National Council on Teacher Quality. (2020). University of Hawaii at Manoa Graduate Elementary. Teacher Prep Review. [Data set]. https://www.nctq.org/review/viewProgram/University-of-Hawaii-at-Manoa-HI-2
The standards for admission into either the institution or its teacher preparation program should be sufficiently selective to ensure that teacher candidates come from only the top half of the college-going population. In order to ensure that any test used as a screen is able to provide sufficient selectivity, it must be normed to the college-going population.
The program does not meet the standard because it does not exploit the potential for admission requirements (grade point averages, standardized tests commonly used for graduate admission and/or auditions) to provide assurance that teacher candidates have the requisite academic talent.
A diverse teacher workforce benefits all students, particularly students of color. While there has been real progress over the last twenty years in diversifying the teacher workforce,1 these gains have not kept pace with a rapidly diversifying student population. To accelerate progress, strategic recruitment efforts by teacher preparation programs are essential.
- Teacher prep enrollment: 86 percent candidates of color2
- Hawaii teacher workforce: 75 percent teachers of color3
- Local demographics: 81 percent persons of color4
University of Hawaii at Manoa is found to be 10.7 percentage points more diverse than the Hawaii teacher workforce and 4.8 percentage points more diverse than the local population.
The research-based content proven to be necessary for teaching all children to read should be clearly evident in course materials such as lecture topics, assignments and textbooks. All of a program's required reading courses — not just some courses — should impart what is necessary to teach reading.
The program does not meet the standard. Looking at a full range of course materials, there is little or no evidence of adequate instruction on the components of effective reading instruction.
Students cannot excel in mathematics without skillful instruction in the earliest years of school. Teacher candidates generally require three semesters of coursework, complemented by adequate field practice, to progress from a procedural to a conceptual understanding of the essential mathematics topics taught in the elementary grades.
Through a review of the coursework noted above, the program was found to require too few SCHs of content-focused coursework for teacher candidates to develop a comprehensive understanding of elementary mathematics.
To improve under this standard, require teacher candidates to complete at least four SCH of coursework focused on developing their conceptual understanding of numbers & operations, algebra, geometry, and data analysis & probability.
Student teaching serves a critical role in preparing teacher candidates to take the reins of their own classroom. This apprenticeship allows candidates to build on coursework by learning directly from an established teacher, and practice and refine essential instructional and management skills.
Student teaching should be at least 10 weeks long in order to offer opportunities for repeated cycles of practice and growth. It should be full- or nearly-full-time, and include several weeks during which the candidate has primary responsibility for teaching the whole class for full days, so that the candidate can experience the full demands of being a teacher.
- Our review finds that the program includes at least 10 weeks of full- or nearly-full-time student teaching, and exposes candidates to the full responsibilities of a teacher.
1. Supply student teachers with sufficient feedback by requiring supervisors to provide student teachers with at least four instances of written feedback based on observations.
- A review of program policy finds that supervisors are required to provide a minimum of 5 instances of written feedback based on observations.
- Analysis finds that this program collects information on cooperating teachers' skills in both areas.
New teachers and their principals consistently report that classroom management is one of their greatest challenges. Teachers will be better prepared to establish a positive classroom environment if, during their preparation programs, they practice and receive feedback on the five classroom management strategies shown by conclusive research to be useful for all students. These strategies are:
- Rules and Routines – Establishing classroom rules and routines that set expectations for behavior;
- Learning Time – Maximizing the time that students are engaged in learning by pacing lessons appropriately, managing class materials and the physical setup of the classroom, and teaching interesting lessons;
- Praise – Using meaningful praise and other forms of positive reinforcement to encourage appropriate behavior;
- Low-profile Redirection – Using unobtrusive means that do not interrupt instruction to prevent and manage minimally disruptive behavior; and
- Consequences – Addressing more serious misbehavior with consistent, appropriate consequences.
A review of program evaluation and/or observation instruments finds that they provide feedback on student teachers' use of the following classroom management strategies:
- Rules and Routines
- Learning Time (manage time; manage materials; manage the physical classroom)
- Low-profile Redirection
Consider modifying evaluation and observation instruments to provide participants with feedback on their use of the following strategies:
- Learning Time (manage student engagement)