2011 Delivering Well Prepared Teachers Policy
The state should ensure that special education teachers know the subject matter they will be required to teach.
Regrettably, Hawaii offers a K-12 special education certification, in addition to grade-specific options.
Further, Hawaii does not ensure that its elementary special education teacher candidates are provided with a broad liberal arts program of study relevant to the elementary classroom. It also does not require that they pass the same subject-matter test as general education candidates.
Hawaii also fails to require that secondary special education teacher candidates are highly qualified in at least two subject areas, and it does not customize a HOUSSE route for new secondary special education teachers to help them achieve highly qualified status in all subjects they teach.
End licensure practices that fail to distinguish between the skills and knowledge needed to teach elementary grades and secondary grades.
It is virtually impossible and certainly impractical for Hawaii to ensure that a K-12 special education teacher knows all the subject matter he or she is expected to be able to teach, especially considering state and federal expectations that special education students should meet the same high standards as other students. While the broad K-12 umbrella may be appropriate for teachers of low-incidence special education students, such as those with severe cognitive disabilities, it is deeply problematic for the overwhelming majority of high-incidence special education students, who are expected to learn grade-level content.
Provide a broad liberal arts program of study to elementary special education candidates, and require that they pass the same content test as general education teachers.
Hawaii should ensure that special education teacher candidates who will teach elementary grades possess knowledge of the subject matter at hand. Not only should the state require core-subject coursework relevant to the elementary classroom, but it should also require that these candidates pass the same subject-matter test required of all elementary teachers. Failure to ensure that teachers possess requisite content knowledge deprives special education students of the opportunity to reach their academic potential.
Ensure that secondary special education teacher candidates graduate with highly qualified status in at least two subjects, and customize a HOUSSE route so that they can achieve highly qualified status in all subjects they plan to teach.
To make secondary special education teacher candidates more flexible and better able to serve schools and students, Hawaii should use a combination of coursework and testing to ensure that they graduate with highly qualified status in two core academic areas. A customized HOUSSE route can also help new secondary special education teacher candidates to become highly qualified in multiple subjects by offering efficient means by which they could gain broad overviews of specific areas of content knowledge, such as content-driven university courses. Such a route is specifically permitted in the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA).
Hawaii asserted that teacher candidates recommended for a K-12 special education license must complete appropriate clinical experiences in both K-6 and 7-12 grade levels, including student teaching at both levels. Dual licensure candidates must pass both the special education licensure tests as well as the subject-specific licensure tests.
While clinical preparation is certainly important, the state's policy does nothing to ensure that teachers on its K-12 special education license know the content appropriate to both the K-6 and 7-12 grade levels.