smu form 2a 2011 application

8/6/2019 SMU Form 2A 2011 Application

1/39

FORM 2A Alternative Routes to Certification Program Proposal PAGE 1 of 39August 2010

ALTERNATIVE ROUTES TO CERTIFICATIONPROGRAM PROPOSAL

FORM 2A

Section 1-Program Information

Program Name: Secondary Teacher Alternative Route (STAR)

Institution or OrganizationName: Saint Martins University

Type of certificate program

x Residency Teacher Certificate

Routes Offered

Route 1: Alternative Route programs for classified staff with one year of instructionalexperience that hold a transferable Associate of Arts or Sciences degree.

x Route 2: Alternative Route programs for currently employed classified staff with one year ofinstructional experience that hold a minimum of a Bachelor of Arts or Sciences degree from aregionally 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 orScience 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 PESBapproval to offer endorsements. For PESB guidelines related to endorsement approval go tohttp://sites.google.com/a/pesb.wa.gov/home/prepprogram/prep_programs/approval/endorsement-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-8endorsement: Mathematics, Middle Level Math, any Secondary Science, Middle Level Science,English Language Learner, Bilingual Education, Special Education or a locally identifiedshortage 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
http://sites.google.com/a/pesb.wa.gov/home/prepprogram/prep_programs/approval/endorsement-approvalhttp://sites.google.com/a/pesb.wa.gov/home/prepprogram/prep_programs/approval/endorsement-approvalhttp://sites.google.com/a/pesb.wa.gov/home/prepprogram/prep_programs/approval/endorsement-approvalhttp://sites.google.com/a/pesb.wa.gov/home/prepprogram/prep_programs/approval/endorsement-approvalhttp://sites.google.com/a/pesb.wa.gov/home/prepprogram/prep_programs/approval/endorsement-approval


2/39


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 followingshortage areas:

x Special Education (Birth-12)* x Bilingual x English Language Learners

*Special education usually requires special education coursework prior to beginning theprogram

Locally Identified Shortage area:

Organization type

Four-year public college or universityx 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 experiencingteacher shortages in math, science, special education and/or bilingual education/ELL. Other locally identifiedshortage 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

Reportindicates geographical teaching shortage areas with forecasted increasing or considerable need

in the teaching areas of: Special Education, Mathematics, Middle Level Math/Science, ScienceEarth,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


3/39


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 Reportindicates 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 Sheltons 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



Earth Science, Physics, Biology, Chemistry, (areas in bold indicate shortage areas to be served by thisprogram).

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 districts 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 states second largest school district in theState and encompasses 56 square miles. There are 28,890 students attending Tacomas 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



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 schoolyear. 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


4/39


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 inthe 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 formalpartners 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 Martins 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 STARcandidates 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

% White43.5 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
http://reportcard.ospi.k12.wa.us/http://reportcard.ospi.k12.wa.us/http://reportcard.ospi.k12.wa.us/


5/39


B. Market Analysis

1. Evidence of regional need for the program -The institution or organization will identify other college ofeducation programs operating in the region and describe how the proposal addresses areas of the statethat are experiencing a shortage of certification programs to serve school districts within the region. Addressspecific 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 theprogram.

Saint Martins 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 Martins 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 Martins Alternate Route Program has been in operation since 2002 and has successfully

prepared candidates for positions in the service area. Saint Martins 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 programs 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.


6/39


7/39


B. Classroom Placement

District partners and Alternative Route programs will describe how interns in the Alternative Route programwill be placed in K-12 classroom(s) with a trained mentor teacher(s) all day, every day for the duration oftheir mentored internship. Alternative Route programs and district partnerships must verify that they willprovide each candidate with intensive classroom mentoring until such time as the intern demonstrates thecompetency 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 coalitions 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 teachers time and attention (with the exception ofmentors 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 candidates strengths and

weaknesses. This written assessment will be for the exclusive use of the alternate routeteacher 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 teachers 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


8/39


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 ofthe 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 atransferable 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 collegeor university.

