Renee Bailey, Kathryn Baldwin, Stephanie Boughter, Clive Gary, Tara Haskins, Suzie Henning, Rosie Hewett, Eliza Jex, Kerry Kisinger, Ashley Lepisi, Sam Matthai, Gustave Nollmeyer, Salvador Orozco, Lance Potter, Eric Price, Cara Rudd, Shelly Shaffer, Helen Teague, Donita Torres, Ann Van Wig, Kathleen Waldron-Soler, Jiawen Wang, Lisa Warner, Lin Zhu.
Programs in education may require a separate application. Reference the program description section for clarification.
Required courses in these programs of study may have prerequisites. Reference the course description section for clarification.
All prerequisites must be completed prior to admission: P lease contact the Undergraduate Advisor in the School of Education.
In addition to the above, the following are prerequisites specific to programs and certificates.
Transition to Teaching Alternative Route: Consult with the Transition to Teaching Director in the School of Education.
Teaching is among the most challenging and personally rewarding of professions. The essential role of professional educators is to bring together their knowledge of subject matter, instructional strategies, and interpersonal skills to provide learning experiences for students. In addition, contemporary teachers must be able to individualize instruction, be sensitive to developmental and socio-cultural issues involving the learner, make adjustments to instruction based on assessment, and provide evidence of positive impact on student learning.
The EWU School of Education offers a comprehensive teacher education program, culminating with a baccalaureate degree and a recommendation for a Residency Teaching Certificate, for candidates who wish to teach in either P-3, elementary, or secondary school settings.
To obtain a Bachelor of Arts in Education degree, a candidate must satisfy the University Proficiencies, Graduation Requirements, Breadth Area Core Requirements (BACR), Professional Education Program core requirements, as well as required courses in the content area of study at Eastern Washington University. Students must have completed 180 credits to graduate. Education coursework taken more than six years prior will not be accepted without School of Education approval. Upon satisfying requirements for the baccalaureate degree, the candidate may be eligible for recommendation for a Residency Teaching Certificate from the State of Washington, providing the candidate meets all certification requirements.
The final authority for approval of certification endorsements resides within the Washington Office of the Superintendent of Public Instruction and in the event certification requirements change, the candidate must adhere to the new requirements.
EWU’s School of Education assures that each candidate is able to apply the teaching strategies, the classroom management/school discipline methods, and the measurement and evaluation process necessary for success as a first-year certificated teacher.
This assurance guarantees that the candidate has successfully completed EWU’s (School of Education) Teacher Education Program, as approved by PESB. The assurance is contingent upon appropriate placement of the candidate within certification endorsement areas.
In the event the candidate displays a lack of competency in any of these pedagogical practices during the first year of teaching experience, EWU’s School of Education will cooperate with the school district to assist the candidate in improving his/her performance. EWU services will be provided at no cost to the school district or to the candidate. This assistance will be offered by faculty members from the School of Education.
The mission of the School of Education is to prepare student-centered educators to be professionals, leaders, scholars, and practitioners.
The School of Education follows several standards for teachers, these include: the INTASC standards, the Professional Educator Standards Board (PESB) competencies, and PESB's Domains of Practice and Program Components. Below are listed the Domains:
This certificate is recommended upon completion of a baccalaureate degree and the Professional Education Program requirements and allows the holder to teach in the State of Washington.
The State of Washington requires teacher education candidates seeking admission to teacher preparation programs to attempt the Washington Education Skills Test–Basic (WEST-B) or approved equivalent in order to receive a Residency Certificate. Additional requirements include a relevant WEST-E or NES subject matter test, and passing ACTFL ratings when required, to receive an endorsement for certification purposes. The teacher candidate must also provide evidence of good character and fitness, including a Washington State Patrol and FBI clearance. Additional certification requirements must be met prior to recommendation.
Kari Duffy, M.Ed., Educational Leadership & Career and Technical Education (CTE) Director
Christi Wavada, Graduate Program Specialist
The School of Education at Eastern Washington University offers multiple routes to extend knowledge of educational practices. An EWU graduate student can select from over twenty (20) graduate programs including:
The graduate degree programs available through the School of Education include:
*Leads to an endorsement to add to initial teaching certificate.
