Archive‎ > ‎

Program Guide


Program Design Overview
While there are many ways to design and deliver an exploration of teaching course, the following are common ways programs in Washington have been designed:
  • Most students are juniors or seniors. Other courses that may support future teachers include human development, child development, or health and human services courses. 
  • Academic support and advising are critical to high school graduation and college acceptance. 
  • Criteria for a selection process and for retention in the program should be implemented to ensure the program is viewed by students, teachers and administrators as requiring rigor and dedication on the part of all involved. 
  • Scheduling the courses should include considerations of time for travel to school sites as well as the schedules at those other sites.

Developing Culturally Responsive & Ambitious 

Teachers The students’ lives and educational experiences are at the very center of this curriculum. Viewing their experiences as funds of knowledge,[1] the curriculum connects this expertise to academic content and professional opportunities. It uses an experiential and inquiry approach that allows students to develop capacities to continue learning in school and future careers. It uses challenging academic language and literacy tasks and 21st Century Skills in ways that students know well from their life experiences. Common Core English Language Arts, 21st Century Skills and Washington State Residency Teacher Standards are embedded across the curriculum.

In this vision, culturally responsive teachers (a) are socioculturally conscious, (b) have affirming views of students from diverse backgrounds, (c) see themselves as responsible for and capable of bringing about change to make schools more equitable, (d) understand how learners construct knowledge and are capable of promoting knowledge construction, (e) know about the lives of their students, and (f) design instruction that builds on what their students already know while stretching them beyond the familiar.

Research Informed 

Although grounded in the literature on recruiting and supporting teachers from underrepresented backgrounds into careers in education, this curriculum was developed based on seven years of qualitative research on programs funded under the Recruiting Washington Teachers Grant.

Principles of Practice

  • Build positive relationships and community 
  • Acknowledge challenges students face 
  • Name and - 1 support resiliency traits 
  • Affirm language and culture as assets 
  • Support academic language and literacy development 
  • Cultivate critical reflection 
  • Identify and close academic gaps 
  • Recognize resources within individuals and communities 
  • Cultivate opportunities for success and leadership 
  • Provide support to navigate institutions 
  • Build partnerships with families 
  • Explore education as a career and as social change
  • Keep hope alive through action

1 - this goes to the Program Design Page.