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ALTERNATIVE ROUTES TO CERTIFICATION

PROGRAM PROPOSAL
FORM 2A

Section 1-Program Information

Program Name: Secondary Teacher Alternative Route (STAR)


Institution or Organization Name: Saint Martin’s University

Type of certificate program


x Residency Teacher Certificate

Routes Offered
 Route 1: Alternative Route programs for classified staff with one year of instructional
experience that hold a transferable Associate of Arts or Sciences degree.

x Route 2: Alternative Route programs for currently employed classified staff with one year of
instructional experience that hold a minimum of a Bachelor of Arts or Sciences degree from a
regionally accredited college or university.

x Route 3: Alternative Route for individuals with subject-matter expertise in shortage areas,
currently employed outside the school system, that hold a minimum of a Bachelor of Arts or
Science degree from a regionally accredited college or university.

x Route 4: Alternative Route for individuals teaching with conditional or emergency certificates.

Endorsement(s) for Teacher Preparation. Alternative Route Applicants must hold PESB
approval to offer endorsements. For PESB guidelines related to endorsement approval go to
http://sites.google.com/a/pesb.wa.gov/home/prepprogram/prep_programs/approval/endorseme
nt-approval.

Early Childhood  Early Childhood Special Education (Birth-3)

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 or a locally identified
shortage area).

Elementary (K-8) with:


Mathematics x Middle Level Math (With Secondary) x Middle Level Science (With Secondary)

English Language Learner Bilingual Education Special Education


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Science Biology Chemistry Earth & Space Science Physics
Locally identified shortage area:

Secondary (5-12):

x Science x Biology x Chemistry Earth & Space Science Physics

x Mathematics Locally Identified Shortage area:

All-level (P-12) Endorsements for Alternative Routes are restricted to the following
shortage areas:
x Special Education (Birth-12)* x Bilingual x English Language Learners
*Special education usually requires special education coursework prior to beginning the
program
Locally Identified Shortage area:

Organization type

Four-year public college or university x Four-year independent college or university

Community College Other public agency (ESD, School District)


Private non-profit organization Private for-profit organization

Section 2 -Proposal Contents

Applicants through this program shall specify the following:

A. Need for program

Content Shortage Areas- The degree to which a district, or consortia of districts, are currently experiencing
teacher shortages in math, science, special education and/or bilingual education/ELL. Other locally identified
shortage areas may be documented.

Endorsement Shortage Areas by County/ School District Demographics (alphabetical order)


King County: The OSPI most recently published Educator Supply and Demand in Washington State 2006
Report indicates geographical teaching shortage areas with forecasted increasing or considerable need
in the teaching areas of: Special Education, Mathematics, Middle Level Math/Science, Science –Earth,
Physics, Chemistry, Biology; English as a Second Language; Early Childhood Special Education (areas in
bold indicate shortage areas to be served by this program).
 Highline School District: Highline School district serves 17,531 students and includes eighteen
elementary schools, four middle schools, two comprehensive high schools, and ten special
emphasis academies serving secondary students. The District includes 43.8 square miles and
has 1010 certificated employees, and approximately 900 classified employees. Students are

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diverse with 36% minority students in 2009-10 and 21% ELL students with 70 different
languages spoken in our students’ homes.

Mason County: The OSPI most recently published Educator Supply and Demand in Washington State
2006 Report indicates geographical teaching shortage areas with forecasted increasing or considerable
need in the teaching areas of: Mathematics; Middle Level Math/Science, Special Education; Science -
Earth Science, Physics, Biology, Chemistry, (areas in bold indicate shortage areas to be served by this
program).
 Shelton School District: Shelton School District serves 4246 students who attend three
elementary schools, one middle school, one junior high school, one high school, and one
alternative school. Several of Shelton’s 273 teachers have been awarded Regional Teacher of
the Year from Education Service District 113. Greater than 50% of the students in Shelton
receive free/reduced-price meals.

Pierce County: : The OSPI most recently published Educator Supply and Demand in Washington State
2006 Report indicates geographical teaching shortage areas with forecasted increasing or considerable
need in the teaching areas of: Mathematics; Middle Level Math/Science, Special Education; Science -
Earth Science, Physics, Biology, Chemistry, (areas in bold indicate shortage areas to be served by this
program).
 Clover Park School District: Clover Park School District is the 21st largest public school district in
Washington State and fourth largest of 15 in Pierce County. The district, located immediately
south of Tacoma, encompasses 26 square miles including the city of Lakewood, Fort Lewis Army
Post and McChord Air Force Base. With an enrollment nearing 12,000 students, more than 40
percent of the district’s students come from military or federally connected families. Clover
Park has 26 schools, including 17 elementary schools, four middle schools, two high schools,
one alternative high school, and four special schools including two at Western State Hospital.
With well over a thousand ELL students and 60 languages spoken at home, linguistic diversity is
prominent.
 Tacoma School District: Tacoma Public Schools is the state’s second largest school district in the
State and encompasses 56 square miles. There are 28,890 students attending Tacoma’s five
high schools, nine middle schools, 37 elementary schools and 14 alternative programs. Staff
members, full and part time exceed 3500 including 2033 teachers. The city of Tacoma is
located on Puget Sound and has a population of 196,300.

Thurston County: The OSPI most recently published Educator Supply and Demand in Washington State
2006 Report indicates geographical teaching shortage areas with forecasted increasing or considerable
need in the teaching areas of: Mathematics; Middle Level Math/Science, Special Education; Science -
Earth Science, Physics, Biology, Chemistry, (areas in bold indicate shortage areas to be served by this
program).
 Olympia School District: Olympia School District enrolls 9381 students for the 2009-2010 school
year. Olympia School District employs approximately 1200 classified and certificated staff,
including 524 teachers, to provide education in 18 schools. Founded in 1852, OSD is one of the
oldest districts in the state. Our approach to educational excellence is a holistic one, with strong
programs in IB and AP, fine arts, technology, basic education, and athletics.
 Tumwater School District: Tumwater School District encompasses 117 square miles. In addition
to its ten schools the district operates attendant support facilities consisting of transportation,
maintenance, food services, and the district office. The district owns just over 247 acres. It is
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situated at the southern end of Puget Sound in Thurston County, and incorporates a majority of
the city of Tumwater, which is located approximately 65 miles southwest of Seattle, and a small
portion of the City of Olympia. Schools are situated on both rural and urban sites.
 Yelm Community Schools: Yelm Community Schools is located in southeast Thurston County in
the Puget Sound region. Currently we serve more than 5,400 students in six elementary, two
middle, one high and one special school. Among our approximately 650 staff are 286 teachers.
Many of our students are from military families and represent diverse cultural backgrounds.

It is apparent the economic challenges facing the state and its school districts have created an air of
uncertainty among the districts in the consortium regarding specific hiring needs. They expect to do
significant hiring in high needs areas, but are cautious about stating numbers. As a result of the
potential restraint in hiring in the short term, there is a concern among district administrators that
when economic conditions recover, there will be a spike in retirements as well as the need to fill
temporarily unfilled positions, causing a substantial shortage of teachers in these high needs areas. As
financial conditions improve, the number of positions needing to be filled is expected to exceed the
average number during the past ten years. In a recent year, two weeks after the opening of school in
most of those districts, our partnership districts had the following open positions: Math – 14, Science –
4.5, Bilingual Education/ESL – 2, Special Education – 21. Other interested districts that were not formal
partners had the following openings: Math – 11.5, Science – 8, Bilingual Education/ESL – 2.5, Special
Education – 15. This number of unfilled positions provides dramatic testimony for the need of the
program in the partner, and similar, districts.

Minority Teacher Shortage: Minority information for the partner districts indicate a need for increased
minority teachers. As seen in the chart below, the percent of minority students in the districts ranges
from 17.4% to 80.6%. With the state average of minority teachers reported by various sources as 8% to
14%, this indicates a serious need to increase minority teachers to serve as role models for minority
students in these districts. Saint Martin’s University has an overall student minority average of 27%; the
Education Division an overall student minority average of 18%; and the Alternative Route STAR program
a cumulative average of 17% minority candidates since 2002. The current enrollment of STAR
candidates for 2010-2011 indicate 11% minority status.

Table: Enrollment and Percentage of students by ethnicity and special programs


Comparison CPSD Highline NTSD Olympia Shelton Tacoma Tumwater Yelm
Enrollment 11,947 17,531 13,952 9,381 4,246 28,890 6,287 5,470
% A Ind /Alas N 1.6 1.8 2.8 1.2 7.7 1.9 1.9 3.3
% Asian/Pac.Isl. 10.2 19.5 13.7 9.5 2.1 13.7 4.2 3.3
% Black 18.0 12.1 9.2 2.4 1.2 22.9 2.6 2.4
% Hispanic 19.2 31.6 11.3 4.9 16.3 14.2 5.0 7.0
% White 43.5 29.4 60.1 75.0 70.2 47.2 82.6 77.7
% Free/Reduced 63.9 63.4 38.6 25.3 57.7 57.0 29.0 38.8
% Special Educ. 14.7 13.1 13.4 13.4 17.1 7.9 12.7 12.8
% Bilingual 9.8 21.3 3.3 2.2 6.8 7.3 0.5 0.7
Source: http://reportcard.ospi.k12.wa.us October 2009 information available

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B. Market Analysis

1. Evidence of regional need for the program -The institution or organization will identify other college of
education programs operating in the region and describe how the proposal addresses areas of the state
that are experiencing a shortage of certification programs to serve school districts within the region. Address
specific information related to critical needs of regional school districts, the degree to which those needs are
(or are not) currently being met, and the demographics of the region. Also include the geographic location,
the identification of the major decision-makers, and any seasonal or cyclical trends which may impact the
program.

