Module 1.2
II. Introduction to CUH Education Division
A. Mission and Vision
Mission Statement
To foster the development of teachers and leaders in education through programs based in the liberal arts tradition, Catholic Marianist values, current research, best practice, and state and professional standards. Courses of study are aligned with Hawaii Teachers Standards Board and the specific professional associations appropriate to each program and each field of study.
Vision Statement
The Education Division strives to build high quality educational programs guided by these Marianist principles:
1. Education for Formation in Faith (Mana): In the community of learners, reason and personal faith are seen as mutually complementary roads to truth. All scholars are invited to join the larger community of faith, hope and love.
2. Integral, Quality Education (Aloha): The Education Division is committed to an integral, quality education that begins with respect for the complexity and diversity of each person. Subsequently, faculty members attempt to engage the whole person with quality courses and activities that challenge the intellectual, emotional, aesthetic, physical, and ethical dimensions that make up each student's life experience.
3. Education and the Family Spirit (Ohana): The community of learners is a second family, which encourages the personal development of each of its members. Mutual respect for all members of the family allows the Marianist-based scholarly community to share responsibility for decision making at all levels.
4. Education for Service, Peace and Justice (Pono): All members of the community strive to serve the university community and the larger community and to dispense and receive justice to and from each other and to the larger community.
5. Education for Adaptation and Change (Aina): True to the tradition of faith, a Marianist-founded education prepares students for tomorrow and adapts to its time. This scholarly community of learners regards technology as a critical aid in the quest for understanding in a changing society.
Mission Statement
To foster the development of teachers and leaders in education through programs based in the liberal arts tradition, Catholic Marianist values, current research, best practice, and state and professional standards. Courses of study are aligned with Hawaii Teachers Standards Board and the specific professional associations appropriate to each program and each field of study.
Vision Statement
The Education Division strives to build high quality educational programs guided by these Marianist principles:
1. Education for Formation in Faith (Mana): In the community of learners, reason and personal faith are seen as mutually complementary roads to truth. All scholars are invited to join the larger community of faith, hope and love.
2. Integral, Quality Education (Aloha): The Education Division is committed to an integral, quality education that begins with respect for the complexity and diversity of each person. Subsequently, faculty members attempt to engage the whole person with quality courses and activities that challenge the intellectual, emotional, aesthetic, physical, and ethical dimensions that make up each student's life experience.
3. Education and the Family Spirit (Ohana): The community of learners is a second family, which encourages the personal development of each of its members. Mutual respect for all members of the family allows the Marianist-based scholarly community to share responsibility for decision making at all levels.
4. Education for Service, Peace and Justice (Pono): All members of the community strive to serve the university community and the larger community and to dispense and receive justice to and from each other and to the larger community.
5. Education for Adaptation and Change (Aina): True to the tradition of faith, a Marianist-founded education prepares students for tomorrow and adapts to its time. This scholarly community of learners regards technology as a critical aid in the quest for understanding in a changing society.
B. Organizational Chart
Here is the organizational chart that includes all the programs that Education Division offers.
Here is the organizational chart that includes all the programs that Education Division offers.
C. Outcomes for Licensure Programs and Master of Education Programs
Licensure Programs
Our expected teacher candidate proficiencies are linked to our key values and professional standards. Education Division programs equip teachers with knowledge, skills and professional dispositions that align with Hawaii Teacher Performance and Licensing Standards, the Hawaii Content and Performance Standards, Hawaii General Learner Outcomes, specific areas of emphasis identified by the Department of Education, the standards of relevant professional organizations (for example, NCATE, INTASC, NAEYC, NCSS, NSTA, NCTM, NCTE, IRA, CEC), as well as the Catholic Marianist values that are the core of Chaminade education.
We summarize these proficiencies in the acronym PTARA. Successful teacher candidates in any of the licensure programs are able to Plan, Teach, Assess, Reflect, and Adapt. In other words, successful candidates are able to:
1. (PLAN) design meaningful learning experiences that incorporate knowledge of content, students, learner outcomes, pedagogy, and assessment at appropriate grade levels;
2. (TEACH) have a competent grasp of content knowledge, employ appropriate pedagogical practices, and utilize resources to facilitate the learning process for students appropriate grade levels;
3. (ASSESS) apply a variety of diagnostic, formative and/or summative assessments to evaluate and support developmentally appropriate progress of the learner;
4. (REFLECT) engage in the process of continual and thoughtful reflection on their grade-appropriate teaching practices; and
5. (ADAPT) evaluate elements of change in the classroom and the wider world, actively bringing this awareness to work with students, faculty, and other members of the community.
