Program: Secondary Education (BEd), Secondary Education (Post-Baccalaureate Cert.)
Date: Thu Oct 10, 2013 - 5:22:35 pm
1) Below are your program's student learning outcomes (SLOs). Please update as needed.
The goals of the Secondary Teacher Education Program supports and reinforces the mission of the College of Education as it prepares teacher candidates to fulfill the roles and responsibilities of becoming: knowledgeable teachers who understand the foundations of the education profession, content implications for curricula, and the characteristics of diverse learners; effective teachers who plan and implement curricula grounded in pedagogical and psychological theory; and caring teachers who are reflective, collaborative and responsive decision-makers that serve as role models within the classroom, school, community and global environment. The Secondary Teacher Education Program prepares teacher candidates to be:
- knowledgeable of the disciplines they will teach and make learning meaningful to a diverse group of students;
- effective classroom teachers who are culturally sensitive and reflective of their practice; and
- caring educators who promote social justice and principles of a democratic society in their classrooms and meet the standards of licensure in their content with professionalism.
The College of Education offers teaching majors in the following fields: agriculture, English, English as a second language, foreign languages (Chinese, French, German, Hawaiian, Ilokano/Tagalog, Japanese, Latin, Russian, Spanish), health education, mathematics, music, health/physical education, science (biology, chemistry, physics, earth science), social studies (with concentrations in American studies, anthropology, economics, geography, Hawaiian studies, history, political science, psychology, or sociology), technical education, and trades and industry. Additionally, the Secondary Program must meet and support the standards of the Specialized Professional Associations (SPAs), such as the National Council for the Social Studies (NCSS), National Council for the Teachers of English (NCTE), National Council of Teachers of Mathematics (NCTM), National Science Teachers Association (NSTA), National Association of Sport and Physical Education (NASPE), or the Hawaii Teachers Standard Board. All of the content areas of the secondary program have received full recognition by the national content organizations or by the Hawaii Teachers Standard Board.
The Secondary Teacher Education Program is standards-based. Its standards are the Student Learner Outcomes (SLOs) and are embedded in all the courses in the program. The standards are aligned with all the required courses in the program as well as aligned to the two program assessments.
The attached matrix identifies the major focus of each of the course to ensure all students in meet the program standards or SLOs. The standards of the program are public, balanced, coherent and articulate the expectations for teacher candidates’ knowledge and skills. Each component of the assessment is part of the whole and determines the degree the teacher candidates have integrated knowledge and skills across the curricula and institutional practice. The standards are aligned with 1) the College Conceptual Framework; 2) Hawaii Teachers Standards; 3) Interstate New Teacher Assessment Standards (INTASC) and the Teacher Work Sample (TWS).
Program Standards (Student Learning Outcomes)
Teacher candidates in the program will be knowledgeable, effective, and caring teachers as demonstrated through their strong foundation in:
1. Professional, Legal and Ethical Responsibilities - The teacher candidate demonstrates an understanding of and ability to apply and model ethical and legal responsibilities expected of professional educators. The teacher candidate is reflective, assesses the effectiveness of choices and actions on others, and actively seeks professional growth.
2. Foundations of Secondary Education - The teacher candidate can articulate the history and role of public education and contemporary school issues in Hawai‘i and the nation.
3. Philosophical Theories of Education - The teacher candidate understands the ideas and beliefs that have influenced the purpose of education and have shaped contemporary teaching and learning,
4. Psychology of Learning - The teacher candidate demonstrates an understanding of current theories of human learning and development and research in those areas. The candidate demonstrates an understanding of how to apply theoretical concepts in these areas to education.
5. Adolescent Development - The teacher candidate understands adolescent culture and how they learn and develop in order to actively engage students in learning opportunities that support the intellectual, social, and personal development.
6. Inclusion, Equity and Democracy -The teacher candidate acknowledges the diversity of students and schools (e.g., ethnic, cultural, language, religion, disabilities) and uses this understanding to create equitable learning opportunities that facilitate social justice.