Saint Martin’s University proposes to serve Candidates from the south Puget Sound area, with
particular emphasis on Pierce, Thurston, Lewis and Grays Harbor Counties, as well as sections of
South King County. Because the service areas of programs are not clearly delineated, which existing
programs serve the area is subject to interpretation. In addition to Saint Martin’s University,
primary programs are The Evergreen State College, the University of Washington-Tacoma, Pacific
Lutheran University, University of Puget Sound, City University and the Lesley University/TCC
program.

The Saint Martin’s Alternate Route Program has been in operation since 2002 and has successfully
prepared candidates for positions in the service area. Saint Martin’s University is located in Lacey,
WA providing ready access via Interstate 5, US Highway 101, and State Route 8. Although most of
the candidates have come from the Olympia to Tacoma corridor, we recruit from the sparsely
populated areas of the region such as Lewis, Grays Harbor, Pacific and Cowlitz counties. The intense
summer institute makes it feasible for candidates from outlying areas to participate in the program.
They can then be placed in more distant locations for their year-long internship. Historically, the
program has received from 25 to 40 applications each year, with enrollments of from 14 to 25.
Enrollments the past three years have been the highest in the program’s history. For the 2011-2012
cohort, interest has been strong although some individuals have cited the uncertainties about
educational funding and have expressed concern that there may not be positions available when
they complete the program.

The program is intended to serve particular needs of the partnership districts as well as other
districts based upon their needs. Key decision-makers from the university are the STAR Program
Director, The Dean and the Associate Dean of the College of Education and Professional Psychology.
Within the districts, key decision-makers are the Superintendents, Human Resources
Directors/Teacher Employment Coordinators, as well as the individuals charged with placing
Student Teachers. The STAR Program has a long history of working successfully with the various
district personnel to meet their needs.

2. Describe the unique features of the program design.

The program is designed to meet the requirements of the RFP. Therefore many of the features of
the program are held in common with other alternate route programs. However, some features do
distinguish the STAR program from similar programs.
 It is possible to earn an MIT through participation in the STAR program. The first year is
spent in the coursework and year-long internship leading to certification before the end of
the first year. The second year is devoted to other MIT requirements including four classes
for the Graduate Core and the exit requirement.
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 Candidates in the STAR program are required to earn two endorsements, thus increasing
their value to employing school districts. With a second endorsement they have greater
versatility of assignment as a HQ teacher.
 Candidates are engaged in activities that extend beyond minimum requirements, thus
ensuring that they are especially well prepared. This is done by creative and flexible
scheduling and course design that takes advantage of the extended field placement.
 High level of personal attention and mentoring from Saint Martin’s University faculty and
staff to ensure a successful integration into the education environment - especially
beneficial for candidates who are entering the program from other professions.
 Flexibility to adjust the program to meet the needs of students while ensuring a quality
educational experience and meeting grant requirements.

3. Describe the size and growth projections for the program.

The program is designed to accommodate 25 candidates per year. If a minimum of 32 candidates


qualified for admission are identified, there are contingency plans to break the group into two
cohorts and to increase the maximum number of candidates to 50.

Section 3- Commitment of Partners

Applicants through this program shall provide a narrative for sections (A-H) that detail
the role of teacher preparation program partners and any district and/or ESD partners
related to the following:

A. District Need

Districts participating in the Alternative Route programs shall provide verification by attaching a letter on
district letterhead that they are currently experiencing, anticipate experiencing or are planning for
addressing teacher shortages in endorsement areas for which the Alternative Route program is preparing
interns.

Districts participating in the Alternative Route programs have experienced difficulties in filling
positions in the high needs areas targeted by the grant. While this shortage has been
ameliorated to some extent, there still remains a challenge in developing an adequate pool of
applicants who are qualified for high needs positions, and in some instances, having any highly
qualified applicants for positions in these high needs areas. In a typical hiring year, the
partnership districts must aggressively recruit in order to fill these positions.

As stated in the Need for the Program section, in a recent year, two weeks after the opening of
school in most of those districts, our partnership districts had the following open positions:
Math – 14, Science – 4.5, Bilingual Education/ESL – 2, Special Education – 21. Other interested
districts that were not formal partners had the following openings: Math – 11.5, Science – 8,
Bilingual Education/ESL – 2.5, Special Education – 15. Partners believe there will continue to be
a need for highly qualified teachers in these areas.

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B. Classroom Placement

District partners and Alternative Route programs will describe how interns in the Alternative Route program
will be placed in K-12 classroom(s) with a trained mentor teacher(s) all day, every day for the duration of
their mentored internship. Alternative Route programs and district partnerships must verify that they will
provide each candidate with intensive classroom mentoring until such time as the intern demonstrates the
competency necessary to manage the classroom with less intensive supervision and guidance from the
mentor teacher.

All partnership members are committed to developing and maintaining a supportive and on-
going mentoring program. In addition to participating in the Washington State Mentor Training
Academy, the coalition will develop a district mentor program as well as participate in the
Mentor Training Program. These “certified” mentors will be called upon to ensure the success
of new teachers; and identify, recruit and develop additional mentor teachers within the ranks
of the coalition’s teaching staffs. Development programs for the Mentor Training will include
instruction in the following: 1) Techniques for teachers working with adult learners; 2) Teaching
“strategies” – (cognitive coaching, learning in focused conversations); 3) Skills and technical
needs; 4) Recognition of “best practices”; 5) Communication and interpersonal skills; 6) How to
observe and evaluate a new teacher; 7) Developmental growth of a teacher – what to expect; 8)
Certification standards; 9) Assessment – how do you know if there is learning; 10) Knowing and
using all teacher support systems.

The partnership will assign one mentor teacher to each teacher intern. The mentor teacher will
provide the teacher intern with intensive classroom mentoring. The intent will be to provide
the alternate route teacher candidate more responsibility and independence as the alternate
route teacher candidate demonstrates increased competency. The mentor teacher will not be
assigned another classroom or other duties, therefore, there will not be competition for the
mentor teacher’s time and attention (with the exception of mentors for contracted Route 4
candidates). During the later part of the intern period, the mentor teacher will be asked to
develop a written assessment of the alternate route teacher candidate’s strengths and
weaknesses. This written assessment will be for the exclusive use of the alternate route
teacher candidate. The written assessment will also focus on suggested courses or training that
will assist the professional development of the “new teacher”.

Examples of Individual District Commitment to Mentoring


Clover Park School District: CPSD recognizes that new and even seasoned teachers require
help, guidance and mentoring to achieve great success in the classroom. CPSD also recognizes
that a single approach to providing assistance and help to teachers is insufficient to the task of
ensuring the success of our teachers. Too much rests on the quality of teachers to put anything
less than a quality support system in place to assist teachers in the mission of teaching our
children what they need to know to succeed and contribute to their community. The CPSD
Teacher Support System includes:
 Mentor Teacher Program Manager: The Mentor Teacher Program Manager works with
an advisory team (representatives from the teacher’s association and several local
colleges and universities) to ensure that only the best teachers are selected to mentor
student teachers or new first-year teachers.
 New Teacher Mentor Program: This program is designed to help first-year teachers
succeed during a critical period in their professional development. The program
involves intense mentoring, requires monthly meetings and classroom observations and
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a variety of support for mentor teachers and their first-year teachers. Monthly training
classes are conducted for new teachers and their mentors.
 In-Building Instructional Facilitators: CPSD historically has funded at least one
"Instructional Facilitator" in every school (two in every high school, one full time and
one half time in every middle school and one in every elementary school). There are 31
master teachers working as Instructional Facilitators. The Instructional Facilitator is the
resident "mentor teacher" in each school.

Tacoma School District: Tacoma Public Schools believes that new and veteran teachers require
help, guidance and mentoring to achieve great success in the classroom. The Teacher Support
System includes:
 New teacher orientation and seminars: These sessions provide information concerning
district programs, curriculum, as well as district policies and procedures.
 New Teacher Mentor Program: This program is designed to help first and second year
teachers succeed during a critical time in the professional development. This program
involves intense mentoring, monthly meetings, classroom observations and a variety of
support for mentor teachers and the beginning teachers. Funding is available to
support the program through stipends; professional development sessions are a part of
the program framework and include school principals. A district program facilitator
supervises the program under the leadership of the Director of Professional and
Organizational Development.
 Instructional facilitators, in some buildings, are assigned to provide continuous
improvement in classroom instruction by providing instructional support to teachers in
areas of lesson design, classroom assessment and classroom management.
 Alternative Route interns will be assigned to a specific mentor teacher for intense
classroom mentoring until such time that the candidate demonstrates competency
necessary to lead the classroom with less intensive supervision from the mentor.

C. Route 1 and Route 2 Placements

Route 1 and 2 candidates are defined as follows:

Route 1: Alternative Route programs for classified staff (i.e. paraprofessionals) that hold a
transferable Associate of Arts or Science degree.

Route 2: Alternative Route programs for currently employed classified staff (i.e. paraprofessionals)
that hold a minimum of a Bachelor of Arts or Science degree from a regionally accredited college
or university.

For programs offering Route 1 and 2, the Alternative Route programs and district partners will provide
verification that they actively pursue means and make every effort to ensure that paraprofessionals enrolled
as interns in the alternative route program retain their employment during their mentored internship. (For
example, para-professionals may take on increased teaching responsibility in the classroom in which they
are assigned while the mentor teacher serves in a supervisory/supportive role).

The STAR program is designed to enroll candidates for Routes 2, 3, and 4. For the Route 2
candidates, the Director of the program works with the appropriate individuals within the
district, usually involving the Director of Human Resources and building administrators, to
ensure that paraprofessionals are able to continue their employment while placed in their year-
long internship. This has been successfully implemented with previous Route 2 candidates.

