University of Hawaii West O`ahu
Elementary Teacher Education (K-6)
Year-End Report
Respectfully submitted
to
Hawai`i Teacher Standards Board (HTSB)
December 31, 2007
Dr. Mary F. Heller
Director of Teacher Education
UH West O`ahu
University of Hawai`i --- West O`ahu
Preparing Knowledgeable, Skillful, Responsive Educators for a Global Society
Why We Want to Teach
By
UHWO Teacher Candidates
EDEE 201, Introduction to Teaching as a Career
Section 1
Fall 2007
I want to be a teacher so I can create positive learning experiences for children everyday.
I want to be a teacher because I want to provide children with constant reassurance, as they blossom into
their true individual selves.
I want to be a teacher because I want to give back to the community by helping educate the younger
generation.
I want to be a teacher to because it is one of the most challenging careers I know and where each day is a
new day.
I enjoy showing children new things and watching them realize that they just learned something new.
I want to make a difference in each child’s life.
I want to be a teacher to help secure our future, which lies in the hands of our children.
I want to teach the children how to make their dreams come true.
I want to be a teacher because I want to help each child that I come in contact with reach or go beyond their
full potential.
I want to be a teacher because teaching is an ongoing learning process in which both students and teachers
can learn from one another.
I want to “be there” for the children who don’t have anyone who can.
I want to be a teacher because I will be able to teach children to work together and that mistakes are okay.
I want to be a positive mentor and role model.
Hawaii needs teachers very badly, and I want to help.
I love the look on children's faces when they have the confidence to do things for
themselves, and it was their teacher who guided them.
I want to be a teacher so I can teach my students that they can be whatever they want to be!
When I look into the eyes of children, I see hope, and I want to help them.
I am encouraged by knowing that being a teacher affords me a unique and foundational opportunity to be a
positive influence on the lives of children.
I want to excite, empower, and explore every day.
2
OVERVIEW
In November 2006, the Hawai`i Teacher Standards Board (HTSB) officially
granted provisional (3-year) approval of the University of Hawai`i West O`ahu (UHWO)
Elementary Teacher Education Program, effective December 1, 2006. Under the
leadership of Dr. Mary F. Heller, UHWO Director of Teacher Education, recruitment of
students and staff began immediately, in preparation for the inaugural academic year,
2007-08.
The purpose of this year-end report is two-fold: 1) to provide descriptive data on
elementary education majors and teacher education faculty, and 2) to describe minor
programmatic changes that have taken place, in meeting the needs of teacher candidates.
In particular, changes to the Conceptual Framework are the direct result of UH West
O`ahu's becoming a 4-year institution, effective fall 2007; changes to Preconditions are in
response to newly revised institutional outcomes, pre-professional and professional
teacher education curriculum delivery, and field-based professional development school
(PDS) initiatives.
Fall 2007 Descriptive Data
Teacher Candidates:
54 Elementary Education Majors
Gender:
10 men
44 women
Classification:
5 Freshmen
49 Continuing, Returning, or Transfer students
Hometown:
Pearl City
Aiea
Waipahu
Wahiawa
Ewa Beach
Kapolei
Millilani
Kaneohe
Kailua
Kahuku
Haleiwa
Haulua
Honolulu
Waianae
4
3
6
3
7
6
6
2
1
1
3
1
4
7
3
UHWO Teacher Education Faculty:
3 full-time, tenure-track elementary education faculty
Dr. Mary F. Heller, Ed.D., Oklahoma State University
Director of Teacher Education
Discipline: The English Language Arts
Dr. Julia Myers, Ed.D, Montana State University
Discipline: Math Education
Dr. Jonathan Schwartz, PhD, University of Arizona
Disciplines: Special Education, Literacy, & Technology
2 full-time, tenure-track early childhood/elementary education faculty
Dr. Susan Matoba Adler, PhD, University of Wisconsin---Madison
Disciplines: Early Childhood & Multicultural Education
Dr. Jeanne Iorio, Ed.D, Teachers College, Columbia University
Disciplines: Early Childhood & Creative & Performing Arts in Education
2 part-time, temporary elementary education faculty
Dr. Deborah Zuercher, PhD, Kent State University
Discipline: Creative & Performing Arts; Field Supervision
Mrs. Mitzie Higa, MS, National University
Discipline: Social Studies
2007-08 Tenure-track Elementary Education Faculty Search:
3 full-time, tenure-track elementary education faculty positions advertised:
Disciplines: Science, Social Studies, & English as a Second Language (ESL)
New hires will join UHWO faculty in fall 2008.
4
THE CONCEPTUAL FRAMEWORK
In academic year 2006-07, UHWO received approval from the University of
Hawai‘i Board of Regents to change its mission, add new bachelor degree programs, and
establish a lower division curriculum, thus making UHWO a four-year regional
comprehensive university. In addition to the Bachelor of Education (B.Ed.) degree in
Elementary Education, UHWO offers Bachelor of Arts (BA) degrees in Humanities,
Social Sciences, Business Administration, and Public Administration; and the Bachelor of
Applied Sciences (BAS). UHWO is fully accredited by the Western Association of
Schools and Colleges (WASC). The new UHWO mission is as follows:
“The mission of the University of Hawai’i West O’ahu is to become a
four-year, comprehensive university with an emphasis on baccalaureate
education founded in the liberal arts, serving professional, career-related,
and applied fields, based on state and regional needs. UHWO is committed
to providing access to residents throughout the state of Hawai’i through its
partnerships with the UH community colleges and its delivery of distance
education programs.” www.uhwo.edu
Admissions & General Education. The UHWO change in its mission statement did not
affect Teacher Education program goals to address the demand for highly qualified
teachers in the State of Hawai`i, particularly in Central and Leeward O`ahu and on the
Waianae Coast. However, the establishment of a lower division, general education
curriculum impacted the Bachelor of Education admissions policies and program of study,
as follows:
Effective Fall 2007