For programs offering Route 1 and 2, the Alternative Route programs and district partners will provideverification that they actively pursue means and make every effort to ensure that paraprofessionals enrolledas interns in the alternative route program retain their employment during their mentored internship. (Forexample, para-professionals may take on increased teaching responsibility in the classroom in which theyare 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.


9/39


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 candidates 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 theclassroom(s) where the Alternative Route candidate is placed. The program and district may also assign acontent teacher in addition to the classroom Mentor teacher(s) to address candidate needs in specificcontent 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 andholds a continuing or professional certificate;

The University will verify that the mentor teacher has the requisite certificate. Should anoccasion 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 onlinemodules;

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 universityhas 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 teachers Principal or other District designee thatnominates them for Mentor teacher designation for a yearlong Alternative Route candidateplacement;


10/39


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 routeteacher candidates throughout their internship. Partnerships must provide each candidate withintensive classroom mentoring until such time that the candidate demonstrates competencynecessary 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 anythingless 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 withan advisory team (representatives from the teachers 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 trainingclasses 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


11/39


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 theteacher of record and are considered Highly Qualified Teachers (HQT) under Federal No Child LeftBehind (NCLB) regulations. (See Appendix C for Teacher Candidates Enrolled in Alternative Routeto 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 mentorteacher from the district will be assigned to the candidate. The district shall assure that the mentorteacher and the candidate have adequate time to meet during the course of the school year andthat all requirements for the selection of the Mentor teacher for Alternative Route 4 candidates willbe 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 placementswill be made. Program personnel who are authorized to request a placement and the districtpersonnel to whom the requests should be made shall be clearly identified. The agreementshould also specify that candidates will not be placed in situations in which personal relationships

or previous experiences could interfere with objective evaluation. Alternative Route candidatesshall be placed with a Mentor teacher who meets the criteria as defined in Section D above,titledSelection 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 endorsementpaperwork, 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.


12/39


2. Background check and fingerprinting: Prior to the beginning of all field experiencesthe program will verify that candidates have cleared fingerprint and background checks conductedthrough the Office of the Superintendent of Public Instruction and that the program is responsiblefor assuring that the appropriate clearance remains in effect throughout the completion of anyassigned 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. Candidaterecords 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:Thissection should outline the nature of the field experiences being requested and covered by theagreement. For Alternative Route candidates the basic premise is that they will be in a yearlongmentored internship with the open exit option after one half school year if the candidate hasdemonstrated 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 mentors 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).

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 Martins University is able to secure a Teacher Candidate Internship position.


13/39


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 ofthe roles, responsibilities,and expectations for: (1) candidates (2) supervisors and (3) mentor teachers shall be developedand shared between partners. In cases where programs have developed handbooks or othermaterials containing this information, those materials shall be reviewed by the program and thedistrict. The program shall provide evidence that they have communicated the expectations todistrict 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/TeacherCandidateHandbook-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 inaddition to those listed above governing field experiences. For PESB guidelines for fieldplacement agreements go tohttp://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.
http://www.stmartin.edu/education/Documents/StudentTeachingHandbook/2010/TeacherCandidateHandbook-Dec2010.pdfhttp://www.stmartin.edu/education/Documents/StudentTeachingHandbook/2010/TeacherCandidateHandbook-Dec2010.pdfhttp://www.stmartin.edu/education/Documents/StudentTeachingHandbook/2010/TeacherCandidateHandbook-Dec2010.pdfhttp://sites.google.com/a/pesb.wa.gov/home/prepprogramhttp://sites.google.com/a/pesb.wa.gov/home/prepprogramhttp://sites.google.com/a/pesb.wa.gov/home/prepprogramhttp://sites.google.com/a/pesb.wa.gov/home/prepprogramhttp://www.stmartin.edu/education/Documents/StudentTeachingHandbook/2010/TeacherCandidateHandbook-Dec2010.pdfhttp://www.stmartin.edu/education/Documents/StudentTeachingHandbook/2010/TeacherCandidateHandbook-Dec2010.pdf


14/39


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 stateidentified 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 requirementsspecific to each route, advising and assessment of candidates previous work experience. (Appendix A containsa detailed description of the eligibility criteria and entry requirements for each of the four routes).