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Typically, the process involves a written letter of understanding that specifies the commitments
of the district and the university. Items contained in the agreement include such things as the
identification of the classroom in which the candidate is to be placed, the number of hours
weekly for which the paraprofessional salary will be paid (often, the individual is less than full
time), the support from the mentor, the support from university supervisor, and any related
items.

As we move toward more internship experiences involving the co-teaching model, we believe
the Route 2 candidates are excellent prospects for this type of agreement. The co-teaching
model enables the candidate to have varying levels of engagement in instruction with the
mentor involved in a variety of ways that support the candidate’s learning of how to
implements teaching strategies and support student learning at a high level.

D. Selection of a Mentor teacher

The Mentor teacher(s) shall be defined as the teacher(s) of record in the


classroom(s) where the Alternative Route candidate is placed. The program and district may also assign a
content teacher in addition to the classroom Mentor teacher(s) to address candidate needs in specific
content areas.

Selection of mentor teachers will be conducted to ensure that the requirements of the RFP are met. Where possible,
procedures established by the university and the participating districts for the selection of mentor teachers will be
honored. However, if a conflict with grant requirements arises, the grant requirements will take precedence.

The districts and the program provider provide the following assurances that the district supports and agrees to the
following criteria for a teacher to be selected as 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;

The University will verify that the mentor teacher has the requisite certificate. Should an
occasion arise in which this is not possible (such as the rare case in a small school with no
teacher in the subject with such qualifications) the university will arrange for another teacher
who meets the qualifications to serve as a second mentor. This would only be expected to occur
with Route 2 or Route 4 candidates.

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 university will verify that the mentor teacher has completed formalized mentor training. If
the mentor teacher has not, then we will ensure that the mentor participates in such training
including making provisions for mentor training to be offered by the university. The university
has provided mentor training to mentors in past cohorts, basing the training on the training
provided by OSPI mentor academies.

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

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Standard placement procedures for candidates involve the principal in the selection process. As
a part of this process, we will formalize that practice by ensuring that the principal writes a
letter recommending the mentor teacher for the mentorship position, and that the letter will
also specify the mentor meets the eligibility requirements.

4. District plan for providing significant time for Mentor teachers to spend with alternative route
teacher candidates throughout their internship. Partnerships must provide each candidate with
intensive classroom mentoring until such time that the candidate demonstrates competency
necessary to manage the classroom with less intensive supervision from the Mentor teacher;

As referenced in the Classroom Placement section of the proposal, extensive mentoring support
will be provided to each candidate.

Examples of Individual District Commitment to Mentoring


Clover Park School District: CPSD recognizes that new and even seasoned teachers require
help, guidance and mentoring to achieve great success in the classroom. CPSD also recognizes
that a single approach to providing assistance and help to teachers is insufficient to the task of
ensuring the success of our teachers. Too much rests on the quality of teachers to put anything
less than a quality support system in place to assist teachers in the mission of teaching our
children what they need to know to succeed and contribute to their community. The CPSD
Teacher Support System includes:
 Mentor Teacher Program Manager: The Mentor Teacher Program Manager works with
an advisory team (representatives from the teacher’s association and several local
colleges and universities) to ensure that only the best teachers are selected to mentor
student teachers or new first-year teachers.
 New Teacher Mentor Program: This program is designed to help first-year teachers
succeed during a critical period in their professional development. The program
involves intense mentoring, requires monthly meetings and classroom observations and
a variety of support for mentor teachers and their first-year teachers. Monthly training
classes are conducted for new teachers and their mentors.
 In-Building Instructional Facilitators: CPSD historically has funded at least one
"Instructional Facilitator" in every school (two in every high school, one full time and
one half time in every middle school and one in every elementary school). There are 31
master teachers working as Instructional Facilitators. The Instructional Facilitator is the
resident "mentor teacher" in each school.

Tacoma School District: Tacoma Public Schools believes that new and veteran teachers require
help, guidance and mentoring to achieve great success in the classroom. The Teacher Support
System includes:
 New teacher orientation and seminars: These sessions provide information concerning
district programs, curriculum, as well as district policies and procedures.
 New Teacher Mentor Program: This program is designed to help first and second year
teachers succeed during a critical time in the professional development. This program
involves intense mentoring, monthly meetings, classroom observations and a variety of
support for mentor teachers and the beginning teachers. Funding is available to
support the program through stipends; professional development sessions are a part of
the program framework and include school principals. A district program facilitator
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supervises the program under the leadership of the Director of Professional and
Organizational Development.
 Instructional facilitators, in some buildings, are assigned to provide continuous
improvement in classroom instruction by providing instructional support to teachers in
areas of lesson design, classroom assessment and classroom management.
 Alternative Route interns will be assigned to a specific mentor teacher for intense
classroom mentoring until such time that the candidate demonstrates competency
necessary to lead the classroom with less intensive supervision from the mentor.

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. (See Appendix C for Teacher Candidates Enrolled in Alternative Route
to Certification Programs and Highly Qualified Teachers (HQT) Requirements).
As a HQT, the Alternative Route 4 candidate will be assigned to their own classroom and a mentor
teacher from the district will be assigned to the candidate. The district shall assure that the mentor
teacher and the candidate have adequate time to meet during the course of the school year and
that all requirements for the selection of the Mentor teacher for Alternative Route 4 candidates will
be the same as any other Alternative Route candidate.

District commitment letters are included in the Appendix.

E. Field Experience Placements

1. Determining Placements: The applicant shall describe the process by which placements
will be made. Program personnel who are authorized to request a placement and the district
personnel to whom the requests should be made shall be clearly identified. The agreement
should also specify that candidates will not be placed in situations in which personal relationships
or previous experiences could interfere with objective evaluation. Alternative Route candidates
shall be placed with a Mentor teacher who meets the criteria as defined in Section D above, titled
“Selection of a Mentor teacher”.

Internship Application: For Route 2-4 alternative route programs, candidates would need to
complete the internship application along with their application to the program. The internship
application provides information for the school districts to make an appropriate placement. As
part of the internship application, all candidates will submit a portfolio of evidence/application
materials indicating they have sufficient knowledge/skills to begin the internship year
experience. The portfolio includes, but is not limited to: academic preparation page, letter of
introduction to principal and cooperating teacher, video tape of a previous teaching
presentation (required in various methods course practicum), current WSP/FBI Fingerprint
background check with OSPI on file, passed WEST-E exams, completed endorsement
paperwork, cumulative 3.0 or better GPA, with core classes each with a 2.0 or better.

The program Director, Dr. Ann Gentle, will make placement requests with the assistance of the
SMU Placement Officer, Faye Barnes. Among the stipulations regarding placement in the
personal affidavit signed on the student teaching application are the following requirements.

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“I understand that I am not guaranteed placement in a particular school district, school building; or with
a particular mentor teacher, university supervisor; and that final acceptance of a student teacher is the
prerogative of the school district. I understand that I am not to make arrangements with any school
district or school personnel regarding my placement, and in accordance to WAC code, not be placed for
Teacher Candidate Internship in the school or district where I graduated from. I understand I may not
intern in the same building where a spouse/family member/friend is employed. . . . I will be prepared to
go where Saint Martin’s University is able to secure a Teacher Candidate Internship position.

2. Background check and fingerprinting: Prior to the beginning of all field experiences
the program will verify that candidates have cleared fingerprint and background checks conducted
through the Office of the Superintendent of Public Instruction and that the program is responsible
for assuring that the appropriate clearance remains in effect throughout the completion of any
assigned field experience.

Prior to a candidate being allowed to be placed into a school for any internship or practicum
experience, the university requires that the candidate has cleared fingerprint and background
checks conducted through the Office of the Superintendent of Public Instruction. Candidate
records are monitored to ensure that the clearance is up to date throughout the program until
the application for certification is submitted.

3. Brief description of the field experiences covered by the agreement: This


section should outline the nature of the field experiences being requested and covered by the
agreement. For Alternative Route candidates the basic premise is that they will be in a yearlong
mentored internship with the open exit option after one half school year if the candidate has
demonstrated that they have met competencies for certification.

Each candidate is placed in a full-year field experience. Approximately the first eight to twelve
weeks of the experience is considered to be practicum experience. This is an important concept
for the candidate and the mentor to adhere to. The practicum experience allows for the
application of concepts included in the intensive summer academy. The faculty members from
the university can monitor those activities to ensure that the concepts are being applied
appropriately, and to ensure that adjustments are made as needed. This process is critical to
the success of the condensed format for the summer academy, which assumes the early stages
of the field experience will be utilized for those experiences.

During this phase, the candidate begins with acclimation to the classroom and school and
engages in a variety of activities. The candidate begins with observations, but rather quickly
transitions into a role of assisting the teacher with individual students and small groups of
students, as well as providing limited instruction under the mentor’s direct supervision. Since
the grant requires a minimum of one half year of internship, the candidate does not take full
responsibility for the classroom until after this period is completed.

Once the candidate has been involved in the classroom for the initial period she or he enters
into the formal period traditionally associated with student teaching. This is done after the
mentor teacher and university supervisor have completed formal observations of the candidate
and are in agreement that the candidate is ready to assume full responsibility for the classroom
with the appropriate oversight by the mentor and university supervisor (soloing).

FORM 2A Alternative Routes to Certification Program Proposal PAGE 12 of 39


August 2010
During the period of soloing, the mentor provides support to the candidate, often reviewing
lesson plans, providing suggestions and other feedback. Generally the candidate assumes the
responsibility for the class for a minimum of 8 weeks, but the mentor and the university
supervisor are available as resources and periodically observe to make sure all is going well and
to provide that support that is needed for success.

4. Roles, responsibilities, and expectations: A description of the roles, responsibilities,


and expectations for: (1) candidates (2) supervisors and (3) mentor teachers shall be developed
and shared between partners. In cases where programs have developed handbooks or other
materials containing this information, those materials shall be reviewed by the program and the
district. The program shall provide evidence that they have communicated the expectations to
district Mentor teachers.