Undergraduate students (teacher candidates) may declare Elementary Education as
their major, upon admission to the University of Hawai`i West O`ahu.

A 3-credit hour, Children's Literature (200-level or above) course is required of all
Elementary Education majors and may be credited towards fulfilling the
Diversification category of the General Education Curriculum.

All incoming transfer students must have a minimum of 24 transferable, lowerdivision credits or an Associate of Arts degree from an accredited institution.
Standards-based Accreditation. In preparation for a fall 2007 Western Association of
Schools and Colleges (WASC) accreditation visit, the UH West O`ahu faculty engaged in
professional development activities for the purpose of rewriting its institutional Learner
Outcomes (ILO's). Because the UHWO Elementary Teacher Education Program is
"Standards-based," all curricular areas are aligned with NCATE, State of Hawai`i, and
UHWO content and performance standards. The following new, UHWO Institutional
Learner Outcomes will thus be integrated across the undergraduate teacher education
curriculum:
5
The University of Hawai`i West O`ahu Institutional Learning Outcomes
Graduates of UH-West O`ahu will be able to:

Written communication: demonstrate clear and effective writing for an intended
audience.
Clear and effective writing is demonstrated within and across disciplines, utilizing
wide-ranging genres. Example written communications may include (but are not
limited to) narrative, descriptive, expository, and persuasive prose, developed in the
context of essays, research papers, position papers, technical writing, reflections,
creative writing, lesson plans, and letters.

Oral communication: demonstrate clear and effective speaking skills when
communicating with an intended audience.
Clear and effective speaking skills are demonstrated within and across disciplines.
Example oral communications may include (but are not limited to) narrative,
descriptive, expository, and persuasive discourse, in the context of preparing and
delivering a speech; giving a class presentation; leading a small group discussion;
lecturing on or explaining a topic; debating an issue.

