Seattle Pacific University - Form 2A Application

8/6/2019 Seattle Pacific University - Form 2A Application

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Seattle Pacific University

Alternative Routes to Residency Certification

Program Proposal 2011

Submitted to theProfessional Educators Standards Board

of Washington

March 2011


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TABLE OF CONTENTS

SECTION 1 PROGRAM 4

SECTION 2 PROPOSAL CONTENTS 5

A. Need for Program 5

B. Market Analysis 6

1. Evidence of regional need for the program 6

2. The unique features of the ARC program design at SPU 9

3. The size and growth projections for the ARC program at SPU 11

SECTION 3 COMMITMENT OF PARTNERS 12

A. District Need 12

B. Classroom Placement 13

C. Route 1 and Route 2 Placements 14

D. Selection of a Mentor Teacher 14

1. Evidence of teaching experience 14

2. Evidence of mentor training 14

3. Letters of recommendation 15

4. District plan for mentoring time 15

E. Field Experience Placements 16

1. Determining placements 16

2. Background check and fingerprinting 17

3. Brief description of the field experience 17

4. Roles, responsibilities, and expectations 18


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F. Program Design 20

1. Detailed description of the routes structure 20

2. Description of the screening process 24

3. Teacher Development Plans 27

4. Strategies for recruiting candidates from under-represented populations 28

5. Enrollment projections by route 29

6. Description of mentoring components 30

7. Evidence of program plan for an open exit option (RCW 28A.020) 30

G. Organizational Capacity 31

1. Key personnel 31

2. Anticipated student-faculty ratio 31

3. Previous experience in offering an ARC program 31

H. Program Delivery 32

1. Cost for candidates 32

2. Length of program 32

3. Projected start date 32

4. Projected enrollment 32

5. Location 32

SECTION 4 CONTACT INFORMATION 33

DISTRICT SUPPORT LETTERS AND CONTACT INFORMATION 34

MEMORANDUM OF UNDERSTANDING 35


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Section 1 Program Information

Program Name: Alternative Routes to Certification

Institution: Seattle Pacific University

Type of certificate program: Residency Teacher Certificate

Routes Offered: Route 2

Route 3

Route 4

Endorsement(s) for Teacher Preparation:

Elementary & Middle Level (For Alternative Routes: all K-8 endorsement candidates must be pursuing at least

one of the following shortage area endorsements along with the K -8 endorsement: Mathematics, Middle Level Math,any Secondary Science, Middle Level Science, English Language Learner, Bilingual Education, Special Education ora locally identified shortage area).

Elementary (K-8) with:

Mathematics Middle Level Math Middle Level Science

English Language Learner Bilingual Education Special Education

Science Biology Chemistry

Earth & Space Science Physics

Secondary (5-12):

Science Biology

Chemistry Earth & Space Science

Physics Mathematics

All-level (P-12) Endorsements (restricted to the following shortage areas):

Special Education (Birth-12)

Bilingual

English Language Learners

Organization type: Four-year independent college or university


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Section 2 Proposal Contents

A. Need for program

The Educator Supply and Demand Report in Washington State, 2006 Report (OSPI, 2007) concluded thatWashington is experiencing an increased demand, and an associated difficulty in finding qualifiedcandidates, in the high-need endorsement areas of special education, mathematics, and the sciences.The report notes that these high-need areas tend to be the same across the state, although there aresome districts showing higher degrees of shortage.

Information segmented by Educational Service Districts indicates some variability across regions. Whilecertain endorsement areas are in short supply across the state, others show shortages in some ESDs butare more balanced in other ESDs. It is clear that geographic location and geographic flexibility of thecandidates become critically important in understanding whether a particular school system is able tohire a highly qualified candidate in a particular endorsement area.

Of the 49 educational roles cited in the report, the teaching areas with considerable shortage includespecial education, mathematics, physics and chemistry. The teaching areas with some shortage includescience, middle level math, middle level science, biology, bilingual education, ELL, earth and spacescience, music, DWL Spanish, German, French, and theatre arts. SPU is approved to offer endorsementsin all the above-mentioned endorsement areas.

This mirrors data offered by the U.S. Department of Education ( Teacher Shortage Areas: Nationwide List 2010-2011 ; retrieved at www2.ed.gov/about/offices/list/ope/pol/tsa.doc ) that suggest 15 areas inshortage for the state of Washington. From this list, SPU is approved to offer endorsements in biology,chemistry, earth and space science, mathematics, middle level math, middle level science, physics,science, and special education.

As a premier national Christian university seeking to engage the culture and change the world, theSchool of Education at Seattle Pacific University (SPU) is accredited and approved to prepare teachers inthe various endorsement areas cited. We aim to very specifically engage the educational communitywhere it lives, in schools and districts that desire our assistance and are willing to partner with us as weprepare teachers to positively impact student learning. T he schools mission for graduating educators of competence and character who are dedicated to service and leadership is well known in the state. Inaddition, the reputation of the Alternative Routes to Certification (ARC) program at SPU continues todevelop positively as our graduates fulfill a critical function for the state in state-identified shortageteaching areas.

B. Market Analysis


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1. Evidence of regional need for the program

Seattle Pacific University was founded 120 years ago by Free Methodist pioneers who valued a non-sectarian approach to education that welcomed all those seeking scholarly excellence rooted in theChristian gospel. SPU is located in urban Seattle and the School of Education maintains strong ties withlocal, urban school districts. Many other universities offer a teacher education program in the Seattlearea, either on their main campus (e.g. University of Washington-Seattle, University of Washington -Bothell; Antioch University; City University of Seattle; Northwest University) or through a satellite site(e.g. Central Washington University in Lynnwood; Central Washington University in SeaTac; HeritageUniversity in Seattle; Western Washington University in Seattle; and Western Washington University inEverett). However as of the 2010-2011 school year, no other university serves the local Seattle-areaurban districts by means of an alternative route to certification teacher education program with asmany approved endorsements areas as SPU (see endorsement list in Section 1 above).

Our presence in this area has offered SPU the opportunity to partner with local districts and meet localneeds on an annual basis. A SPU partnership represents an agreement to work with a local school,

especially one serving traditionally disenfranchised populations. It is an agreement to work togethercollaboratively to positively impact student learning in that school, while preparing highly qualifiedteachers who may, preferably, gain employment with the school district.

Many schools express an interest to host ARC teacher-candidate interns for an entire year. A samplingof letters of support is provided in the appendix. These schools have learned that the ARC courseworkhelps interns understand the local school system and the unique demands that this setting offers. Ouremphasis on working with diverse learners and integrating technology as part of the learning processappears to be well appreciated by our partnering schools. Indeed, our goal to cluster place, or locate,preferably, five or more interns in a building afford us the opportunity to serve each school and theirunique needs individually.

That said, the ARC program has not limited itself to the urban school districts among which SPU findsitself. We also seek to partner with those districts in which the programs students live. The guidingassumption behind this approach is to help address both the geographical shortages as well as anyrecruitment or subject area teaching shortages being experienced by school districts throughout thestate. This approach has afforded SPU to serve school districts all along the I-5 corridor. Over the pastnine years, the ARC program has been working with teacher-candidates from the following EducationalService Districts: Puget Sound ESD 121, Northwest ESD 189, Olympic ESD 114, and ESD 112 (Vancouverarea). A sampling of letters of support is provided in the appendix. The ARC program has also preparedteachers for a number of state-approved private secular and sectarian schools. Table 1 provides ARCpartnership school districts by year.


