FREQUENTLY ASKED QUESTIONS
Becoming A Teacher Candidate
1. What does it mean to become a teacher candidate in the EECE program?
Being accepted as a teacher candidate means that you now belong to a professional school. The high standards and expectations in the College of Education are comparable to those of other professional schools at UHM, such as the Schools of Law, Medicine, Nursing, and Business. During your study in the College of Education, you will grow from being a college student to becoming a professional educator. Your cohort coordinator, instructors, field supervisors, mentor teachers, and school administrators work together in partnership to support you in becoming a teacher.
2. How is the cohort program different from what I’ve done before?
When you are accepted into the EECE program, you are placed in a cohort group of about 22 students. You take most of your professional education courses with your fellow cohort members during the two years of the program. You receive a high level of support from faculty members, supervisors, and mentor teachers, who are committed to helping you learn, grow, and succeed. Take advantage of this support to become the best teacher you can be.
3. How do I get ready for the cohort program?
This handbook contains a Checklist for Teacher Candidates in the beginning section. Take care of each item on the list in a timely manner. EECE graduates say that this program is a sure cure for procrastination!
4. What should I do if I have a question or problem?
Seek help from your cohort coordinator, instructors, mentor teacher, OSAS advisor, placement coordinator, program coordinator, or department chair. Don’t wait—an important part of your new responsibilities is being an effective communicator. Ask for help right away when you need it.
Cohort Expectations
5. How do I know what’s expected of me in the cohort program?
This handbook is filled with information on expectations for teacher candidates, such as the Hawai‘i Teacher Performance Standards, Hawai‘i Content and Performance Standards, EECE Professional Dispositions, and expectations for field experience (ITE 317), student teaching (ITE 390), attendance, confidentiality, and documentation. Read your handbook carefully to understand the program. In addition, ask for information from your cohort coordinator, course instructors, field supervisors, and mentor teachers. You receive detailed syllabi that explain expectations in each course. The EECE website and COE Wiki also contain a wealth of information on program standards and expectations.
6. Why are dispositions important in this program?
The EECE Professional Dispositions provide a clear description of the kinds of behaviors and attitudes expected of professional teachers. Finding out early whether teaching is the right career for you is an important part of the disposition assessment. The COE graduates only those teacher candidates who demonstrate that they are knowledgeable, effective, and caring educators. Assess yourself on the EECE professional dispositions on a regular basis and expect to discuss your progress each semester with your cohort coordinator, course instructors, field supervisors, and mentor teachers. Teacher candidates who do not meet the expectations defined in the professional dispositions will participate in conferences to address problems, receive an Initial Letter of Notice, work toward a written Plan of Assistance for Improvement, or be dismissed from the program.
7. Why are expectations for attendance so high?
From the moment you become a teacher candidate, your cohort coordinator, instructors, supervisors, and mentor teachers expect and depend on you to behave as a professional teacher. Thus, you should attend all classes, field experience and student teaching days, conferences, and meetings, just as an experienced teacher would do. You must contact your instructor, field supervisor, and mentor teacher in advance if you will be absent. Be sure you have the phone numbers and email addresses of all the people you need to contact. Merely calling the school office on the morning of an absence is insufficient—messages sometimes aren’t delivered until later in the day. You must make up all field experience and student teaching absences—on Fridays, during finals week, or after classes end—to receive credit. Depending on circumstances, mentor teachers and field supervisors can excuse one absence without make-up.
8. What does it mean to maintain confidentiality?
Simply put, maintaining confidentiality means discussing professional issues, such as student performance, only in the settings where they occur and avoiding gossip. Thus, issues that are identified as confidential in classes, conferences, and meetings should not be discussed with anyone else outside those settings, including fellow cohort students. In addition, teacher candidates should not share images (e.g., photographs, video clips) of children over the Internet (e.g., My Space, Face Book, YouTube or other websites). Teacher candidates must obtain parent/guardian permission for professional use of children’s images, as specified in the permission form (see appendix).
