Honolulu Community College
Early Childhood Education
Program Review AY2011-2012
Program Mission
The Early Childhood Education program mission is to:

Provide training and education programs for the development of competent and nurturing
caregivers and teachers for all Hawaii’s young children and their families.

Provide quality education and care services for the children of students, faculty and staff
in the Community Colleges. These services will represent the best of current practices
and will serve as a practicum for programs related to early childhood education as well as
providing demonstration of quality education and care for the larger community.
Program Description
The Early Childhood Education Program addresses its twofold mission in the following ways:

The program prepares students for work in a variety of positions working with young
children and with their families. The certificates and AS degree are designed to allow
students to meet requirements for various levels of entry into the early childhood field.
The Associate in Science (AS) degree program in combination with 6 months work
experience prepares students for immediate employment as teachers in private early
childhood programs for infants and toddlers or preschoolers. With 12 months of full time
experience, graduates with the AS degree meet the requirements of the State of Hawai’i
Department of Human Services (DHS) to be directors of early childhood programs. The
course of study leading to the AS degree is developmentally based and emphasizes
observation and opportunities to participate in programs with children through class
assignments and field experiences, both on campus and in the community. The program
provides candidates with varied opportunities to develop their skills for working with
children and families and with a general understanding of the field of early education and
care. Students who successfully complete this degree may transfer to the Early Childhood
Concentration in the Social Sciences Program at the University of Hawai’i-West O’ahu.
The AS degree in Early Childhood Education meets all requirements of that program for
lower division course work.

The program provides high quality early care and education services for the children and
families of students, faculty and staff in three Children’s Centers, one each at Honolulu,
Kapiolani, and Leeward Community Colleges. Two of the centers are currently
accredited by the National Association for the Education of Young Children (NAEYC).
The third is preparing for accreditation.
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The Children’s Centers are an integral part of the academic program. They serve as final
practicum sites for all students in the AS degree program. The final practicum courses
(ED 296 B & ED 296I, ED 296 C & ED 296P) are capstones in which all Program
Student Learning Outcomes are assessed. The centers also accommodate a variety of
students who are preparing assignments for other programs courses and frequently host
visitors from the community and other countries who are interested in observing models
of exemplary practice in early care and education.
It is essential for the health of the program that the Children’s Centers be maintained and
staffed at the highest level of industry standards, that of NAEYC Accreditation. The
facilities that house Keiki Hau`oli Children’s Center at HCC are old and become more
difficult to maintain at acceptable levels of safety each year. The College Long Range
Development Plan includes a new Human Services Building with space dedicated to a
Children’s Center, but the project is scheduled for Phase 2 of the Plan, which has no
projected start date (Phase 1 is projected to take 5 – 10 years). Obtaining new or
renovated facilities within one or two years is essential to retaining both childcare
licensing approval and NAEYC accreditation.
Also essential to maintaining the quality of the Children’s Centers is ensuring appropriate
ratios of qualified staff to children. All three Centers currently employ a number student
assistants to ensure that coverage is adequate to meet childcare licensing standards. While
this provides work experience opportunities for many early childhood majors, the vast
majority of these students meet only the lowest level of qualifications under licensing
regulations and accreditation standards. They cannot work with young children without
supervision. The consequence is that the APT teaching staff have reduced time for
curriculum planning, child assessment and other professional duties that are not only
required for accreditation, but are also part of their job descriptions. In addition, faculty
often provide coverage when teachers or student assistants are absent due to illness.
Additional professional teaching staff are needed for safety and to maintain the quality of
services to children and families as well as to the academic program.
