H.R. NO.













requesting the department of education to collect and report on aggregated data linking probationary teachers' summative ratings to their respective teacher education programs.




     WHEREAS, the skill and ability of the teacher in the classroom is often cited as one of the most important in-school variables influencing student achievement; and


     WHEREAS, research has shown that the teacher education program a teacher attended is one of the few predictive factors of teacher success; and


     WHEREAS, there is a history of critical focus on teacher education programs, notably the Holmes Group, a group of over one hundred deans at leading colleges of education who came together to propose reform in such programs in two reports—Tomorrow's Teachers, published in 1986 and Tomorrow's Schools, published in 1990; and


     WHEREAS, research has found that while good teachers present material and engage students in a variety of ways, there are common philosophies, techniques, and characteristics that underlie this assortment of strategies; and


     WHEREAS, it has also been found that while content mastery is imperative to effective teaching, pedagogical content knowledge—knowing how to convey information in a way that students can understand—is equally vital; and


     WHEREAS, teaching philosophies and techniques and pedagogical content knowledge are central curricular components of teacher education programs and how well those education programs are able to draw and develop such techniques and knowledge will influence the success of teachers they graduate into the classroom; and

WHEREAS, additional data is required to determine any correlation between teacher education programs and teacher success in the classroom; and


     WHEREAS, the methodology used in more recent research on teacher education programs has been criticized for not adequately capturing those qualities of teacher education programs that appear to be most influential in creating effective teachers, including program support and mentoring for novice teachers; and


     WHEREAS, in addition, one of the more high-profile ratings of teacher education programs, that by the National Council on Teacher Quality, did not even examine the outcomes of teachers trained in the programs it evaluated; and


     WHEREAS, to adequately determine the nature of any correlation between teacher education programs, the methodology should ideally include site visits; discussions with faculty, students, and administrators; and document reviews; and


     WHEREAS, since most teachers are trained at local universities, it is imperative that data collection and analysis be done at the local level and proceed in a methodical manner; now, therefore,


     BE IT RESOLVED by the House of Representatives of the Twenty-seventh Legislature of the State of Hawaii, Regular Session of 2014, that the Department of Education is requested to collect and report on aggregated data linking probationary teachers' summative ratings to their respective teacher preparation programs; and


     BE IT FURTHER RESOLVED that the Department of Education submit a report of its findings resulting from the collection of this data to the Legislature and the Board of Education no later than twenty days prior to the convening of the regular session of 2015; and

BE IT FURTHER RESOLVED that certified copies of this Resolution be transmitted to the Chair of the Board of Education and Superintendent of Education.









Report Title: 

Teacher Preparation Programs; Probationary Teachers; Data