Eligibility and entry requirements: Saint Martins 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 procedureestablished 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 Martins University

Education Division will also utilize the same application standards currently in effect for all students:

Application requirements for Saint Martins 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).


15/39


Initial Screening: The Partnership will utilize several screening opportunities: Saint Martins

University will provide initial screening to determine eligibility of the candidate for the program

(e.g., Bachelors degree from an accredited college/university for Routes 2-4; a minimum of one

year ofwork experience, etc.). Saint Martins will then provide application materials for each

candidate and review all applications for completeness. A Selection Committee representing Saint

Martins 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 Martins 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 students educational program. The

purpose of Staffing is to determine appropriate advising, if any, with regards to the students 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 internshipapplication 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 ofhow they will specify the alternative route coursework and training required of each candidate by


16/39


comparing the candidate's prior experience and coursework with the state's new performance-basedstandards for residency certification and adjusting any requirements accordingly. The program will alsoprovide a description of the open exit option available to candidates in Routes 2, 3 and 4 (Appendix Bcontains 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

Martins policy, all candidates will be required to earn a minimum of 2 performance-based

endorsementsthe first endorsement (usually in the area of the candidates Bachelors 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 andsubstitutions, 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 Martins University faculty member. The


17/39


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 formalizedlearning 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

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 candidates Final Reflection must be submitted to the supervisor.

For all alternative routes, candidates would be able to complete the internship once thebenchmarks 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 Martins 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 thestate average of 14% minority teachers. The Saint Martins 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 Martins University (includes those

receiving the conditional loan scholarships:


18/39


Year # White

Candidates

# Other Ethnic

Candidates

Total #

Candidates

% Minority

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-

2011*

12 2 14 14.3%

Total

2002-2011

135 21 156 13.5%

*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 supportmentor/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 Martins 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.


19/39


6. Include a description of the components of the formal mentored internship leading to the ResidencyCertificate.

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 classroomwith 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 EarlyExit. 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 candidates 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.
http://www.stmartin.edu/education/Documents/WACProgramAlignmentCharts.pdfhttp://www.stmartin.edu/education/Documents/WACProgramAlignmentCharts.pdfhttp://www.stmartin.edu/education/Documents/WACProgramAlignmentCharts.pdf


20/39


21/39


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 Martins 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 muchmore emphatically. In writing about his recent completion of his principals 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-Etesting requirements for candidates entering the Alternative Route program and Alternative RoutesEnrollment 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 percandidate price than traditional programs)


22/39


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

Traditional Route

$32,937 $27, 436 to cert

$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 Martins University

5300 Pacific Avenue

Lacey, WA 98503

And

Selected school district schools


23/39


Section 4- Contact Information

Name: Roy Heynderickx, Ph.D.Title: PresidentAddress: 5300 Pacific Avenue, SE Lacey, WA 98503Telephone: 360-438-4307

Fax: 360-438-4340Email: [email protected]

March 10, 2011Chief Academic Officer, Date

ESD Superintendent,Organization President orequivalent official

Name: Joyce Westgard, Ed.D.Title: Dean, College of Education and Professional Psychology

Address: 5300 Pacific Avenue, SE Lacey, WA 98503Telephone: 360-438-4333Fax: 360-438-4486Email: [email protected]

Dean, Director ofDegree/Certification Unit Dateor equivalent official

Name: See attached letters

Title:Address:Telephone:Fax:Email:

Endorsement by Superintendent of School District Dateor equivalent official

Name:Title:Address:

Telephone:Fax:Email:



24/39


Name:Title:Address:Telephone:Fax:

Email:


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




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

Office of Superintendent of Public Instruction; Washington State; Educator Supply and Demand inWashington 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 inWashington State: Final Report and Appendices; December 2004
http://reportcard.ospi.k12.wa.us/http://reportcard.ospi.k12.wa.us/http://reportcard.ospi.k12.wa.us/http://reportcard.ospi.k12.wa.us/


25/39


MEMORANDUM OF UNDERSTANDINGBetween

PROFESSIONAL EDUCATOR STANDARDS BOARDAnd

Name of Organization: Saint Martins University

Organization type

Four-year public college or universityX 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 StandardsBoard (PESB) and Saint Martins University regarding the exchange of informationrequired by the Alternative Routes to Certification Program Approval.

Purpose of Agreement: The purpose of this agreement is to specify reporting requirements ofAlternative Routes programs approved by PESB to offer teacher and or principal preparationprograms.Period of Performance: The Agreement becomes effective the date of signature and remainsin effect until modified or cancelled by either party.Confidential Information: The term confidential information as used in this Agreementmeans any and all information provided by Saint Martins University to PESB, staff,officers, and independent contractors which is exempt from mandatory disclosure under theterms of the state public disclosure laws codified at chapter 42.56 RCW. The term confidentialinformation includes, but is not limited to:

1. Any personally identifiable student or staff-related information, including, but not limitedto (a) staff/student names, (b) the name of a staff/students parent or other family

members, (c) staff/student addresses, (d) the address of a staff/students family, (e)personal identifiers such as a social security number or student number orstaff/certification number, (f) personal characteristics that would make a staff/studentsidentity easily traceable, (g) any combination of information that would make astaff/students identity easily traceable, (h) test results for schools and districts whichtest fewer than ten students in a grade level, and (i) any other personally identifiableinformation, or portrayal of staff/student related information in a personally identifiablemanner. (See, specifically, RCW 42.56.230(1) which exempts personal information infiles maintained for students in public schools from mandatory public disclosure; RCW42.56.070 (1) which exempts from mandatory public disclosure information specified incertain RCWs and other statute which exempts or prohibits disclosure such asthe federal FERPA statute at 20 U.S.C. section 1332g and its implementing regulationsat 34 CFR Part 99, which prohibit the unauthorized public disclosure and redisclosure ofpersonally identifiable student information in or from student education records; thestate ethics law at RCW 42.52.050(2) which prohibits state officers and employees fromdisclosing confidential information as defined above; and RCW 28A.655.090(7), thefewer than 10 students rule.)

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


26/39


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

1) Ensure that all candidates accepted into an approved Alternative Routes program have

passed required WEST-B and WEST-E assessments as a requirement for admission toprogram.

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

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

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

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

Unless specified by amendment, information received by PESB from Saint Martins University

shall be analyzed by PESB solely for the purpose of developing policy guidance for the boardand information for the general public. Each party to this Agreement is entitled to display andshare information and analysis from this exchange.

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

Redisclosure: Except as amended for confidential information, all data exchanged through thisagreement 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 partyprovided pursuant to this Agreement are understood and assumed.Termination: Either party may at its discretion disqualify at any time any person authorizedaccess to information by or pursuant to this Agreement. Notice of disqualification shall be in writingand shall terminate a disqualified persons access to any information provided by either partypursuant to this Agreement immediately upon delivery of the notice. Disqualification of one ormore persons by either party does not affect other persons authorized by or pursuant to thisAgreement.
http://www.pathways.wa.gov/http://www.pathways.wa.gov/http://www.pathways.wa.gov/http://www.pathways.wa.gov/


27/39


Nondiscrimination: No individual shall be excluded from participation in, denied the benefitsof, subjected to discrimination under, or denied employment in the administration of or inconnection with any program provided by this Agreement because of race, color, creed, maritalstatus, religion, sex, national origin, Vietnam era or disabled veterans status, age, the presenceof 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 theparticular disability prevents the individual from performing the essential functions of her or heremployment position, even with reasonable accommodation. The parties agree to abide by thestandards of responsibility toward the disabled as specified by the Americans with DisabilitiesAct and applicable state law. In the event that one of the parties hereto refuses to comply withthe above provision, this Agreement may be canceled, terminated, or suspended in whole or inpart 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 Theserecords shall be subject to inspection, review or audit by personnel of both parties, otherpersonnel 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 thisAgreement 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 theright to examine any of these materials during this period.