**Leads to initial administrative certification.
Each program within the School of Education addresses the changing nature of society and professional requirements. Most of our graduate programs are offered through an online accelerated format and designed for career-oriented individuals who want to advance in their chosen field. Other programs are offered hybrid or face-to-face. Our students range from people who have been teaching in the classroom for thirty (30) years to those seeking an initial teaching certificate.
Applicants for every program, except the Masters in Teaching (MIT), are admitted to the program throughout the academic year. Admissions policies for individual graduate programs vary by program, and information about programs and policies is available on the Graduate Program Explorer.
Masters in Teaching is an in-person program with one admission per year. Applications are due by April 1st for the Masters in Teaching Elementary degree and Masters in Teaching Secondary degree.
Admission GPA ≥2.8
Maintain GPA ≥2.8 in program
Automatic Admission GPA ≥3.0
Maintain GPA ≥3.0 in program
There are three routes to certification. Candidates may choose from: Early Childhood (P–3), Elementary (K–8), and Secondary (5–12). Within these routes, candidates can select from a variety of endorsements. Endorsements are either content specific (P–12), Early Childhood (P–3), Elementary (K–8), Middle Level (4–9) content specific, or Secondary (5–12) content specific.
An application for admission is required for the Teacher Education Program. Candidates wishing to apply must meet with an advisor in the School of Education, as well as their content area advisor, if applicable, as early as possible to ensure timely completion of their program. The application process includes a completed and submitted major declaration form, mandatory orientation, program plan, an online application with field placement resume, and contact information for three references. Students may be asked to interview. To be eligible for admission, students must also submit scores for either WEST-B, SAT, or ACT and meet all program prerequisites.
Candidates are encouraged to complete more than one endorsement in order to enhance employability. Contact your academic major and minor advisor in order to declare your major/minor and develop your program plan.
Additional endorsements may be added to valid certificates. Contact the Certification Officer for more information.
| Elementary Education Core | ||
| There are general education science and social science courses that are strongly recommended for the Elementary Education candidate. See the general requirements section of this catalog. Please see an Education advisor for clarification. | ||
| EDUC 304 | INTRODUCTION TO ELEMENTARY READING | 3 |
| EDUC 303 & EDUC 310 & EDUC 338 & EDUC 340 & EDUC 386A | FOUNDATIONS OF ASSESSMENT and LITERACY METHODS, MANAGEMENT AND ASSESSMENT IN THE ELEMENTARY SCHOOL and LANGUAGE AND SOCIAL STUDIES METHODS 1: INTEGRATED LANGUAGE ARTS FOR ELEMENTARY SCHOOL and LANGUAGE AND SOCIAL STUDIES METHODS 2: INTEGRATED SOCIAL STUDIES FOR ELEMENTARY SCHOOL and FIELD EXPERIENCE AND PRACTICUM | 18 |
| EDUC 308 & EDUC 380 & EDUC 381 & EDUC 386B | FOUNDATIONS OF ELEMENTARY CLASSROOM MANAGEMENT and INTEGRATED STEM METHODS 1 and INTEGRATED STEM METHODS 2 and FIELD EXPERIENCE AND PRACTICUM | 14 |
| EDUC 423 | ELEMENTARY STUDENT TEACHING K-8 | 12 |
| EDUC 427 | GENERAL STUDENT TEACHING K-12 (Variable credit. A minimum of 3 credits are required.) | 3-15 |
| Total Credits | 50-62 | |
| Secondary Education Core | ||
| EDUC 303 & EDUC 309 & EDUC 341 & EDUC 386A & EDUC 413 | FOUNDATIONS OF ASSESSMENT and FOUNDATIONS OF SECONDARY CLASSROOM MANAGEMENT and SECONDARY STRATEGIES, MANAGEMENT, ASSESSMENT and FIELD EXPERIENCE AND PRACTICUM and CONTENT AREA LITERACY: MANAGEMENT AND ASSESSMENT FOR SECONDARY EDUCATION CANDIDATES | 15 |
| EDUC 386B & EDUC 427 | FIELD EXPERIENCE AND PRACTICUM and GENERAL STUDENT TEACHING K-12 (These are variable credit courses. The minimum for each is 3 credits.) | 6-15 |
| EDUC 426 | SECONDARY STUDENT TEACHING 5-12 | 12 |
| Total Credits | 33-42 | |
The courses in this program satisfy requirements for students choosing the Early Childhood route only. Students who choose to extend their certification through grade 8 must complete the add-on elementary endorsement.