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Table 1

ARC Partnership School Districts by Year

2002-2003

Puget Sound ESD 121

Highline Kent Lake Washington Mercer Island RentonSeattle Tacoma Snoqualmie Valley

2003-2004

Puget Sound ESD 121Issaquah Northshore University Place Seattle Renton

Northwest ESD 189Edmonds Lopez Island Mukilteo

Private Schools

2004-2005

Puget Sound ESD 121Bellevue Enumclaw Highline Northshore KentLake Washington Renton Seattle Tukwila

Northwest ESD 189Edmonds Everett Granite Falls Monroe Mukilteo

Private Schools

2005-2006

Puget Sound ESD 121Bainbridge Island Bellevue Kent Mercer Island SeattleNorthshore Snoqualmie Valley Shoreline

Northwest ESD 189Edmonds Lakewood Mukilteo Mount Vernon Monroe

Olympic ESD 114Bremerton South Kitsap

Private Schools

2006-2007

Puget Sound ESD 121

Bellevue Federal Way Lake Washington Highline KentMercer Island Seattle Snoqualmie Valley

Northwest ESD 189Everett Lopez Island Stanwood-Camano Mukilteo MonroeSnohomish


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Olympic ESD 114North Kitsap

Private Schools

2007-2008

Puget Sound ESD 121Bellevue Highline Issaquah Kent SeattleLake Washington Mercer Island Shoreline

Northwest ESD 189Edmonds Lopez Island Marysville Monroe

Private Schools

2008-2009

Puget Sound ESD 121Bellevue Highline Issaquah Kent SeattleLake Washington Mercer Island Snoqualmie Valley Northshore Shoreline

Northwest ESD 189 Olympic ESD 114Edmonds Everett Chimacum

Private Schools

2009-2010

Puget Sound ESD 121Bellevue Federal Way Highline Issaquah KentMercer Island Northshore Renton Seattle TacomaTukwila

Northwest ESD 189Edmonds Everett Mukilteo

Private Schools

2010-2011

Puget Sound ESD 121Auburn Bellevue Federal Way Highline KentLake Washington Mercer Island Northshore Puyallup Renton Seattle Shoreline Tacoma Tukwila

Northwest ESD 189Edmonds Everett Marysville

Olympic ESD 114 ESD 112Bainbridge Island North Kitsap Camas

Private Schools


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2011-2012

Confirmed:

Puget Sound ESD121 Snoqualmie ValleyNorthwest ESD 189 Oak Harbor Lakewood (Smokey Point)Olympic ESD 114 Mossyrock

2. The unique features of the ARC program design at SPU .

The ARC program at SPU integrates a residency teacher certification program with either a Master of Arts in Teaching degree (M.AT.) or a Masters in Teaching Math and Science degree (M.T.M.S.),depending on a teacher- candidates endorsement area. Eight unique features of the ARC programdesign continue to draw high-quality applicants to SPU:

1. The possibility of achieving Washington State Residency Certification in one year.

2. Progression through the program as a cohort. All ARC students proceed through theprogram as a cohort of 16-20 students grouped by endorsement area. This allows forcommunity building and collaboration opportunities among teacher-candidates who sharesimilar endorsement-related certification goals.

3. A one-year field-based experience with diverse learners. The ARC program strives tostrengthen its collaborative partnerships with K-12 schools, and especially with thoseschools serving traditionally disenfranchised populations. In particular, the ARC program

emphasizes that teaching is a service field and believes that education can make a positivedifference in individual lives of students of all ethnic, racial, and cultural backgrounds aswell as those with special needs. It is, therefore, a goal for field experience placement toprovide all teacher-candidates with settings where students of varied ethnic, racial, andcultural backgrounds are served. It is also a goal to provide all candidates with placementswhere there are students who have been identified as exceptional, including specialeducation and highly capable students. These goals extend beyond placement to theexpectation that teacher candidates will demonstrate knowledge, skills, and attitudes forserving diverse populations. The draw of this type of a field-based, teacher preparationexperience is perhaps the number one reason that applicants choose SPU for teachercertification.

4. The possibility of completing either a Master of Arts in Teaching (MAT) or a Master of Teaching Math and Science (MTMS) degree in conjunction with the teaching certificate.Although it is assumed, completion of the masters component is not obligatory.Nevertheless, the possibility of earning a masters degree while obta ining residencycertification through a field-based approach has proven to attract high quality candidates tothe ARC program at SPU. This has been especially true for those Route 3 candidates whoare transitioning from existing careers and for those Route 4 candidates already teaching in


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the schools. In addition to gaining residency certification, these candidates often mentionthat the possibility of completing a graduate degree was one of the factors that helpedattract them to teaching. This is, perhaps, the second most cited reason for choosing SPUfor teacher certification.

5. The possibility of certifying in two related endorsement areas. ARC Teacher-candidates mayrequest placement in two subject areas to work toward multiple endorsements if theendorsements are related by Pathway 1 (e.g. chemistry and biology). The SPU PlacementOffice works with a partnering district to confirm such an internship if both placements canbe found in one building. Teacher-candidates who seek multiple endorsements that arerelated by Pathway 2 (e.g. mathematics and physics) are placed only if both placements canbe found in the same building. In every situation, all mentors receive appropriate training tosupport their ARC teacher-candidate intern. (Refer to http://www.k12.wa.us/certification/ProfEd/pubdocs/PathwayChart2010.pdf for further information regarding pathways toendorsements.)

6. Personalized advisement and mentoring. An ARC cohort averages 16-20 students. Thisguarantees a high degree of faculty attention and personalized advising assistance. Thislevel of attention and assistance reflects the programs philosophy to meet the specificcertification requirements of its students.

7. Personalized Teacher Development Plan. ARC teacher-candidates work with the ARCprogram director to develop an individualized certification plan. In doing so, ARC teacher-candidates are allowed to waive coursework through transcript review of equivalentcoursework or demonstration of competency. For those teacher-candidates demonstratingsome, but not all, of the competencies required for a course, modified course sessionscovering only the content they need or allowing the teacher-candidates to engage in moreindependent coursework is permitted. Related to this, applicants are aware that program

length is based on evidence of proficiency rather than hours of instruction. This option of anearly exit is a draw for many applicants, too.

8. Technology embedded in the ARC curriculum. The use and modeling of educationaltechnology in the ARC program better prepares teacher-candidates to use these and similartechnologies in their teaching to positively impact student learning. Those teacher-candidates in the MTMS cohort have discipline-specific technology courses designed toacquaint them with the latest educational technology for math and science pedagogy.
http://www.k12.wa.us/certification/%20ProfEd/pubdocs/PathwayChart2010.pdfhttp://www.k12.wa.us/certification/%20ProfEd/pubdocs/PathwayChart2010.pdfhttp://www.k12.wa.us/certification/%20ProfEd/pubdocs/PathwayChart2010.pdfhttp://www.k12.wa.us/certification/%20ProfEd/pubdocs/PathwayChart2010.pdfhttp://www.k12.wa.us/certification/%20ProfEd/pubdocs/PathwayChart2010.pdfhttp://www.k12.wa.us/certification/%20ProfEd/pubdocs/PathwayChart2010.pdf


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3. The size and growth projections for the ARC program at SPU .

The ARC program at SPU is based on a cohort model, with a cohort averaging between 16 20 students.The sheer number of high quality applicants afforded us the opportunity to offer two cohorts in theprogram from 2004 2009. As the reputation of the ARC program continued to develop, we expandedto a third cohort in 2009. For 2011-2012, enrollment of 60 teacher-candidates in three cohorts isprojected, which represents maximum capacity for efficiently running this program at SPU. Table 2reviews the number of interns according to route from 2002 - present.

Table 2

Enrollment of Teacher-Candidates Organized by Route

Year Number of Interns Route 2 Route 3 Route 4

2002-2003 18 7 11 NA 2003-2004 18 4 14 NA 2004-2005 a 28 6 16 6 2005-2006 38 8 24 6 2006-2007 38 11 19 8 2007-2008 36 3 25 8 2008-2009 40 7 25 8 2009-2010 b 53 5 34 14 2010-2011 55 3 45 7 2011-2012 c 60 - - - a Given the number of high quality applicants it was decided to organize two cohorts in 2004-2005.b Given the number of high quality applicants it was decided to organize three cohorts in 2009-2010.c Projections based on recruitment data for three cohorts.


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Section 3 Commitment of Partners

A. District Need

A SPU partnership represents an agreement to work with a local school, especially one servingtraditionally disenfranchised populations. It is an agreement to work together collaboratively topositively impact student learning in that school, and to simultaneously prepare highly qualifiedteachers. As a result, partnering schools and districts may vary from year to year. In each situation, SPUworks to communicate clearly the differences between the ARC internship and a more traditional modelso that we can ensure that our high expectations for a quality internship experience are respected.Table 1 (above) highlights the number of partnering school districts in the since the inception of the ARCprogram at SPU in 2002.

As briefly highlighted in Section 2.B.1, the ARC program at SPU has not limited itself to the urban schooldistricts among which SPU finds itself. We also seek to partner with those districts in which theprograms students live. The guiding assumption behind this approach is to help address both thegeographical shortages as well as any recruitment or subject area teaching shortages being experiencedby school districts throughout the state. By virtue of Route 2, 3, and 4 applicants approaching SPU forresidency certification in their home district, SPU aims to fulfill both state-identified shortage area andgeographic-specific shortage area needs.

