OVERVIEW OF THE COHORT PROGRAM
The Elementary and Early Childhood Education (EECE) Cohort Program, begun in 1995, is a two-year, field-based course of study. Students are teacher candidates, who work in cohorts (groups that go through the program together) of approximately 22 students. Teacher candidates take most of their courses with their cohort during the four semesters of the program, which begins in August. The EECE program also is offered in American Sāmoa.
Each cohort has a cohort coordinator, who serves as an advisor, instructor, and field supervisor. Cohorts are one of the most important aspects of the EECE program. Teacher candidates form close-knit learning communities and lasting relationships with peers and instructors. Cohort members often say that they become ohana or family.
Teacher candidates take three to four courses and participate in weekly field experiences in K-6 classrooms during the fall and spring semesters. O`ahu teacher candidates take courses and participate in field experiences Monday through Thursday. Statewide distance learning candidates take their courses in a hybrid format—web-based and weekend face-to-face instruction—and participate in two days per week of field experience during the fall and spring semesters.
In the fourth semester (spring), teacher candidates advance to student teaching and are in classrooms Monday through Friday. Student teachers complete a solo teaching period (at least three weeks, taught consecutively or spread across the semester), during which they assume full responsibility for the classroom. Dual preparation student teachers complete a minimum of a four-week solo (two weeks in general elementary education and two weeks in special education, or four weeks in an inclusion classroom).
Teacher candidates engage in self-reflection and learn to give and receive peer feedback throughout the program. UHM faculty members and K-6 mentor teachers evaluate teacher candidates in their coursework and field experience settings. During the four semesters, teacher candidates build a Professional Teaching Portfolio to demonstrate their knowledge, skills, and dispositions as knowledgeable, effective, and caring new teachers. The portfolio is a requirement for program completion. Candidates also document their professional growth by submitting work for the EECE assessment system.
Advisors in the Office of Student Academic Services (OSAS) provide excellent guidance to help students schedule courses and prepare to apply to the cohort program. Early advising helps prospective students plan efficiently to meet all Mānoa and EECE prerequisites and requirements.
Each cohort has a cohort coordinator, who serves as an advisor, instructor, and field supervisor. Cohorts are one of the most important aspects of the EECE program. Teacher candidates form close-knit learning communities and lasting relationships with peers and instructors. Cohort members often say that they become ohana or family.
Teacher candidates take three to four courses and participate in weekly field experiences in K-6 classrooms during the fall and spring semesters. O`ahu teacher candidates take courses and participate in field experiences Monday through Thursday. Statewide distance learning candidates take their courses in a hybrid format—web-based and weekend face-to-face instruction—and participate in two days per week of field experience during the fall and spring semesters.
In the fourth semester (spring), teacher candidates advance to student teaching and are in classrooms Monday through Friday. Student teachers complete a solo teaching period (at least three weeks, taught consecutively or spread across the semester), during which they assume full responsibility for the classroom. Dual preparation student teachers complete a minimum of a four-week solo (two weeks in general elementary education and two weeks in special education, or four weeks in an inclusion classroom).
Teacher candidates engage in self-reflection and learn to give and receive peer feedback throughout the program. UHM faculty members and K-6 mentor teachers evaluate teacher candidates in their coursework and field experience settings. During the four semesters, teacher candidates build a Professional Teaching Portfolio to demonstrate their knowledge, skills, and dispositions as knowledgeable, effective, and caring new teachers. The portfolio is a requirement for program completion. Candidates also document their professional growth by submitting work for the EECE assessment system.
Advisors in the Office of Student Academic Services (OSAS) provide excellent guidance to help students schedule courses and prepare to apply to the cohort program. Early advising helps prospective students plan efficiently to meet all Mānoa and EECE prerequisites and requirements.