Quantitative Literacy: apply mathematical reasoning to obtain accurate results in
solving problems.
Includes using numerical data and concepts such as numbers, percentages, estimates,
tables, graphs, charts, and diagrams to understand and solve problems)

Global and indigenous perspectives: analyze issues from multiple cultural
perspectives to articulate an understanding of the interconnectedness of local and
global issues.
Includes understanding of local and global linguistic, political, social, economic,
environmental, religious, family, educational, etc. systems. Focus is on multi/crosscultural perspectives and frameworks that address local and global issues and concerns
and their inter-connectedness.

Critical thinking: demonstrate critical thinking skills by applying knowledge,
technology, and information to solve problems and make decisions in socially
responsible and ethical ways.
Includes using research skills, technology, knowledge, ideas, concepts, theories,
information, etc. to solve problems and make decisions responsibly and ethically.
6
Pre-professional and Professional Field-based Curriculum Content & Delivery
The University of Hawai`i West O`ahu Teacher Education program is committed
to serving the needs of its targeted audience of teacher candidates, especially those
residing on Central and Leeward O`ahu and the Waianae coast. The original, 2006
program proposal called for delivery of the upper division teacher education curriculum
over a three-year period1. The spirit of this design was to encourage students who work
either full or part-time to pursue their goals of becoming teachers and returning to their
communities. Thus, UHWO provides the often underserved student with access to a
manageable teacher education program close to home.
The following course additions/adjustments were made to the originally proposed
curriculum, in order to meet the needs of our students. Student needs are continuously
assessed via on-campus courses, on-line surveys, and individual advising sessions. Data
gathered from these assessments serve to inform the content and delivery of the program.
Field-Based Curricula
I. Additions [New courses not in original proposal]


EDEE 200 Early Field Experience 1 credit
EDEE 201 Introduction to Teaching as a Career 1 credit
The 1 credit Early Field Experience is comprised of 45 hours of supervised field
experiences that engage the preservice teacher candidate in a Professional Development
School (PDS)2 teaching and learning environment3. This course requires weekly
reflections that are grounded in critical thinking about issues in teaching and learning,
along with attention to the ethical standards of the teaching profession.
Introduction to Teaching as a Career is a 1 credit, on-campus course taken
concurrently with the early field experience. This course introduces the teacher candidate
to the process of becoming a credentialed classroom teacher in the State of Hawai`i via the
UHWO professional teacher education program. Topics include: an overview of UHWO
1
The 120 credit hour Bachelor of Education (B.Ed.) degree program may be completed in a minimum of
four years. For students who need more time to complete their program of study, UHWO prides itself in
flexible course scheduling that includes late afternoons, evenings, and online offerings.
2
All field placements are grounded in an emerging Professional Development School (PDS) model.Thus
far, Holomua Elementary School, Ewa Beach, and Hale Kula Elementary, Schofield Army Base, have
partnered with UH West O`ahu to prepare highly qualified teachers.
3
Teacher Candidates who are full-time Educational Assistants (EAs), Paraprofessional Teachers (PPTs), or
regular classroom teachers may complete their field-based requirements at work, under the supervision of
their school administrator or a peer mentor.
7
teacher education, K-6; Teaching career goals; Philosophy of Teaching and Learning;
Reflections on Teaching and Learning as inspired by the Early Field Experience.
In addition to reflections on teaching and learning, students also initiate
development of their electronic professional portfolio, via TaskStream. TaskStream is an
electronic portfolio system used by the UHWO Division of Education to provide
information to local and national accrediting bodies. Students are introduced to
TaskStream during pre-professional teacher education courses. In subsequent courses,
students are required to upload signature assignments that reflect Hawai`i Teacher
Performance Standards, NCATE Standards, and UHWO Institutional Learning Outcomes.
Completion of electronic portfolios helps to ensure that all UHWO teacher candidates
possess the knowledge, skills, and dispositions necessary to become highly qualified
teachers.