Roles, responsibilities and expectations have been established and are included in the Student
teacher handbook. Each Candidate, mentor teacher, responsible building administrator, and
university supervisor is provided with a copy of the Student Teaching Handbook.
http://www.stmartin.edu/education/Documents/StudentTeachingHandbook/2010/TeacherCan
didateHandbook-Dec2010.pdf Those roles, responsibilities and expectations are discussed in
the initial team meetings and reviewed as appropriate throughout the experience.

5. Other provisions: Districts and programs may mutually agree to include other provisions in
addition to those listed above governing field experiences. For PESB guidelines for field
placement agreements go to http://sites.google.com/a/pesb.wa.gov/home/prepprogram.

Agreements include no other provisions not already addressed in other sections.

F. Program Design

Provide program design information for each alternative route(s) the partnership program intends to offer
including:

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

The program is designed to enroll students through three of the four identified routes. Those
routes are:

Route 2: currently employed classified staff with a baccalaureate degree, or higher, seeking
residency certification in subject matter shortage areas, and areas with shortages due to geographic
location. Interns will complete a year-long or less mentored internship. Candidates in this route
will earn a minimum of two endorsements with at least one in a subject matter shortage area,
and/or geographic location shortage area. Interns will attend an intensive summer teaching
academy followed by the yearlong or less mentored internship.
Route 3: individuals who are not currently employed in the district, who hold a baccalaureate
degree or higher and can document a minimum of one year of professional experience. Candidates
in this route will earn a minimum of two endorsements with at least one in a subject matter
shortage area, and/or geographic location shortage area. Interns will attend an intensive summer
teaching academy followed by the year-long or less mentored internship.

FORM 2A Alternative Routes to Certification Program Proposal PAGE 13 of 39


August 2010
Route 4: individuals teaching with conditional or emergency substitute certificates, who hold a
baccalaureate degree or higher. Candidates in this route will earn a minimum of two endorsements
with at least one in a subject matter shortage area, and/or geographic location shortage area.
Interns will attend an intensive summer teaching academy followed by the year-long or less
mentored internship.
For all routes candidates will be expected to pursue endorsement in one or more of the state
identified shortage areas: Special Education, English as a Second Language, Chemistry, Science,
Mathematics, Middle Level Math/Science, Early Childhood Special Education, Biology, (Physics, or
Earth Science with cooperative arrangements with another recommending institution).

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. (Appendix A contains
a detailed description of the eligibility criteria and entry requirements for each of the four routes).

Eligibility and entry requirements: Saint Martin’s University will ensure compliance with the
eligibility criteria and entry requirements, as established at Appendix A of the RFP and this
application. All eligibility and entry requirements will be part of the application procedure
established for all candidates.

Districts have committed to providing a well qualified mentor teacher for each candidate. Specific
criteria for acceptance/placement of candidates, as well as any additional district funding/support
will be determined by the districts, in consultation with the STAR Program Director to ensure that
all requirements of the grant are met.

In addition to the eligibility and entry requirements specified in the RFP, Saint Martin’s University
Education Division will also utilize the same application standards currently in effect for all students:

Application requirements for Saint Martin’s University education programs:


 Earned “C” or better in a series of pre-professional courses, including: English I, English II,
speech or theater, college level mathematics, introduction to psychology, human
development, computer literacy, intercultural communication, introduction to education.
 All students must complete an on-site essay to assess basic writing and communication
skills, as well as content.
 State, University, and Division forms – including the Character and Fitness form
 Three Letters of Recommendation
 Cumulative grade point average of 3.0 or better on a 4.0 scale – or a recent full semester of
an earned 3.0 or better GPA. The 3.0 GPA must be maintained to qualify for student
teaching.
 Successful passing of all three sections (reading, writing, math) of the WEST-B exam
 Successful passing of all WEST-E exams
 An interview with program personnel
 For those wishing to also earn the Masters in Teaching degree, the GRE or MAT is required.

The screening process for applicants will include the entry requirements for the STAR Program, as
detailed in Appendix A of the Request for Proposal (see appendices).

FORM 2A Alternative Routes to Certification Program Proposal PAGE 14 of 39


August 2010
Initial Screening: The Partnership will utilize several screening opportunities: Saint Martin’s
University will provide initial screening to determine eligibility of the candidate for the program
(e.g., Bachelor’s degree from an accredited college/university for Routes 2-4; a minimum of one
year of work experience, etc.). Saint Martin’s will then provide application materials for each
candidate and review all applications for completeness. A Selection Committee representing Saint
Martin’s University faculty and staff and school district personnel will then rank order the
candidates based on potential for success, endorsement areas, and long and short range goals.

Saint Martin’s University faculty members believe that screening also needs to be a continuous
process throughout the candidates’ programs. Screening, therefore, will also include the following:

Final Acceptance Interview: All applicants must attend a Final Acceptance Interview, where they
are evaluated for the program. The evaluation covers all the application materials, including on-site
essay and program planning. In addition, the evaluation rates the applicants on the following: clear
goals, professional impression, logical responses, voice and speech, punctuality, and listening skills.
Test scores, recommendations, personal statement, past grades and an overall rating are also used
to determine acceptance to the program.

Staffing: Staffing is a screening process throughout the student’s educational program. The
purpose of Staffing is to determine appropriate advising, if any, with regards to the student’s grades
and/or professional dispositions. Any faculty member of the education division may recommend
Staffing for an individual student and any faculty who has had contact with the particular student
may give input. As appropriate, a faculty representative discusses the situation with the student
and advises remedial actions. It is the desire of the education division faculty to promote and
encourage the professional growth of all its students. However, if needed, the Staffing Advisor will
counsel the student into a different career choice. The student is asked to sign the Staffing Record,
indicating they were informed of the Staffing and the results.
Internship Application: For Route 2-4 alternative route programs, candidates would need to
complete the internship application along with their application to the program. The internship
application provides information for the school districts to make an appropriate placement. As part
of the internship application, all candidates will submit a portfolio of evidence/application materials
indicating they have sufficient knowledge/skills to begin the internship year experience. The
portfolio includes, but is not limited to: academic preparation page, letter of introduction to
principal and cooperating teacher, video tape of a previous teaching presentation (required in
various methods course practicum), current WSP/FBI Fingerprint background check with OSPI on
file, passed WEST-E exams, completed endorsement paperwork, cumulative 3.0 or better GPA, with
core classes each with a 2.0 or better.

Internship Experience: The university supervisor, classroom mentor teacher and (frequently) the
building principal evaluate the candidate throughout the experience. If, at any time, this team
assesses the candidate as not meeting expectations/standards, the Chair of Field Experience is
notified of the situation. The Chair then conducts an Intervention (problem solving, one-on-one
mentoring/tutoring). If needed, the student is “pulled” from the program and is typically placed in
an intensive directed practicum for the remainder of the semester. The student may re-apply for a
second internship experience the following semester in one of our regular programs.

3. Teacher Development Plans- - Each Alternative Route program will provide a detailed description of
how they will specify the alternative route coursework and training required of each candidate by
FORM 2A Alternative Routes to Certification Program Proposal PAGE 15 of 39
August 2010
comparing the candidate's prior experience and coursework with the state's new performance-based
standards for residency certification and adjusting any requirements accordingly. The program will also
provide a description of the open exit option available to candidates in Routes 2, 3 and 4 (Appendix B
contains desired components of a teacher development plan).

Identification of Endorsements to be earned: All candidates will receive intensive, one-on-one


transcript analysis to determine and identify the endorsements to be earned. According to Saint
Martin’s policy, all candidates will be required to earn a minimum of 2 performance-based
endorsements –the first endorsement (usually in the area of the candidate’s Bachelor’s degree),
and a second endorsement. All candidates will have the opportunity to earn a Middle Level
endorsement – either the Middle Level Math, Middle Level Science, or Middle Level Humanities. All
candidates will earn at least one endorsement in a subject or geographic shortage area. All
candidates will receive counseling as to the supply and demand needs for endorsements in the
state. Candidates, as part of the application process, write an essay on their career goals. Advisors
will use this as an additional tool to discuss possible future “add-on” endorsements to be earned by
the candidates. Endorsements in Special Education, Teaching English Language Learners, Bilingual
Education, Math, Chemistry, and/or Science are endorsements which will be specifically
encouraged.

Change of career candidates: The Partnership will also actively recruit individuals seeking a change
of career. These individuals (many rich in backgrounds in science, math, and/or computer skills) will
be retiring and/or “let go” from businesses/government offices/military in the process of
downsizing. The Partnership, located in the South Sound area, is geographically located close to the
homes of many of these individuals – thus encouraging participation in the program.
Performance-based format: Candidates will incorporate all learning opportunities as performance-
based knowledge/skills experiences. All learning opportunities for this internship year will be
provided during the late afternoons after school, evenings, and Saturdays (as needed) and/or
during the summer (intensive foundations academy). Students will receive individualized
assessment of required knowledge/skills prior to the start of the program. Waivers and
substitutions, based on appropriate documentation, will be awarded for previous coursework and
life experiences. Remaining required knowledge/skills will be obtained through seminars and
modules of formalized learning opportunities in field-based settings. Candidates will earn credits in
three ways: 1) through regular course enrollment during the summer, fall, and spring, 2) through
modular learning opportunities throughout the program year, and 3) through credit earned by
evaluation of documentation of previous life or work experience.

On-site Formalized Learning Opportunities: Learning experiences will be offered at locations within
driving distance to the candidates. The university and/or Partner districts will provide location(s)
for the learning opportunities. Specific location of the learning opportunities will be determined by
program and student needs/classroom locations. Candidates and instructors will meet on a pre-
scheduled basis to capitalize on the opportunity for discussion/development of the classroom
application of knowledge and skills. Those students who have already had the particular
knowledge/skills waived for the scheduled learning opportunity will not be required to attend that
seminar/module.

