Articulation

Goal: Teacher Academy courses will be articulated for college credit

Currently a statewide college articulation agreement does not exist; however many individual distracts have agreements with individual preparation programs. This goal is important because in order to grow a diverse teacher workforce we must create opportunities for high school students to do all of the following:
  • Explore a career in education, 
  • Have access to student support resources at both the high school and community college level to sustain a professional dream and academic success, and 
  • Earn college credit while completing high school requirements. 
Individual agreements take hard work from the Teacher Academy teacher, the district, and the preparation program, but are worth it when students see barriers to becoming teachers removed.

Background

  • Community Colleges are the source of most future teachers in WA State: A majority of graduates from Colleges of Education come through Washington’s Community and Technical Colleges (CTC). The CTC supports are instrumental in developing college success skills.
  • Keep the dream alive: Individuals pursuing their dreams to become teachers need to support that dream with experiences in the field as they build their credentials. Students should not take two years of General Education requirements at the community college level before taking any relevant and meaningful education courses. 
  • Advising for elective courses: With appropriate advising, carefully choosing learning experiences in the context of the student’s community and future profession are most effective when they also count as electives or requirements in a direct college transfer degree. 
  • Coming into community college with college credit reduces time to degree and builds a bridge in the important transition from high school to college.

Articulation Routes

The different routes for possible articulation of high school to community college coursework have their benefits and challenges. Two of the most common means for articulating high school coursework into the community college system follow:
  1. Tech Prep – This process requires that the courses must be taught by vocationally certified instructors. Agreements are signed annually to insure competencies taught and assessed meet the college standards, and a nominal fee for transcription is charged to the student (for example, Whatcom Community College charges $40 to transcribe high school experience into the college transcript system). Student outcomes must be clear. (Contact: Local Tech Prep Consortia Leader in each local area of Washington state). 
  2.  College in the High School – The instructors must meet the college’s standards, and do not need to be vocationally certified. The partnering community college assigns a mentoring instructor to work with the high school instructor to insure student outcomes are met. Colleges may charge students a fee (for example, Whatcom Community College charges $215/course). 
Outcome: The Paraeducator College Work Group consulted with the RWT - CIE revision group to align two common courses which could then be articulated between high schools and community / technical colleges throughout the state. The suggested courses for alignment are:
  • Introduction to Education EDUC& 202 – 5-credit course – The RWT Teacher Academy syllabi will need to show evidence of aligning with the goals and student learning outcomes through assessment of student learning in assignments in the course. 
  • Cooperative Work Experience in Education COOP 190 – variable 1-3 credits – For each credit earned students must work in a classroom 30 hours under the supervision of a mentoring teacher.  
Both of these courses could be offered as Tech Prep courses or College in the High School courses, a total of 6-7 credits earned. College success skill development is important to integrate as part of this pathway.