Faculty and Staff
The program includes nine full time faculty, seven full time and two part time APT teachers in
the Children’s Centers, and one office assistant. Lecturers are hired on an as-needed basis,
usually one or two each semester. They are assigned a faculty mentor/liaison who is familiar
with the course the lecturer is assigned to teach, and assessed through faculty observation and
student evaluations each semester. Full time faculty members are Professors Linda Buck, Gaynel
Buxton, Patricia Gooch, Iris Saito, Eva Moravcik, Miles Nakanishi, Sherry Nolte, Cynthia
Uyehara, and Lisa Yogi. APT staff include Steven Bobilin, LauraEllen Busche-Ong, Susanne
Carvalho, Imelda Garma, Janine Konia, Lisa Padaguan, Jaqueline Rabang, Ena Reelitz, and
Dayna Yee. Beverly Chang is the Office Assistant.
The program has begun transition planning as several faculty have indicated that they will retire
within the next 1 – 3 years. (See Appendix 2: Early Childhood Program Transition Plan) As
noted in the analysis of quantitative date in the Program Efficiency category below, several
faculty have non-instructional duty assignments. Of these, three faculty serve as the site
manager/coordinators for the three Children’s Centers. This has proven to be an inefficient and
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ineffective model. The Transition Plan calls for consolidation of Centers management under an
APT who would serve as Director. The ECE Program Coordinator would maintain oversight of
all of the program components (Instruction, Children’s Centers and PACE) and also have a
teaching load of 6 credits per semester. The workload for faculty assigned to PACE would not
change under the Transition Plan.
Advisory Committee
The Advisory Committee met on April 13, 2012. The committee members and minutes of the
meeting are found in Appendix 1.
Program Quantitative Indicators
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Analysis of the Program Data
Demand
In the area of demand the program remains healthy with the number of majors exceeding the
workforce demand and the number of courses taught sufficient to allow majors to take a full
schedule if desired. We have seen an increase in the number of majors, from 183 in 10-11 to 219
in 12-12, and a decrease in the number of non-majors taking program classes. In addition each
semester PACE (Professional and Career Education for Early Childhood) the non-credit to credit
conversion program enrolls from 75 – 100 participants. About 50 PACE participants convert one
or more PACE course to credit each semester.
Efficiency
The Program Efficiency Call of Cautionary in this ARPD is incorrect and based on a data entry
error for item 10, Fill Rate. The reported Fill Rate is 26% for 11-12 compared to 75% for 10-11.
Steven Shigemoto, Institutional Research Specialist, confirmed “it appears that there was an
input error . . . in Banner and a whopping max capacity in one ED 110 section of 2,241”.
According to Shigemoto the actual Fill Rate, between a range of 20-30, can be estimated at 78%
which results in a Program Efficiency Call of Healthy (email from Steven Shigemoto to Linda
Buck, October 5, 2012). The program has been assured by HCC administration that the error has
been corrected going forward.
It also should be noted that although the program has a large number of BOR appointed faculty
(9), up to 3.8 FTE each semester is assigned to non-instructional duties that include program
coordination, management of the three campus children’s centers operated by the program and
coordination of the PACE noncredit to credit conversion program.
Effectiveness
The Cautionary status for Program Effectiveness is determined by two measures: the number of
unduplicated degrees divided by the estimated number of replacement positions in the
workforce, and students’ persistence from fall to spring semesters.
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Although the program still falls within Cautionary status for 11-12, it should be noted that the
number of certificates and degrees awarded increased from 34 in 10-11 to 41 in 11-12,
continuing an upward trend. The ability of students to achieve workforce qualifications without
completing a certificate recognized at the system level or a degree should also be considered.
The state Department of Human Services childcare regulations which determine workforce
qualifications to a large degree, permit individuals to qualify as a teacher with 6, 9, 12, or 16
credits in early childhood education/child development, depending on their prior degrees or
number of non-early childhood credits. The ECE program has two certificates that recognize two
of these possible exit points: the Certificate of Competence in CDA Preparation (9 credits), and
the Certificate of Completion (16 credits). Neither certificate is recognized at the system level,
therefore data is not collected for them.