| Early Childhood Education Core | ||
| Required Early Childhood Education Courses | ||
| EDUC 344 | EARLY NUMERACY INSTRUCTION IN THE P-3 SCHOOL SETTING | 4 |
| EDUC 386D | P3 FIELD EXPERIENCE AND PRACTICUM | 1 |
| EDUC 394 | METHODS FOR READING INSTRUCTION AND ASSESSMENT IN KINDERGARTEN-THIRD GRADE SETTINGS | 3 |
| EDUC 410 | METHODS I: BLENDED CURRICULUM IN EARLY CHILDHOOD EDUCATION | 4 |
| EDUC 430 | ASSESSMENT IN EARLY CHILDHOOD EDUCATION | 5 |
| EDUC 444 | LANGUAGE ARTS METHODS FOR THE PRESCHOOL-THIRD GRADE CLASSROOM | 3 |
| EDUC 450 | METHODS II: BLENDED CURRICULUM IN EARLY CHILDHOOD EDUCATION | 4 |
| EDUC 454 | SCIENCE METHODS FOR THE PRESCHOOL-THIRD GRADE CLASSROOM | 4 |
| EDUC 461 | SOCIAL STUDIES METHODS FOR THE PRESCHOOL-THIRD GRADE CLASSROOM | 3 |
| EDUC 470 | DIVERSITY IN EARLY CHILDHOOD EDUCATION | 3 |
| EDUC 475 | PROMOTING SOCIAL COMPETENCE AND GUIDING BEHAVIOR IN EARLY CHILDHOOD SETTINGS | 4 |
| EDUC 479 | EARLY LITERACY | 4 |
| EDUC 489 | FAMILY-CENTERED PRACTICES IN EARLY CHILDHOOD | 4 |
| Internship Coursework | ||
| EDUC 386E | P3 FIELD EXPERIENCE AND PRACTICUM | 3 |
| EDUC 423 | ELEMENTARY STUDENT TEACHING K-8 | 12 |
| EDUC 427 | GENERAL STUDENT TEACHING K-12 | 3 |
| EDUC 451 | APPLICATIONS I: BLENDED CURRICULUM IN EARLY CHILDHOOD EDUCATION | 3 |
| Capstone-an approved departmental or other Senior Capstone | ||
| EDUC 490C | EARLY CHILDHOOD CAPSTONE | 5 |
| Total Credits | 72 | |
While candidates study the profession of teaching, they participate in mentored and supervised practicum experiences in classrooms as a part of field experience. Candidates will plan, instruct, assess, and reflect in preparation for student teaching. The purpose of student teaching is to provide the teacher candidate with direct teaching/learning experience in P–12 schools. The candidate has the opportunity during this time to observe teachers, to plan and teach under the supervision of cooperating teachers, to participate in the total school program for a full quarter and demonstrate PESB approved program standards. Placement is contingent upon availability and acceptance by schools.
The teacher candidate is required to enroll in at least 15 credits of student teaching over two consecutive quarters (unless enrolled in an approved alternative program). The first quarter is general student teaching EDUC 427 . The culminating student teaching assignment ( EDUC 423 / EDUC 426 / SPED 489 ) is considered a full student credit load, and students may not enroll in additional credits or courses during this quarter. Student teaching will be completed in selected approved school districts within a 60-mile radius of EWU or Spokane or per approval in school districts with existing partnerships.
The student planning to enroll in EDUC 427 must have satisfied the prerequisites and must have completed the following clearances verified in the specific courses: EDUC 386A , EDUC 386B , EDUC 386D , EDUC 386E .
The student planning to enroll in EDUC 423 or EDUC 426 must have satisfied the prior prerequisites and clearances. Student must also have:
An exit evaluation will be done by the certification officer to verify that all state certification and professional education program requirements have been met, including requirements for the Bachelor of Arts in Education degree for all undergraduate students.