7. Content of the Secondary Curriculum - The teacher candidate understands the purpose, structure, and organization of the high school and middle school curriculum, and the major concepts, tools of inquiry, and structures of the content/subject areas to create meaningful learning experiences for all students.
8. Planning and Instructional Strategies - The teacher candidate uses long and short-term curriculum planning to create a variety of instructional strategies and resources that support the intellectual, social, and personal development of diverse learners.
9. Assessment and Accountability - The teacher candidate understands and uses developmentally appropriate formal and informal assessment strategies to evaluate and ensure continuous intellectual and social development of the learner.
10. Educational Technology - The teacher candidate uses technology effectively to enhance their productivity and professional practice and implements curriculum plans that include methods and strategies for applying technology to maximize student learning.
11. Communication and Relationships - The teacher candidate models effective speaking, writing and listening skills that enable communication and fosters relationships with multiple and diverse audiences.
12. Classroom Learning Environment - The teacher candidate uses an understanding of individual and group motivation and behavior. The candidate creates a safe, healthy learning environment and develops a learning community.
2) Your program's SLOs are published as follows. Please update as needed.
Student Handbook URL, if available Online:
Information Sheet, Flyer, or Brochure URL,
if available Online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online:
3) Select one option:
- File (10/10/2013)
4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.
5) Did your program engage in any program assessment activities between June 1, 2012 and September 30, 2013? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)
6) For the period June 1, 2012 to September 30, 2013: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
The assessments for the Secondary Program are the developmental course based portfolio and the Teacher Work Sample. These assessments answer the questions: "What should teacher candidates know and be able to do?" and "How well did our teacher candidates master the standards of the program?" Artifacts for the developmental portfolio are created within program courses. Each course in the Secondary Program has an identified major focus supporting a specific SLO. A menu of assignments that best supports a program standard along with a scoring rubric was developed for each course. The "standardization" provides assurance that all students in the Secondary Program are held to the same standard and consistency in assessing student knowledge essential to a particular course.
7) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #6.
Designated assignments in each required course served as artifacts to provide evidence that the particular program standard(s) (focused on in each course) were being addressed.
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
All (100%) of the program graduates completed the Teacher Work Sample assessment. It is a graduation requirement. All of the graduating students submitted their Teacher Work Samples. Not all of their instructors have reported the Teacher Work Sample assessment scores, yet. Their inclusion is based on both the student submission of Teacher Work Samples and on the scoring and reporting by their seminar instructors.
9) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Ad hoc faculty group
Persons or organization outside the university
Advisors (in student support services)
Students (graduate or undergraduate)
10) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
Used professional judgment (no rubric or scoring guide used)
Compiled survey results
Used qualitative methods on interview, focus group, open-ended response data
External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam)
11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.
Possible scores on the assessment rubric are:
0 - unacceptable 1 - acceptable 2 - Target.
100% of the reported scores show students earning either a 1 or 2 which meets the program and accreditation expectations.
No score of 0 was reported.
12) State how the program used the results or plans to use the results. Please be specific.
The program uses the results in multiple ways. First, we use the data to continually revise our assessment criteria (rubric items). We also use the data for program improvement. Our analyses provide results that guide changes in our program. For example, if we spot trends such as a significant number of our candidates were unsuccessful in managing student behaviors in their residency classroom, or if they were unsuccessful in meeting the educational needs of students with disabilities, we are able to adjust our program curriculum to target those areas.
Based on the program review process the faculty supported the revision of ITE 401. The course introduces and addresses a wide range of learning theories, adolescent development, teacher professionalism and building community. The main change was to place an emphasis on literacy as a meaning making process including using: reading, writing, listening, speaking, viewing, thinking, computation, signing, painting, composing, dancing, photographing, video-gaming, playing, etc... The ITE secondary faculty agreed that the emphasis on literacy provides learning engagements that are accessible for all content teachers to meet the diverse needs of adolescents and aligns with local and national efforts to see that literacy preficiency is not restricted to just teacher of language arts.
13) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.