surveys
- Fall 2021 (PDF)
- Spring 2022 (PDF)
Mentor Teacher Evaluation of Program
- Evaluation Data (PDF)
Teacher Candidate Evaluation of Field Experience
- Fall 2021 (PDF)
- Spring 2022 (PDF)
Indicators of Teaching Effectiveness
AY 2021-22
Field Experience Evaluations
- K-6 Aggregated
- K-6 Disaggregated
- Practicum Blocks 1 (PDF)
- Practicum Blocks 2 (PDF)
- Practicum Blocks 3 (PDF)
- 6-12
- Practicum (PDF)
K-12 Field Experience Evaluations Student Teaching
- Mentor Teachers and University Supervisors (PDF)
Mentor Teacher Evaluation of Program
- Evaluation Data (PDF)
Teacher Candidate Evaluation of Field Experience
- Fall 2021 (PDF)
- Spring 2022 (PDF)
Dispositions
- Executive Summary (PDF)
Teacher Candidate Knowledge of Content
ILO Writing Assignment Evals
- Executive Summary (PDF)
Signature Assignments
Measure 2: Satisfaction of Employers and Stakeholders Involvement
Teacher Candidates are routinely hired by principals even before they have completed their Student Teaching semester. Since 2009, all (100%) Program Completers who wished to begin their teaching career were offered and accepted positions in Hawaiʻi Department of Education schools.
Recently principals have been requesting our outstanding Student Teachers to be substitute teachers while still in their Teacher Preparation Program. This occurrence is due to the extreme shortage of qualified teachers across the State of Hawaiʻi. During Spring 2022, six (6) Elementary and three (3) Secondary (2 Math; 1 English/SPED) candidates successfully completed their Student Teaching semester while serving as long-term substitute teachers. University supervisors worked closely with the Student Teacher in these instances, to insure proper mentoring occurred throughout the semester, prior to program completion.
Employer Satisfaction & Employment Milestones
AY 2021-22
Alumni
- Alumni Employment 2022 (PDF)
Measure 3: Candidate Competency at Completion
All (100%) Elementary (K-6), Middle-level (6-8), and Secondary (6-12) Education majors who successfully meet the Bachelor of Education (BEd) degree requirements are recommended to the Hawaiʻi Teacher Standards Board (HTSB) for their respective teaching license. Those who simultaneously completed the Special Education add-a-field licensure pathway are also included in the recommendation.
Graduation Rates
AY 2021-22
Ability of Completers to Meet Licensing and State Requirements for Certification
AY 2021-22
Measure 4: Ability of Completers to be Hired
As noted Measure #2 above, Teacher Candidates are routinely hired by school principals even before they have completed their Student Teaching semester. Recently principals have been requesting our outstanding Student Teachers to be Substitute Teachers while still in their Teacher Preparation Program. This occurrence is due to the extreme shortage of qualified teachers across the State of Hawaiʻi. Education Division Field Coordinator, Dr. Stephanie Kamai, works closely with the Student Teacher in these instances, to insure proper mentoring still takes place, prior to program completion.
Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared
AY 2021-22
Student Loan Default Rates and Other Consumer Information
The most recent 2018, 3-year cohort default rate is 3.8%., down from the previous year of 5.5%.
AY 2021-22
Measure 1: Completer Effectiveness
Mentor Teachers, University Supervisors, Teacher Candidates, and Program Completers all rate candidate impact on student learning as positive. Additionally, all felt satisfied with the program and, overall, candidates are well-prepared.
Following are noteworthy areas of concern expressed by University Supervisors, Mentor Teachers, Teacher Candidates, and Program completers.
- More training and mentoring in differentiated Instruction: Candidates report not observing differentiated pedagogy; mentors oftentimes confuse accommodations with differentiation.
- Mentors and Supervisors report Candidates’ mis-understanding of the relationship between Standards and Assessments.
- InTASC Standards and Progressions 10, Leadership and Collaboration, scores are consistently lower in practicum versus student teaching.
- Dispositions ratings, overall, reveal the majority of candidates are rated neither “high” nor “low,” which could be a reflection of a need for soft skills development, such as “working with others.”
- With the exception of Math, Secondary Mentor Teachers gave low ratings on content knowledge in all other curricular areas.
- Mentor Teachers and some Teacher Candidates have recommended an increase in time spent in the classroom, prior to student teaching.
- Tends Over Time: University Supervisors score Elementary Practicum Students higher than do their Mentor teachers, whereas their scores for Middle-level/Secondary Practicum Candidates are lower than their Mentor teachers.
See Fall 2021 Annual Assessment Meeting Minutes [Link] for full report and Continuous Improvement strategies to address data-driven concerns.