On the second measure of effectiveness, persistence fall to spring, the program dropped 1
percentage point to 65% from 66% in 10-11. It is still unclear the extent to which on-line courses
influence the persistence rate, but they may be assumed to have an impact. An analysis of the
data for completely on-line courses reveals that although the fill rate is higher (93%), the
completion rate is about the same as for all courses (79% for all courses, 72% for on-line
courses). The persistence rate for on-line courses is about 7% lower than for regular courses
(58% for on-line compared with 65% for regular). The concern of faculty remain that some
students who attempt on-line courses are not prepared for the technical and pedagogical
challenges of distance learning.
The fact that the program failed to meet the goal for Perkins Core Indicator 2P1 Completion can
be attributed in part to the ability of students to meet workforce qualifications without achieving
a certificate or degree as discussed above.
Perkins Core Indicators 5P1 and 5P2 address the participation and completion of nontraditional
students in the program. While the program attracts a diverse population in regards to ethnicity
and age, it enrolls few male students. The care and education of children under the age of 5 is
still largely seen as a female pursuit, and, perhaps more importantly, the wages in the field are
still far below those of public education or other comparable fields. The ECE program is
fortunate to have a male faculty member and two male teachers in the Children’s Centers it
operates to serve as role models and resources for males. A recruitment strategy of outreach by
these representatives of the program is likely to be more effective than traditional marketing
activities such as brochures and media ads. It is not likely, however, to dramatically improve the
representation of males in the program, which is, in the end, a reflection of the state of the field
of early childhood education and care.
Progress on Action Plans
See Table 2. Action Plan and Resource Implications below.
Program Student Learning Outcomes
The underlying foundation for these outcomes is of knowledge of child development and of the
multiple interacting factors that influence growth and learning. Through the program, the themes
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of development, families, communication, diversity and inclusion are addressed. Upon
successful completion of the ED program, students will be able to:
1. Plan, implement and evaluate curriculum and learning environments for individual and groups
of children based on knowledge of child development and its multiple influences to ensure
that they promote health, safety, positive development, and learning for all children.
2. Assess children’s progress using formal and informal observation and assessment tools and
methods.
3. Communicate effectively and appropriately with children and adults from all backgrounds to
build respectful, reciprocal relationships; use appropriate guidance practices with children.
4. Participate actively in planning and decision-making concerning the educational, physical,
fiscal and human resources in classrooms and programs for children.
5. Base decisions and actions on ethical and other professional standards.
6. Demonstrate collaboration, critical thinking and reflection.
7. Advocate for children and their families in the classroom and the program
Mapping Course SLOs to Program SLOs
All courses have assigned SLOs. Course SLOs have been mapped to Program SLOs to ensure
adequate course SLOs are achieved in order for the student to in turn achieve the desired
Program SLOs. The mapping diagrams are found at the following URL:
http://programs.honolulu.hawaii.edu/intranet/node/1253
It should be noted that codes are used to identify the type of comprehension achieved as well as
codes to identify the type of assessment.
Evidence of Industry Validation
The ECE Program Advisory Committee acknowledged the program’s efforts to prepare and
support effective practitioners, and recommended the following for consideration:
Issues members hoped to see addressed in the program content include:
 Questions about content in courses:
o Multi-age grouping. This is especially relevant to family childcare providers who may
have infants through pre-school aged children in their care
o Adapting environments for accessibility and safety
o Teachers’ ability to multi-task
o Teachers’ ability to focus on one child while being aware of the whole environment
(dual-focus)
o Teachers’ ability to articulate why they choose particular activities and ability to be more
intentional in their teaching
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 Issues members hope to see addressed in the program delivery include:
o Easier transitions in early childhood pathways from training to jobs
o PACE courses offered in the Waianae area again
o A more logical method of counting teaching experience
o An intentional mentoring/coaching system
Minutes of the Advisory Committee Meeting are included in Attachment 1.
