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Education


Faculty


Chair

Professors

  • Bailey, John L. (1997) B.S. 1974, Church College of Hawaii; M.S., 1983, Brigham Young University; Ph.D. 1985, Brigham Young University. 
  • Hong, Barbara (2015) B.S. 1997, Brigham Young University-Hawaii; M.A. 1999, Teachers College, Columbia University; M.Ed. 2001, Teachers College, Columbia University; M. Phil. 2002, Columbia University; Ph.D. 2002, Columbia University.

Associate Professors

  • Latham, Karen L. (2015) B.S. 1981, Utah State University; M.Ed. 1987, University of Nevada, Las Vegas; Ed.D. 1998, Utah State University.
  • Rackley, Eric, (2012) B.A 1997, Brigham Young University; M.A. 2001, Portland State University; M.Ed 2004, University of Utah, Ph.D. 2010, University of Michigan.

Assistant Professors

  • Bennett, Carol (2014) B.A. 1988, Mars Hill College; M.A.Ed. 1992, Western Carolina University; Ed.D. 2009, Western Caroline University.
  • Johnson, Kurt W. (2014) B.S. 1991, Utah State University; M.S. 1993, Utah State University; Ph.D. 2014, Utah State University.
  • Shute, Jonathan W., (2013) B.S. 1991, Brigham Young University-Hawaii; M.A. 2001, Brigham Young University; Ph.D. 2007, University of Buckingham.
  • Wilcken, Ammon, (2012) B.S.E 2003, Southern Utah University; M.Ed. 2006, Southern Utah University; Ph.D. 2012, Michigan State University.

Special Instructors

  • Reismann, Susan (2000) B.Mus. 1970, Arizona State University.
  • Mariteragi, Alvin (2008) B.S. 1999, Brigham Young University-Hawaii; M.S. 2009, University of Hawaii-Manoa.
  • Reidy, Beverly (2016) Special Certificate in Learning Disabilities 1981, Arizona State University; B.A. 2007, Indiana State University; M.A. (in progress), Grand Canyon University.

Field Services Faculty

  • Chang, Eric (2003) B.S. 1967, Church College of Hawaii, M.Ed. 1988, University of Hawaii.
  • Chun, Cynthia (2010) B.Ed. 1974, M.Ed. Admin. 1988, University of Hawaii-Manoa.
  • Hirata, Peggy (2000) B.Ed. 1965, University of Hawaii.
  • Jacques, Kathryn (2004) B.A. University of California-Berkeley.
  • Jacques, John (2005) B.S. 1967, State University of New York-Plattsburg.
  • Ishihara, Daisy (1998) B.S. 1961, Kansas State Teachers College.
  • Kobayashi, Elsie (2004) B.Ed. 1967, University of Hawaii.
  • Lee-Huntoon, Shari (2006) B.Ed. 1969, University of Hawaii; M.Ed. 1973, University of Hawaii.
  • Oyama, Charlene (2006) B.A. 1970, Chaminade University.
  • Tokushige, Gordon (2007) B.Ed. 1971, University of Hawaii; 5th Year Professional Certificate 1971, University of Hawaii; M.Ed. CI 1974, University of Hawaii; M.Ed. EDEP 1976, University of Hawaii; M.Ed. EA 1994, University of Hawaii.

Academic Advisors

Programs


The School of Education offers Bachelor’s degrees in Elementary Education, Special Education, and Secondary Education in approved majors (See Secondary Education). The School of Education also offers to in-state teachers a post-baccalaureate Basic Teacher Licensing program, and a state-approved Alternative Licensing Program track for selected public school teachers to earn their initial basic license.

In order to teach in a public school in most countries, as in the United States, an individual must be issued a license to teach by the licensing agency at the state or nation level. In each sovereign state, teacher education programs must be approved by a designated agency authorized to issue teacher licenses or approve the hiring of teachers.

In Hawai’i, teaching licenses are issued by the Hawai’i Teacher Standards Board (HTSB). Students receive a recommendation for teacher licensing from the School of Education at BYUH after successful completion of their state approved Teacher Education Program, according to the licensing requirements established by the HTSB. In international areas, teaching licenses generally require the governmental review of the student’s transcript which details the completed BYUH School of Education teacher education program and may additionally require, in some cases, the passing of a national teacher examination.

As the university’s mission continues to expand internationally and in order to attract more students into teacher education from international locations, the School of Education has developed a “3 + 1” program in some international countries. Partnerships with education departments internationally, make it possible for graduates in teacher education from this campus to return to their country to student teach and subsequently obtain employment as a teacher. The “3 + 1” allows students to complete three years of their undergraduate program on campus and the last year in student teaching in their home country.

