Elementary Education (K-8), M.I.T.

Teacher Preparation Program Requirements

1. Passing scores on the three sub tests of the WEST-B (math, reading and writing).

2. A conferred baccalaureate degree. 

3. Meet 3.0 GPA for last 30 semester (45 quarter) credits for admission and maintain a minimum of 3.0 throughout program.

4. Clear Moral Character and Personal Fitness–WAC 181-86 and 181-87 and RCW 28-A.410.

Teacher Preparation Programs Admission Guidelines

Before starting classes:

1. Admitted to Heritage University.

2. Meet 3.0 GPA for last 30 semester (45 quarter) credits for admission.

3. Conferred baccalaureate degree.

4. Letter of application.

5. 2 letters fo recommendation

6. Submit WATCH form.

7. Submit Declaration of Major form.

8. WEST-B: All three sub tests must be passed by the time students begin classes. (fee required).  Requires scores to be reported to Heritage University. SAT or ACT exemptions may apply.

9. Interview by faculty and/or Professional Education Advisory Board (PEAB)

10. Passing scores for the NES (National Evaluation Series) tests for Elementary Education (102&103)

11. Resume

12. Purchase Chalk and Wire (ePortfolio). (fee required)

The College of Education strongly recommends an advising meeting with the Heritage University financial aid office prior to beginning classes.

By the end of semester three:

1. WEST-E (endorsement) exams must be passed before any candidate can be recommended for certification.
2. Passsing scores on education Teacher Performance Assessment (edTPA).
3. Satisfactory scores of the Professional Competencies Assessment Instrument (PCAI) and final Assessment of Professional Competencies.

Other conditions may be identified at the discretion of the teacher education program chair according to his or her professional judgment. 

 

After completion of co-teaching, steps in teacher certification:

1. Complete all academic requirements.

2. Complete all certification requirements.

a. Pass appropriate WEST-B, NES, WEST-E, and edTPA assessments.

b. Maintain valid fingerprints and character clearances.

c. Apply for certification through the OSPI website.

 

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.

• Deficient completion of General University Course Requirements (GUCRs).

• Failed to pass all three sub tests of the WEST-B.

• 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 a B (3.0) in ED 505.

• 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.

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 

Recommendations for discontinuance are made to the Chair of Teacher Preparation.

Candidates may 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 as a mentored resident intern (self).

6.     They do not participate actively and effectively in team and school-based learning teams

7.     They fail to meet expectations for attendance at school site or courses held on Friday and Saturdays.

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