Coursework
9. What courses do I take in the EECE program?
All coursework is outlined in this handbook, and information is available from your OSAS advisor. You take the Professional Education Core courses with your cohort. These courses are block-scheduled for you, and your cohort or program coordinator provides the registration codes each semester. Oahu students take the seven Elementary Education Emphasis courses on their own schedule, arranged with an OSAS advisor. SPED 304 must be taken before beginning the campus-based cohort program. Prospective students take EDEF 310, EDEP 311, ITE/EDEF 360, and the performing arts/creative movement elective before beginning the cohort program or in summer. Students must take SPED 444 and SPED 480 during the cohort program. Note: American Sāmoa teacher candidates take all courses together as part of the cohort program. For the Statewide candidates, EDEF 310 and EDEP 311 are block scheduled during the program along with the Education Core courses.
10. How is my performance assessed? How is my work graded?
You will learn about many new forms of assessment in the cohort program. Although you may have been accustomed to studying for written exams in your earlier classes, now you will find that assessment often is project-based and requires oral presentation and some degree of collaboration with others. Assessments in your EECE courses provide you with examples of assessments you will learn to use in K-6 classrooms. Your course syllabi explain how your assessment scores are converted into course letter grades or Credit/No Credit for field experience and student teaching.
The Hawai‘i Teacher Performance Standards and the EECE Professional Dispositions also are an important part of your assessment. Teacher candidates who do not meet stated expectations participate in conferences with instructors and cohort coordinators to address the problems, receive an Initial Letter of Notification, successfully complete a written Plan of Assistance for Improvement, or are dismissed from the program.
Field Experience
11. How are field experience placements made?
Each cohort group works with a designated group of K-6 partner schools. You are placed in a cohort depending on your interest (e.g., general elementary education or dual preparation in early childhood education or special education) and, to some extent, on where you live. Teacher candidates should be prepared to travel to any partner school on their island for field experience. You have placements in the lower (K-2) and upper (3-6) elementary grades in various cohort schools. Candidates in the elementary/early childhood dual preparation program are placed in a pre-school setting for one semester of field experience.
12. Why can’t I choose my own placements?
Becoming part of a professional cohort and school community is an important aspect of the EECE program. You are placed in schools with your fellow cohort students as a community of support for each other and for learning through similar experiences in the school setting. Allowing teacher candidates to select their own placements could lead to bias or conflict of interest (e.g., a placement with a relative or family friend).
13. What happens in our field experience seminars?
Your cohort coordinator schedules field experience seminars for your cohort group on a regular basis throughout the semester. Attendance is required. Be sure to share the seminar schedule with your mentor teacher, especially if you are required to leave school early on seminar days. The seminars provide time for you and your classmates to discuss and answer questions about field experience, your professional courses, working with others, and becoming a teacher. You can think of these seminars as faculty meetings for your cohort.
14. What happens in a Plan of Assistance for Improvement?
Teacher candidates who experience difficulty completing program requirements participate in conferences with their cohort coordinator, field supervisors, instructors, and mentor teachers. Those who continue to have difficulty receive an Initial Letter of Notification, followed, if necessary, by a written Plan of Assistance for Improvement if the situation does not improve. The plan provides an objective description of the problem, expectations for improvement, support the program will provide, a timeline, and next steps. The plan remains confidential and is removed from the teacher candidate’s file and destroyed if completed successfully. In short, a Plan of Assistance helps teacher candidates understand and plan their work in the areas where they need improvement, with specified support from program faculty. Plans of Assistance are not punitive.
15. Do teacher candidates ever fail field experience?
Yes. Although field experience (ITE 317) is graded Credit/No Credit, teacher candidates sometimes are unable to meet requirements and expectations to successfully complete the course. In these cases, teacher candidates receive a grade of No Credit and must repeat the semester of field experience to continue in the program. Student may only repeat ITE 317 once. When problems arise, teacher candidates work with their mentor teacher, field supervisor, and cohort coordinator to develop a formal Plan of Assistance for Improvement, as described in Chapter 2. In many cases, teacher candidates benefit tremendously from the additional time and experience and are able to complete the program successfully. If teacher candidates pose any danger to PK-6 students or colleagues, they must leave the program altogether.