Impact on P-12 Learning and Development
AY 2020-21
Alumni
- Alumni Survey 2020 (PDF)
Grad Exit Surveys
- Fall 2020 (PDF)
- Spring 2021 (PDF)
Mentor Teacher Evaluation of Program
- Evaluation Data (PDF)
Teacher Candidate Evaluation of Field Experience
- Fall 2020 (PDF)
- Spring 2021 (PDF)
Indicators of Teaching Effectiveness
AY 2020-21
Field Experience Evaluations
- K-6 Aggregated
- Practicum Blocks 123 (PDF)
- K-6 Disaggregated
- Practicum Blocks 1 (PDF)
- Practicum Blocks 2 (PDF)
- Practicum Blocks 3 (PDF)
- 6-12
- Practicum (PDF)
K-12 Field Experience Evaluations Student Teaching
- Mentor Teachers (PDF)
- University Supervisors (PDF)
Mentor Teacher Evaluation of Program
- Evaluation Data (PDF)
Teacher Candidate Evaluation of Field Experience
- Fall 2020 (PDF)
- Spring 2021 (PDF)
Dispositions
- Executive Summary (PDF)
Teacher Candidate Knowledge of Content
ILO Writing Assignment Evals
- Executive Summary (PDF)
Signature Assignments
Measure 2: Satisfaction of Employers and Stakeholders Involvement
Teacher Candidates are routinely hired by principals even before they have completed their Student Teaching semester. Since 2009, all Program Completers who wish to begin their teaching career have been offered and accepted positions in Hawaiʻi Department of Education schools. Alumni Accolades this year include an elementary program completer from the first 2009 cohort who has now National Board-Certified Teacher (2021).
Employer Satisfaction & Employment Milestones
AY 2020-21
Alumni
- Alumni Employment 2020 (PDF)
Measure 3: Candidate Competency at Completion
Graduation Rates
AY 2020-21
Ability of Completers to Meet Licensing and State Requirements for Certification
AY 2020-21
Measure 4: Ability of Completers to be Hired
As noted Measure #2 above, Teacher Candidates are routinely hired by school principals even before they have completed their Student Teaching semester. Recently principals have been requesting our outstanding Student Teachers to be Substitute Teachers while still in their Teacher Preparation Program. This occurrence is due to the extreme shortage of qualified teachers across the State of Hawaiʻi. Education Division Field Coordinator, Dr. Stephanie Kamai, works closely with the Student Teacher in these instances, to insure proper mentoring still takes place, prior to program completion.
Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared
AY 2020-21
Student Loan Default Rates and Other Consumer Information
The most recent 2018, 3-year cohort default rate is 3.8%., down from the previous year of 5.5%.
AY 2020-21
Alumni
- Alumni Job Placement (PDF)
- Alumni Survey 2019-2020 (PDF)
Dispositions
- Executive Summary (PDF)
Field Experience Evaluations
- K-6 Aggregated
- Practicum Blocks 123 (PDF)
- K-6 Disaggregated
- Practicum Blocks 1 (PDF)
- Practicum Blocks 2 (PDF)
- Practicum Blocks 3 (PDF)
- 6-12
- Practicum (PDF)
Grad Exit Surveys
- Fall 2019 (PDF)
- Spring 2020 (PDF)
ILO Writing Assignment Evals
- Executive Summary (PDF)
K-12 Field Experience Evaluations Student Teaching
- Mentor Teachers (PDF)
- University Supervisors (PDF)
Mentor Teacher Evaluation of Program
- Evaluation Data (PDF)
Signature Assignments
Teacher Candidate Evaluation of Field Experience
- Fall_2019 (PDF)
- Spring 2020 (PDF)
Teacher Candidate Knowledge of Content
Alumni
- Alumni Job Placement (PDF)
- Alumni Survey 2018-2019 (PDF)
Dispositions
- Executive Summary (PDF)
Field Experience Evaluations
- K-6 Aggregated
- Practicum Blocks 123 (PDF)
- Student Teaching (PDF)
- K-6 Disaggregated
- Practicum Blocks 1 (PDF)
- Practicum Blocks 2 (PDF)
- Practicum Blocks 3 (PDF)
- 6-12
- Practicum (PDF)
- Student Teaching (PDF)
Grad Exit Surveys
- Fall 2018 (PDF)
- Spring 2019 (PDF)