EDEE 300 Service Learning (variable, 1-3 credits)
UHWO is dedicated to serving the communities on Central and Leeward O`ahu
and the Waianae Coast. In the spirit of giving back, all elementary education majors are
required to participate in a minimum of 45 hours (per credit hour) of volunteer work,
utilizing cultural and scientific community resources, which in turn provide the contexts
for understanding the impact of educational initiatives in a global society.


EDEE 415
EDEE 416
Teaching Culturally and Linguistically Diverse Learners (3 credits)
Advanced Practicum (1 credit)
Diversity in Hawai`i's schools is significant and complex. UHWO is committed to
preparing highly qualified teachers who can engage in culturally responsive pedagogy, in
meeting the needs of all children, including those whose first language is not English.
Towards this end we will require all students to take a course in teaching culturally and
linguistically diverse learners, with an attached practicum. This course precedes student
teaching and may be taken prior to or concurrent with major methods courses.
II. Adjustments [Re-arrangement of methods course content and delivery]
All major methods courses, Literacy, Social Studies, Science, and Mathematics,
are taught developmentally and in the context of a 45-hour, content-specific practicum.
Once admitted to the Professional Teacher Education component of the program, teacher
candidates may enroll in the following sequence of co-requisite methods courses:
1. Block A Primary, K-3
EDEE 420 Literacy Methods I
(3)
EDEE 425 Social Studies Methods I (2)
EDEE 400a Practicum
(1)
2. Block B Upper Elem., 4-6
EDEE 430 Literacy Methods II
(3)
EDEE 435 Social Studies Methods II (2)
EDEE 400b Practicum
(1)
3. Block C Primary, K-3
EDEE 440 Math Methods I
EDEE 445 Science Methods I
EDEE 440c Practicum
4. Block D Upper Elem., 4-6
EDEE 450 Math Methods II
EDEE 455 Science Methods II
EDEE 440d Practicum
(2)
(2)
(1)
8
(2)
(2)
(1)
PRECONDITIONS
The continuing development of UH West O`ahu as a four-year institution and an
on-going, self-assessment of the emerging teacher education program have given rise to
the following changes, made in the best interest of our undergraduates:
Precondition 6.1
Admission Requirements for the Teacher Education Program
Pre-professional Teacher Education. Students interested in becoming Elementary
Education teachers may declare Elementary Education as their major upon admission to
the UH West O`ahu. An official declaration of a major in Education is required for
registration into 200- and 300-level EDEE courses.
Professional Teacher Education. Education majors will be granted admission to the
professional component of the program (400-level EDEE courses), upon completion of
the following requirements:



Praxis I: Pre-professional Skills Test (PPST) Passing Sores:
Reading (172), Math (173), & Writing (171) or a Composite Score of 170
Sophomore standing. 45 credits (Minimum)
A grade of "C" or higher in each of the following courses:
ENG 100
HUM 310
MATH 111
MATH 112
SP 151
EDEE 200
EDEE 201

Composition I and II, if applicable
Writing Skills or equivalent
Mathematics for Elementary School Teachers I
Mathematics for Elementary School Teachers II
Public Speaking or equivalent
Early Field Experience
Introduction to Teaching as a Career
2.5 Overall GPA
The Professional Student Teaching Semester. An Application for Student Teaching
must be filed in the Student Services Office by the first day of the semester preceding
enrollment in the Professional Semester. The following requirements must be met prior to
enrolling in the Professional Semester:



Completion of all EDEE foundations, methods, and field experience courses
2.75 or higher GPA for Methods Blocks courses (400-level series)
2.5 or higher GPA with no grade lower than a "C" for all Education Courses
9
Conclusion
The emergence of the UHWO Elementary Teacher Education program brings
significant, positive energy to a campus that is experiencing unprecedented change, almost
on a daily basis. It is indeed an exciting time, as the entire faculty moves forward in
anticipation of our new campus at Kapolei, with doors opening by 2010. The rewards
inherent in establishing a much needed elementary teacher education program for Central/
Leeward O`ahu and the Waianae Coast far outweigh the challenges that may lie ahead.
For now, we look forward to the Spring 2008 semester, as we continue to prepare
Knowledgeable, Skillful, Responsive Educators for a Global Society.
10
FINAL THOUGHTS
By
A UHWO Teacher Candidate
EDEE 200, Early Field Experience
Reflection #10
11
Reflection #10. Final Reflection. Now that you have completed your "Early Field
Experience," reflect upon what you have learned about elementary school teaching
and learning. How has this experience impacted you as a person emerging into the
teaching profession? What did you learn? What questions remain? How have your
career goals changed or become solidified, due to your experiences inside the
classroom?
For the purposes of this paper, I intend to reflect upon the experiences that I have
had in the course of my Early Field Experience. Overall, I would say that the experience
was very positive, and I am thankful for the opportunity to begin interacting with students
so early into my pursuit of my degree. A lot of the other schools that I considered
applying to did not include this option; the only choice was for Student Teaching at the
end of the degree process. I have learned many things in this course, including the
importance of concepts such as classroom maintenance, standards for performance,
student-centered learning, and student expectations. This experience has reaffirmed in my
mind the decision that I made to become a professional teacher. I am excited to begin my
teaching career as soon as possible.
I would say that the most important factor in this experience was the opportunity
to observe my teacher mentor at work in the classroom. The way in which she maintained
a positive and structured learning environment was impressive to say the least. There are
stereotypes that exist that typify teachers as glorified babysitters, which to a certain extent
may be valid on some levels. However, the importance of keeping watch over the
students in the classroom cannot be underestimated. One of the greatest tools that a
teacher possesses is the ability to maintain control of the classroom. Only by teaching the
students to maintain order in the classroom can an effective lesson be taught to the
children. I am not stating that teachers are there just to watch over the students as the
12
parents are away at work---far from it. The teacher’s role as a secondary parent to the
child is fundamental to a child’s development though. Students have certain expectations
about how a teacher or adult is expected to behave, and conforming to this ideal can
simply be defined as professionalism in the classroom.
Another factor towards the impact upon by developing ideas of what it means to
be a teacher includes the ideas of student-centered learning and adapting to learner
diversity. Previously, like many other people, I thought that a teacher’s sole purpose was
to relay content to the student through the lecture process. I have learned the importance
of student-centered learning and the one-to-one basis that this requires. I must admit that I
underestimated the sheer amount of patience and devotion that this ideal requires from the
teacher. Many of the students simply do not understand the material when it is originally
presented to the class as a whole. For example, a teacher may present the lesson to the
class in a verbal manner, which will not account for all learning styles. I have witnessed
my teacher mentor modifying her lesson plans to attend to the needs of auditory learners
through verbal lectures. I have also observed her writing her ideas for the lecture upon the
white board in order to make material more relevant to visual learners. I have also seen
kinesthetic lessons for the hands-on approach to learning, with the students being given
rulers to measure boxes in order to determine surface area. The teacher has always made
sure she was available to the students for individual lessons as well. Through the process
of one-to-one teaching, a teacher is able to make the content more relevant to the
individual learning style that a student may have. Each student has unique needs that
simply cannot be addressed when presenting a lecture to the entire class. Some students
13
require more attention than others, while yet some students may simply act out because
they desire attention of any kind.
In conclusion, a teacher takes on many roles in the classroom, and I am honored by
the fact that I was given the opportunity to witness many of the roles in action during my
Early Field Experience. I am enthusiastic about continuing my development as a teacher,
and I am sure that this will be an experience where I will be continuously learning and
adapting my preconceived notions of what it means to be a teacher. A teacher is so many
things to so many people, but to me a teacher will always be a source of knowledge and
inspiration.
14