Student Teaching
16. What must I do to apply for student teaching?
Chapter 3 in this handbook contains important information on applying for student teaching. To summarize, teacher candidates must successfully complete requirements and expectations for all courses, field experience, teacher standards, and dispositions before advancing to student teaching. Teacher candidates should make an appointment with an OSAS advisor at the end of the first year for a graduation check after spring grades are submitted. Teacher candidates also file an application for student teaching during their OSAS graduation check.
17. What happens in our student teaching seminars?
Student teaching seminar is a separate course (ITE 391) that meets on a regular basis throughout the semester. You can think of these seminars as a faculty meeting for your cohort. The seminar is an important time to discuss questions and issues about teaching and to get information about interviewing, preparing your job-seeking portfolio, and applying for employment and licensing. Seminar attendance is required. Teacher candidates must pass seminar to pass student teaching.
18. Do teacher candidates ever fail student teaching?
Yes. Although student teaching (ITE 390) is graded Credit/No Credit, student teachers sometimes are unable to meet requirements and expectations to successfully complete the program. In these cases, student teachers receive a grade of No Credit and must request the opportunity to repeat student teaching and seminar to continue in the program. Student teachers must write a letter to the Elementary Director (222 Everly Hall) to make their request. Student teaching may only be repeated once. When problems arise, student teachers conference with their mentor teacher, field supervisor, and cohort coordinator to develop a formal Plan of Assistance for Improvement (see Documenting my Professional Growth). In many cases, student teachers benefit tremendously from the additional semester of student teaching and are able to complete the program successfully. If student teachers pose any danger to PK-6 students or colleagues, they must leave the program altogether.
19. Am I allowed to go home to student teach on a different island?
Yes. Teacher candidates who want to student teach on a different island should make their request by writing a letter to the Elementary Director (222 Everly Hall) during the semester before student teaching. Placements depend on availability of classrooms, mentor teachers, and field supervisors. In most cases, requests can be accommodated.
20. What options do I have if I realize that teaching is really not for me?
Candidates who decide to make a career change, and have 15 credits of coursework or less to complete, may choose to complete their graduation requirements by selecting from a list of approved elementary education-related courses. These candidates will earn a BEd, however they will not be elibible for licensure and will not be recognized as completers of a State Approved Teacher Education Program (SATEP). To pursue this option, candidates must first schedule an appointment with both the Office of Student Academic Services and then with the EECE Program Director.
Candidates may may also choose to transfer to the UH Mānoa Interdisciplinary Studies to complete their undergraduate degree. Some additional courses will be required, depending on the semester in which they transfer. Cohort coordinators and the Office of Student Academic Services can provide more information to students about this possibility.
Dual Preparation
21. Can I complete the dual preparation programs in two years?
Yes. Teacher candidates can complete the requirements for the dual preparation programs in two years by finishing their Elementary Education Emphasis courses before beginning the cohort program.
Teacher candidates in the Dual Preparation in Elementary and Special Education program should take these courses before beginning the cohort program or in summer: SPED 304, EDEF 310, EDEP 311, ITE/EDEF 360, and the performing arts/creative movement elective. By taking these courses in advance, teacher candidates carry a manageable course load of no more than 19 credits per semester in the cohort program.
Candidates in the Dual Preparation in Elementary and Early Childhood Education program should take SPED 304, EDEF 310, EDEP 311, ITE/EDEF 360, and the performing arts/creative movement elective before beginning the program, and also complete as many of the following courses as possible: FAMR 331, FAMR 332, ITE 417, ITE 425, and ITE 415 and 415L. It would also be helpful to take SPED 480 before entering the cohort program. Students work with OSAS their advisor to schedule their courses.
22. What kind of teaching license can I apply for after the dual preparation program?
The program qualifies teacher candidates to apply for an initial dual license in both elementary education and either special education or early childhood education. Dually prepared teachers are qualified for teaching positions in general education and special education or early childhood settings.
23. What is the difference between EECE and ECE?
EECE stands for the Elementary and Early Childhood Education Program (the cohort program), which requires courses in the Professional Education Core and the Elementary Education Emphasis. ECE stands for the Early Childhood Education dual preparation program (with a focus on PK-3 children), which requires 18-21 additional credits.