In addition to institution accreditation review by the Western Association of Schools and Colleges (WASC), the Teacher Education Programs offered by the School of Education are reviewed through a State Approval of Teacher Education (SATE) evaluation that is coordinated and conducted by the HTSB. In 2015, the School of Education was accredited by the Council for Accreditation of Educator Preparation (CAEP). SATE approval of the BYUH School of Education teacher education programs enables graduates to apply for teacher licensing through reciprocity agreements held among many U.S. states and countries.

Undergraduate Teacher Education Programs

Post Baccalaureate Teacher Education Programs

Elementary Education


Admission to All Programs 

Admission to the General Degree requires a valid MAP that will satisfy university graduation criteria. Admission to the school teaching tracks require letters of recommendation, completed application packet, and a formal interview.  Please see the Chair or Advisor for further details.

The Discipline 

All courses offered in the elementary education teacher education program are designed to meet the performance standards established by the Hawaii Teacher Standards Board (HTSB) and to provide a classroom oriented knowledge base in a subject content area. Field experiences are attached to most academic professional classes in the School of Education, with the capstone experience being student teaching for students working to teach in grades Kindergarten through 6th grade in public or private schools. The program provides the opportunity for prospective teachers to learn about the culture of the elementary school, develop a solid foundation in basic principles of teaching and learning that orginate in educational theory and research, and become proficient in systematically applying those basic principles in practical U.S. and international settings. 

Career Opportunities 

Students who complete the elementary education teaching program are eligible to teach in the United States as well as other countries. With a elementary education degree and experience as a classroom teacher, individuals may also pursue other career opportunities in education such as counselors, curriculum specialists and administrators. Experience in any of those areas could then open other career opportunities at the higher education level in teacher education and administration. In addition, with a subject area content background, individuals are also prepared to enter into a content field.  Non-teaching Track students may also use the degree for graduate entrance or other professions requiring an education degree.

Programs and Degrees 

Program Outcomes 

Upon completing a major in Elementary Education, students can demonstrate an understanding of these outcomes:

1.  Learner Development - The teacher candidate designs and implements developmentally appropriate and challenging learning experiences.

2.  Learning Differences - The teacher candidate creates inclusive learning environments that enable each learner to meet high standards. 

3.  Learning Environments - The teacher candidate works with others to create environments that support individual and collaborative learning and that encourage positive social interaction, active engagement in learning, and self-motivation.

4.  Content Knowledge - The teacher candidate understands the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

5.  Application of Content - The teacher candidate uses differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

6.  Assessment - The teacher candidate uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making.

7.  Planning for Instruction - The teacher candidate plans instruction that supports every student in meeting rigorous learning goals.

8.  Instructional Strategies - The teacher candidate uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

9.  Professional Learning and Ethical Practice - The teacher candidate uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

10. Leadership and Collaboration - The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, and to collaborate with learners, families, colleagues, other school professionals.

Secondary Education


Admission to All Programs 

Admission to the Secondary Education Degree requires a valid MAP that satisfies university graduation criteria. Admission to the teaching track requires letters of recommendation, completed application packet, and a formal interview.  Please see the Chair/Academic Advisor for further details.

The Discipline 

All courses offered in the secondary education teacher education program are designed to meet the performance standards established by the Hawaii Teacher Standards Board (HTSB) and to provide a classroom oriented knowledge base in a subject content area. Field experiences are attached to most academic professional classes in the School of Education, with the capstone experience being student teaching for students working to teach in grades 7 through 12 in public or private schools.

The program provides the opportunity for prospective teachers to learn about the culture of the elementary school, develop a solid foundation in basic principles of teaching and learning that orginate in educational theory and research, and become proficient in systematically applying those basic principles in practical U.S. and international settings.

Career Opportunities 

Students who complete the secondary education teaching program are eligible to teach in the United States as well as other countries. With a secondary education degree and experience as a classroom teacher, individuals may also pursue other career opportunities in education such as counselors, curriculum specialists and administrators. Experience in any of those areas could then open other career opportunities at the higher education level in teacher education and administration. In addition, with a subject area content background, individuals are also prepared to enter into a content field.  Non-teaching Track students may also use the degree for graduate entrance or other professions requiring an education degree.

Programs and Degrees 

Bachelor of Science or Arts degrees in education are available only in the following content areas for U.S. bound graduates. Other BYU–Hawaii majors can be appreciated for international graduates depending upon the curriculum requirements of their country:

Program Outcomes 

Upon completing a major in Elementary Education, students can demonstrate an understanding of these outcomes:

1.  Learner Development - The teacher candidate designs and implements developmentally appropriate and challenging learning experiences.

2.  Learning Differences - The teacher candidate creates inclusive learning environments that enable each learner to meet high standards. 