Licensure Programs
Our expected teacher candidate proficiencies are linked to our key values and professional standards. Education Division programs equip teachers with knowledge, skills and professional dispositions that align with Hawaii Teacher Performance and Licensing Standards, the Hawaii Content and Performance Standards, Hawaii General Learner Outcomes, specific areas of emphasis identified by the Department of Education, the standards of relevant professional organizations (for example, NCATE, INTASC, NAEYC, NCSS, NSTA, NCTM, NCTE, IRA, CEC), as well as the Catholic Marianist values that are the core of Chaminade education.
We summarize these proficiencies in the acronym PTARA. Successful teacher candidates in any of the licensure programs are able to Plan, Teach, Assess, Reflect, and Adapt. In other words, successful candidates are able to:
1. (PLAN) design meaningful learning experiences that incorporate knowledge of content, students, learner outcomes, pedagogy, and assessment at appropriate grade levels;
2. (TEACH) have a competent grasp of content knowledge, employ appropriate pedagogical practices, and utilize resources to facilitate the learning process for students appropriate grade levels;
3. (ASSESS) apply a variety of diagnostic, formative and/or summative assessments to evaluate and support developmentally appropriate progress of the learner;
4. (REFLECT) engage in the process of continual and thoughtful reflection on their grade-appropriate teaching practices; and
5. (ADAPT) evaluate elements of change in the classroom and the wider world, actively bringing this awareness to work with students, faculty, and other members of the community.
Master of Education (M. Ed.) Programs
The Master of Education is for students seeking a Master degree with an emphasis in a particular area of concentration. The successful graduate candidate in the Master of Education program is able to apply practice, theory, leadership, research, and scholarship. Therefore, the successful candidate:
1.(PRACTICE) demonstrates on-going commitment to the progress and well being of the learner, to the school and professional community, and to his/her own professional and intellectual development;
2.(THEORY) differentiates between and critique major theories currently driving the field as important empirical, historical, philosophical and conceptual studies;
3.(LEADERSHIP) applies reform-based practice characterized by caring, mutual respect for diverse populations, collaboration and actively involving students in experiences that allow the construction of meaning, and promotion of self-responsibility for learning;
4.(SCHOLARSHIP) demonstrates the ability to critique and analyze academic literature and research methodology; and
5.(COMMUNICATION) composes academic prose for a variety of audiences including peers, professors, and the larger professional community.
The Master of Education program consists of 31 credits—a mixture of required core courses and courses in an emphasis area. Regardless of emphasis area, all M.Ed. students are required to take two prerequisite courses: ED 600, Introduction to the Master of Education and ED 601, Understanding Educational Research and Design. Over the course of their graduate education candidates will take three additional core courses, five courses in their area of emphasis, and a culminating experience core course in the last semester.
The Master of Education is for students seeking a Master degree with an emphasis in a particular area of concentration. The successful graduate candidate in the Master of Education program is able to apply practice, theory, leadership, research, and scholarship. Therefore, the successful candidate:
1.(PRACTICE) demonstrates on-going commitment to the progress and well being of the learner, to the school and professional community, and to his/her own professional and intellectual development;
2.(THEORY) differentiates between and critique major theories currently driving the field as important empirical, historical, philosophical and conceptual studies;
3.(LEADERSHIP) applies reform-based practice characterized by caring, mutual respect for diverse populations, collaboration and actively involving students in experiences that allow the construction of meaning, and promotion of self-responsibility for learning;
4.(SCHOLARSHIP) demonstrates the ability to critique and analyze academic literature and research methodology; and
5.(COMMUNICATION) composes academic prose for a variety of audiences including peers, professors, and the larger professional community.
The Master of Education program consists of 31 credits—a mixture of required core courses and courses in an emphasis area. Regardless of emphasis area, all M.Ed. students are required to take two prerequisite courses: ED 600, Introduction to the Master of Education and ED 601, Understanding Educational Research and Design. Over the course of their graduate education candidates will take three additional core courses, five courses in their area of emphasis, and a culminating experience core course in the last semester.