Individual academic counseling: All candidates accepted to the program will have one-on-one
transcript and life experience counseling with a Saint Martin’s University faculty member. The
FORM 2A Alternative Routes to Certification Program Proposal PAGE 16 of 39
August 2010
counseling will include a detailed program planning for the duration of the candidates program.
The counseling will also include an evaluation of transcripts for options for additional optional
endorsements. Candidates will be informed as to the procedure and requirements for course
waivers (based on previous life/work experiences) and for course substitutions (for courses
transferred for other colleges/universities).

Waivers for courses based on previous life/work experiences will be granted upon approval of
appropriate documentation, including, but not limited to:
 Letters of support from principals, teachers, faculty
 Samples of work products documenting appropriate knowledge/skills (e.g., lesson plans,
samples of student work, samples of candidate responses to student work, etc. – for
paraprofessionals; samples of computer applications; etc.)
 Samples of work evaluations pertaining to other appropriate knowledge/skills (e.g.,
leadership, ability to communicate in writing, ability to get along with others, etc.)
 Video-tape of candidate teaching K-12 students

Partial waivers are also possible. Candidates may waive a portion of a course based on appropriate
documentation, but may still need to complete a portion of the knowledge/skills. The formalized
learning opportunities will be designed to allow candidates to attend only those seminars/modules
needed in order to complete the required knowledge/skills.

Early (Open) Exit: The candidate may request an Early Exit from Student Teaching at any point after
½ year of internship. Approval will be granted upon positive evaluation of the Performance-based
Pedagogy Assessment Rubric (TPA if implemented) by the classroom mentor teacher and university
supervisor. All criteria must have been evaluated at the “Met” level; documentation for Positive
Impact on Student Learning, the Comprehensive Instructional Plan portfolio, the Family
involvement Plan, Professional Growth plan, and all other portfolio requirements must be
completed and approved; and the candidate’s Final Reflection must be submitted to the supervisor.
For all alternative routes, candidates would be able to complete the internship once the
benchmarks have all been “Met” on the Performance-based Pedagogy Assessment Rubric. The
classroom mentor teacher, university supervisor, and internship seminar instructor would all need
to approve the Early (Open) Exit.

4. Strategies for recruiting candidates from under represented populations.

Marketing and recruitment efforts for the STAR program will include encouragement for candidates of
color to apply. Evening information sessions will allow candidates of color to attend and learn about
the program. Saint Martin’s University currently enrolls 38% students of color and the Education
Division enrolls 18% – well above the national average of 12% minority teachers and also above the
state average of 14% minority teachers. The Saint Martin’s alternative route program has averaged
13.5% minority candidates to complete the program from 2002-2003 to the current year. Participants
in the current (2010-2011) program include 14.3% minorities.

Completed Candidates in the Alternative Route Program Saint Martin’s University (includes those
receiving the conditional loan scholarships:
FORM 2A Alternative Routes to Certification Program Proposal PAGE 17 of 39
August 2010
Year # White # Other Ethnic Total # % Minority
Candidates Candidates Candidates Candidates
2002-2003 13 5 18 27.8%
2003-2004 14 0 14 0.0%
2004-2005 13 3 16 18.75%
2005-2006 13 0 13 0.0%
2006-2007 13 2 15 13.3%
2007-2008 17 3 20 15.0%
2008-2009 18 3 21 14.3%
2009-2010 22 3 25 12.0%
2010- 12 2 14 14.3%
2011*
Total 135 21 156 13.5%
2002-2011
*Currently enrolled students expected to complete.

Specific recruitment and retention strategies include:


A. Minority teachers/alumni will be requested to be on the PEAB. The alumni will help us
market, recruit, and retain minority students. Alternative route minority alumni will be
specifically recruited for the PEAB.
B. Alternative route minority alumni will be also be recruited as additional support
mentor/”buddies” for current minority candidates. Alumni who have been successful in the
alternative route program will share their wisdom and success strategies to current
candidates.
C. Minority alternative route students will be asked to participate in Saint Martin’s recruiting
events,
D. Financial Aid, Student Accounts, Registrar and other University offices are well attuned to
the needs of individual students. With all application materials otherwise considered
“equal”, candidates of color will be given preference for acceptance to the program.
E. Districts in the partnership will, in particular, encourage classified staff and
conditional/emergency substitute teachers of color to apply to the program.

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

Of the total of 25 anticipated candidates in the program per year, it is anticipated that 3 will be
Route 2, 20 will be Route 3, and 2 will be Route 4 candidates. These numbers do not represent
allocation of slots to the Routes, but rather an estimate of the distribution that will occur.

FORM 2A Alternative Routes to Certification Program Proposal PAGE 18 of 39


August 2010
6. Include a description of the components of the formal mentored internship leading to the Residency
Certificate.

A. Full-time classroom assignment: candidates will be placed in a full-time internship position,


starting with full-time mentoring and progressing to increasingly less intensive monitoring
and assistance as the intern demonstrates the skills necessary to take over the classroom
with less intensive support. The intensive mentorship will be scheduled for a full year with
a minimum of one-half of a school year, with the additional time as necessary.
B. Identification of performance indicators: Performance indicators based on the knowledge
and skills standards required for residency certification by the state board of education are
included on the university web site at
http://www.stmartin.edu/education/Documents/WACProgramAlignmentCharts.pdf . Each
student will also be provided with charts indicating the alignment of their courses and the
Washington Administrative Codes and program Best Practices. An evaluation rubric will be
used to assess both. The student will also be provided a chart of performance-based items
he/she will need to prepare prior to certification. This portfolio is prepared/finalized during
student teaching/internship.
C. Identification of benchmarks: Benchmarks will indicate when the standard is met for all
performance indicators. The Performance-based Pedagogy Assessment Rubric (TPA, if
implemented) will be used to determine that the “Met” benchmark has been attained.
Criterion assessed as “met”, but still indicating possible improvement in the Professional
Growth Plan are the areas the candidate should work on for additional knowledge/skills
during the Professional Certification program.
D. Description of strategies for assessing candidate performance on the benchmarks will
indicate when the standard is met for each/all performance indicators: Candidates will be
evaluated against the Pedagogy Assessment Rubric (TPA, if implemented)on a regular basis
during their internship (at least once during the first half-year, and at least two more times
the second half-year) by the classroom mentor teacher and the university supervisor. All
Standards must be assessed at the “Met” level for the intern to be deemed eligible for Early
Exit. Students may apply for Early Exit at any time after a half-year internship has been
completed. All Standards, endorsement competencies, and coursework knowledge/skills
must be evaluated as being met/completed/on target.
E. Identification of one or more tools to be used to assess a candidate’s performance after
about one-half year: All candidates will be evaluated against the Pedagogy Assessment
Rubric (TPA, if implemented); all endorsement competencies will need to have been “Met”;
WEST-B and WEST-E tests taken and passed. The Classroom Learning Instructional Plan,
Positive Impact Plan, Family Involvement Plan, Professional Growth Plan, and Personal
Reflective paper must all be in at least draft stage. The Pedagogical Assessment
Observation will be completed by both the mentor teacher and university supervisor at
least once.
F. Prior to recommendation for certification, the following will also need to be complete and
approved by the certification officer, the placement officer, and/or the Dean: a) all final
certification paperwork, including endorsement forms; b) development of a Placement File,
including all pertinent components; c) payment of certification/placement file fees.

FORM 2A Alternative Routes to Certification Program Proposal PAGE 19 of 39


August 2010
7. Evidence of a program plan for open exit option for candidates as regulated by RCW 28A.020: A
minimum of one-half of a school year, and an additional significant amount of time if necessary, of
intensive mentorship, starting with full-time mentoring and progressing to increasingly less intensive
monitoring and assistance as the intern demonstrates the skills necessary to take over the classroom
with less intensive support.

Description of the criteria that would result in residency certification after about one-half of a
school year but before the end of the program:
All the following must be complete and approved as Satisfactory or Excellent by the classroom
mentor teacher and the university supervisor: a)All items on the Pedagogy Assessment Rubric
(TPA if implemented) at the “Met” level; b)All endorsement competencies at the “Met” level; c)
WEST-E tests taken and passed (at least one required upon entry to internship); d) Classroom
Learning Instructional Plan; e) Positive Impact Plan; f) Family Involvement Plan; g) Professional
Growth Plan; h) Personal Reflective paper; i) Performance-based Pedagogy Assessment (PPA)
Observations (at least three observations by both the classroom mentor teacher and the university
supervisor). The experience with the STAR program has been that each year for the past several
years, there have typically been two or three candidates who have been eligible for early
certification at or near the end of one-half year of internship, and have been placed in positions in
one or more high needs areas. Additionally, several other candidates typically are eligible for
certification later than one-half year but prior to the end of the full-year internship.

G. Organizational Capacity

Identify the following:

1. Key personnel (faculty, administration, support)


Administration Faculty
Ann Gentle, Ph.D, Program Director Ann Gentle, Ph.D, Program Director
Ph.D., Columbia Pacific University Ph.D., Columbia Pacific University
Maureen Siera, Ed.D., Co-Director Rebecca Campeau
Ed.D., Oklahoma State University ABD, Walden University
Joyce Westgard, Dean, CEPP Huabin Chen
Ed.D., Montana State University Ph.D., Indiana University
Steve Siera, Ph.D., Director MIT Program Cynthia Petersen
PhD., New Mexico State University Ed.D., University of San Francisco
Eileen Reilich
Support Staff Ph.D., Washington State University
Faye Barnes, Placement Officer Maureen Siera, Ed.D.
Ed.D., Oklahoma State University
Mary Foust, Certification Officer Steve Siera, Ph.D.
PhD., New Mexico State University
Juli Stewart
M.S., Washington State University
Josephine Yung
ABD., University of Washington

FORM 2A Alternative Routes to Certification Program Proposal PAGE 20 of 39


August 2010
2. Anticipated student-faculty ratio:

Each class will be limited to 25 students. The maximum FTE student to faculty ratio is 13.3.