Disclaimer: The final authority for approval of certification endorsements resides with the Washington Office of the Superintendent of Public Instruction, and in the event certification requirements change, the candidate must adhere to the new requirements.
Early Childhood Education: Candidates must declare either Early Childhood Education or the Blended Early Childhood Special Education.
Elementary: Elementary teaching candidates must declare a major.
Majors: These Elementary majors result in an endorsement.
These Elementary majors do not result in an endorsement.
Minors: These Elementary minors result in an endorsement.
Special Education Majors
Add-On Endorsements
Secondary (5–12): Secondary teaching candidates must declare a major.
Majors: These majors meet an endorsement.
Minors: These minors meet an endorsement.
Education Minors: These minors do not meet an endorsement.
Education Certificates:
BUED 197. WORKSHOP, SHORT COURSE, CONFERENCE, SEMINAR. 1-5 Credits.
BUED 299. DIRECTED STUDY. 1-15 Credits.
BUED 302. BUSINESS COMMUNICATION. 4 Credits.
Pre-requisites: junior standing.
This course focuses on oral and written communication strategies, theories and models with an emphasis on the principles of effective business writing in the digital workplace. Students work directly with small businesses to conduct primary research and collect industry research in order to develop a formal research report and a professional business presentation. Students receive hands-on experience by working in collaborative groups and presenting the final report and presentation.
BUED 396. EXPERIMENTAL. 1-10 Credits.
BUED 399. DIRECTED STUDY. 1-5 Credits.
Pre-requisites: permission of the instructor, department chair and college dean.
BUED 425. WORKPLACE COMMUNICATIONS USING COMPUTER APPLICATIONS. 5 Credits.
Notes: Additional testing fees required, testing to be completed in class. PC required.
Pre-requisites: junior standing or permission of instructor.
This course provides an opportunity for students to learn Microsoft and Adobe products through workplace simulations: project-based learning. Students develop new documents from workplace scenarios in order to develop problem solving and critical thinking skills. Workplace communication scenarios, such as meetings, give students hands-on learning experiences to communicate using computer applications.
BUED 430. WORKPLACE COMMUNICATIONS USING COMPUTER APPLICATIONS II. 1-10 Credits.
Pre-requisites: BUED 425.
This course provides an opportunity for students to learn Microsoft Access, Outlook, Project, Visio, Excel Expert, Word Expert, and Adobe CC products through workplace simulations: whole-task learning. Students design new documents from complex workplace scenarios in order to develop problem solving and critical thinking skills. Workplace communication scenarios, such as meetings and document sharing, give students on-the-job-task learning experiences using computer applications.
BUED 470. INTRODUCTION TO COMPUTER SCIENCE FOR TEACHERS. 4 Credits.
Pre-requisites: BUED 425.
In this course students learn best practices for teaching the following computer science concepts in order to develop computer science teaching skills: Global Impact/Social Issues, Programming, Computational Thinking, Computer Science Instructional Methodology, Mobile Applications, Area Networks (LAN and WAN.) Students will learn the introductory steps and frameworks a teacher will need for student success in learning highly technical and advanced computer science topics for grades 4-12.
BUED 475. METHODOLOGIES USED IN BUSINESS, ACCOUNTING, BUSINESS ENGLISH AND MARKETING. 4 Credits.
Pre-requisites: ACCT 251, BUED 302, MKTG 310.
This course provides industry certification opportunities to enhance workplace communication by project-based learning and practical workplace simulations. Students create professional Microsoft and Adobe documents through problem solving and critical thinking skills to design formal and technical documents: reports, letters, mail merge, forms, presentations, spreadsheets, functions, charts, databases, newsletters, pivot tables, etc.
BUED 476. INSTRUCTIONAL METHODOLOGIES USING COMPUTER APPLICATIONS. 4 Credits.
Pre-requisites: BUED 425.
This course provides an opportunity for students to develop microcomputer applications’ instructional strategies. Students study different instructional methods and how to implement them into either planning units and lesson plans or employee training material. Students receive hands-on opportunities to demonstrate methodologies and technology classroom management in preparation to instruct computer application content areas and employability skills to an audience.