Table 3 is of particular interest as it highlights ARC partnerships with school districts outside the Seattlearea. This table identifies the route of the teacher-candidate served and whether or not the partnershipin question helped address either a state-identified shortage area or a geographic shortage area.

Table 3

School district partnerships outside of the Greater Seattle area

Year School District Route State-IdentifiedShortage Area

GeographicShortage Area

2003-2004 Lopez Island 3 X 2004-2005 Enumclaw 4 X

Granite Falls 4 X Monroe 3 X Oak Harbor 3 X

2005-2006 Bremerton 4 X Lakewood (Smokey Point) 4 X Monroe 3 X Mount Vernon 4 X South Kitsap 2 X

2006-2007 Lopez Island 3 X Monroe 3 X North Kitsap 3 X


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Snohomish 3 X Stanwood-Camano Island 2 X

2007-2008 Lopez Island 3 X Marysville 3 X Monroe 3 X

2008-2009 Chimacum 2 X Snoqualmie Valley 4 X

2010-2011 a Camas 3 X Marysville 2 X North Kitsap 3 X

2011-2012 b Lakewood (Smokey Point) 4 X Mossyrock 4 X Oak Harbor 4 X

a Teacher-candidates who will certify by June 2011.b Confirmed enrollment in the 2011-2012 ARC program.

B. Classroom Placement

ARC teacher-candidates are required to maintain the same school hours as their mentor teacher andthey are instructed to use their common preparation periods and before/after school time for mentor mentee interactions. As the partnership permits, the ARC program follows a CoTeaching model where amentor teacher and a teacher-candidate are both actively involved and engaged in all aspects of instruction. As a team, they share the planning, organization, delivery and assessment of instruction.This model assumes an extended period of observation, one-on-one work, and small group work, too.

The teacher-candidates develop observation plans under the guidance of their SPU course instructors tohelp them focus their observations of their mentors and the classroom. Course assignments alsorequire the intern to initiate specific discussions with their mentors.

Route 2 and 3 interns are placed in the same room as the mentor teacher. This close proximity allowsfor frequent observation, as well as numerous informal exchanges about techniques and methods of instruction. Partner districts agree to allow intern placement for an entire year and also agree to acceptthe interns as faculty members for non-instructional activities such as in-service, faculty meetings,community service, building and district committee work, etc.

Route 4 interns already have full responsibility for a classroom under a conditional or emergencycertificate. Although they dont have the luxury of two teachers in one room, partnership districts doagree to assist in identification of highly qualified master teachers to serve as a mentor within the samebuilding. Mentor teachers are released through planning period or other administrative method toobserve the Route 4 interns on a regular basis providing at least weekly written and oral feedback tothe intern.


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C. Route 1 and Route 2 Placements

Route 2 teacher-candidates are accepted into the ARC program on the condition that they can retainemployment as an employed staff member within their district. To help us in verifying thisarrangement, a potential Route 2 applicant must include must include the following two letters of recommendation in his/her application file:

1) A letter from the classroom teacher or direct supervisor stating his/her willingness tosupport and mentor the teacher-candidate, and

2) A letter from the building principal stating his/her support and detailing the conditions, if any, under which the teacher-candidate will be allowed to complete an internship whileemployed as a Route 2 intern.

The Placement Office Coordinator then follows-up with the building principal and supervisor toformalize the internship agreement.

D. Selection of a Mentor teacher

1. Evidence that the Mentor teacher has had a minimum of three years teaching experience and holds a continuing or professional certificate.

Mentor teachers in the ARC program are selected in cooperation with the school district based on anestablished record of successful teaching experience and a willingness to work with a beginningteacher. A special dedication to the teaching profession is usually recognized in the mentor teacher aswell as a willingness to share responsibility and recognition with a beginner.

To be selected to work with a teacher-candidate, ARC mentor teachers possess a valid Washingtonteacher certificate (either continuing or professional) and have a minimum of three years of successfulfull-time teaching experience at the current level or subject area.

2. Evidence that the Mentor teacher has completed formalized Mentor training either through district, private organizations or institutions, university, OSPI mentor academies,or through online modules .

The ARC program at SPU maintains that strong mentor training is vital to pre-service teacherdevelopment and overall program success. Mentor training is individually designed to enhance thementor teachers ability to communicate effectively and clearly with his or her intern aboutperformance as a teacher. Since some of the ARC mentors have had several ARC students over theyears and many have had none, each mentors training is personalized to his or her specificcharacteristics as a teacher, the professional growth of the intern, and their particular teaching contexttogether. One of the key characteristics of the ARC mentoring program is that is designed around theparticular needs of an ARC mentor which is often quite different than teachers mentoring a first yearteacher or working with a traditional student teacher.

The aim of ARC mentor training is to assist mentors in the provision of feedback to their interns aroundtheir performance of the state teaching competencies (WAC 181-78A-270) in the context of theirplacement. Designed to be minimally intrusive in the mentor teachers life, the mentor training


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provided by the ARC is delivered through individual contact where each mentor teacher has regularcontact with the teacher-candidate supervisor as well as the Director of the ARC program.

ARC-sponsored mentor training consists of the following elements:1. Extensive on- site, individualized mentoring support by the interns university supervisor who

has received training in supporting mentor teachers.2. Training in the collaborative CoTeaching method of planning and instruction.3. Access to resources on key mentoring skills, new teacher development, and adult learning.4. Provision of a Mentor Manual .5. Instruction in the use of the new Washington Teacher Performance Assessment (WATPA) for

formative assessment purposes and in preparation for summative evaluation using the WATPAby the university supervisor.

In addition to the ARC sponsored mentor training program, mentor teachers are also encouraged toattend those training sessions offered by their local school district.

In exchange for serving as a mentor and participating in the mentoring activities, mentors will receive a

$500.00 per year stipend, and continuing education course credit offered through the Center forProfessional Learning on campus.

3. A letter of recommendation from the Mentor teachers Principal or other District designee that nominates them for Mentor teacher designation for a yearlong Alternative Route candidate placement .

In addition to those attributes listed in Section 3.D.1 above, ARC mentor teachers are recommendedand approved by a building administrator to serve as a mentor teacher. Building administrators areasked to identify teacher leaders who possess teaching skills that qualify the teacher to be a suitablemodel for a teacher candidate. In addition, these potential mentor teachers must possess classroommanagement skills that qualify the teacher to be a suitable model for a teacher candidate; possessinterpersonal and communication skills demonstrated in positive working relationships with others inthe school; have the desire to work with a beginning teacher; be willing to invest time and effort forpositive growth and development of another teacher; understand that teaching competence developsover a period of time as a candidate gains experience and confidence; be willing to give the teacher-candidate gradually increasing teaching and management responsibilities; and be willing to share withthe teacher-candidate both responsibility and recognition for accomplishment.

4. District plan for providing significant time for Mentor teachers to spend with alternative route teacher candidates throughout their internship.

ARC interns are required to maintain the same school hours as their mentor teacher and they areinstructed to use their common preparation periods and before/after school time for mentor protginteractions.


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Route 2 and 3 interns are placed in the same room as the mentor teacher. This close proximity allowsfor frequent observation, as well as numerous informal exchanges about techniques and methods of instruction. Partner districts agree to allow intern placement for an entire year and also agree to acceptthe interns as faculty members for non-instructional activities such as in-service, faculty meetings,community service, building and district committee work, etc.

Route 4 interns in the ARC program already have full responsibility for a classroom under a conditionalor emergency certificate. Although they dont have the luxury of two teachers in one room, partnershipdistricts do agree to assist in identification of highly qualified master teachers to serve as a mentorwithin the same building. Mentor teachers are released through planning period or other administrativemethod to observe the Route 4 interns on a regular basis providing at least weekly written and oralfeedback to the intern.

5. District acknowledgement that Alternative Route 4 candidates are eligible to be hired as the teacher of record and are considered Highly Qualified Teachers (HQT) under

Federal No Child Left Behind (NCLB) regulations .

This item no longer applies to Route 4 teacher-candidates.

E. Field Experience Placements

1. Determining Placements.

All Seattle Pacific University School of Education teaching internship placements are designed to beconsistent with state law and School of Education policies. This includes being aware of implications of

WAC 181-44 and acknowledging that a properly certificated teacher must be responsible for theclassroom at all times. In practice, this means the mentor teacher is present in the room to supervisethe work of the teacher-candidate early in the experience, and that throughout the experience, acertificated teacher is present in the building who retains legal responsibility for the students and theclassroom.