Statewide Distance Education Program
24. Is summer session required for the statewide program?
Yes. Statewide teacher candidates take all of their courses together (except SPED 304, ITE/EDEF 360, and the Performing Arts elective), including one summer session between their first and second year in the program. In preparation for distance learning there is also a required intensive technology weekend in July prior to start of the program.All of the courses are block-scheduled.
25. What faculty members work with the statewide program?
Dr. Jennifer Herring is the Statewide Program Coordinator on O‘ahu. Teacher candidates also work with neighbor islands coordinators, elementary cohort coordinators, and field supervisors who live on their home islands.
Graduation
26. When do I apply for graduation?
Apply for graduation during your OSAS graduation check at the end of your first year in the program. Information about invitations and caps and gowns will be sent to you.
27. What is convocation?
Convocation is a special ceremony that the College of Education holds for its graduates and their families before graduation. Teacher candidates will be provided with information about convocation early in the student teaching semester. The EECE program encourages all teacher candidates to attend convocation and graduation.
Initial Teaching License and Employment
28. How do I apply for a teaching license and employment?
Student teachers attend special seminars during the fourth semester to learn how to apply for (1) a teaching license with the Hawai‘i Teacher Standards Board, and (2) employment with the Hawai‘i Department of Education.
29. What is the DOE mass interview?
Student teachers attend an employment interview with representatives from the Hawai‘i Department of Education. The DOE refers to this day as the mass interview because many teacher candidates interview on the same day. However, candidates go through the process individually with one interviewer. After candidates pass the mass interview, the DOE provides their names to principals for employment interviews in specific schools.
30. How does the DOE decide where to send my name (to which schools)?
Teacher candidates state their district preferences and areas of licensure on the DOE employment application. The DOE shares lists of eligible teachers with school principals based on the preferences candidates state on their applications. Principals set up individual interviews with prospective teachers on the list the DOE provides.
31. How do I get ready for mass and school interviews?
Teacher candidates develop, practice, and hone their interview skills during student teaching seminars. Candidates have the opportunity to participate in mock interviews to help prepare for their upcoming DOE interviews. Candidates also can prepare for school interviews by reviewing school websites before the day of their interviews.
1. What does it mean to become a teacher candidate in the EECE program?
Being accepted as a teacher candidate means that you now belong to a professional school. The high standards and expectations in the College of Education are comparable to those of other professional schools at UHM, such as the Schools of Law, Medicine, Nursing, and Business. During your study in the College of Education, you will grow from being a college student to becoming a professional educator. Your cohort coordinator, instructors, field supervisors, mentor teachers, and school administrators work together in partnership to support you in becoming a teacher.
2. How is the cohort program different from what I’ve done before?
When you are accepted into the EECE program, you are placed in a cohort group of about 22 students. You take most of your professional education courses with your fellow cohort members during the two years of the program. You receive a high level of support from faculty members, supervisors, and mentor teachers, who are committed to helping you learn, grow, and succeed. Take advantage of this support to become the best teacher you can be.
3. How do I get ready for the cohort program?
This handbook contains a Checklist for Teacher Candidates in the beginning section. Take care of each item on the list in a timely manner. EECE graduates say that this program is a sure cure for procrastination!
4. What should I do if I have a question or problem?
Seek help from your cohort coordinator, instructors, mentor teacher, OSAS advisor, placement coordinator, program coordinator, or department chair. Don’t wait—an important part of your new responsibilities is being an effective communicator. Ask for help right away when you need it.
Cohort Expectations
5. How do I know what’s expected of me in the cohort program?
This handbook is filled with information on expectations for teacher candidates, such as the Hawai‘i Teacher Performance Standards, Hawai‘i Content and Performance Standards, EECE Professional Dispositions, and expectations for field experience (ITE 317), student teaching (ITE 390), attendance, confidentiality, and documentation. Read your handbook carefully to understand the program. In addition, ask for information from your cohort coordinator, course instructors, field supervisors, and mentor teachers. You receive detailed syllabi that explain expectations in each course. The EECE website and COE Wiki also contain a wealth of information on program standards and expectations.
