University of Hawai'i - West O'ahu

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

Annual Assessment Meeting Minutes

CAEP Accountability Measures

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

Grad Exit Surveys

Mentor Teacher Evaluation of Program

Teacher Candidate Evaluation of Field Experience

Indicators of Teaching Effectiveness

AY 2020-21

Field Experience Evaluations

K-12 Field Experience Evaluations Student Teaching

Mentor Teacher Evaluation of Program

Teacher Candidate Evaluation of Field Experience

Dispositions

Teacher Candidate Knowledge of Content

ILO Writing Assignment Evals

Signature Assignments

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

Graduation Rates

AY 2020-21

Ability of Completers to Meet Licensing and State Requirements for Certification

AY 2020-21

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

The most recent 2018, 3-year cohort default rate is 3.8%., down from the previous year of 5.5%.

AY 2020-21

Assessment Archive

Alumni

Dispositions

Field Experience Evaluations

Grad Exit Surveys

ILO Writing Assignment Evals

K-12 Field Experience Evaluations Student Teaching

Mentor Teacher Evaluation of Program

Signature Assignments

Teacher Candidate Evaluation of Field Experience

Teacher Candidate Knowledge of Content

Alumni

Dispositions

Field Experience Evaluations

Grad Exit Surveys

ILO Writing Assignment Evals

K-12 Field Experience Evaluations Student Teaching

Mentor Teacher Evaluation of Program

Signature Assignments

Teacher Candidate Evaluation of Field Experience

Teacher Candidate Knowledge of Content

Alumni

Dispositions

Field Experience Evaluations

Grad Exit Survey

ILO Writing Intensive [WI] Assignment Evaluations

K-12 Field Experience Evaluations

Mentor Teacher Evaluations of Program

Signature Assignments

Teacher Candidate Evaluations of Field Experiences

Teacher Candidate Knowledge of Content

Signature Assignments

Elementary Field Experience Final Evaluations

ML/SEC Field Experience Final Evaluations

ILO Writing Intensive [WI] Assignment Evaluations

Graduate Exit Surveys

Candidate Evaluation of Field Experience

Mentor Teacher Evaluations of Program

Teacher Candidate Knowledge of Content

Alumni

Signature Assignments

Field Experience Final Evaluations

ILO Writing Intensive [WI] Assignment Evaluations

Teacher Candidate Knowledge of Content

Graduate Exit Surveys

Candidate Evaluation of Field Experience

Mentor Teacher Evaluations of Program

Signature Assignments

Field Experience Final Evaluations

ILO Writing Intensive [WI] Assignment Evaluations

Teacher Candidate Knowledge of Content

Graduate Exit Surveys

Candidate Evaluation of Field Experience

Mentor Teacher Evaluations of Program

Signature Assignments

Field Experience Final Evaluations

ILO Writing Intensive [WI] Assignment Evaluations

Teacher Candidate Knowledge of Content

Graduate Exit Surveys

Candidate Evaluation of Field Experience

Mentor Teacher Evaluations of Program

Employee Survey

Principal’s Letters of Support

Professional Bios

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