The School of Education Placement Office is responsible for all teacher-candidate internshipplacements. As a result, all placements are considered to be tentative until they are confirmed by thePlacement Office. The Field Placement Coordinator within this office is responsible for initiating contactwith a school district, or as the district policy requires, with the local school directly. The FieldPlacement Coordinator initiates individual contact to develop a match between the candidate needs

and endorsements, and the district needs for teachers and assistance in the building. The FieldPlacement Coordinator maintains a contact list of district and/or school personnel with whom suchcontact is initiated when requesting a placement.

As required by WAC 181-78A-125, SPU possesses field agreements on file with a number of districtswho have agreed to work with ARC teacher-candidates. Each agreement assures that the internshipplacement is in compliance with the state law and university policies. O ur placement goal is to cluster


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place, or locate, preferably, five or more interns in a building so that we can more effectively partnerwith a district to serve the school and their unique needs individually.

Once admitted to the program, an ARC teacher-candidates are asked to complete the Teacher-Candidate Information Form and submit this form, along with a digital copy of his/her rsum, to thePlacement Office. This information is shared with a potential district and/or school contact whoreviews it in consideration of school goals, staffing needs, and qualified potential mentor teachers. Thelist of mentor attributes shared in response to item Section D is provided for appropriate reference andconsideration, too.

The Placement Office will notify the teacher-candidate when a tentative placement has been made.The teacher-candidate will then arrange to meet with the potential mentor teacher for a pre-internshipinterview. This interview occurs to ensure the acceptance of the placement by both the teacher-candidate and the mentor teacher. Teacher-candidates and mentors are asked to confirm that thepotential internship site is not a situation in which a personal relationships or previous experience couldinterfere with an objective evaluation.

2. Background check and fingerprinting.

All applicants to the ARC program are asked to complete the OSPI Character and Fitness Supplement aspart of their application package. Upon admission to the program, the necessary fingerprint andbackground check paperwork is completed and submitted. The School of Education Certification Officemonitors and confirms the results of the checks conducted through the Office of the Superintendent of Public Instruction. This same office assures that the appropriate clearance remains in effect throughoutthe teacher- candidates time in the ARC program. Under no circumstances can a teacher-candidate sofficial ARC internship begin until SPU receives confirmation of the candidates fingerprint andbackground clearance from OSPI, and official verification of passing score(s) on the WEST-Eexamination(s) for all requested endorsement area(s).

3. Brief description of the field experiences.

SPU possesses Statements of Understanding (field agreements) with a number of districts (as per WAC181-78A-125) who have agreed to work with ARC teacher-candidates. These agreements assure thatinternship placement is in compliance with the state law and university policies. It is understood that anARC placement is a year-long mentored internship with an option for an early-exit under RCW28A.660.040 following a minimum of one-half of a school year successful internship experience.

The ARC placement goal is to cluster place, or locate, preferably, five or more interns in a building sothat we can more effectively partner with a district to serve the school and their unique needsindividually. To this extent, the field agreements state that the School of Education will confer with theschool district about numbers and types of ARC teacher-candidates it might accept for placement in thedistrict, the nature of school district needs, and its expectations of ARC teacher-candidates in meetingthose needs.


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These agreements also confirm that the School of Education will provide the school district withappropriate information about each ARC teacher-candidate s professional interests and background ,and that ARC teacher-candidates will not be placed in settings in which personal relationships orprevious experiences could interfere with objective evaluation of candidates. Furthermore, the Schoolof Education provides verification that the ARC teacher-candidates are sufficiently prepared andqualified to participate in site-based experiences. This verification includes Washington State Patrol andFederal Bureau of Investigation fingerprint clearance and notification from the Office of theSuperintendent of Public Instruction that the teacher-candidate is cleared for such placement.Fingerprint and character clearance under RCW 28A.410.010 remains current at all times during thefield experience.

4. Roles, responsibilities, and expectations.

The following provides an overview of the roles, responsibilities and expectations for ARC teacher-candidates, SPU university field supervisors and mentor teachers. Greater details of the following roles,

responsibilities and expectations are formalized in both the SPU Residency Teacher Certification Manual and the ARC Mentor Handbook ; the former being provided to the ARC teacher-candidate and the latterprovided to the mentor teacher. Various planning, teaching and documentation expectations and tasksare also included in these two resources. ARC teacher-candidates receive their resource when theybegin the ARC program. Mentor teachers receive the handbook once the internship placement hasbeen formalized. Copies are also made available to building administrators as requested. The ARCprogram director and SPU Placement Office receive confirmation that mentor teachers understand andwill comply by these roles, responsibilities and expectations when they return their necessary mentorteacher paperwork to the SPU Placement Office.

ARC Teacher-Candidates. ARC teacher-candidates are expected to teach using the co-teaching modeland complete all appropriate requirements related to this model. ARC Teacher-Candidates begin theirinternship by serving a role as a support teacher in the classroom. This includes observing and assistingthe mentor teacher until gradually assuming full teaching responsibilities. As more teaching anddecision-making responsibilities are assumed, the teacher-candidate becomes the lead teacher.Although the teacher-candidate is a learner, it is important from the beginning for the teacher-candidate to convey a teacher image to school personnel and the students. Professional behavior andcompetent performance of responsibilities help convey a teacher image. For example, the followingprofessional responsibilities are expected of all ARC teacher-candidates:

The ARC teacher-candidate is expected to realize that he/she is under the direction of both thementor teacher and the university field supervisor and is, therefore, required to accomplish thetasks that are assigned by them.

The ARC teacher-candidate is expected to contribute to the class by sharing ideas and actively

supporting the mentor teacher and others in the classroom and school setting. The ARC teacher-candidate is expected to convey an interested and enthusiastic attitude

regarding classroom/school activities. In addition, the ARC teacher-candidate is expected to demonstrate professionalism by

accomplishing tasks thoroughly and on time, taking initiative where it is appropriate, beingdependable, conveying a positive attitude of responsibility toward faculty meetings, parent-teacher meetings, school programs, etc., being punctual to school, meetings, and


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appointments, including arriving early and staying late as appropriate, and presenting aprofessional and appropriate appearance.

A successful ARC internship is grounded in effective communication between the teacher-candidate andthe mentor teacher. For example, the teacher-candidate is expected to cooperate in arrangingconvenient conferencing times with his/her mentor teacher in order to talk about teaching methodsand the students progress. They are expected to demonstrate interest by asking questions, seekingclarification, and offering suggestions, and attend all individual and/or small group sessions as called bythe university field supervisor. They are asked to communicate regularly and openly with the universitycoordinator regarding the assigned teaching schedule, progress being made, and problems as they mayoccur. Overall, they should demonstrate a willingness to implement improvements suggested by thementor teacher and/or university coordinator.

ARC University Field Supervisors. ARC university field supervisors are expected to maintain a highlyfrequent internship visitation schedule throughout the year-long internship. During their visits, they areexpected to observe regularly teacher-candidates in action, debrief with both teacher-candidates andmentor teachers, review teacher-candidate progress and, if applicable, any problems with the mentor

teacher, assist or facilitate the mentor-protg relationship as needed, and confer with buildingadministrators as necessary.

Mentor teachers. The mentor teachers in the ARC program have been selected by buildingadministrators to work with an ARC teacher-candidate because of an established record of successfulteaching experience and a willingness to work with a beginning teacher. A special dedication to theteaching profession has been recognized in the mentor teacher as well as a willingness to shareresponsibility and recognition with a beginner.

Mentor teachers are expected to demonstrate the following while working with his/her ARC teacher-candidate:

Effective teaching and classroom management skills that qualify him/her to be a suitable modelfor a teacher-candidate.

Positive interpersonal and communication skills evidenced in positive working relationshipswith others in the school.

A desire to work with a beginning teacher.

An understanding that teaching competence develops over a period of time as the beginnergains experience and confidence.

A willingness to invest time and effort for positive growth and development of another teacher.

A willingness to give the teacher-candidate gradually increasing teaching and managementresponsibilities.

A willingness to share with the teacher-candidate both responsibility and recognition foraccomplishment.

For the teacher- candidates field experience success to be optimum, the mentor teacher needs to beable to balance support for the teacher-candidate with enough freedom so that independence ispossible. The amount of support and assistance, while abundant at first, should be gradually decreasedas the teacher-candidate gains experience and confidence. For example, the following professionalresponsibilities are expected of all mentor teachers:


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The mentor teacher is expected to confer with his/her protg on a daily basis to plan theteaching schedule.