3. Describe previous experience in offering programs of this type

Saint Martin’s University has been offering the program since 2002. Program evaluations have
been quite positive and employment rates for graduates of the program have been very high.
Administrators of the schools in which interns have been placed have provided favorable
evaluations of the candidates, frequently complimenting them as having been particularly well-
prepared, and successful. Additionally, administrators hiring the graduates have consistently
report satisfaction, citing the extent of the content knowledge, maturity, and teaching skill of
the graduates.

However, the words of one of the STAR program candidates from 2003-2004 tells it so much
more emphatically. In writing about his recent completion of his principal’s credential, he
provided the following observation to our great pleasure:
“Most importantly however, I would like you to know that my achievements have been
built upon the solid educational foundations found at Saint Martin's University. More
succinctly, the program courses involving lesson planning, classroom management,
instructional practices, observations, practicums, etc. were in my opinion so closely
related to my employment experience that the gap between theory and actual practice
was virtually non-existent.

I have since had the opportunity to officially mentor many new and experienced
teachers in the improvement of classroom instructional practices, and have found that
my certification experience is somewhat dissimilar to that of mentees and colleagues
from other educational institutions across the nation. As such, it is to your credit that I
write this note of acknowledgment for the positive impact you are having with students
and schools in the field of education, and with deep appreciation to have
experienced such an enriching, valuable, and worthwhile program found at Saint
Martin's University.”

4. Signed Memorandum of Understanding (see Attachment A) 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 for PESB approval).

The signed Memorandum of Understanding is attached to the proposal.

H. Program Delivery

1. Cost for candidates (Alternative Route programs must be packaged priced to reflect lower cost per
candidate price than traditional programs)

FORM 2A Alternative Routes to Certification Program Proposal PAGE 21 of 39


August 2010
The program is provided at a substantial reduction to the basic tuition rate charged to students
enrolled in the regular program. The table following this outlines the comparative costs. For
those candidates pursuing the MIT degree, the costs are broken down into the cost for the first
year which leads to certification as well as for the total cost to earn the MIT at the end of the
second year.

Certification Only MIT


a. Cost for Alternative Route $16,230 $13,040 to cert
$21,410 to MIT
b. If applicable: Cost for $32,937 $27, 436 to cert
Traditional Route $38,406 to MIT

2. Length of program 11 Months to certification, MIT typically takes about 24 months total

3. Projected start date June 20, 2011

4. Projected enrollment 25 per year

5. Location(s) Saint Martin’s University


5300 Pacific Avenue
Lacey, WA 98503

And

Selected school district schools

FORM 2A Alternative Routes to Certification Program Proposal PAGE 22 of 39


August 2010
Section 4- Contact Information

Name: Roy Heynderickx, Ph.D.


Title: President
Address: 5300 Pacific Avenue, SE Lacey, WA 98503
Telephone: 360-438-4307
Fax: 360-438-4340
Email: rfh@stmartin.edu

March 10, 2011


Chief Academic Officer, Date
ESD Superintendent,
Organization President or
equivalent official

Name: Joyce Westgard, Ed.D.


Title: Dean, College of Education and Professional Psychology
Address: 5300 Pacific Avenue, SE Lacey, WA 98503
Telephone: 360-438-4333
Fax: 360-438-4486
Email: westgard@stmartin.edu

Dean, Director of
Degree/Certification Unit Date
or equivalent official

Name: See attached letters


Title:
Address:
Telephone:
Fax:
Email:

Endorsement by Superintendent of School District Date


or equivalent official

Name:
Title:
Address:
Telephone:
Fax:
Email:

Endorsement by Superintendent of School District Date


or equivalent official

FORM 2A Alternative Routes to Certification Program Proposal PAGE 23 of 39


August 2010
Name:
Title:
Address:
Telephone:
Fax:
Email:

Endorsement by Superintendent of School District Date


or equivalent official

Name:
Title:
Address:
Telephone:
Fax:
Email:

Endorsement by Superintendent of School District Date


or equivalent official

Name:
Title:
Address:
Telephone:
Fax:
Email:

Endorsement by Superintendent of School District Date


or equivalent official

Resources:
Educational Benchmarking EBI; Teacher Education Exit Study; SMC Alternative Route; 2003

Office of Superintendent of Public Instruction; Washington State; Educator Supply and Demand in
Washington State 2006 Report; Spring 2007

Office of Superintendent of Public Instruction; Washington State; http://reportcard.ospi.k12.wa.us 2009


information

Washington State Institute for Public Policy, Marna Miller; Alternative Routes to Teacher Certification in
Washington State: Final Report and Appendices; December 2004

FORM 2A Alternative Routes to Certification Program Proposal PAGE 24 of 39


August 2010
MEMORANDUM OF UNDERSTANDING
Between
PROFESSIONAL EDUCATOR STANDARDS BOARD
And

Name of Organization: Saint Martin’s University

Organization type
Four-year public college or university X Four-year independent college or university
Community College Other public agency (ESD, School District)
Private non-profit organization Private for-profit organization

Memorandum of Understanding: Agreement between the Professional Educator Standards


Board (PESB) and Saint Martin’s University regarding the exchange of information
required by the Alternative Routes to Certification Program Approval.
Purpose of Agreement: The purpose of this agreement is to specify reporting requirements of
Alternative Routes programs approved by PESB to offer teacher and or principal preparation
programs.
Period of Performance: The Agreement becomes effective the date of signature and remains
in effect until modified or cancelled by either party.
Confidential Information: The term “confidential information” as used in this Agreement
means any and all information provided by Saint Martin’s University to PESB, staff,
officers, and independent contractors which is exempt from mandatory disclosure under the
terms of the state public disclosure laws codified at chapter 42.56 RCW. The term “confidential
information” includes, but is not limited to:
1. Any personally identifiable student or staff-related information, including, but not limited
to (a) staff/student names, (b) the name of a staff/student’s parent or other family
members, (c) staff/student addresses, (d) the address of a staff/student’s family, (e)
personal identifiers such as a social security number or student number or
staff/certification number, (f) personal characteristics that would make a staff/student’s
identity easily traceable, (g) any combination of information that would make a
staff/student’s identity easily traceable, (h) test results for schools and districts which
test fewer than ten students in a grade level, and (i) any other personally identifiable
information, or portrayal of staff/student related information in a personally identifiable
manner. (See, specifically, RCW 42.56.230(1) which exempts personal information in
files maintained for students in public schools from mandatory public disclosure; RCW
42.56.070 (1) which exempts from mandatory public disclosure information specified in
certain RCWs and “other statute which … exempts or prohibits disclosure …” such as
the federal FERPA statute at 20 U.S.C. section 1332g and its implementing regulations
at 34 CFR Part 99, which prohibit the unauthorized public disclosure and redisclosure of
“personally identifiable student information” in or from student “education records”; the
state ethics law at RCW 42.52.050(2) which prohibits state officers and employees from
disclosing confidential information as defined above; and RCW 28A.655.090(7), the
fewer than 10 students rule.)

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

FORM 2A Alternative Routes to Certification Program Proposal PAGE 25 of 39


August 2010
As a requirement for recommendation of approval of an Alternative Route to Certification
program by the Professional Educator Standards Board (PESB), the program applicant agrees
to provide the PESB with the following data and comply with the following requirements for
operating an Alternative Route to Certification program.

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

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

3) Provide the PESB with all candidate and Mentor teacher information in a guided format
suitable 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 schedule
agreed to by both parties. The PESB may amend this agreement by annually negotiating
additional items of information to be included in this memorandum of understanding. Such
amendment will be in writing and signed by both parties. Amendments will specify the data, the
convention for entering the data, and the date of execution of the amendment. Unless amended
to include confidential information, data provided under this agreement shall be available per
state public disclosure laws codified in chapter 42.56 RCW. Confidential information shall only
be requested for use in specific projects requiring that information to conduct research or
analysis. An amendment for including confidential information shall specify safeguards for
information and redisclosure in compliance with all relevant federal and state laws.

Unless specified by amendment, information received by PESB from Saint Martin’s University
shall be analyzed by PESB solely for the purpose of developing policy guidance for the board
and information for the general public. Each party to this Agreement is entitled to display and
share information and analysis from this exchange.

Parties to this agreement may request and receive publicly available data held by PESB, so
long as the data has been determined as re-disclosable by the source of the data. PESB is not
a data source, but negotiates release of other, publicly produced data.

Redisclosure: Except as amended for confidential information, all data exchanged through this
agreement may be redisclosed by either party.

No Guarantee of Accuracy and Non-Liability: Neither OSPI or PESB guarantee the accuracy
of the data provided. All risk and liabilities of use and misuse of information by either party
provided pursuant to this Agreement are understood and assumed.
Termination: Either party may at its discretion disqualify at any time any person authorized
access to information by or pursuant to this Agreement. Notice of disqualification shall be in writing
and shall terminate a disqualified person’s access to any information provided by either party
pursuant to this Agreement immediately upon delivery of the notice. Disqualification of one or
more persons by either party does not affect other persons authorized by or pursuant to this
Agreement.
FORM 2A Alternative Routes to Certification Program Proposal PAGE 26 of 39
August 2010
Nondiscrimination: No individual shall be excluded from participation in, denied the benefits
of, subjected to discrimination under, or denied employment in the administration of or in
connection with any program provided by this Agreement because of race, color, creed, marital
status, religion, sex, national origin, Vietnam era or disabled veteran’s status, age, the presence
of any sensory, mental or physical disability, or political affiliation or belief, provided that the
prohibition against discrimination in employment because of disability shall not apply if the
particular disability prevents the individual from performing the essential functions of her or her
employment position, even with reasonable accommodation. The parties agree to abide by the
standards of responsibility toward the disabled as specified by the Americans with Disabilities
Act and applicable state law. In the event that one of the parties hereto refuses to comply with
the above provision, this Agreement may be canceled, terminated, or suspended in whole or in
part by the other party.