6. Why are dispositions important in this program?
The EECE Professional Dispositions provide a clear description of the kinds of behaviors and attitudes expected of professional teachers. Finding out early whether teaching is the right career for you is an important part of the disposition assessment. The COE graduates only those teacher candidates who demonstrate that they are knowledgeable, effective, and caring educators. Assess yourself on the EECE professional dispositions on a regular basis and expect to discuss your progress each semester with your cohort coordinator, course instructors, field supervisors, and mentor teachers. Teacher candidates who do not meet the expectations defined in the professional dispositions will participate in conferences to address problems, receive an Initial Letter of Notice, work toward a written Plan of Assistance for Improvement, or be dismissed from the program.
7. Why are expectations for attendance so high?
From the moment you become a teacher candidate, your cohort coordinator, instructors, supervisors, and mentor teachers expect and depend on you to behave as a professional teacher. Thus, you should attend all classes, field experience and student teaching days, conferences, and meetings, just as an experienced teacher would do. You must contact your instructor, field supervisor, and mentor teacher in advance if you will be absent. Be sure you have the phone numbers and email addresses of all the people you need to contact. Merely calling the school office on the morning of an absence is insufficient—messages sometimes aren’t delivered until later in the day. You must make up all field experience and student teaching absences—on Fridays, during finals week, or after classes end—to receive credit. Depending on circumstances, mentor teachers and field supervisors can excuse one absence without make-up.
8. What does it mean to maintain confidentiality?
Simply put, maintaining confidentiality means discussing professional issues, such as student performance, only in the settings where they occur and avoiding gossip. Thus, issues that are identified as confidential in classes, conferences, and meetings should not be discussed with anyone else outside those settings, including fellow cohort students. In addition, teacher candidates should not share images (e.g., photographs, video clips) of children over the Internet (e.g., My Space, Face Book, YouTube or other websites). Teacher candidates must obtain parent/guardian permission for professional use of children’s images, as specified in the permission form (see appendix).
Coursework
9. What courses do I take in the EECE program?
All coursework is outlined in this handbook, and information is available from your OSAS advisor. You take the Professional Education Core courses with your cohort. These courses are block-scheduled for you, and your cohort or program coordinator provides the registration codes each semester. Oahu students take the seven Elementary Education Emphasis courses on their own schedule, arranged with an OSAS advisor. SPED 304 must be taken before beginning the campus-based cohort program. Prospective students take EDEF 310, EDEP 311, ITE/EDEF 360, and the performing arts/creative movement elective before beginning the cohort program or in summer. Students must take SPED 444 and SPED 480 during the cohort program. Note: American Sāmoa teacher candidates take all courses together as part of the cohort program. For the Statewide candidates, EDEF 310 and EDEP 311 are block scheduled during the program along with the Education Core courses.
10. How is my performance assessed? How is my work graded?
You will learn about many new forms of assessment in the cohort program. Although you may have been accustomed to studying for written exams in your earlier classes, now you will find that assessment often is project-based and requires oral presentation and some degree of collaboration with others. Assessments in your EECE courses provide you with examples of assessments you will learn to use in K-6 classrooms. Your course syllabi explain how your assessment scores are converted into course letter grades or Credit/No Credit for field experience and student teaching.
The Hawai‘i Teacher Performance Standards and the EECE Professional Dispositions also are an important part of your assessment. Teacher candidates who do not meet stated expectations participate in conferences with instructors and cohort coordinators to address the problems, receive an Initial Letter of Notification, successfully complete a written Plan of Assistance for Improvement, or are dismissed from the program.
Field Experience
11. How are field experience placements made?
Each cohort group works with a designated group of K-6 partner schools. You are placed in a cohort depending on your interest (e.g., general elementary education or dual preparation in early childhood education or special education) and, to some extent, on where you live. Teacher candidates should be prepared to travel to any partner school on their island for field experience. You have placements in the lower (K-2) and upper (3-6) elementary grades in various cohort schools. Candidates in the elementary/early childhood dual preparation program are placed in a pre-school setting for one semester of field experience.
12. Why can’t I choose my own placements?
Becoming part of a professional cohort and school community is an important aspect of the EECE program. You are placed in schools with your fellow cohort students as a community of support for each other and for learning through similar experiences in the school setting. Allowing teacher candidates to select their own placements could lead to bias or conflict of interest (e.g., a placement with a relative or family friend).
