HU Residency is a residency-based teacher preparation program of Heritage University and its district partners. Graduate candidates accepted into HU Residency acquire and become proficient in all competencies identified by the State of Washington as important for becoming strong elementary (K-8) teachers. The program also includes the endorsement area of teaching English learners (ESOL).
Candidates accepted into HU Residency are assigned to a four member teaching-learning team (TLT), each consisting of three candidates and a core teacher. Candidates are assigned to a TLT at a specific grade level within a specific school. Each TLT is responsible for the growth of K-8 students in its care.
Candidates of HU Residency follow the yearly calendar of the school in which they are placed. On Fridays during the fall and spring semesters, candidates attend seminars focused on acquiring specific knowledge related to assessment; content in the areas of reading, writing, mathematics, science, social studies, and the arts; and performance monitoring strategies.
The graduate program is a three-semester schedule.
Teacher Preparation Program Requirements
- Pass the three sub tests of the WEST-B (math, reading and writing).
- Bachelor’s degree.
- Meet 3.0 GPA for last 30 semester (45 quarter) credits for admission and maintain a minimum of 3.0 throughout program.
- Clear Moral Character and Personal Fitness–WAC 181-86 and 181-87 and RCW 28-A.410.
- Pass the appropriate NES/WEST-E (s).
Teacher Preparation Programs Admission Guidelines
Before starting classes:
- Admitted to Heritage University.
- Three-zero (3.0) GPA for last 30 semester (45 quarter) credits for admission
- Bachelor’s degree.
- Letter of application.
- Submit WATCH form.
- Submit Declaration of Major form.
- WEST-B–All three sub tests must be passed by the time students begin classes. (fee required.)
- Interview by faculty and/or Professional Education Advisory Board. (PEAB)
- Purchase Chalk and Wire (ePortfolio). (fee required)
By end of first academic year:
- All NES/WEST-E exams must be passed before any candidate can be recommended for certification.
By the end of semster three:
- Satisfactory completion of the education Teacher Performance Assessment (edTPA).
- Satisfactory scores of the Professional Competencies Assessment Instrument (PCAI) and final Assessment of Professional Competencies.
Steps in teacher certification:
- Complete all academic requirements.
- Complete all certification requirements.
a. Application for a Teacher’s Certificate (Form SPI/CERT 4401.
b. Application fee of $68. (Check or money order made out to Heritage University.)
c. Pass appropriate WEST-E/NES exams.
d. Maintain valid fingerprints and character clearances.
e. Pass edTPA.
Assignment or progress admission status:
The following criteria will be used to determine program admission status of the candidate:
For unconditional admission to the program, a candidate must have:
- Completed application for admission to the Teacher Preparation Program.
- Completed the Character and Fitness Supplement with all “no” answers, not including section 1, numbers 1 and 2
- Passed all three sub tests of the WEST-B.
- Satisfactory ratings on the Assessment of Professional Dispositions.
- Approval recommended by interview team
For conditional admission to the program, a candidate may have:
- A completed application for admission to the Teacher Preparation Program not received.
- Any “yes” answers on the Character and Fitness Supplement, not including section 1, numbers 1 and 2.
- Unsatisfactory completion of General University Course Requirements (GUCRs).
- Indicators of concern noted on the Assessment of Professional Dispositions.
- Unsatisfactory rating on writing sample or recommendation to complete additional courses in writing.
- Conditional approval recommended by the interview team.
Other conditions may be identified at the discretion of the teacher education program chair according to his or her professional judgment. All conditions must be met before the candidate interviews for approval to co-teach.
A candidate may be deferred admission to the program if they have:
- Answered “yes” to any question on the Character and Fitness Supplement, not including section 1, numbers 1 and 2.
- Concerns expressed on the Assessment of Professional Disposition.
- Inadequate writing skills, as judged by faculty in the Education and/or English departments.
- Earned less than an accumulative GPA of 3.0 for the most recent 30 semester or 45 quarter credits.
- Non-approval of admission by the interview team.
Any candidate deferred admission to the Teacher Certification Program, according to the guidelines listed above, may not enroll in education, bilingual education, early childhood education, or special education classes. All candidates being deferred admission will have a right to appeal the decision to the dean of the College of Education.
Any candidate deferred admission to the Teacher Certification Program has the right to appeal the decision to the dean of the College of Education.
Criteria for maintaining good standing:
Students accepted into M.I.T.(K-8) must maintain a 3.0 cumulative GPA.
Departmental requirements are subject to change according to state certification requirements. Completion of requirements for a degree does not guarantee that all requirements for certification have been met.
DISCONTINUANCE IN ANY SEMESTER
Responsibility: HU Residency Program. Recommendations for discontinuance are made to the Chair of Teacher Preparation.
HU Residency candidates will be removed from the program if:
1. They are unable to demonstrate adequate progress in student (K-8 learner) learning
2. They are unable to demonstrate adequate progress in content knowledge and skills (self)
3. They are unable to demonstrate adequate progress in pedagogical techniques (self)
4. They are unable to achieve an expected level of classroom management knowledge and skills (as demonstrated by ability to influence K-8 students)
5. They are unable to serve effectively on a 3 or 4-member team (TLT)
6. They do not participate actively and effectively in team and school-based learning teams
7. They fail to meet all expectations for attendance at school site or Friday seminars
8. They fail to create case-based studies which are a common requirement of all students
9. They fail to maintain requirements of the teacher preparation program