The mentor teacher is expected to provide guidance for teaching assignments including contentand techniques.

The mentor teacher is expected to allow the teacher-candidate to try some methods and

techniques gained from other sources as he/she becomes more confident and secure. The mentor teacher is expected to preview and suggest revisions on the teacher-candidat es

lesson plans so that they meet the mentors approval prior to the actual teaching.

The mentor teacher is expected to provide constructive criticism with concrete, specificsuggestions for improvement as well as commendation.

The mentor teacher is expected to evaluate through frequent informal conferences with theintern and periodical formal conferences with the teacher-candidate and university fieldsupervisor.

Overall, the mentor teacher serves as the teaching model for the teacher-candidate. In this capacity, thementor teacher becomes the teacher- candidates closest advisor.

As the mentor teacher considers his/her students and their parents, mentor teachers need toemphasize to all that co-teaching will be advantageous with another teacher in the classroom. Theadditional teacher can provide more help for individuals in the class and enriched educationalopportunities. The parents should be informed that a teacher-candidate will be participating in theschools instructional program. It is important that the parents understand that the teacher-candidateworks under close supervision of the mentor teacher and a qualified university field supervisor.

5. Other provisions .

There are no other provisions that currently apply to field experience placements in the ARC program.

F. Program Design

1. A detailed description of how the routes will be structured and operated by the partnership .

The ARC program at SPU integrates a residency teacher certification program with either a Master of Arts in Teaching degree (M.AT.) or a Masters in Teaching Math and Science degree (M.T.M.S.),

depending on a teacher- candidates endorsement area. The certification component of the program is aone year, internship-based program of graduate-level study leading to recommendation for WashingtonState Residency Certification. Students normally complete the certification component of the programbefore enrolling in the masters component the summer immediately following their internship.Although it is assumed, completion of the masters component is not obligatory.

The ARC program at SPU is designed to serve Route 2, 3, and 4 candidates. All ARC students proceedthrough the program as a cohort. An ARC cohort averages 16-20 students. This guarantees a high


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degree of faculty attention and personalized advising assistance. This level of attention and assistancereflects the programs philosophy to meet the certification requirements of its students by offering ahighly individualized program based on their personalized Teacher Development Plan (TDP). Cohorts aregrouped by endorsement areas, rather than route designation. This allows for rich collaborativeexperiences and networking opportunities among teacher-candidates who share similar endorsement-related certification goals.

The ARC program is a full-time, internship-focused, performance-based program that is considered tobe very thorough and quite intense. Through the preparation of a teacher-candidate s TDP, teacher-candidates can use past professional and educational experience as appropriate teacher-basedevidence of proficiency to demonstrate competency related to state residency certification standards(WAC 181-78A-270). The TDP also delineates remaining competencies and outlines the appropriateevidence and coursework needed to document proficiency on the residency certification standards. Forinstitutional administrative purposes, state residency certification standards have been carefullymatched with content and course titles from either the MAT or MTMS degrees so that the teacher-candidate can receive equivalent credit and transcript documentation reflecting preparation in a coursearea as it applies to the respective graduate degree.

The ARC program consists of four elements. These elements include a blend of face-to-face, online, andfield-based coursework. During the academic year, the on-campus classes meet one night every twoweeks and are structured to be more independent and performance-based than regular classes in thetraditional certification programs. The online classes take place throughout the internship, therebyreducing commute time to and from campus. These courses allow ARC teacher-candidates to work in avirtual environment and benefit from asynchronous discussion formats. Field-based classes allow theteacher-candidates to observe course concepts applied in the classroom and to engage professionals inlearning-focused discussions. All courses are organized so that ARC teacher-candidates can capitalize onthe opportunity for the immediate application of knowledge and skills in their internship setting.

ARC teacher-candidates are allowed to waive coursework through transcript review of equivalentcoursework or demonstration of competency. For those teacher-candidates demonstrating some, butnot all, of the competencies required for a course, modified sessions covering only the content theyneed or allowing the teacher-candidates to engage in more independent coursework is permitted. Thisis clearly specified in their TDP.

The Orientation Element (equivalent to 7 credits on the teacher- candidates university transcript)comprises two courses that begin and end the certification component of the program. All ARC teacher-candidates take these courses, regardless of endorsement area. Introduction to Teaching orientsteacher-candidates to the ARC program, to the performance-based teacher certification standards, andto the development of their individualized TDP. The TDP, then, controls the rest of the program. Theorientation element also includes Leadership in Teaching , which is designed as a capstone experience tothe ARC program. This course provides the opportunity to use previous coursework and experiencesfrom the classes and internship experiences to develop tentative answers to challenges encountered inteaching. ARC Teacher-Candidates are asked to reflect upon significant events, knowledge gainedthroughout the program, and their successes, challenges, disappointments and surprises during theirinternships. This helps them draft their professional development plan as a teacher.

In the Internship Element (equivalent to 14 credits on the teacher- candidates university transcript) ARCteacher-candidates use their content and pedagogical knowledge and skill in school site observation


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and teaching experiences. The internship is a vital, integrative experience in which they are paired witha mentor teacher and conduct supervised teaching in a school setting over the course of an entireschool year (3 quarters, September June, 5 days a week). For Route 2 teacher-candidates, theinternship is developed to include the roles and responsibilities associated with their classified staff positions. Utmost attention is paid to ensure that these teacher-candidates fulfill their existing jobrequirements during their internship. For Route 3 teacher-candidates, the internship typically follows aCoTeaching model where a mentor teacher and a teacher-candidate are both actively involved andengaged in all aspects of instruction. As a team, they share the planning, organization, delivery andassessment of instruction. This model assumes an extended period of observation, one-on-one work,and small group work, too. For Route 4 teacher-candidates, the internship is developed around theircurrent instructional load and includes opportunities for consultation and supervision by their mentorteachers in the building. All ARC teacher-candidates are also expected to help out after school hours just as any new teacher would.

The Foundations Element of the program (8 credits) provides teacher-candidates with a broad base of information about education and the nature of students and society. Courses include Learners inContext , Diversity in America , and Professional Issues . All ARC teacher-candidates take these courses,

regardless of endorsement area.

During the Application Element (12 credits) students acquire knowledge in the use of instructional andmanagement strategies. Depending on endorsement area, these courses include Inquiry, Teaching and

Assessment Methods , Classroom Management , an elective in educational technology, and field-basedcontent area methods.

Some of the following endorsement-specific courses are worth noting:

1. Teacher-candidates working towards an endorsement in Special Education have the followingSpecial Education-focused coursework:

a. Special Education Assessment This courses teaches diagnostic and evaluativeprocedures commonly used with exceptional children. It Includes construction of criterion referenced tests and curriculum based assessment; the use and interpretationof formal and informal tests, and procedures and related ethics procedures, and relatedissues.

b. Individual Education Plans This course centers on the interaction of the disabled childwith the school. Topics include federal and state regulations for the education of thedisabled; procedures for referral, diagnosis and placement; formation of individualeducation programs, service models, task analysis and sequencing of skills; formationand evaluation of behavioral objectives; selection of instructional materials andmethodology; and classroom organization.

c. Issues in Special Education This course explores major trends and issues affectingspecial education, including the rights of the disabled, emerging trends in educationalservices and major issues surrounding the quality of life of disabled individuals.

2. Teacher-candidates working towards endorsements in mathematics or any of the sciences havethe following mathematics-science focused coursework:

a. Inquiry, Teaching, and Assessment Methods for Math and Science I - The first of a four-course sequence addressing general and content-specific teaching methods, standards-based assessment, and professional issues for math and science teachers. This course


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focuses on planning for instruction, inquiry-based teaching strategies, and introductionto state and national math and science standards. This course includes microteaching.

b. Inquiry, Teaching, and Assessment Methods for Math and Science II This course is thesecond of a four-course sequence. It focuses on content-specific instructionalstrategies; formative assessment, including analysis of student work; structuredclassroom observations; and introduction to professional organizations.

c. Inquiry, Teaching, and Assessment Methods for Math and Science III This course is thethird of a four-course sequence. It focuses on assessment, particularly development of skills and judgment needed to integrate assessment into instruction; and analysis of teaching practice.

d. Inquiry, Teaching, and Assessment Methods for Math and Science IV This course is thefourth of a four-course sequence. It focuses on research in improving teaching,including choice of effective instructional strategies; reflection on the relationshipbetween theory and practice; planning for ongoing professional development, andother professional issues.

e. Educational Technology for Math & Science This course provides experience in theuse of technology to solve problems and enhance teaching in math and science. It

includes exploration and evaluation of currently available resources and generalprinciples for the choice and use of emerging technologies.

f. Introduction to STEM Education Research This course investigates research methodsand findings in math and science education, including research into student thinkingand how people learn, curriculum design, instructional strategies, and assessmentmethods.