13. What happens in our field experience seminars?
Your cohort coordinator schedules field experience seminars for your cohort group on a regular basis throughout the semester. Attendance is required. Be sure to share the seminar schedule with your mentor teacher, especially if you are required to leave school early on seminar days. The seminars provide time for you and your classmates to discuss and answer questions about field experience, your professional courses, working with others, and becoming a teacher. You can think of these seminars as faculty meetings for your cohort.
14. What happens in a Plan of Assistance for Improvement?
Teacher candidates who experience difficulty completing program requirements participate in conferences with their cohort coordinator, field supervisors, instructors, and mentor teachers. Those who continue to have difficulty receive an Initial Letter of Notification, followed, if necessary, by a written Plan of Assistance for Improvement if the situation does not improve. The plan provides an objective description of the problem, expectations for improvement, support the program will provide, a timeline, and next steps. The plan remains confidential and is removed from the teacher candidate’s file and destroyed if completed successfully. In short, a Plan of Assistance helps teacher candidates understand and plan their work in the areas where they need improvement, with specified support from program faculty. Plans of Assistance are not punitive.
15. Do teacher candidates ever fail field experience?
Yes. Although field experience (ITE 317) is graded Credit/No Credit, teacher candidates sometimes are unable to meet requirements and expectations to successfully complete the course. In these cases, teacher candidates receive a grade of No Credit and must repeat the semester of field experience to continue in the program. Student may only repeat ITE 317 once. When problems arise, teacher candidates work with their mentor teacher, field supervisor, and cohort coordinator to develop a formal Plan of Assistance for Improvement, as described in Chapter 2. In many cases, teacher candidates benefit tremendously from the additional time and experience and are able to complete the program successfully. If teacher candidates pose any danger to PK-6 students or colleagues, they must leave the program altogether.
Student Teaching
16. What must I do to apply for student teaching?
Chapter 3 in this handbook contains important information on applying for student teaching. To summarize, teacher candidates must successfully complete requirements and expectations for all courses, field experience, teacher standards, and dispositions before advancing to student teaching. Teacher candidates should make an appointment with an OSAS advisor at the end of the first year for a graduation check after spring grades are submitted. Teacher candidates also file an application for student teaching during their OSAS graduation check.
17. What happens in our student teaching seminars?
Student teaching seminar is a separate course (ITE 391) that meets on a regular basis throughout the semester. You can think of these seminars as a faculty meeting for your cohort. The seminar is an important time to discuss questions and issues about teaching and to get information about interviewing, preparing your job-seeking portfolio, and applying for employment and licensing. Seminar attendance is required. Teacher candidates must pass seminar to pass student teaching.
18. Do teacher candidates ever fail student teaching?
Yes. Although student teaching (ITE 390) is graded Credit/No Credit, student teachers sometimes are unable to meet requirements and expectations to successfully complete the program. In these cases, student teachers receive a grade of No Credit and must request the opportunity to repeat student teaching and seminar to continue in the program. Student teachers must write a letter to the Elementary Director (222 Everly Hall) to make their request. Student teaching may only be repeated once. When problems arise, student teachers conference with their mentor teacher, field supervisor, and cohort coordinator to develop a formal Plan of Assistance for Improvement (see Documenting my Professional Growth). In many cases, student teachers benefit tremendously from the additional semester of student teaching and are able to complete the program successfully. If student teachers pose any danger to PK-6 students or colleagues, they must leave the program altogether.
19. Am I allowed to go home to student teach on a different island?
Yes. Teacher candidates who want to student teach on a different island should make their request by writing a letter to the Elementary Director (222 Everly Hall) during the semester before student teaching. Placements depend on availability of classrooms, mentor teachers, and field supervisors. In most cases, requests can be accommodated.
20. What options do I have if I realize that teaching is really not for me?
Candidates who decide to make a career change, and have 15 credits of coursework or less to complete, may choose to complete their graduation requirements by selecting from a list of approved elementary education-related courses. These candidates will earn a BEd, however they will not be elibible for licensure and will not be recognized as completers of a State Approved Teacher Education Program (SATEP). To pursue this option, candidates must first schedule an appointment with both the Office of Student Academic Services and then with the EECE Program Director.
