Heritage105 is a residency-based teacher preparation program of Heritage University and its partner, Educational Service District 105. Undergraduate and graduate candidates accepted into HU105 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 language learners.
Candidates accepted into HU105 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 on the TLT team follow their K-8 students from one grade to the next at the end of each school year.
Candidates of HU105 follow the yearly calendar of the school in which they are placed. On Fridays during the fall and spring semesters, candidates attend case-based 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. There are no additional evening or summer courses required of HU105 students.
HU105 is available at both the undergraduate and graduate levels. The graduate program is a three-semester schedule (fall/spring/fall OR spring/fall/spring).
Candidates of HU105 must meet all the requirements for the College of Education and Psychology’s Teacher Preparation Programs and all the requirements of the State of Washington for licensure. The tables below show the courses for which graduate students will register. All courses are competency-based. Faculty, in tandem with the candidate and core teacher, regularly assess competencies and a final grade is entered at the end of each semester.
Graduate teacher candidates in the HU105 program will earn a Master in Teaching Degree from Heritage University upon satisfaction of all applicable degree requirements. However, satisfaction of degree requirements does not necessarily guarantee that all requirements for the State approved teacher preparation program have been meet. Candidates must complete all degree requirements and achieve proficiency on required State assessments to be eligible for a Residency Teacher Certification recommendation to the Office of Superintendent of Public Instruction. Presently the State assessment consists of the applicable components of the West-E examinations for the candidate’s endorsed area(s) and the Teacher Performance Assessment (TPA). Candidates are encouraged to work closely with their advisor and the certification officer to make sure all assessments required for the certification are satisfied.
Admission to Teacher Preparation Program Procedures
1. Apply to the Teacher Preparation Program following admission to the University and prior to the first semester of enrollment (June 30 for fall enrollment). Candidate will submit all application materials (i.e. application to the teacher preparation program, application for Residency Certification, Character and Fitness Supplement) and demonstrates understanding of unconditional acceptance. All applicants will complete fingerprint and background check requirements (WAC 181-79A-155) before working in the K-12 system.
2. Teacher preparation program admission recommendation will occur on or about the eighth week of enrollment and will be based on the candidate’s ability to:
a) demonstrate understanding and application of the College Conceptual Framework;
b) demonstrate adequate progress in student (K-8 learner) learning;
c) demonstrate adequate progress in content knowledge and skills (self);
d) demonstrate adequate progress in pedagogical techniques (self);
e) achieve an expected level of classroom management knowledge and skills (as demonstrated by ability to influence K-8 students);
f) serve effectively on a 3 or 4-member Teacher Learning Team (TLT);
g) participate actively and effectively in team and school-based learning teams;
h) passage of the WEST–B Exam before program admission. (students will be given a “leave of program option”;
i) meet all expectations for attendance at school site or Friday seminars ; and
j) create case-based studies.
Admission to Teacher Preparation Program recommendations will be made to the Chair of Teacher Preparation from a team of individuals (e.g., Director of Professional Experiences, co-teacher, principal, HU faculty, ESD content specialists, HU faculty, and PEAB member). The Chair is responsible to ensure all policies and procedures are fulfilled and will approve all recommendations for admission to the teacher preparation program.
Responsibility (in order of authority): HU105 Project Co-directors, Director of Professional Experiences, principals, core teachers, content specialists and TLT members. The Co-directors will communicate with the Chair of Teacher Preparation regarding student issues and concerns.
a) K-8 content benchmarks from the State of Washington for reading, writing, language development, mathematics, and when possible, science
b) Professional Competencies Assessment Instrument
c) Teacher Performance Assessment (TPA) tasks designed for each semester
d) Weekly summary points sent to data base
Standards for Program Continuance
To continue in the program, candidates on each TLT must begin to acquire and become proficient on critical teaching and learning skills in accord with a time line specified for the semester. In addition they must:
1. Pass the WEST-B prior to or during the first semester of enrollment
2. Write a 3 page entry in their portfolio which discusses how the conceptual framework of the COEP will guide and influence their work
3. Complete the TPA Context for Learning task with specific attention to issues of diversity, second language learners, and the impact of family poverty on learning
4. Demonstrate weekly adequate progress (data-based decision line from baseline to target goal) at the acquisition and proficiency levels on the following:
- Content in literacy, mathematics, writing and ELL (based on state benchmarks)
- Competencies related to pedagogy will be assessed daily and summarized weekly using the Professional Competencies Assessment Instrument. Adequate weekly targets will be identified.
- Pass the Teacher Preparation Program Professional Educators Advisory Board interview for full admission to the program. Meet all requirements for unconditional acceptance by the end of the first academic year.
DISCONTINUANCE IN ANY SEMESTER
Responsibility: HU105 Program Co-Directors and Director of Professional Experiences. Recommendations for discontinuance are made to the Chair of Teacher Preparation.
HU105 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
DISCONTINUANCE WARNING NOTICE
Responsibility: HU105 Program Directors and Director of Prof. Experiences
HU105 will receive continuous, systematic and weekly feedback regarding all aspects of their performance. Students who appear to fail weekly expectations will engage in an intervention program designed to re-mediate the problems. If candidate performance does not improve at an acceptable rate within a 2-3 week period, the candidate will be exited from the program.
Candidates complete the requirements for Master in Teaching when they have:
- met all required competencies at a proficient level on the PCAI
- successfully passed all student folio requirements
- met TPA requirements
- completed Professional Growth Plan
- completed all University course requirements outside the program
- completed any other project requirements
- acquired sufficient credits to receive a Master in Teaching degree
Teacher Preparation Program Completion
Candidates complete the requirements for Teacher Certification when they have met all state requirements for certification in effect at the time of application. This includes passage of the WEST-B and WEST-E in the major area of Elementary Education (005 and 006). All coursework must be completed with a grade of “C” or better. MIT candidates who have met all competency requirements are eligible for certification at that time. Certification may be recommended without completion of the master’s degree.