An optional fifth Masters Element of the program provides 15 credit hours of enrichment courses forteacher-candidates to enhance their knowledge in pedagogy, curriculum, educational psychology,ethics, exceptionality, and research.

The ARC program begins with an intensive, five-week summer academy. During this time teacher-candidates attend orientation sessions, prepare their TDP, and take coursework in General Inquiry Teaching and Assessment Methods, Classroom Management and in Professional Issues . Students areexpected to report to their internship site following the same schedule as their mentor teacher. Allcourses are taught by SPU faculty members or highly recommended practitioners from the field.

Program length is based on evidence of proficiency rather than hours of instruction and is, therefore,determined by the time required for ARC candidates to demonstrate competency related to stateresidency certification standards (WAC 181-78A-270). As such, the ARC program does allow for thosestudents demonstrating competency to exit the program early after a minimum of half a school year (18weeks).

A web-based portfolio demonstration of knowledge, skills, and appropriate teacher- and student-basedevidence of positive impact, including results generated from applying the Washington TeacherPerformance Assessment, is used to assess proficiency.


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2. Description of the screening process for applicants to alternative route programs,including entry requirements specific to each route, advising and assessment of candidates previous work experience .

The screening process for the ARC program seeks to admit only the most highly qualified candidates.Whenever possible, this process also seeks to increase the number of teacher-candidates from under-represented populations and admit eligible veteran or National Guard members.

Potential applicants learn about the ARC program through a variety of media including print and webresources. The PESB Pathways to Teaching website is often cited as a first point of informationregarding the program. In addition to semi-annual open house events, applicants also have access tothe School of Education representative in the Graduate Center and to the ARC program chair for directcommunication and informal meetings.

The recruitment focus is for those po tential applicants who satisfy the states eligibility criteria andentry requirements as potential Route 2, 3, or 4 applicants. Priority admission status is first given tothose Route 2, 3 and 4 applicants who are seeking residency teacher certification in a state-identified,

teaching shortage area. Admission is then considered for those applicants seeking residencycertification in a geographic shortage area. It is then extended to those high quality Route 3 and 4applicants seeking endorsements with a secondary or K-12 grade level designation. Final considerationis given to those high quality applicants seeking endorsements in non-state-identified teaching shortageareas. Table 4 provides a list of endorsement areas granted for the years 2002 2011, including aprojection for 2011-2012. Of particular interest is noting the number of secondary/K-12 subject-areaendorsement requests, such as DWL Spanish, DWL Japanese, Family and Consumer Sciences, Theater,and Visual Art in Table 4. At least 90% of these endorsements have been awarded to Route 4 teacher-candidates from partnering schools and districts.

Table 4

Endorsements Awarded through the ARC Program

Year Endorsement Areas

Subject Shortage a GeographicShortage b Secondary/K-12 Subject

c

2002-2003

Mathematics General Science Special Education ESL

2003-2004

Mathematics Physics Special Education Chemistry English

DWL Spanish Visual Art

2004-2005

Mathematics Physics Chemistry General Science Special Education ESL

Music English Language ArtsDWL French DWL Spanish Visual Art


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2005-2006

Special Education Mathematics Physics Chemistry General Science Biology Earth & Space Science ESL MY Math/Science

Social Studies EnglishHealth & Fitness Visual Art

2006-2007

Special Education Mathematics Physics Biology General Science ESL MY Math/Science

English Family &ConsumerSciences

Music DWL Spanish Reading Social Studies

2007-2008

Special Education Mathematics Physics Biology Earth & Space Science General Science MY Math/Science

Social Studies Music DWL Spanish English Language ArtsVisual Art Reading Theater Health & Fitness ML Humanities

2008-2009

Special Education Mathematics Physics Biology Earth & Space Science General Science

DWL JapaneseTheater

Music DWL Spanish Visual Art DWL German ML Humanities Health & Fitness English Language Arts

2009-2010

Special Education Mathematics Physics Biology Earth & Space Science General ScienceChemistry ELLML Science ML Mathematics

Visual Art DWL SpanishSocial Studies DWL FrenchMusic DWL GermanEnglish Language ArtsHealth & Fitness

2010-2011

Special Education Mathematics Physics Biology Earth & Space Science General ScienceChemistry ELL

ML Science ML Mathematics Environmental & Sustainability Education

Visual Art DWL SpanishSocial Studies DWL FrenchMusic DWL GermanML Humanities DWL Japanese

English Language ArtsHealth & Fitness

2011-2012 d

Special Education Mathematics Physics Biology Earth & Space Science General ScienceChemistry ELLML Science ML Mathematics

Visual Art DWL SpanishSocial Studies ML HumanitiesEnglish Language ArtsHealth & Fitness

asubject shortage area = subject matter shortage areabgeographic shortage = shortage due to geographic locationcsecondary/K-12 subject = secondary grade level or k-12 subject area designationsdprojections based on admission data


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Applications to the ARC program are handled through the Graduate Center on campus. Only completedapplications are passed on to the admissions committee for the ARC program.

The screening process primarily consists of three steps: a completed application packet, an admissionsinterview, and completion of program requirements prior to enrollment. A completed applicationpacket consists of the following:

Personal rsum. For Route 2 applicants, the rsum should demonstrate at least one year of successful employment as a district classified staff. For Route 3 applicants, the rsum shouldhighlight some professional experience in the work force. For Route 4 applicants, the rsumshould highlight their conditional or emergency substitute teaching experience.

Official transcripts from all accredited institutions of higher education to verify degrees andoverall GPA.

WEST-B results. WEST-E results. Character and Personal Fitness requirement forms Personal statement. This brief essay clearly summarizes the following regarding the applicants:

personal strengths, knowledge of the subject matter to be taught, interest and experience in

teaching or working with children and/or adolescents, ability to be a positive role model forstudents, and leadership skills.

Minimum of two letters of recommendation. For Route 2 applicants, one letter must come from the building principal stating his/her

support and detailing the conditions, if any, under which the teacher-candidate will beallowed to complete an ARC internship as a Route 2 intern. A second letter must comefrom the classroom teacher or direct supervisor stating his/her willingness to supportand mentor the teacher-candidate as a Route 2 intern. Any additional letters shouldrecommend the applicant for a teaching career based on successful student interactionand leadership or experience with children.

For Route 3 applicants, at least one letter should recommend the applicant for a

teaching career based on successful student interaction and leadership or experiencewith children. For Route 4 applicants, one letter must come from the building principal detailing

his/her support for the applicant to use the current teaching assignment as a Route 4internship site. Any additional letters should recommend the applicant for a teachingcareer based on successful student interaction and leadership or experience withchildren.

Graduate Records Examination (GRE) or Millers Analogy Test (MAT) results for those applicantswhose cumulative undergraduate GPA is less than 3.0.

Completed institutional application form and fee.

Selected applicants are invited for a formal admissions interview on campus. This usually includes groupinteraction activities in order to help assess those pre-service teacher dispositions desired in an ARCcandidate.

The final step in the admissions process includes an internship-site interview with a potential mentorand building administrator. Following this interview, commitment is made to support the ARC candidatetowards certification. Of those candidates with completed application packets, approximately one inthree is selected to enter the program.


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3. Teacher Development Plans .

The Teacher Development Plan (TDP) is a central component of the ARC experience insofar as it servesas a guiding document to ensure that the teacher-candidate meets or exceeds the high performancestandards developed by the ARC program in conjunction with the School of Education. All TDPs includea minimum of one-half of a school year, and an additional significant amount of time if necessary, of intensive mentorship. For Route 2 and 3 teacher-candidates, internships begin with full-time mentoringand progress to increasingly less intensive monitoring and assistance as the intern demonstrates theskills necessary to take over the classroom with less intensive support.