Candidates may may also choose to transfer to the UH Mānoa Interdisciplinary Studies to complete their undergraduate degree. Some additional courses will be required, depending on the semester in which they transfer. Cohort coordinators and the Office of Student Academic Services can provide more information to students about this possibility.
Dual Preparation
21. Can I complete the dual preparation programs in two years?
Yes. Teacher candidates can complete the requirements for the dual preparation programs in two years by finishing their Elementary Education Emphasis courses before beginning the cohort program.
Teacher candidates in the Dual Preparation in Elementary and Special Education program should take these courses before beginning the cohort program or in summer: SPED 304, EDEF 310, EDEP 311, ITE/EDEF 360, and the performing arts/creative movement elective. By taking these courses in advance, teacher candidates carry a manageable course load of no more than 19 credits per semester in the cohort program.
Candidates in the Dual Preparation in Elementary and Early Childhood Education program should take SPED 304, EDEF 310, EDEP 311, ITE/EDEF 360, and the performing arts/creative movement elective before beginning the program, and also complete as many of the following courses as possible: FAMR 331, FAMR 332, ITE 417, ITE 425, and ITE 415 and 415L. It would also be helpful to take SPED 480 before entering the cohort program. Students work with OSAS their advisor to schedule their courses.
22. What kind of teaching license can I apply for after the dual preparation program?
The program qualifies teacher candidates to apply for an initial dual license in both elementary education and either special education or early childhood education. Dually prepared teachers are qualified for teaching positions in general education and special education or early childhood settings.
23. What is the difference between EECE and ECE?
EECE stands for the Elementary and Early Childhood Education Program (the cohort program), which requires courses in the Professional Education Core and the Elementary Education Emphasis. ECE stands for the Early Childhood Education dual preparation program (with a focus on PK-3 children), which requires 18-21 additional credits.
Statewide Distance Education Program
24. Is summer session required for the statewide program?
Yes. Statewide teacher candidates take all of their courses together (except SPED 304, ITE/EDEF 360, and the Performing Arts elective), including one summer session between their first and second year in the program. In preparation for distance learning there is also a required intensive technology weekend in July prior to start of the program.All of the courses are block-scheduled.
25. What faculty members work with the statewide program?
Dr. Jennifer Herring is the Statewide Program Coordinator on O‘ahu. Teacher candidates also work with neighbor islands coordinators, elementary cohort coordinators, and field supervisors who live on their home islands.
Graduation
26. When do I apply for graduation?
Apply for graduation during your OSAS graduation check at the end of your first year in the program. Information about invitations and caps and gowns will be sent to you.
27. What is convocation?
Convocation is a special ceremony that the College of Education holds for its graduates and their families before graduation. Teacher candidates will be provided with information about convocation early in the student teaching semester. The EECE program encourages all teacher candidates to attend convocation and graduation.
Initial Teaching License and Employment
28. How do I apply for a teaching license and employment?
Student teachers attend special seminars during the fourth semester to learn how to apply for (1) a teaching license with the Hawai‘i Teacher Standards Board, and (2) employment with the Hawai‘i Department of Education.
29. What is the DOE mass interview?
Student teachers attend an employment interview with representatives from the Hawai‘i Department of Education. The DOE refers to this day as the mass interview because many teacher candidates interview on the same day. However, candidates go through the process individually with one interviewer. After candidates pass the mass interview, the DOE provides their names to principals for employment interviews in specific schools.
30. How does the DOE decide where to send my name (to which schools)?
Teacher candidates state their district preferences and areas of licensure on the DOE employment application. The DOE shares lists of eligible teachers with school principals based on the preferences candidates state on their applications. Principals set up individual interviews with prospective teachers on the list the DOE provides.
31. How do I get ready for mass and school interviews?
Teacher candidates develop, practice, and hone their interview skills during student teaching seminars. Candidates have the opportunity to participate in mock interviews to help prepare for their upcoming DOE interviews. Candidates also can prepare for school interviews by reviewing school websites before the day of their interviews.