Expected Level of Achievement
Assessment of Program SLOs is accomplished by scaffolding learning opportunities throughout
the program culminating in the final field practicum courses, ED 296B & ED 296I (Infant
Toddler Seminar and Infant Toddler Laboratory), and ED 296C & ED296P (Preschool Seminar
and Preschool Laboratory). All Program SLOs are assessed in these courses. Students are
required to complete assessments with a score of 70% or better in order to complete the capstone
courses. At this time there is no method for collecting data on the percentage of students that did
not meet individual Program SLOs. The table below shows the relationship of Program SLOs to
Course SLOs to assessment activities for the Preschool Seminar and Laboratory as an example.
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Table 1: Early Childhood Education AS Degree Program Assessment of Program Learning Outcomes
Program Learning Outcome
Course Learning Outcome
ED 296C & ED 296P
Culminating Assessment Activities
Plan, implement and evaluate curriculum
and learning environments for individual
and groups of children based on
knowledge of child development and its
multiple influences to ensure that they
promote health, safety, positive
development, and learning for all children.
3. Integrate and apply understanding of
child development, guidance, curriculum,
working with families, professionalism,
and program management.
Activity Plans and Implementation,
Teaching Reflections, Observations, Child
Portfolios, Family Conferences, Lead
Teaching, Topic Discussions, Mock
Interview, Professional Portfolio
Assess children's progress using formal
and informal observation and assessment
tools and methods.
4. Document and interpret children’s
learning and development.
Activity Plans and Implementation,
Observations, Child Portfolios
Communicate effectively and
appropriately with children and adults
from all backgrounds to build respectful,
reciprocal relationships; use appropriate
guidance practices with children.
5. Relate positively and effectively to
children of different ages individually and
in groups
Activity Plans and Implementation,
Teaching Reflections
6. Communicate respectfully and clearly
with families using diverse means and
help them understand children's
development and learning.
Child Portfolio, Family Conferences,
Newsletter
7. Perform effectively as a member of a
team in support of children's growth and
learning.
Lead Teaching, Professional Dispositions
Reflection
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Program Learning Outcome
Participate actively in planning and
decision-making concerning the
educational, physical, fiscal and human
resources in classrooms and programs for
children.
Course Learning Outcome
ED 296C & ED 296P
Culminating Assessment Activities
1. Evaluate, select and implement
appropriate, effective teaching practices
consistent with Hawaii 0-5 practice
standards (ASK)
Activity Plans and Implementation,
Teaching Reflections, Child Portfolios,
Family Conferences, Lead Teaching,
Reading Responses, Mock Interview,
Professional Portfolio
2. Demonstrate how observation and
reflection are used for planning and
practice
Activity Plans and Implementation,
Observations, Teaching Reflections, Child
Portfolios
Base decisions and actions on ethical and
other professional standards.
3. Integrate and apply understanding of
child development, guidance, curriculum,
working with families, professionalism,
and program management.
Activity Plan and Implementation,
Teaching Reflections, Observations, Child
Portfolios, Family Conferences, Lead
Teaching, Topic Discussions, Mock
Interview, Professional Portfolio
Demonstrate collaboration, critical
thinking and reflection.
1. Evaluate, select and implement
appropriate, effective teaching practices
consistent with Hawaii 0-5 practice
standards (ASK)
Activity Plans and Implementation,
Teaching Reflections, Child Portfolios,
Family Conferences, Lead Teaching,
Reading Responses, Mock Interview,
Professional Portfolio
2. Demonstrate how observation and
reflection are used for planning and
practice
Activity Plans and Implementation,
Observations, Teaching Reflections, Child
Portfolios
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Program Learning Outcome
Course Learning Outcome
ED 296C & ED 296P
Advocate for children and their families in 6. Communicate respectfully and clearly
the classroom and the program.
with families using diverse means and
help them understand children's
development and learning.
7. Perform effectively as a member of a
team in support of children's growth and
learning.