BUED 496. EXPERIMENTAL COURSE. 1-10 Credits.
BUED 497. WORKSHOP, SHORT COURSE, CONFERENCE, SEMINAR. 1-5 Credits.
BUED 498. SEMINAR. 1-5 Credits.
BUED 499. DIRECTED STUDY. 1-5 Credits.
Pre-requisites: permission of the instructor, department chair and college dean.
BUED 599. INDEPENDENT STUDY. 1-5 Credits.
BUED 600. THESIS IN BUSINESS EDUCATION. 1-5 Credits.
BUED 601. RESEARCH REPORT IN BUSINESS EDUCATION. 1-5 Credits.
BUED 695. INTERNSHIP-BUED. 1-5 Credits.
BUED 696. COLLEGE TEACHING INTERNSHIP. 1-5 Credits.
COIN 571. SURVEY POST-SECONDARY EDUCATION. 4 Credits.
Focuses on the role and purpose of adult and higher education through a study of educational issues. Students will develop a personal philosophy of adult and higher education. Special attention is given to the role of the two-year community college.
COIN 572. STRATEGIES FOR TEACHING ADULTS. 4 Credits.
A study of teaching-learning processes suitable for adult education, and analysis of the educational theories from which they derive.
COIN 581. PRINCIPLES OF COLLEGE TEACHING. 4 Credits.
Notes: this course is one of three required COIN courses for the MEd in Adult Education.
Supervised training in various teaching strategies for large group, small group and individualized instruction.
COIN 599. INDEPENDENT STUDY. 1-15 Credits.
Pre-requisites: permission of the instructor, department chair and college dean.
Individually negotiated studies in an area of post-secondary education, supervised by a member of the college instruction faculty.
COIN 600. THESIS. 1-15 Credits.
Notes: graded Pass/No Credit.
Pre-requisites: permission of the instructor, department chair and college dean.
A research study in a negotiated area of post-secondary education, under the guidance and supervision of a graduate advisory committee.
COIN 601. RESEARCH REPORT. 1-15 Credits.
Notes: graded Pass/No Credit.
Pre-requisites: permission of the instructor, department chair and college dean.
Independent research in a negotiated area of post-secondary education, supervised by a member of the college instruction faculty.
COIN 621. ADULT EDUCATION INTERNSHIP I. 2 Credits.
Notes: may be taken during any time during the program.
Teaching under supervision at a two-year or four-year college, or other appropriate institution. Includes regular instructional responsibilities and additional planned experience.
COIN 622. ADULT EDUCATION INTERNSHIP II. 2 Credits.
Notes: course must be taken after COIN 621.
Continuation of Adult Education Internship I. Teaching under supervision at a two-year or four-year college, or other appropriate institution. Includes regular instructional responsibilities and additional planned experience.
COIN 623. ADULT EDUCATION PORTFOLIO. 2 Credits.
Notes: course must be taken at end of program.
This course provides MEd candidates the opportunity to assemble a portfolio of work from graduate education courses that includes a reflective component. Candidates will provide evidence aligned with corresponding professional competencies. The course provides candidates the opportunity to prepare for the written comprehensive examination, which serves as the capstone experience in lieu of a thesis or research report.
COIN 624. ADULT EDUCATION COMPREHENSIVE EXAM. 3 Credits.
Notes: course must be taken at end of program.
The purpose of the comprehensive exam is to assess the knowledge and skills attained during the course of graduate study in the Master of Education program. The comprehensive exam requires students to integrate the principals, concepts, and research methodologies when employing academic language and using a formal writing style.
COIN 696. COLLEGE TEACHING INTERNSHIP. 1-15 Credits.
Notes: graded Pass/No Credit.
Pre-requisites: COIN 572 or COIN 581.
Enrollment with permission of the College Instruction program advisor. Teaching under supervision at a two-year or four-year college, or other appropriate institution. Includes regular instructional responsibilities and additional planned experience.
CTED 299. DIRECTED STUDY. 1-15 Credits.