All teacher-candidates in the ARC program take part in composing their individualized TDP. This processbegins in the weeks immediately preceding the first day of classes in the ARC program with the teacher-candidates self -assessment of his/her past professional experience and educational background. Thisself-assessment includes reviewing college transcripts, considering past endorsement-area relatedprofessional experience, and documenting any previous teaching experiences with K-12-aged students.

During the intensive, five-week summer learning academy, the TDP is a primary consideration of the

Introduction to Teaching course, which is led by the ARC Director. TDP discussions during this courseoutline those competencies that need to be a focus of a teacher- candidates TDP, and specifies theappropriate evidence or coursework needed to complete residency certification standards.

Teacher-candidates are allowed to waive coursework through demonstration of competency throughthe submission of evidence. For teacher-candidates demonstrating some, but not all, of thecompetencies required for a course, the program remains flexible in structuring a modified sessioncovering only the content the intern needs (essentially waiving a portion of the course) or allowing theintern to engage in more independent coursework. Teacher-candidates then work with individualcourse instructors to tailor their independent coursework to their needs. In the end, all decisionspertaining to the TDP are made with reference to the current performance-based state residency

certification standards (WAC 181-78A-270).

Teacher-candidates are asked to maintain the evidence record of their TDP so that it remains current.Documentation of the TDP is kept in an electronic, web-based format, the bPortfolio . Currently,teacher-candidates document their developing proficiency by reflecting on their overall developmentand presenting teacher- and student-based artifacts as evidence to demonstrate their proficiency intheir personal bPortfolios. The Director of the ARC program, various course instructors and a teacher-candidates field supervisor regularly review lesson plans, assignments, reflections, etc. and moderatediscussions through the bPortfolio website.

The TDP is reviewed in detail during the ARC capstone course, Leadership in Teaching , during whichtime Draft Professional Development Plans are developed based on the evidence provided throughoutthe year. Should an intern exit the program early, the TDP is reviewed in detail at that time inconjunction with a bPortfolio assessment to ensure that all requirements have been attained for anearly exit, and that appropriate teacher- and student-based evidence has been submitted todemonstrate proficiency on the certification standards.

Impartial bPortfolio assessors are assigned to assess a teacher- candidates development and growth ontwo different occasions during the ARC program. A formative, developmental review of the teacher-candidates bPortfolio takes place in early January, approximately one -half of the way through the


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program. A successful review during this assessment cycle suggests the possibility of early certificationas the internship progresses. A summative, capstone review of the teacher- candidates bPortfolio takesplace in late May or when a teacher-candidate is ready to exit the program. All bPortoflio assessmentsare standards-based and are developed using the performance indicators of WAC 181-78A-270. Inaddition, actual classroom instruction is assessed through the Washington Teacher Performance

Assessment .

4. Strategies for recruiting candidates from under-represented populations .

The School of Education at SPU embraces and seeks the richness that diversity brings to our learningcommunity. Our commitment is to offer and enhance opportunities to all, including those who havetraditionally been underserved by and underrepresented in the institutions of our society. We seek toincrease the number of students from under-represented populations in all our programs, but setrealistic enrollment goals based on a demographic analysis of those regions from which SPU studentsare drawn.

There are several major strategies used to recruit teacher-candidates from under-representedpopulations. The School of Education has actively sought scholarship funds, and has also been active indirect recruiting of teacher-candidates from under-represented populations. In addition, SPU seeks torecruit Route 2 candidates from under-represented groups. ARC teacher-candidates from under-represented populations are guaranteed some scholarship assistance through the School of Educationsown diversity scholarship. In addition, additional scholarship funds targeted to individuals from diversepopulations have been actively sought. Information about these scholarships is readily available andoffered by representatives of the Graduate Center during recruitment open houses and contacts.

In addition to scholarships, the School of Education makes active efforts to recruit teacher-candidatesfrom under-represented populations into the ARC program. Every effort is made to follow up eachinterested contact with a personal contact from the Graduate Center. Once a person signals intent toapply, every effort is made to assist in the completion of the application packet. Furthermore, partnerdistricts are encouraged to identify their potential Route 2 teacher-candidates from under-representedpopulations so that personal contact can be made with them. Finally, the School of Education is makingsignificant investment in long-term partnerships with schools serving historically marginalized and lowstatus students. We seek to help them see college as an option and teaching as a potential profession.

Infrastructure designed to support these efforts at the university as well as school level include: TheSchool of Education Diversity Committee; The University Graduate Center; the University Committee onDiversity; and The John Perkins Center for Racial Reconciliation.


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5. The number of interns the partnership intends to enroll in each route .

The ARC program at SPU is based on a cohort model, with a cohort averaging between 16 20 students.For 2011-2012, the goal is to enroll 60 teacher-candidates in three cohorts. This represents themaximum capacity for efficiently running this program at SPU. ARC program seeks to admit only themost highly qualified candidates. Whenever possible, this process also seeks to increase the number of teacher-candidates from under-represented populations and admit eligible veteran or National Guardmembers

The recruitment focus is for those potential applicants who satisfy the states eligibility criteria andentry requirements as potential Route 2, 3, or 4 applicants. While priority admission status is firstextended to those Route 2, 3 and 4 applicants who are seeking residency teacher certification in a state-identified, teaching shortage area, the ARC problem does not established pre-set quotas for the numberof teacher-candidates in each particular route.

For general reference, Table 5 reviews the number of interns according to route from 2002 - present.

Table 5

Enrollment of Teacher-Candidates Organized by Route

Year Number of Interns Route 2 Route 3 Route 4

2002-2003 18 7 11 NA 2003-2004 18 4 14 NA 2004-2005 a 28 6 16 6 2005-2006 38 8 24 6 2006-2007 38 11 19 8

2007-2008 36 3 25 8 2008-2009 40 7 25 8 2009-2010 b 53 5 34 14 2010-2011 55 3 45 7 2011-2012 c 60 - - - a Given the number of high quality applicants it was decided to organize two cohorts in 2004-2005.b Given the number of high quality applicants it was decided to organize three cohorts in 2009-2010.c Projections based on recruitment data for three cohorts.


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6. A description of the components of the formal mentored internship leading to the Residency Certificate .

To the greatest extent possible, the ARC formal mentored field experience is based on the co-teachinginternship model. This model is grounded in the philosophy that two educators working collaborativelyin the classroom can better meet the needs of student learners while simultaneously and effectivelypreparing and mentoring the teacher-candidate in the successful completion of the internship.Therefore, throughout the internship, the teacher-candidate works under the mentored guidance of his/her mentor teacher to collaborate on planning, instruction, assessment and classroommanagement. This approach significantly differs from the traditional model of teaching internshipswhere the teacher-candidate solos for a significant portion of the internship. In co-teaching, the teachercandidate and the mentor teacher plan together to meet the learning needs of the students using arange of co-teaching strategies. Highly effective schools depend on teacher collaboration in its manyforms, so developing such skills during the internship prepares the teacher-candidate for his/her futureclassroom and school.

This model is dependent on effective collaboration and communication between the teacher-candidateand mentor teacher. In the beginning, the mentor teacher takes primary responsibility for planningwhile the teacher-candidate serves in a support role. This includes ample time for observation and one-on-one work with students. Gradually, those roles shift as the teacher candidate takes on greaterresponsibility. For example, in the planning process the teacher-candidate will provide suggestions tothe mentor teacher on the role he/she will play based on the various collaborative models and thelearning needs of the students.

Throughout the co-teaching experience, the mentor teacher and university field supervisor will beassessing the teacher- candidates ability to take the lead role for the classroom and student learning. This lead role will vary depending on individual growth and readiness of the teacher candidate. As ageneral guideline, about 25% of the internship the teacher-candidate will be in the lead role. However,it is important to note that each setting is unique and this schedule may be modified to meet the needsof the classroom and internship experience. In some circumstances, more time will be allotted for thelead role and this will be based on the professional judgment of the mentor teacher and university fieldsupervisor. To fulfill ARC program expectations and qualify for an early exit, the teacher-candidate mustbe ready and able to manage and teach effectively in his/her own classroom in the professional judgment of the mentor teacher and university field supervisor.

7. Evidence of a program plan for open exit option for candidates as regulated by RCW

28A.020 .

Competency in the ARC program is measured by outcomes and not seat time. Therefore, ARC programlength is based on evidence of proficiency rather than hours of instruction and is, therefore, determinedby the time required for ARC teacher-candidates to demonstrate competency related to state residencycertification standards (WAC 181-78A-270). As such, the ARC program does allow for those studentsdemonstrating competency to exit the program early after a minimum of half a school year (18 weeks)in accordance with RCW 28A.020. Competence is assessed through the use of the appropriate pedagogy


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assessment tool, combined with university supervisor observation and consultation with the mentorteacher.