Culminating Assessment Activities
Child Portfolio, Family Conferences,
Newsletter
Lead Teaching, Professional Dispositions
Reflection
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Courses Assessed
At this time there is no method for collecting data on assessment of individual course SLOs on a
systematic basis. Instructors list the SLOs in the syllabi for courses and assignments indicate
which course SLOs are being assessed by the assignment.
Assessment Strategy
A variety of assessments, described in the table above, measure student performance in the
capstone courses. These include practical demonstrations, written lesson plans, and reflections on
learning.
Results of Program Assessment
Although all Program SLOs are assessed each semester in individual capstone courses, there is
no system to collect the results and analyze them for program improvement purposes. The next
step is to design an assessment system that will facilitate collecting and aggregating assessment
data in order to analyze it for areas of strength, areas that require more attention, and trends. This
will be done in the context of the self-study for the National Association for the Education of
Young Children Early Childhood Associate Degree Accreditation (ECADA) as shown in the
Action Plan below.
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Table 2. Action Plan and Resource Implications
Task
Continue self study for NAEYC
Associate Degree Program
Accreditation Outcomes 2, 3, 6 &
7
Develop and test Program
Assessment System as part of
Early Childhood Associate
Degree Accreditation self study.
Outcome 3
Work with administration to
consolidate management under a
director and secure additional
staff for Children’s Centers.
Develop alternative scenarios to
acquire staff or reduce services in
order to ensure that centers
remain in compliance with
regulations and accreditation
standards.
Program Mission &
Safety & Compliance
Work with administration to
secure new facilities for Keiki
Hau`oli Children’s Center at
HCC.
Program Mission & Safety &
Compliance
Who’s Responsible
ECE Coordinator, ECE
faculty
Time Frame
Sp 09 – F 14
Status
Ongoing
Resource Implications
One course release in Spring 14 for
one semester for faculty to work
with ECE coordinator in completing
self-study documentation
Ongoing
One course release in Fall 13 for one
semester for faculty to work with
ECE Coordinator to develop and test
Program Assessment System
ECE Coordinator,
Children’s Centers Faculty Sp 13 – F14
Site Coordinators and Staff
Ongoing
The goal of consolidating and
strengthening Center management
under a director and ensuring two
qualified APT teachers in each
Children’s Center classroom will
require additional funds to hire
needed staff. Details will be worked
on within the time frame identified.
ECE Coordinator, Keiki
Hau`oli Coordinator, HCC Sp 13 – Sp 14
Adminsitration
New initiative
Funding for relocation & renovation
of modular buildings used during
Building 7 remodeling
ECE Coordinator, ECE
faculty
Sp 09 – F 14
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Task
Who’s Responsible
Refine business plan to increase
Division 2 Dean, ECE
PACE capacity supported by
Program Coordinator,
program revenues. Investigate use
PACE Program
of special funds to support Office
Coordinators
Assistant position. Outcome 2
Seek funds to develop electronic
ECE coordinator, faculty
and other teaching materials that
and staff of the Children’s
are culturally appropriate for
Centers
Hawai`i. Outcome 7
Division Chair, Dean,
Develop outreach strategy to
Outreach Counselor, ECE
increase enrollment of males in
Program Coordinator, male
the program. Outcome 4
faculty and APT staff.
Develop plan to support transition
Faculty, Coordinator, Dean,
to new faculty as current faculty
VCAA, Chancellor
begin to retire.
Time Frame
Status
Resource Implications
Sp 09
On hold due to
budget issues
Sp 09, ongoing
Ongoing – no
Grants and external funding.
