General Teacher Preparation Policy
The state's approval process for teacher preparation programs should hold programs accountable for the quality of the teachers they produce. This goal was reorganized in 2021.
Minimum Standards of performance: Hawaii does not require programs to collect meaningful data, and therefore does not set minimum standards of performance for these data.
Program Accountability: As a result of the lack of minimum standards of performance, Hawaii does not articulate consequences for programs that fail to meet specific criteria.
State Report Cards: Hawaii does not produce and publish an annual report card that shows all the data the state collects on individual teacher preparation programs.
Program Approval Process: Hawaii allows overlap of national accreditation and state approval. For the purposes of continuing approval, programs can obtain national accreditation, accreditation from a national or international Indigenous focused accrediting body, or submit assessment data for review by a state team.
Standards https://hawaiiteacherstandardsboard.org/content/preparation-program-performance-standards/ Hawaii Administrative Rules 8-54-19 through -21 Hawaii Teacher Standards Board New Business Item 17-05
Establish the minimum standards of performance for each category of data.
Hawaii should establish precise minimum standards for teacher preparation program performance for each category of data it collects to help clarify expectations regarding program quality.
Ensure that criteria for program approval result in greater accountability.
Hawaii should ensure that programs are held accountable for meeting minimum standards of performance, and that the state's accountability system is sufficient to differentiate performance among programs, including alternate route programs. The state should establish clear follow-up actions for programs failing to meet these standards, including remediation or loss of program approval as appropriate. For programs exceeding minimum standards, Hawaii should consider finding effective ways to disseminate best practices.
Publish an annual report card on the state's website.
Hawaii should produce an annual report card that clearly displays program-level data the state collects on individual teacher preparation programs. This report card should be publicly available on the state's website, at a minimum. Data should be presented in a manner that transparently conveys whether programs have met performance standards.
Maintain full authority over the process for approving teacher preparation programs.
Hawaii should not cede its approval authority to another accrediting body; instead, the state should ensure that it is the entity that directly considers the evidence of program performance and makes the final determination of whether programs should continue to be authorized to prepare teachers.
Hawaii provided information regarding standards of performance for program candidates. The state indicated that while the Hawaii Teacher Standards Board (HTSB) does not set numeric minimum standards/measures of candidate performance, HTSB does have minimum standards of performance for candidates before they are eligible for a license. In addition, Hawaii stated that it requires providers to provide evidence that candidates exhibit professional and ethical dispositions and that they are prepared to incorporate the following areas into their practice:
1. the integration of Hawaiian language, history and culture in order to promote and perpetuate traditional ways of knowing, learning and teaching
2. student standards adopted by the Hawaii Department of Education
3. teaching of reading including working with students of reading difficulties
4. working effectively with students with disabilities, including training related to participation as a member of IEP team
5. working effectively with students who are limited English proficient
6. working with gifted and talented students; and integrating technology effectively into curricula and instruction, including activities consistent with the principles of universal design for learning and the use of technology to effectively collect, manage and analyze data to improve teaching and learning for the purpose of increasing student academic achievement
Through the program (re)approval process and procedures, the HTSB holds providers accountable in the performance of the programs and their completers. Hawaii stated that Hawaii Administrative Rules 8-54-26 details the information providers must submit to the HTSB annually.
Hawaii also noted that national accreditation does not take away the independent judgement of the Board to grant program (re)approval and recognition in the State of Hawaii. According to the state, the HTSB takes into account the work providers put into to obtain national accreditation and values examination/review of the program done by colleagues from around the national/world.
1D: Program Reporting Requirements
The state should examine a number of factors when measuring the performance of and approving teacher preparation programs. Although the quality of both the subject-matter preparation and professional sequence is crucial, there are also additional measures that can provide the state and the public with meaningful, readily understandable indicators of how well programs are doing when it comes to preparing teachers to be successful in the classroom.
States have made great strides in building data systems with the capacity to provide evidence of teacher performance. These same data systems can be used to link teacher effectiveness to the teacher preparation programs from which they came. States should make such data, as well as other objective measures that go beyond licensure test pass rates, central components of their teacher preparation program approval processes, and they should establish precise standards for performance that are more useful for accountability purposes.
National accrediting bodies, such as CAEP, are raising the bar, but are no substitute for states' own policy. A number of states now have somewhat more rigorous academic standards for admission by virtue of requiring that programs meet CAEP's accreditation standards. However, whether CAEP will uniformly uphold its standards (especially as they have already backtracked on the GPA requirement) and deny accreditation to programs that fall short of these admission requirements remains to be seen. Clear state policy would eliminate this uncertainty and send an unequivocal message to programs about the state's expectations.