G. Organizational Capacity

1. Key personnel (faculty, administration, support).

The ARC program employs one full-time faculty member as program director. The Director serves as thechief contact for the program, principal teacher-candidate advisor, and program facilitator. Four SPUfaculty members, each of whom is a specialist in his or her field and has earned his/her terminal degree,serve as ARC program instructors. A math-science specialist, two master middle school teachers and abuilding principal from partnership districts also serve as adjunct instructors. The School of EducationPlacement Office works to secure placement partnerships with the local school districts. Key personnelin this office include a Director of Field Placement and School Partnerships, a Field Placement

Coordinator, and a Placement Assistant. The School of Education Certification Office works to ensurethat certification standards and endorsement competencies are being demonstrated and fulfilled. Keypersonnel in this office include the Certification Officer and assistant. A number of trained professionalsserve as field supervisors for ARC teacher-candidates.

2. Anticipated student-faculty ratio .

The anticipated student-faculty ratio for advising is 60:1. The anticipated faculty-student ratio for classinstruction will not be greater than 20:1. The anticipated faculty-student ratio for internship supervisionis 1:1. The anticipated mentor-student ratio is 1:1.

3. Previous experience in offering an ARC program .

SPU has been offering the ARC program since July 2002, in conjunction with the first RFP associatedwith the establishment of RCW 28A.660. The ARC program has developed during the past decade inresponse to changes in certification standards and the rigor of offering graduate-level teachereducation. Due to the number of high quality applicants, SPU expanded the ARC program to twocohorts in 2004 and to three cohorts in 2009. Over the last nine years, the ARC program at SPU haseducated 324 candidates for certification, most of them in state-identified shortage areas.

4. Signed Memorandum of Understanding outlining assurance of WEST-B and WEST-E testing requirements for candidates entering the Alternative Route program and Alternative Routes Enrollment Table and recruitment website commitments. (required forPESB approval)

Please find attached.

H. Program Delivery


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1. Cost for candidates. a. Cost for Alternative Route: $17 105 (2010-2011)

b. If applicable: Cost for Traditional Route: $22 680 (2010-2011)

The ARC program at SPU has set a single package price for the program (i.e. students in the programpay the same tuition to obtain their residency teaching certificate regardless of ability to waive courserequirements or exit the program early). The total package price is paid in four quarterly installmentsduring the university school year and is assessed equally to interns regardless of route eligibility. The2011-2012 tuition has not yet been set. For 2010-2011, tuition for the ARC program was set at $17 105.Tuition for the optional masters component that leads to the Master of Arts in Teaching degree orMaster in Teaching Math and Science degree is charged at the going institutional rate. The ARC programfee represents a 24.58% discount over tuition associated with the highly popular, traditional MATprogram and a 52.17% discount over tuition associated with the traditional post-baccalaureatecertification program on campus (see Table 6).

Table 6

Comparison of Tuition (2010-2011) between the SPU ARC program, the traditional MAT program and the traditional post-baccalaureate program on campus

ARC Tuition Traditional MATTuition

Traditional Post-Baccalaureate Tuition

Certification Component a $17 105 $22 680 $35 763 Masters Component b $ 7 560 $ 7 560 n/a

Total $24 665 $30 240 $35 763 a The certification component is comprised of 45 graduate-level credit hours.b The masters component is comprised of 15 graduate -level credit hours.

2. Length of program: ARC certification component 10.5 months (46 weeks)

3. Projected start date: July 25, 2011

4. Projected enrollment: 60 teacher-candidates

5. Location(s): principal site Seattle Pacific University; field sites as determined


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Section 4 Contact Information

Name : Les Steele Title : Vice-President for Academic Affairs Address: 3307 Third Ave. W., ste. 102 Telephone: 206.281.2125 Fax: 206.281.2115 Email: [email protected]

________________________________ ______________ Endorsement by Chief Academic Officer, DateESD Superintendent, Organization Presidentor equivalent official

Name : Rick EigenbroodTitle : Dean, School of Education Address: 3307 Third Ave. W., ste. 202 Telephone: 206.281.2214 Fax: 206.281.2115 Email: [email protected]

________________________________ ______________ Endorsement by Dean, Director of Degree/ DateCertification Unit or equivalent official


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District Support Letters and Contact Information


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MEMORANDUM OF UNDERSTANDINGbetween

PROFESSIONAL EDUCATOR STANDARDS BOARDand

Seattle Pacific University

Organization type: Four-year independent college or university

Memorandum of Understanding: Agreement between the Professional Educator StandardsBoard (PESB) and Seattle Pacific University regarding the exchange of information required bythe Alternative Routes to Certification Program Approval.

Purpose of Agreement: The purpose of this agreement is to specify reporting requirements ofAlternative Routes programs approved by PESB to offer teacher and or principal preparationprograms.

Period of Performance: The Agreement becomes effective the date of signature and remainsin effect until modified or cancelled by either party.

Confidential Information: The term confidential information as used in this Agreementmeans any and all information provided by Seattle Pacific University to PESB, staff, officers,and independent contractors which is exempt from mandatory disclosure under the terms of thestate public disclosure laws codified at chapter 42.56 RCW. The term confidential informationincludes, but is not limited to:

1. Any personally identifiable student or staff-related information, including, but not limitedto (a) staff/student names, (b) the name of a staff/students parent or other familymembers, (c) staff/student addresses, (d) the address of a staff/students family, (e)personal identifiers such as a social security number or student number orstaff/certification number, (f) personal characteristics that would make a staff /studentsidentity easily traceable, (g) any combination of information that would make astaff/students identity easily traceable, (h) test results for schools and districts whichtest fewer than ten students in a grade level, and (i) any other personally identifiableinformation, or portrayal of staff/student related information in a personally identifiablemanner. (See, specifically, RCW 42.56.230(1) which exempts personal information infiles maintained for students in public schools from mandatory public disclosure; RCW42.56.070 (1) which exempts from mandatory public disclosure information specified incertain RCWs and other statute which exempts or prohibits disclosure such asthe federal FERPA statute at 20 U.S.C. section 1332g and its implementing regulationsat 34 CFR Part 99, which prohibit the unauthorized public disclosure and redisclosure ofpersonally identifiable student information in or from student education records; thestate ethics law at RCW 42.52.050(2) which prohibits state officers and employees fromdisclosing confidential information as defined above; and RCW 28A.655.090(7), thefewer than 10 students rule.)


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Description of Data: By reference, the information coded below is the complete list of datarequired by the PESB:

As a requirement for recommendation of approval of an Alternative Route to Certificationprogram by the Professional Educator Standards Board (PESB), the program applicant agreesto provide the PESB with the following data and comply with the following requirements foroperating an Alternative Route to Certification program.

1) Ensure that all candidates accepted into an approved Alternative Routes program havepassed required WEST-B and WEST-E assessments as a requirement for admission toprogram.

2) Provide PESB with all program information in a guided format suitable for inclusion onthe PESB recruitment website www.pathways.wa.gov .

3) Provide the PESB with all candidate and Mentor teacher information in a guided formatsuitable for inclusion in the Alternative Routes Enrollment Table.

Note: Information and guided formats are provided as an addendum to this Memorandum of Understanding.

Data will be made available to PESB in a manner agreed to by both parties on a scheduleagreed to by both parties. The PESB may amend this agreement by annually negotiatingadditional items of information to be included in this memorandum of understanding. Suchamendment will be in writing and signed by both parties. Amendments will specify the data, theconvention for entering the data, and the date of execution of the amendment. Unless amendedto include confidential information, data provided under this agreement shall be available perstate public disclosure laws codified in chapter 42.56 RCW. Confidential information shall onlybe requested for use in specific projects requiring that information to conduct research oranalysis. An amendment for including confidential information shall specify safeguards forinformation and redisclosure in compliance with all relevant federal and state laws.

Unless specified by amendment, information received by PESB from Seattle Pacific Universityshall be analyzed by PESB solely for the purpose of developing policy guidance for the boardand information for the general public. Each party to this Agreement is entitled to display andshare information and analysis from this exchange.

Parties to this agreement may request and receive publicly available data held by PESB, solong as the data has been determined as re-disclosable by the source of the data. PESB is nota data

Seattle Pacific University - Form 2A Application

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