3.  Learning Environments - The teacher candidate works with others to create environments that support individual and collaborative learning and that encourage positive social interaction, active engagement in learning, and self-motivation.

4.  Content Knowledge - The teacher candidate understands the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

5.  Application of Content - The teacher candidate uses differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

6.  Assessment - The teacher candidate uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making.

7.  Planning for Instruction - The teacher candidate plans instruction that supports every student in meeting rigorous learning goals.

8.  Instructional Strategies - The teacher candidate uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

9.  Professional Learning and Ethical Practice - The teacher candidate uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

10. Leadership and Collaboration - The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, and to collaborate with learners, families, colleagues, other school professionals.

Visit the Education department website

Post Baccalaureate Teacher Education Programs - The Basic Teacher Licensing (5th year program - Hawaii)

Intended for students with an earned baccalaureate degree from a regionally accredited institution of higher education who desire to teach in the Hawaii public school system but do not have the initial basic teacher license. Individuals may apply for admission to the elementary, secondary (see approved teaching majors  under “Secondary Education”), or special education program as “licensing only” students. Once admitted, the individual must complete the requirements as outlined for the designated teacher-licensing program.

The prerequisites for admission are:

  1. Bachelor’s Degree from an accredited institution.
  2. Grade point average of 2.0 or higher.
  3. Passing scores on the content area Praxis II exam(s), as defined by the Hawai’i Teacher Standards Board (HTSB), for the area in which the teacher licensing is being sought.
  4. A completed School of Education admissions packet.
  5. Application for admission into BYUH on file with the Admissions Office.

Post Baccalaureate Teacher Licensing Requirement Sheet

Post Baccalaureate Teacher Licensing - Elementary Education Requirement Sheet


Alternative Licensing Program (Hawaii)

Individuals employed with the Hawai’i Department of Education in critical shortage areas (subject and/or geographical) who are teaching without the initial basic license may earn their teaching license through the School of Education’s state approved Alternative Licensing Program (ALP). This program allows the teacher to remain on the job and complete the requirements leading towards the initial basic license. Once accepted, the individual is supervised for one semester as a student teacher. If the individual does not meet the performance standards as established by the Hawai’i Teacher Standards Board, then the School of Education has an option of prescribing no more than fifteen semester hours of coursework to be completed. This coursework would be prescribed, based on perceived deficiencies in the performance standards required for the initial basic licensing. Once any coursework prescribed is successfully completed, the individual is recommended to the Hawai’i Teacher Standards Board for the initial basic teacher license.

The prerequisites for recommendation are:

  1. Official transcript verifying the Baccalaureate Degree was earned from an accredited institution.
  2. Minimum of two semesters of full-time teaching responsibilities in the content area/field in which teacher licensing is being sought.
  3. A favorable letter of recommendation from a peer teacher.
  4. A favorable letter of recommendation from the applicant’s principal as well as the completed “Principal’s Recommendation for Temporary Teachers” form.
  5. A transcript evaluation to determine specific courses needed, with a minimum of 2.0 GPA (on a 4.0 scale) on the baccalaureate degree.
  6. Successful completion of the Pre-Professional Skills Test (PPST) for elementary, secondary, and special education applicants. In addition, secondary education applicants must successfully complete the content area Praxis exam(s) for the area on which teacher licensing is being sought.

Certificate in Teacher Education (40-42 hours)

Required (40-42 hours)

  • EDU 212 Foundations of Education (2)
  • EDU 200 Human Growth and Learning in Schools (3)
  • HWST 101 Intro. to Hawaiian Studies [US license only] (3) or EDU 340 Multiculturalism and Culturally Responsive Teaching through Sheltered Instruction (2)
  • SPED 300 Education of Exceptional Students (3)
  • EDU 305 Computer and Technology Assisted Instruction (2)
  • EDU 312 Effective Pedagogy (3)
  • EDU 385 Education Assessment in the Classroom (3)
  • SCED 401 A Multicultural Approach to Reading in the Content Area (3)* or ELED 320 Methods of Literacy Instruction for the Emergent Reader* (2)
  • SCED 350 General Secondary Methods (3)* or ELED 421 Methods of Literacy Instruction for the Fluent Reader* (2)
  • SCED/ELED 430 Classroom Management (2)
  • SCED/ELED 491 Observation and Practicum (3)
  • SCED/ELED/ITEP 492 Student Teaching (12)

Note: *Pairing of these courses must be taken as SCED 401 and SCED 350 or ELED 320 and ELED 421.

This Teacher Education certificate is available to the participants in the ITEP-Church Schools (South Pacific), the ITEP-Public Schools (in Micronesia), and International Undergraduate students.