progress to date
Sp 13
On-going
None
Fall 12
On-going
Replacements for retiring faculty
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APPENDIX 1
ADVISORY COMMITTEE
Momi Akana, Executive Director, Keiki ‘o ka aina
Steve Albert, Executive Director, Rainbow Schools
Cindy Ballard, CANOES Registry Specialist, PATCH
Lynn Cabato, Director, HCAP Early Head Start/Head Start
Cheryl Castro, Training Director, HCAP Early Head Start/Head Start
Michael Fahey, Outreach Specialist, Good Beginnings Alliance
Dale Faulkner, Director, Mililani Missionary Preschool
Jeanne Iorio, Assistant Professor, Early Childhood Education, UH-West Oahu
Kaila Lui Kwan, Kamehameha Schools Early Education Programs, Waianae Area
Momi Martinez, Director, Honolulu Jewish Preschool
Charmaine Orbistondo, Assistant Director, Christian Academy
Buff y Owens, Vice President, Kama’aina Kids
Nicole Souza, Kamehameha Schools Early Education Programs, Waianae Area
Brian Te’o, Assistant Director, PACT Early Head Start/Head Start
Diane Young, Early Childhood Specialist, Hawai’i State Department of Education
ADVISORY COMMITTEE MINUTES
April 13, 2012
9 – 11 am
Honolulu Community College
Building 2 Room 208
Members Present: Buffy Owens, Vice President, Kama`aina Kids; Steve Albert, Executive
Director, Rainbow Schools; Momi Akana, Exectutive Director, Keiki `o ka aina; Polly Strona,
Family Child Care Advocate; Michael Fahey, Good Beginnings Alliance Oahu Council; Diane
Young, Early Childhood Specialist, Hawaii Department of Education/P-3 Initiative; Cheryl
Castro, Staff Development and Training Manager, HCAP Early Head Start/Head Start; Kaila
Lui-Kwan, Assistant Manager, Nicole Souza, Education Coordinator, Kamehameha Early
Education Programs, Waianae Area; Charmaine Orbistondo, Assistant Director, Christian
Academy, Kia `i ka ike Hawai`i Preschool Directors Association; Cindy Ballard, Registry
Specialist, PATCH Childcare Resource & Referral Agency
Faculty: Linda Buck, Miles Nakanishi, Iris Saito
HCC Administration: Russell Uyeno, Dean, Communications and Services Programs
Welcome and Introductions
Advisory Committee Members introduced themselves and shared their connections to HCC and
one hope for or question they have about the Early Childhood Program. The responses are
summarized in the Discussion section below.
Faculty present introduced themselves. The Advisory Committee folder, provided to each
member, included a flier with pictures and information about all faculty members including
courses taught and particular early childhood interests.
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Role of the Advisory Committee
The role of the Advisory Committee was reviewed:
To advise the early childhood program on
 Workforce needs
 Program effectiveness (how well-prepared are our graduates for the jobs they go into?)
 Program delivery modes and accessibility
 Issues from the community that may impact the practice of early childhood education, e.g. the
standards-driven environment
Overview of the Early Childhood Programs
The three components of HCC’s Early Childhood Education Program were described: The AS
Degree program which includes three certificates that lead to the degree and articulates to the BA
Social Sciences with Early Childhood Concentration at UH-West Oahu; the PACE Program, a
noncredit to credit conversion option offered in the community, and The Children’s Centers,
programs at Honolulu, Kapiolani and Leeward Community Colleges that offer child care
services to students, faculty and staff as well as final field practicum placements for AS degree
students.
Current Work and Initiatives
Current initiatives of the program were described:
 Early Childhood Associate Degree Accreditation (ECADA): Faculty are involved in the self
study that will lead to accreditation of the AS Degree program by the National Association for
the Education of Young Children. The program must provide evidence, including assessment
data, of how it meets six Standards (program content and outcomes) and twelve Criteria
(program context) as well as prepares students in five Supportive Skills.
 Distance Education: With support from the P3 initiative, faculty have developed four courses
in distance learning or hybrid formats. Faculty in sister programs at Maui College and Hawaii
Community College have also developed distance courses that are articulated with the HCC
program. The purpose is to increase access to our programs statewide.
 Kaulanakilohana: Faculty actively participate in Kaulanakilohana, a consortium of all Hawaiibased early childhood teacher preparation programs. The group meets two to three times a
year to share information and explore connections among the programs as well as to respond
to requests from Hawaii Careers With Young Children, the statewide early childhood
professional development coalition.
