To be admitted to candidacy, students must:
declare Education as their major
completion of pre-requisite coursework for the major
have a cumulative GPA of 2.0
receive a passing score on the PRAXIS I Pre-Professional Skills Test (PPST) in Reading, Writing, and Mathematics (if taken on or before June 30, 2014) or the Core Academic Skills for Educators test in Reading, Writing, and Mathematics.
pass an admissions interview with education faculty
pass a criminal background check
Hawaii‘i Pacific University is dedicated to serving all international students who want to call us family. On the islands we call it ‘ohana. HPU has programs to accommodate all levels of English. Please consult the list below for direct entry requirements for undergraduate students and contact us if you are unsure of your level.Test scores may not be more than two years old by the intended entry term. High School records may not be more than five years old by the intended entry term (undergraduate students only).
|
PROFICIENCY TYPE |
REQUIREMENT |
|
|
DUOLINGO |
95 |
|
|
TOEFL (IBT) |
70 |
|
|
TOEFL (ITP) |
500 |
|
|
IELTS |
6.0 |
|
|
SAT (EVIDENCE-BASED READING AND WRITING) |
500 |
|
|
ACT |
No sub-score below 19 |
|
|
CAMBRIDGE |
169 |
|
|
CEFR (COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES) |
B2 |
|
|
STEP EIKEN |
Grade Pre-1 |
|
|
GAOKAO |
Interview Required |
|
|
PTE (PEARSON TEST OF ENGLISH ACADEMIC) |
48 |
|
|
ITEP |
3.7 |
|
|
GTEC |
1050 |
|
|
AP |
English: 3 |
|
|
IB |
HL English (Language A): 5 |
|
|
WAEC |
Grade C6 in English Language |
|
|
ATTENDED AN AMERICAN OR INTERNATIONAL INSTITUTION |
Attended a college or university in which the primary language of instruction is English (no ESL classes) for one year |
|
|
Attended a high school outside of the US in which the primary language of instruction is English (no ESL classes) for two years |
||
|
Completed an in-person English course equivalent to HPU’s WRI 1100 at an accredited college or university with a grade of C or higher |
||
|
ENGLISH LANGUAGE SCHOOL CERTIFICATES |
Central Pacific College |
Advanced 85 |
|
EF |
Completion of B2 |
|
|
ELS Centers |
Level 110 |
|
|
Global Village Hawaii |
Level 6 or Qualification for Level 7 |
|
|
DENMARK, FINLAND, GERMANY, NETHERLANDS, NORWAY OR SWEDEN |
Denmark |
High School transcripts with an average of 7 on a 12 grading scale |
|
Finland |
Ylioppilastutkinto – Grade 8 (on a scale from 4 to 10) or an M, E, or L on a matriculation scale |
|
|
Germany |
DAAD – minimum “B2” average |
|
|
Netherlands |
A final grade of 7 or higher in English on the HAVO or a final grade of 6 or higher in English on the VWO |
|
|
Norway |
A grade of 4 or better in English class from high school |
|
|
Sweden |
High school transcript with MVG in English A or VG in English B or grade B in English 5 or grade C in English 6 |
|
|
WAIVED IF EDUCATED IN: FOR NATIVE SPEAKERS OF ENGLISH FROM THE FOLLOWING COUNTRIES, WHO LIST ENGLISH AS THEIR PRIMARY LANGUAGE ON THEIR APPLICATION, PROOF OF ENGLISH PROFICIENCY IS NOT REQUIRED, BUT MAY BE REQUESTED.
|
Anguilla, American Samoa, Antigua and Barbuda, Australia, The Bahamas, Belize, Bermuda, Barbados, Botswana, the British Indian Ocean Territories, the British Virgin Islands, Canada, the Cook Islands, the Cayman Islands, Dominica, Fiji, the Falkland Islands (Malvinas), the Federated States of Micronesia, Ghana, The Gambia, Grenada, Guam, Guyana, Ireland, Jamaica, Kenya, Liberia, Lesotho, Montserrat, Mauritius, Malawi, Norfolk Island, the Northern Mariana Islands, Nigeria, New Zealand, the Pitcairn Islands, the Philippines, Puerto Rico, Saint Helena, Saint Kitts and Nevis, Saint Lucia, Saint Vincent & The Grenadines, Sierra Leone, South Africa, Swaziland, Tanzania, Tokelau, Trinidad and Tobago, the Turks and Caicos Islands, Tuvalu, Uganda, the United Kingdom, the United States, Miscellaneous U.S. Pacific Islands, the Virgin Islands, and Zimbabwe |
|
The Bachelor of Education in Elementary Education (B.Ed.) develops professional educators who are reflective practitioners dedicated to the scholarship of teaching and school renewal. The program is based on a standards-driven, field-based, and inquiry-oriented curriculum that employs cutting-edge educational technology to integrate content and pedagogy. Employing an electronic portfolio-based assessment system, university faculty and mentor teachers guide the candidate's progress in achieving professional knowledge, skills, and dispositions.
Hawai‘i Pacific University's B.Ed. Program in Elementary Education prepares candidates to become competent, caring, and professional educators through classroom discussions and field experiences. Teacher candidates learn in small classes and enjoy individualized attention by university faculty and mentor teachers.
The program prepares individuals for licensure in grades K - 6.
Teacher candidates complete core and field experience courses in elementary education and the capstone student teaching courses.
The B.Ed. in Elementary Education features:
Convenient evening course offerings
Small class size
Field experiences courses
Web-based courses and electronic portfolios
Mentorship by elementary teachers in private and public school settings
More info: Click here
Students who complete the Bachelor of Education in Elementary Education will:
Understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and design and implement developmentally appropriate and challenging learning experiences.
Use an understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Work with others to create environments, which support individual and collaborative learning, and encourage positive social interaction, active engagement in learning, and self-motivation.
Understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and create learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
Understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Understand and use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Engage in ongoing professional learning and use evidence to continually evaluate their practice, particularly the effects of their choices and actions on others (learners, families, other professionals, and the community), and adapt practice to meet the needs of each learner.
Seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
