Instructor in a classroom full of students.

The Division of Education’s Conceptual Framework serves as a guide for fulfilling the Teacher Education Programs’ vision of preparing highly qualified teachers for entry into the skilled workforce. The programs recognize the contributions of general education, content area studies, and professional studies to the preparation of educators. Three goals underlie the professional studies philosophy and objectives. Candidates for the Bachelor of Education degree are committed to the following:

  • Delivering high quality instruction that addresses the needs of the whole child.
  • Embracing social justice and equity for all.
  • Becoming ref lective practitioners and life-long learners.

In support of the programs’ philosophy and objectives, learning outcomes for all Education majors are fully aligned with the standards of the teaching profession, as required by the National Council for the Accreditation of Teacher Education (NCATE), the Hawai‘i Teacher Standards Board (HTSB), the Interstate Teacher Assessment and Support Consortium (InTASC), the Association for Childhood Education International (ACEI), the National Council of Teachers of English (NCTE), the National Council for the Social Studies (NCSS), the National Middle School Association (NMSA), the National Science Teachers Association (NSTA), and the National Council of Teachers of Mathematics (NCTM). Additionally, all programs address UH West O‘ahu Institutional Learning Outcomes.

Learning Outcomes

Graduates of the Bachelor of Education (B.Ed.) degrees with concentrations in Elementary, Middle-level, and Secondary Education will be able to:

  •  DLO1 – Understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
  • DLO2 – Use understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
  • DLO3 – Work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
  • DLO4 – Understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and create meaningful learning experiences that assure mastery of content.
  • DLO5 – Understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues
  • DLO6 – Understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
  • DLO7 – Plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
  • DLO8 – Understand and use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
  • DLO9 – Engage in ongoing professional learning and use evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapt practice to meet the needs of each learner.
  • DLO10 – Seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Jonathan Schwartz

Education Program Contact

(808) 689-2343