 Early Learning Council Direct Services Infant/Toddler Focus Group, I/T Steering Committee:
Faculty with recognized expertise in infants and toddlers participates in this group which is
jointly sponsored by the Early Learning Council and the Department of Health.
 Quality Improvement and Rating System: The program coordinator participates as a partner in
the planning group developing and testing a pilot for a Quality Rating and Improvement
System for Hawaii. The project is funded by the State Department of Human Services and
headed by the University of Hawaii-Manoa Center on the Family. Our role is in training and
supporting coaches for pilot participants.
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 Integration of technology in field practicum course: Miles demonstrated a web-based system
he has developed for documenting children’s learning and development in on-line portfolios
on a secure site. Students in his Preschool Advanced Child Development Laboratory as well
as the teachers in the preschool room at Keiki Hau`oli use the system to prepare child
portfolios each semester.
Future Work
 JEPD Course Development for P3: INPEACE Keiki Steps is a family-child interaction
learning program that participates in the P3 demonstration project in Waianae. INPEACE has
asked the ECE program to develop a course for a “job embedded professional development”
project. The course is designed to help Keiki Steps teachers and other staff improve their
support of young children’s learning as measured by the CLASS assessment instrument.
Course participants will also have support from a Keiki Steps coach as they practice the skills
learned in the course.
 Support for Additional Roles in Early Childhood Programs: Faculty are interested in meeting
the needs of other roles in the emerging early learning system such as family child care
providers, home visitors and family-child interaction learning program practitioners.
Discussion
Hopes expressed by the Advisory Committee included hopes for the Early Childhood Program
and for the Early Learning System as it is being developed by the state.
 Ability to attract, train and retain more passionate staff and provide better support for them
 That HCC will be better recognized for what it does in the ECE field
 That all K-3 teachers will be required to have early childhood education credits
 That organizations that sponsor nationally known speakers offer access to other organizations
 That providers’ perspectives will be listened to
 That DHS funding for childcare subsidies will be restored to families
Issues members hoped to see addressed in the program content include:
 Questions about content in courses:
o Multi-age grouping. This is especially relevant to family childcare providers who may
have infants through pre-school aged children in their care
o Adapting environments for accessibility and safety
o Teachers’ ability to multi-task
o Teachers’ ability to focus on one child while being aware of the whole environment
(dual-focus)
o Teachers’ ability to articulate why they choose particular activities and ability to be more
intentional in their teaching
 Issues members hope to see addressed in the program delivery include:
o Easier transitions in early childhood pathways from training to jobs
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o PACE courses offered in the Waianae area again
o A more logical method of counting teaching experience
o An intentional mentoring/coaching system
Conclusion
The committee agreed to meet again on September 14, 2012, to continue the discussion.
Note: The September meeting has been postponed to January 2013.
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APPENDIX 2
Early Childhood Education Program Transition Plan
Optimal Faculty & Staff Positions
Children’s Centers
1 FTE Director (APT)
ECS 3 + ECS 1 (APT) for each
classroom (total FTE required to be
determined)
ECE Program Coordinator: 9 credits
Instruction (per semester)
24 classes per semester X 3 credits =
72 credits
PACE
1 FTE Operations Coordinator (fac)
12 credits per semester: Academic
Coordinator:
4 FTE Instructional faculty: 60 credits
ECE Program Coordinator: 6 credits
PACE Academic Coordinator: 3 credits
Lecturer: 3 credits
Total Instructional: 72 credits
Total Faculty FTE = 7
Planned Retirements
Academic Year
Fall
Spring
2013
Lisa Yogi
Miles
Nakanishi
Revised November 20, 2012 (LB)
2014
Sherry Nolte
Linda Buck
2015
2016
Gaynel Buxton
Pat Gooch
2017
Iris Saito
2018