ILO Writing Assignment Evals
- Executive Summary (PDF)
K-12 Field Experience Evaluations Student Teaching
- Mentor Teachers (PDF)
- University Supervisors (PDF)
Mentor Teacher Evaluation of Program
- Evaluation Data (PDF)
Signature Assignments
Teacher Candidate Evaluation of Field Experience
- Fall 2018 (PDF)
- Spring 2019 (PDF)
Teacher Candidate Knowledge of Content
Alumni
- Employee Survey 2017-18 (PDF)
- Job Placement Data (PDF)
Dispositions
- Executive Summary (PDF)
Field Experience Evaluations
- K-6 Field Experience Final Evaluations
- Aggregated
- Practicum Blocks 123 Fall (PDF)
- Practicum Blocks 123 Spring (PDF)
- Student Teaching (PDF)
- Disaggregated
- Aggregated
- 6-12 Field Experience Final Evaluations
Grad Exit Survey
- Fall 2017 (PDF)
- Spring 2018 (PDF)
ILO Writing Intensive [WI] Assignment Evaluations
- Executive Summary (PDF)
K-12 Field Experience Evaluations
- Practicum – Fall 2017 (PDF)
- Practicum – Spring 2018 (PDF)
- Student Teaching (PDF)
Mentor Teacher Evaluations of Program
Signature Assignments
- Elementary Education, K-6 (EDEE)
- Middle-Level Secondary 6-12 (EDML / EDSE)
Teacher Candidate Evaluations of Field Experiences
- Fall 2017 (PDF)
- Spring 2018 (PDF)
Teacher Candidate Knowledge of Content
Signature Assignments
Elementary Field Experience Final Evaluations
- Practicum: Blocks 1, 2, & 3 (PDF)
- Student Teaching (PDF)
ML/SEC Field Experience Final Evaluations
- MLSEC Practicum (PDF)
- MLSEC Student Teaching (PDF)
ILO Writing Intensive [WI] Assignment Evaluations
- Executive Summary (PDF)
Graduate Exit Surveys
- Fall 2016 (PDF)
- Spring 2017 (PDF)
Candidate Evaluation of Field Experience
- Fall 2016 (PDF)
- Spring 2017 (PDF)
Mentor Teacher Evaluations of Program
- Survey Data (PDF)
Teacher Candidate Knowledge of Content
- Content Area Grades (PDF)
Alumni
- Employee Survey 2016-2017 (PDF)
- Job Placement Data (PDF)
Signature Assignments
Field Experience Final Evaluations
- Practicum: Blocks 1, 2, & 3 (PDF)
- Student Teaching (PDF)
ILO Writing Intensive [WI] Assignment Evaluations
- Executive Summary (PDF)
Teacher Candidate Knowledge of Content
- Content Area Grades (PDF)
Graduate Exit Surveys
- Fall 2015 (PDF)
- Spring 2016 (PDF)
Candidate Evaluation of Field Experience
- Fall 2015 (PDF)
- Spring 2016 (PDF)
Mentor Teacher Evaluations of Program
- Survey Data (PDF)
Signature Assignments
Field Experience Final Evaluations
- Practicum: Blocks 1, 2, & 3 (PDF)
- Student Teaching (PDF)
ILO Writing Intensive [WI] Assignment Evaluations
- Fall 2014 (PDF)
- Executive Summary (PDF)
- Spring 2015 (PDF)
Teacher Candidate Knowledge of Content
- Content Area Grades (PDF)
- Praxis II Pass Rates (PDF)
Graduate Exit Surveys
- Fall 2014 (PDF)
- Spring 2015 (PDF)
Candidate Evaluation of Field Experience
- Fall 2014 (PDF)
- Spring 2015 (PDF)
Mentor Teacher Evaluations of Program
- Survey Data (PDF)
- Comments (PDF)
Signature Assignments
Field Experience Final Evaluations
- Practicum: Blocks 1, 2, & 3 (PDF)
- Student Teaching (PDF)
ILO Writing Intensive [WI] Assignment Evaluations
Teacher Candidate Knowledge of Content
- Content Area Grades (PDF)
- Praxis II Pass Rates (PDF)
Graduate Exit Surveys
- Fall 2013 (PDF)
- Spring 2014 (PDF)
Candidate Evaluation of Field Experience
- Fall 2013 (PDF)
- Spring 2014 (PDF)
Mentor Teacher Evaluations of Program
- Comments (PDF)
- Survey Data (PDF)
Employee Survey
- Survey (PDF)
Principal’s Letters of Support
- August Ahren Letter of Support (PDF)
- Ka‘ala Elementary Letter of Support (PDF)
- Leihoku Letter of Support (PDF)
- Maili Elementary Letter of Support (PDF)
- Makaha Letter of Support (PDF)
- Nanakuli Elementary Letter of Support (PDF)
- Nanakuli/Waianae Complex Letter of Support (PDF)
Professional Bios
- Bios (PDF)