Program Overview
Within the College of Education (COE), Institute for Teacher Education (ITE), the Master of Education in Teaching (MEdT) program leads to the Master of Education in Teaching degree from the University of Hawai‘i at Mānoa and to professional certification as a teacher with the State of Hawai‘i. This program requires full¬time enrollment for two academic years and may include the intervening summer. Cohorts focused on addressing the unique needs of on-the-job teacher candidates (MEdT-OJT) have been developed. Specialization areas for the secondary level are restricted to Art, English, Hawaiian Language, Mathematics, Science and Social Studies. Candidates wanting to pursue other areas must obtain approval from the program chair.
MEdT Vision: He Aupuni Palapala Ko'u
Upon Kauikeaouli, Kamehameha III's ascension to the throne of the Hawaiian Kingdom in 1824, he proclaimed, "He aupuni palapala ko'u" or "Mine shall be a kingdom of literacy." During his reign, Kamehameha III oversaw the rise of literacy which began a 114-year time span of Hawaiian intellectual thought and literary tradition captured within the thousands of pages of Hawaiian language pages newspapers.
MEdT recognizes the tremendous efforts and vision of Hawaii's monarch, and respectfully takes on his motto, "He aupuni palapala ko'u", as the guiding vision of the program. Whereas Hawaiian is the aboriginal language of Hawaii, and an official language of the Sate of Hawaii, both Hawaiian and English are used to give voice to the program's vision and guiding principles.
MEdT's Four Guiding Principles
Integrating Theory and Practice: I ulu no ka lala i ke kumu (Pukui, Mary Kawena. 1983. Olelo Noeau 1261. Honolulu, Bishop Museum Press)
Professional learning should take place in the context of thinking and acting as a teacher. MEdT integrates pre-service teacher preparation and in-service professional development opportunities in the context of a partnership school or with our partner communities.
Inquiry: E hana mua a paa ke kahua mamua o ke ao ana aku ia hai (Pukui, Mary Kawena. 1983. Olelo Noeau 276. Honolulu, Bishop Museum Press)
To become independent and critical thinkers, learners should be actively involved in and responsible for their own learning. The inquiry mode of problem solving is the primary teaching/learning activity of the MEdT. The aim is to build a community of inquiry within the context of a community of learners.
Collaboration: Laulima
Teacher candidates learn about teaching in collaboration with one another and with practicing professionals. The aim for MEdT candidates and their university coordinator is to plan, reflect, and co-construct knowledge together.
Reflection: E lawe i ke ao a malama, a e oi mau ka naauao (Pukui, Mary Kawena. 1983. Olelo Noeau 328. Honolulu, Bishop Museum Press)
To develop a thoughtful and self-critical attitude toward professional practice, learners will routinely assess and evaluate their learning and performance. The aim is to support teachers to be reflective of their practice.
The College of Education Conceptual Framework
A sense of purpose, a sense of place: Preparing knowledgeable, effective, and caring educators to contribute to a just, diverse, and democratic society—The College of Education envisions a community of educators who provide innovative research, teaching, and leadership in an effort to further the field of education and prepare professionals to contribute to a just, diverse, and democratic society. The College aims to enhance the well being of the Native Hawaiian people and others across the Pacific Basin through education.
Standards-Based Education and the College of Education Conceptual Framework:
Standards describe what teachers and students at all levels should know, be able to do, and care about. The College of Education Conceptual Framework requires teacher candidates (TCs) to be knowledgeable, effective, and caring.
Knowledgeable
The College of Education values inquiry and collaboration in the learning process. We ask critical questions and encourage others to do the same. We draw from and contribute to the knowledge bases of our disciplines, the needs of unique learners, research and development, curriculum, pedagogy, human development, assessment, and evaluation. COE educators must be prepared to respect and engage with the divergent perspectives, wide-ranging backgrounds, and distinct ways of knowing that characterize our learning communities.
Effective
The College of Education values active participation in school, community, university, and professional partnerships to enhance reflective practice. Building on a strong grounding in educational research and theory, we share our understandings, compare our experiences, and hone our skills to promote learning. Our aim is to provide, and to assist our candidates in learning to provide, quality and inclusive learning environments; deeply engaging and challenging learning opportunities; and the guidance and support that all learners need to develop intellectually, emotionally, socially, and physically. COE educators must be prepared to work effectively and responsively with a diversity of students, families, colleagues, and community members from Hawai‘i and around the world. That preparation includes the development of expertise with the full range of technological tools available to educators for teaching and learning.
Caring
College of Education educators care deeply about education and the lives they touch through their profession. The college seeks to help its members act in the best interests of their learning communities, advancing social justice and overcoming both discrimination and oppression, and working toward a sustainable world. The college requires a high level of professionalism demonstrated through ethical behavior, competence, reflection, fairness, respect for diversity, and a commitment to inclusion and social responsibility. We build relationships to nurture safe and positive learning communities in the belief that all individuals can learn.
For the entire summary of the college of education conceptual framework go to: https://coe.hawaii.edu/cs/handbooks/med-ece-handbook/ltec-general-info/conceptual-framework/
Cohort Based Program
MEdT teacher candidates, making satisfactory academic progression through the program, all study as a cohort, which results in their earning both their Hawai‘i State teacher certification (upon recommendation following the third semester) and a Master’s Degree in Teaching from the University of Hawai‘i (upon program completion). Ideally, as a collective group, they enter, matriculate and graduate from the MEdT program at the same time. In general, they are enrolled in the same core courses over the two years. The core courses are offered at the same time and location, with designated teaching faculty and a core faculty advisor. Many of the required program courses and professional specialization courses are completed on the main Mānoa campus. MEdT students should expect to be enrolled as full-time graduate students (taking 9-12 graduate credits per semester).
Standards Based Outcomes and Performance-Based Pedagogy
The MEdT program is designed to address the following national, state and university standards and performance-based pedagogy outcomes for state-of-the-art teacher certification. Please access the hyperlinks below for a complete description of the standards accessed at each organization’s website.
Council for the Accreditation of Educator Preparation (CAEP) Standards
http://www.caepnet.org/standards/introduction
10 Hawai`i State Teacher Performance Standards
https://hawaiiteacherstandardsboard.org/content/teacher-performance-standards/
Common Core Standards
Hawai`i General Learner Outcomes (GLO)
Nā Hopena Aʻo
Secondary Content Standards
Secondary teacher candidates use standards in their specific content or subject area: English (NCTE), Mathematics (NCTM), Science (NSTA) and Social Studies (NCSS). Please access the hyperlinks for complete information regarding Specialized Professional Association (SPA) specific standards.
NCSS – National Council for the Social Studies Standards
http://www.ncss.org/standards/
NCTE – National Council for Teachers of English
NCTM – National Council for Teachers of Mathematics
NSTA – National Science Teachers Association