CTED 300. INTRODUCTION TO CAREER AND TECHNICAL EDUCATION. 3 Credits.
Notes: Industry and Business Route/Plan 2 students may simultaneously take CTED 492.
Pre-requisites: junior standing or permission of instructor.
An introduction to the elements of Career and Technical Education and Plan 2/business and Industry Route certification. This course includes current components of education in Washington State and the nation, the process for CTE certification, as well as the implication for CTE.
CTED 301. PHILOSOPHY OF CAREER AND TECHNICAL EDUCATION. 3 Credits.
Notes: Industry and Business Route/Plan 2 students may simultaneously take CTED 492.
Pre-requisites: junior standing or permission of the instructor.
Study of the role of Career and Technical Education (CTE) in the American education system at all levels including the history of CTE, program standards and frameworks, advisory committees, state and federal regulations, and CTE funding.
CTED 309. CTE CLASSROOM MANAGEMENT. 3 Credits.
Pre-requisites: junior standing or permission of instructor.
Course addresses minor issues such as school law and abuse and mandated reporting. The course also includes instructional practices that provide inclusive learning environments to support diverse learners at both the secondary (7–12) level and today’s business environment. Students develop instructional skills in identifying barriers to learner success, selecting strategies that support learners while differentiating learning for individual success.
CTED 341. CTE SECONDARY STRATEGIES. 3 Credits.
Pre-requisites: junior standing or permission of instructor.
This course addresses continuous improvement of instruction through reflective practices for two groups of students. Career and Technical Education (CTE) students: Develop edTPA lesson plans and focus on instructional alignment of assessments to standards and outcomes in order to evaluate instructional effectiveness through data collection and analysis. Participants collect evidence of professional instructional growth with self-reflections to experience the teacher/principal evaluation.
CTED 396. EXPERIMENTAL. 1-10 Credits.
CTED 398. SEMINAR. 1-15 Credits.
CTED 399. DIRECTED STUDY. 1-5 Credits.
Pre-requisites: permission of the instructor, department chair and college dean.
CTED 474. ADMINISTRATION OF WORK-SITE EDUCATION. 4 Credits.
Notes: Industry and Business Route/Plan 2 students may simultaneously take CTED 485 and CTED 492.
Pre-requisites: junior standing or permission of instructor.
Course provides students the opportunity to satisfy the certification requirements for candidates pursuing qualifications to teach CTE work-site learning and career choices. Includes instruction in the areas of work-site learning, occupational analysis, student leadership, workplace safety, and advisory partnerships.
CTED 485. MANAGEMENT OF CTE PRACTICUM. 1 Credit.
Notes: Industry and Business Route/Plan 2 students may simultaneously take CTED 300, CTED 301 or CTED 474.
Pre-requisites: junior standing or permission of instructor.
Students will complete 60 hours of classroom instructional practicum to demonstrate student learning as well as an assessment tool for CTE certification.
CTED 492. CTE PROFESSIONAL PORTFOLIO. 1 Credit.
Notes: Industry and Business Route/Plan 2 students may simultaneously take CTED 301 or CTED 474. This course may be repeated for credit.
Pre-requisites: junior standing or permission of instructor.
Students create a professional development portfolio to organize CTE competencies and curriculum design as they progress through the Plan2/Business and Industry Route program.
CTED 495. PROFESSIONAL INTERNSHIP. 1-15 Credits.
CTED 496. EXPERIMENTAL. 1-10 Credits.
CTED 497. WORKSHOP, SHORT COURSE, CONFERENCE, SEMINAR. 1-5 Credits.
CTED 498. SEMINAR. 1-15 Credits.
CTED 499. DIRECTED STUDY. 1-5 Credits.
Pre-requisites: permission of the instructor, department chair and college dean.
CTED 500. FOUNDATIONS OF CAREER AND TECHNICAL EDUCATION. 4 Credits.
A course designed to introduce teacher candidates to Career and Technical Education (CTE), school law, and developing student leaders. The course consists of six modules that provide you an overview of CTE, the educational environment for career and technical education in Washington State, the connection between CTE and the community, legal issues in education, and the CTE organization that develop student leaders.
