Monday, December 10 2018 05:40 PM

Preparation Program Performance Standards

The Hawaiʻi Teacher Standards Board adopted the Council for Accreditation of Educator Preparation (CAEP) Standards for Hawaiʻi Educator Preparation Providers (EPP). Each State Approved Teacher Education Program (SATEP) must ensure it meets these standards and that its teacher candidates meet the HTSB Teacher Performance Standards, School Librarian Performance Standards, or the School Counselor Performance Standards. All Hawaiʻi State Approved Teacher Education Units must obtain  accreditation from a national teacher education governing body approved by the U.S. Department of Education and by HTSB. For more information, visit the National Council for the Accreditation of Teacher Education (NCATE) website, the Teacher Accreditation Education Council (TEAC) website and/or the Council for the Accreditation of Educator Preparation (CAEP) website. State Approved Teacher Educator Program (SATEP) Unit Standards are listed below.

Council for Accreditation of Educator Preparation (CAEP) Standards

Standard 1: Content and Pedagogical Knowledge
The provider ensures that candidates develop a deep understanding of the critical concepts and principles of their discipline and, by completion, are able to use discipline-specific practices flexibly to advance the learning of all students toward attainment of college- and career-readiness standards.

Standard 2: Clinical Partnerships and Practice
The provider ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions necessary to demonstrate positive impact on all P-12 students’ learning and development.

Standard 3: Candidate Quality, Recruitment, and Selectivity
The provider demonstrates that the quality of candidates is a continuing and purposeful part of its responsibility from recruitment, at admission, through the progression of courses and clinical experiences, and to decisions that completers are prepared to teach effectively and are recommended for certification. The provider demonstrates that development of candidate quality is the goal of educator preparation in all phases of the program. This process is ultimately determined by a program’s meeting of Standard 4.

Standard 4: Program Impact
The provider demonstrates the impact of its completers on P-12 student learning and development, classroom instruction, and schools, and the satisfaction of its completers with the relevance and effectiveness of their preparation.

Standard 5: Provider Quality Assurance and Continuous Improvement
The provider maintains a quality assurance system comprised of valid data from multiple measures, including evidence of candidates’ and completers’ positive impact on P-12 student learning and development. The provider supports continuous improvement that is sustained and evidence-based, and that evaluates the effectiveness of its completers. The provider uses the results of inquiry and data collection to establish priorities, enhance program elements and capacity, and test innovations to improve completers’ impact on P-12 student learning and development.