Records and other documents, in any medium, furnished by one party to this Agreement to theother party, will remain the property of the furnishing party, unless otherwise agreed. Thereceiving party will not disclose or make available this material to any third parties without firstgiving notice to the furnishing party and giving it a reasonable opportunity to respond. Eachparty will utilize reasonable security procedures and protections to assure that records anddocuments 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 withinthe score of their responsibilities.

Contact information and signatures:Name: Roy Heynderickx, Ph.D.Title: PresidentAddress: 5300 Pacific Avenue, SE Lacey, WA 98503Telephone: 360-438-4307Fax: 360-438-4340Email: [email protected]

March 10, 2011

Chief Academic Officer, DateESD Superintendent,Organization President orequivalent official

Name: Joyce Westgard, Ed.D.Title: Dean, College of Education and Professional Psychology


28/39


Address: 5300 Pacific Avenue, SE Lacey, WA 98503Telephone: 360-438-4333Fax: 360-438-4486Email: [email protected]

Dean, Director ofDegree/Certification Unit Dateor equivalent official


PESB Signature Authority Date


29/39


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-Eassessments 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 websitewww.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 siteo Nameo Phone Numbero Email

3) Provide PESB with all candidate and Mentor teacher information in a guided format suitable for inclusion in the Alternative Route Enrollme

Table. All PESB approved Alternative Route program(s) shall use the directions below for completing the MOU requirement of enteringcandidates into the Alternative Routes Enrollment Table.

Directions for completing the Alternative Route Enrollment TableThe PESB Alternative Route Enrollment table is essentially an Excel Spreadsheet that you fill out online. It saves, backs up, and shares the datawith the appropriate people. There is more than one tab in the workbook, but we only need the first filled out, the other tabs populate bythemselves. 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 andscience differently)
http://www.pathways.wa.gov/http://www.pathways.wa.gov/http://www.pathways.wa.gov/


30/39


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

Program Academic Yearuse "20XX-20XX" (yes, this will be the same for all students)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)

Demographic Race (old)

Use only the letters A, B, H, I, W, M, or N"A" Asian/Pacific Islander, "B" Black/African American"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)

Mentor and Training (1-4) Y/NDid this person have the proper Alternative Route Mentor Training?If the student has only one mentor for the year, leave the rest of the columns blank

Expected Endorsement (1-4) EndorsementAdd the expected endorsement that this student will receive upon completion.Select your answers from the Endorsement Table belowIf 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

Completion WA Cert Number AwardedFor our purposes, a student will not be considered completed until they havereceived a WA state certificate number (123456A)


31/39


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 EducationEarth 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 LevelMiddle Level Mathematics

Those that a Math/Science endorsement, add to both categoriesMiddle Level Science Middle Level Middle Level Science

Choral Music ArtsChoral MusicFor those that have "All Music," place once in each music endorsement

General Music ArtsDesignated Arts: General MusicFor those that have "All Music," place once in each music endorsement

Instrumental Music ArtsDesignated Arts: Instrumental MusicFor those that have "All Music," place once in each music endorsement

Physics Science Designated Science: Physics

Reading K-12 Reading

Science Science All Science


32/39


33/39

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

June 2010

APPENDIX AEligibility 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 teachercertification with endorsements in special education, bilingual education, or English as a secondlanguage. It is anticipated that candidates enrolled in this route will complete both their baccalaureatedegree and requirements for residency certification in two years or less, including a mentoredinternship t