Records Maintenance: The parties to this Agreement shall each maintain books, records,
documents and other evidence which sufficiently and properly reflect all work activity These
records shall be subject to inspection, review or audit by personnel of both parties, other
personnel duly authorized by either party, the Office of the State Auditor, and federal officials so
authorized by law. All books, records, documents, and other material relevant to this
Agreement will be retained for six years after expiration and the Office of the State Auditor,
federal auditors, and any persons duly authorized by the parties shall have full access and the
right to examine any of these materials during this period.

Records and other documents, in any medium, furnished by one party to this Agreement to the
other party, will remain the property of the furnishing party, unless otherwise agreed. The
receiving party will not disclose or make available this material to any third parties without first
giving notice to the furnishing party and giving it a reasonable opportunity to respond. Each
party will utilize reasonable security procedures and protections to assure that records and
documents provided by the other party are not erroneously disclosed to third parties.
Responsibility for Acts and Omissions: Each party to this Agreement shall be responsible
for any and all acts and omissions of its own staff, employees, officers, and agents acting within
the score of their responsibilities.

Contact information and signatures:


Name: Roy Heynderickx, Ph.D.
Title: President
Address: 5300 Pacific Avenue, SE Lacey, WA 98503
Telephone: 360-438-4307
Fax: 360-438-4340
Email: rfh@stmartin.edu

March 10, 2011


Chief Academic Officer, Date
ESD Superintendent,
Organization President or
equivalent official

Name: Joyce Westgard, Ed.D.


Title: Dean, College of Education and Professional Psychology
FORM 2A Alternative Routes to Certification Program Proposal PAGE 27 of 39
August 2010
Address: 5300 Pacific Avenue, SE Lacey, WA 98503
Telephone: 360-438-4333
Fax: 360-438-4486
Email: westgard@stmartin.edu

Dean, Director of
Degree/Certification Unit Date
or equivalent official

Name:
Title:
Address:
Telephone:
Fax:
Email:

PESB Signature Authority Date

FORM 2A Alternative Routes to Certification Program Proposal PAGE 28 of 39


August 2010
Addendum: Memorandum of Understanding- Alternative Routes to Certification Application

The following guided formats and information is provided:

1) Ensure that all candidates accepted into an approved Alternative Routes program have passed required WEST-B and WEST-E
assessments as a requirement for admission to program. Required by RCW 28A.660.040

2) Provide PESB with the following program information in a guided format suitable for inclusion on the PESB recruitment website
www.pathways.wa.gov:

 Name of Institution
 Institution Logo
 Main Address
 Site Address
 Description of Program by Site
 Routes and Endorsements offered by site
 Web page url for site
 Candidate Quote
 Coordinator information for each site
o Name
o Phone Number
o Email

3) Provide PESB with all candidate and Mentor teacher information in a guided format suitable for inclusion in the Alternative Route Enrollment
Table. All PESB approved Alternative Route program(s) shall use the directions below for completing the MOU requirement of entering
candidates into the Alternative Routes Enrollment Table.

Directions for completing the Alternative Route Enrollment Table


The PESB Alternative Route Enrollment table is essentially an Excel Spreadsheet that you fill out online. It saves, backs up, and shares the data
with the appropriate people. There is more than one tab in the workbook, but we only need the first filled out, the other tabs populate by
themselves. The key for this project is to be exact about how the data is keyed into the table (computers are very literal, and will see Science and
science differently)

FORM 2A Alternative Routes to Certification Program Proposal PAGE 29 of 39


August 2010
Security/Sharing - Your work on this page is automatically saved and can been seen by PESB and anyone on in your department that you would
like to grant access. Permissions are granted to your school email address and will require you creating a Google login and password using your
school email. This allows us to quickly and efficiently manage permissions. Your Google account is yours, it can be used for PESB projects, or
anything other project with any other people.

Information Type Field Name Field Definition


Name First First name of the enrolled student
Name Last Last name of the enrolled student
Contact Email Contact Email for the enrolled student
Contact Phone Contact phone number for the enrolled student
use "20XX-20XX" (yes, this will be the same for all students)
Program Academic Year
This will be the current academic year for the cohort you are entering
Program Institution The institution name (also the same for all your students)
Program Site Use the city address, i.e. "Olympia" or "Seattle"
Program Route Number Use only "1" "2" "3" or "4"
Program Scholarship Use only "Y" or "N"
Demographic DOB use MM/DD/YYYY format
Demographic Gender use only "Female" or "Male" or "Not Reported"
Demographic Ethnicity (new) This is the new Federal ethnicity codes (don't need for now)
Demographic Race (new) This is the new Federal race codes (again, don't need for now)
Use only the letters A, B, H, I, W, M, or N
"A" Asian/Pacific Islander, "B" Black/African American
Demographic Race (old)
"H" Hispanic, "I" Native American/Alaskan, "W" White
"M" Multiracial, "N" Not Reported
Mentor and Training (1-4) Mentor Teacher Cert Number The mentor teacher's WA teaching cert number (123456A)
Did this person have the proper Alternative Route Mentor Training?
Mentor and Training (1-4) Y/N
If the student has only one mentor for the year, leave the rest of the columns blank
Add the expected endorsement that this student will receive upon completion.
Expected Endorsement (1-4) Endorsement Select your answers from the Endorsement Table below
If only one, leave the other columns blank
Completion Completed (Y/N/D) Has this student completed/dropped the program?
Completion Date Completed Use MM/DD/YYYY
For our purposes, a student will not be considered completed until they have
Completion WA Cert Number Awarded
received a WA state certificate number (123456A)
FORM 2A Alternative Routes to Certification Program Proposal PAGE 30 of 39
August 2010
Endorsement Table
Answer Options Category Answer Definition
Art Arts Visual
Bilingual Specialty Bilingual Education
Biology Science Biology
Chemistry Science Chemistry
Dance Arts Dance
Deaf Education Specialty Deaf Education
Earth and Space Science Earth and Space
Early Childhood Early Childhood Education
Early Childhood Special Ed Early Childhood Early Childhood Special Education
Elementary Education Elementary Elementary Education
English Language Arts Secondary English Language Arts
English Language Learners K-12 English Language Learners
Environmental Specialty Environmental and Sustainability Education
Gifted Specialty Gifted Education
Health and Fitness K-12 Health and Fitness
History Secondary History
Mathematics Secondary Mathematics
Middle Level Humanities Middle Level Humanities
Middle Level Mathematics
Middle Level Mathematics Middle Level
Those that a Math/Science endorsement, add to both categories
Middle Level Science Middle Level Middle Level Science
Choral Music
Choral Music Arts
For those that have "All Music," place once in each music endorsement
Designated Arts: General Music
General Music Arts
For those that have "All Music," place once in each music endorsement
Designated Arts: Instrumental Music
Instrumental Music Arts
For those that have "All Music," place once in each music endorsement
Physics Science Designated Science: Physics
Reading K-12 Reading
Science Science All Science
FORM 2A Alternative Routes to Certification Program Proposal PAGE 31 of 39
August 2010
Endorsement Table
Answer Options Category Answer Definition
Social Studies Secondary Social Studies
Special Education K-12 Special Education
Theatre Arts Designated Arts: Theatre
Agricultural CTE Agricultural Education (CTE)
Business CTE Business and Marketing Education (CTE)
Family CTE Family and Consumer Science Education (CTE)
Technology CTE Technology Education (CTE)
World Language K-12 Designated Foreign Language
N/A Not applicable (i.e. Principal, Superintendent, ESA)

FORM 2A Alternative Routes to Certification Program Proposal PAGE 32 of 39


August 2010
APPENDIX A
Eligibility Criteria and Entry Requirements (from ESSSB 6696)
Alternative Routes to Teacher Certification

Alternative routes for classified staff --


Route 1: Alternative route programs operating route one programs shall enroll currently employed
classified instructional employees with transferable associate degrees seeking residency teacher
certification with endorsements in special education, bilingual education, or English as a second
language. It is anticipated that candidates enrolled in this route will complete both their baccalaureate
degree and requirements for residency certification in two years or less, including a mentored
internship to be completed in the final year. In addition, partnership programs shall uphold entry
requirements for candidates that include:

 District or building validation of qualifications, including one year of successful student


interaction and leadership as a classified instructional employee;
 Successful passage of the statewide basic skills exam and,
 Meeting the age, good moral character, and personal fitness
requirements adopted by rule for teachers.

Alternative routes for currently employed classified staff with baccalaureate degrees--
Route 2: Alternative route programs operating route two programs shall enroll currently employed
classified staff with baccalaureate degrees seeking residency teacher certification in subject matter
shortage areas and areas with shortages due to geographic location. Candidates enrolled in this route
must complete a mentored internship complemented by flexibly scheduled training and coursework
offered at a local site, such as a school or educational service district, or online or via video-
conference over the K-20 network, in collaboration with the
partnership program's higher education partner. In addition, partnership grant programs shall uphold
entry requirements for candidates that include:

 District or building validation of qualifications, including one year of successful student


interaction and leadership as classified staff;
 A baccalaureate degree from a regionally accredited institution of higher education.
The individual's college or university grade point average may be considered as a
selection factor;
 Successful completion of the subject matter assessment required by RCW
28A.410.220 (3);
 Meeting the age, good moral character, and personal fitness requirements adopted by
rule for teachers; and
 Successful passage of the statewide basic skills exam.

