We are excited to offer full scholarships for both the Special/Inclusive Certificate of Competence, and Registered Behavior Technician (RBT) Training Credential.
Learn more!
** Current Hawai`i DOE teachers can receive step pay increase**
The following Leeward CC courses are eligible for reclassification
credits and/or to add SPED as a field to your existing teaching license:
The following Leeward CC courses are eligible for reclassification
credits and/or to add SPED as a field to your existing teaching license:
|
ED 282 - Collaboration and Teaming
ED 283 - Partnerships with Culturally & Linguistically Diverse Families ED 284 - Foundations of Inclusion in Teaching ED 285 - Classroom Management ED 289 - Educational Psychology |
ED 330 - SPED Law and IEP Development
ED 331 - SPED Assessment ED 332 - English Language Arts Instruction and Interventions ED 334 - Participating in a Professional Community ED 335 - Educational Technology for Students with Exceptionalities |
Want to learn more? Contact Academic Advisor, Cameron Rivera at cameronr@hawaii.edu
Additional Teacher Education SPED program Benefits:
100% on-line courses, NO face-to-face required (Offered Statewide!)
Individually tailored academic plans
Summer course offerings at regular Fall/Spring semester tuition rate
110 hours of pre-student teaching field experience embedded in courses
Peer mentors available 5 days/week for assistance with assignments, technology, etc.
"Mastery learning approach" a flexible grading policy which permits resubmission until proficiency is attained
100% on-line courses, NO face-to-face required (Offered Statewide!)
Individually tailored academic plans
Summer course offerings at regular Fall/Spring semester tuition rate
110 hours of pre-student teaching field experience embedded in courses
Peer mentors available 5 days/week for assistance with assignments, technology, etc.
"Mastery learning approach" a flexible grading policy which permits resubmission until proficiency is attained
Want to teach in your community?
Fill out a Teacher Education Program Interest Form!
Fill out a Teacher Education Program Interest Form!
Hawaii Needs Special Education Teachers!
Underserved Regions. 30% of all new teaching positions are in the underserved Leeward District schools and a majority are needed in SPED classrooms. 167 emergency SPED licenses (not teaching credentialed) were issued in fall 2016 alone to address the shortage.
Highly Qualified. 68% of 1,500 newly hired teachers had no previous teaching experience. Over 25% were hired for SPED positions. Almost 33% of SPED teachers note that students’ needs are not being met in SPED and inclusive settings, but also in CTE classrooms, where a high percentage of students need SPED services. Limited familiarity with instructional and assistive technology can also hinder teacher's ability to adequately support students.
Underrepresented Groups. Almost 70% of teachers leave SPED classrooms in the first 3 years. Because we lack SPED training for teachers, about half of new hires hold degrees from out-of-state teaching programs.
There is a high demand for SPED careers by TEP students and HIDOE employees. Nearly 20% of TEP students want to work in SPED settings: 107 are currently seeking SPED certification and a recent survey indicates that 95% are interested in the APC degree. HIDOE para-educators are increasingly interested in completing a SPED degree.
A majority of TEP students reside in underserved areas, represent underrepresented groups, and currently serve as HIDOE employees. A large majority of TEP students live on the Leeward coast. Over 50% are either Native Hawaiian or Filipino. Furthermore, many para-educators work in Leeward coast HIDOE schools.
Leeward’s TEP is nationally accredited as a SATEP and has successfully solved similar problems. Leeward’s TEP has increased the number of highly qualified teachers in CTE classrooms, and increased technical skills of pre-service and in-service educators through its SPED Certificate of Competence.
Highly Qualified. 68% of 1,500 newly hired teachers had no previous teaching experience. Over 25% were hired for SPED positions. Almost 33% of SPED teachers note that students’ needs are not being met in SPED and inclusive settings, but also in CTE classrooms, where a high percentage of students need SPED services. Limited familiarity with instructional and assistive technology can also hinder teacher's ability to adequately support students.
Underrepresented Groups. Almost 70% of teachers leave SPED classrooms in the first 3 years. Because we lack SPED training for teachers, about half of new hires hold degrees from out-of-state teaching programs.
There is a high demand for SPED careers by TEP students and HIDOE employees. Nearly 20% of TEP students want to work in SPED settings: 107 are currently seeking SPED certification and a recent survey indicates that 95% are interested in the APC degree. HIDOE para-educators are increasingly interested in completing a SPED degree.
A majority of TEP students reside in underserved areas, represent underrepresented groups, and currently serve as HIDOE employees. A large majority of TEP students live on the Leeward coast. Over 50% are either Native Hawaiian or Filipino. Furthermore, many para-educators work in Leeward coast HIDOE schools.
Leeward’s TEP is nationally accredited as a SATEP and has successfully solved similar problems. Leeward’s TEP has increased the number of highly qualified teachers in CTE classrooms, and increased technical skills of pre-service and in-service educators through its SPED Certificate of Competence.