Alternative route for individuals with subject-matter expertise in shortage areas currently
employed outside the school system --
Route 3: Alternative route programs seeking funds to operate route three programs shall enroll
individuals with baccalaureate degrees, who are not employed in the district at the time
of application. When selecting candidates for certification through route three, districts and approved
preparation program providers shall give priority to individuals who are seeking residency teacher
certification in subject matter shortage areas or shortages due to
geographic locations. Cohorts of candidates for this route shall attend an intensive summer teaching
academy, followed by a full year employed by a district in a mentored internship, followed, if
necessary, by a second summer teaching academy. In addition, partnership programs shall uphold
entry requirements for candidates that include:

FORM 2A Alternative Routes to Certification Program Proposal PAGE 33 of 39


June 2010
 A baccalaureate degree from a regionally accredited institution of higher education.
The individual's grade point average may be considered as a selection factor;
 Successful completion of the subject matter assessment required by RCW
28A.410.220 (3);
 External validation of qualifications, including demonstrated successful experience with
students or children, such as reference letters and letters of support from previous
employers;
 Meeting the age, good moral character, and personal fitness requirements adopted by
rule for teachers; and
 Successful passage of statewide basic skills exam. (required by RCW
28A.660.040)

Alternative route for individuals teaching with conditional or emergency certificates--


Route 4: Alternative route programs operating route four programs shall enroll individuals with
baccalaureate degrees, who are employed in the district at the time of application, or who hold
conditional teaching certificates or emergency substitute certificates. Cohorts of
candidates for this route shall attend an intensive summer teaching academy, followed by a full year
employed by a district in a mentored internship. If employed on a conditional certificate, the intern may
serve as the teacher of record, supported by a well-trained mentor. In
addition, partnership programs shall uphold entry requirements for candidates that include:

 A baccalaureate degree from a regionally accredited institution of higher education.


The individual's grade point average may be considered as a selection factor;
 Successful completion of the subject matter assessment required by RCW
28A.410.220 (3);
 External validation of qualifications, including demonstrated successful experience with
students or children, such as reference letters and letters of support from previous
employers;
 Meeting the age, good moral character, and personal fitness requirements adopted by
rule for teachers; and
 Successful passage of statewide basic skills exam (required by RCW
28A.660.040)

Applicants for alternative route programs who are eligible veterans or national guard members and
who meet the entry requirements for the alternative route program for which application is made shall
be given preference in admission.

Note, as referenced above: The statewide basic skills assessment required is typically the
WEST-B and the subject matter assessment required is typically the WEST-E.

FORM 2A Alternative Routes to Certification Program Proposal PAGE 34 of 39


June 2010
APPENDIX B
Formalized Learning Opportunities and
Components of the Teacher Development Plan

Alternative Route Programs are Performance-Based:


Washington’s Administrative Code outlines standards for the knowledge and skills a
prospective teacher must successfully demonstrate before receiving residency
certification. According to state law, teacher interns can satisfy these standards either
through a sequence of courses or through experiences in which they acquire and apply
necessary knowledge and skills. Alternative Route programs are intended to allow performance-
based preparation where successful interns demonstrate evidence of appropriate knowledge and
skills for each state standard. Performance-based Alternative Route programs typically use one or
more of the following strategies:

Previous Experience and/or Knowledge is Recognized:


Programs shall allow interns to use past professional and educational experience as evidence of
competency. All approved programs shall conduct an initial assessment of each intern’s
competency based on a transcript review, past professional experience, and/or an
entry portfolio as evidence of proficiency to satisfy teaching standards. Based on this initial
assessment, interns, faculty supervisors, and, in some cases, mentors create a teacher development
plan outlining remaining competencies and appropriate evidence or coursework needed to complete
residency certification standards. Programs must demonstrate that they have a way to recognize past
experience as evidence of competency and adapt coursework/evidence requirements accordingly. A
waiver for past experience may be used for coursework.

The Teacher Development Plan:


The teacher development plan shall specify the alternative route coursework and training required of
each candidate and shall be developed by comparing the candidate's prior experience and
coursework with the state's new performance-based standards for residency certification and
adjusting any requirements accordingly. Competency is based on evidence
of proficiency rather than hours of instruction. The plan shall include the following components:

1. A minimum of one-half of a school year, and an additional significant amount of time if necessary,
of intensive mentorship, starting with full-time mentoring and progressing to increasingly less
intensive monitoring and assistance as the intern demonstrates the skills necessary to take over
the classroom with less intensive support. Also include the description of the criteria that would
result in residency certification after one-half of a school year but before the end of the program;

2. Identification of one or more tools to be used to assess a candidate's performance once the
candidate has been in the classroom for one-half of a school year;

3. Development of a standards framework identifying state teaching standards, learner outcomes,


and field-based performance indicators. These performance indicators or evidences are used in
addition to, or in place of, traditional courses;

4. Identification of performance indicators based on the knowledge and skills standards required for
residency certification by the Professional Educator Standards Board. Development of a series of
detailed performance tasks or field-based assignments coinciding with each standard;

5. Identification of benchmarks that will indicate when the standard is met for all performance
indicators.

FORM 2A Alternative Routes to Certification Program Proposal PAGE 35 of 39


June 2010
APPENDIX C

Teacher Candidates Enrolled in Alternative Route to Certification Programs and Highly


Qualified Teacher (HQT) Requirements

FORM 2A Alternative Routes to Certification Program Proposal PAGE 36 of 39


June 2010
January 25, 2010 ( ) Action Requested
(X) Informational

MEMORANDUM NO.008-10M SPECIAL PROGRAMS & FEDERAL ACCOUNTABILITY

TO: Educational Service District Superintendents


School District Superintendents
School Building Principals
School District HR Directors and Staff
Educational Service District Certification Specialists
Higher Education Schools of Education Deans
Higher Education Schools of Education Directors of Teacher Certification
Higher Education Certification Officers

FROM: Randy I. Dorn, State Superintendent of Public Instruction


Jennifer Wallace, Executive Director, Professional Educator Standards Board

RE: Teacher Candidates Enrolled in Alternative Route to Certification Programs and


Highly Qualified Teacher (HQT) Requirements

CONTACT: Mea Moore, Alternative Route to Certification Programs, PESB


(360) 725-6276, Mea.Moore@k12.wa.us
Mary Jo Johnson, Highly Qualified Teachers
(360) 725-6340, MaryJo.Johnson@k12.wa.us,
David Kinnunen, Certification
(360) 725-6406, David.Kinnunen@k12.wa.us
Agency TTY number (360) 664-3631

The Professional Educator Standards Board (PESB) along with the Title II and Certification
offices of the Office of Superintendent of Public Instruction (OSPI) seek to clarify
communication related to the highly qualified teacher (HQT) status of a teacher candidate
enrolled in a PESB approved alternative route to certification program.

FORM 2A Alternative Routes to Certification Program Proposal PAGE 37 of 39


June 2010
MEMORANDUM No.008-10M SP & FA
Page 2
January 25, 2010

DESCRIPTION:

Teacher candidates enrolled in alternative route to certification programs and who are
actively seeking employment meet HQT requirements when fulfilling four specific conditions.
One of these conditions includes holding a “conditional” certificate. Therefore, the answer to
the question, “Are teacher candidates on a conditional certificate considered highly qualified
while enrolled in a state approved program?” applies. The answer follows:

 Teachers with conditional certificates, who are assigned to teach core academic
subjects, meet the HQT requirements when they fulfill all four of the following
conditions:
1. Have at least a bachelor’s degree.
2. Are enrolled in a residency teacher preparation program, including alternative
route to certification programs.
3. Demonstrate knowledge of the subject assigned to teach through the
appropriate HQT pathway.
4. Scheduled to complete the teacher preparation program (including Alternative
Route to Certification program) within three years while holding a conditional
certificate.

WHO DOES THIS AFFECT?


School districts may consider candidates for employment on a conditional certificate who
meet the four conditions outlined above. This includes the following candidates:

 “Route Two” paraprofessionals in an alternative route to certification.


 “Route Three” career changers in an alternative route to certification.
 “Route Four” teachers enrolled in an alternative route to certification.
 Other teachers of record on a conditional certificate enrolled in a teacher preparation
program.

PLEASE NOTE: Route One candidates are paraprofessionals who hold a transferable
Associate of Arts degree. Route One candidates are not eligible for a conditional certificate
as they do not hold a Bachelor of Arts or Sciences degree.

Questions about alternative route to certification programs, highly qualified teachers and
certification can be directed to the following:

FORM 2A Alternative Routes to Certification Program Proposal PAGE 38 of 39


June 2010
MEMORANDUM No.008-10M SP & FA
Page 3
January 25, 2010

Alternative Route to
Certification Programs Mea Moore Mea.Moore@k12.wa.us (360) 725-6276

HQT Requirements Title II Staff TitleIIQuality@k12.wa.us (360) 725-6340

Teacher Certification Certification Staff Cert@k12.wa.us (360) 725-6400

The OSPI TTY number is (360) 664-3631.

K-12 EDUCATION PROFESSIONAL EDUCATOR


STANDARDS BOARD
Alan Burke, Ed.D.
Deputy Superintendent Jennifer Wallace
Executive Director
SPECIAL PROGRAMS
AND FEDERAL ACCOUNTABILITY EXTERNAL RELATIONS

Bob Harmon Robert Harkins


Assistant Superintendent Deputy Superintendent

Mary Jo Johnson PROFESSIONAL CERTIFICATION


Director, Title II Part A
David Kinnunen
Associate Director

FORM 2A Alternative Routes to Certification Program Proposal PAGE 39 of 39


June 2010

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