CTED 501. CLASSROOM METHODS AND MANAGEMENT. 4 Credits.
This course addresses classroom management strategies and scenarios a teacher may encounter at the secondary CTE (7-12) level. Candidates develop skills in identifying barriers to student success and selecting strategies that support learners while differentiating learning for student success.
CTED 502. DIVERSITY, EQUITY, CURRICULUM AND ASSESSMENT. 4 Credits.
This course addresses continuous improvement in instructional planning/strategies, curriculum, assessment, and student support that CTE practitioners encounter at the secondary level (7–12) level. Candidates develop skills in identifying barriers to student success and selecting strategies that support learners while differentiating learning for student success.
CTED 503. WORKSITE COORDINATION IN CTE. 4 Credits.
This course supports work-based (worksite) learning and/or diversified occupations (career choices) indicated in WAC 181-77A-180. In addition, this course will help students meet initial certification requirements pertaining to the areas of work-based-learning, occupational analysis, and student leadership development referenced in WACs 181-77-031 and 181-77-041 (pursuant to WAC 181-77A-165).
CTED 504. PHILOSOPHY AND TRENDS IN CAREER AND TECHNICAL EDUCATION. 4 Credits.
This course addresses the history, philosophy, social significance and components of Career and Technical Education (CTE). CTE practitioners encounter at the secondary and post-secondary (7-12+) level. Recognize workplace trends influencing CTE and the trends of theories and application of the principles of Career and Technical education.
CTED 570. CTE BUDGET AND FINANCE. 4 Credits.
A course designed to prepare career and technical education directors for the fiscal responsibilities of managing CTE programming at the middle school, high school, and skills center programs. Students will develop a five-year budget plan, determine CTE FTE and learn how to analyze various reports to ensure correct funding allocation. Students will be prepared to complete all budget and fiscal responsibilities assigned to a career and technical education director.
CTED 571. RESOURCE MANAGEMENT. 4 Credits.
This course is designed to support student development of knowledge, skills, and abilities that support effective resource management of career and technical education resources. Resource management includes human, safety, equipment, technology, and materials management.
CTED 572. COMMUNITY COLLABORATION AND ENGAGEMENT. 4 Credits.
Course will provide a framework for candidates to develop partnerships with families, business partners and the community and create processes to implement program recommendations. Candidates will also create marketing plans and materials to advocate for CTE courses and opportunities for work-based learning. Participants will gain knowledge and understanding of the state and national standards regarding approval cycles, dual credit options, framework requirements and curriculum development.
CTED 611. CTE INTERNSHIP I. 2 Credits.
Notes: graded Pass/Fail.
This course is designed to demonstrate place-based teaching competencies for the CTE candidate. Students will complete 60 hours of coursework and teaching activities with 40 hours of in-class instructional practicum at a Skills center or 7–12 secondary CTE classroom. Students will demonstrate ability to design, assess, and create learning opportunities for diverse student needs.
CTED 612. CTE INTERNSHIP II. 2 Credits.
Notes: graded Pass/Fail.
This course is designed to demonstrate place-based teaching competencies for the CTE candidate. Students will complete 60 hours of coursework and teaching activities with 40 hours of in-class instructional practicum at a Skills center or 7–12 secondary CTE classroom. Students will demonstrate ability to design, assess, and create learning opportunities for diverse student needs.
CTED 613. CTE PORTFOLIO. 2 Credits.
Notes: graded Pass/Fail.
Students create a professional portfolio to demonstrate meeting of CTE competencies achieved throughout the program. These competencies align with the Plan2/Business and Industry Route program.
CTED 614. CTE COMPREHENSIVE EXAM. 3 Credits.
Notes: graded Pass/Fail.
The purpose of the comprehensive exam is to assess the knowledge and skills attained during the course of graduate study in the Master of Education program. The comprehensive exam requires students to integrate the principals, concepts, and research methodologies when employing academic language and using a formal writing style.
CTED 671. ADMINISTRATOR INTERNSHIP AND PORTFOLIO I. 2 Credits.
Notes: graded Pass/Fail.
This course is designed to support student development of knowledge, skills, and abilities that support effective career and technical education leadership. Course content will provide a framework for the acquisition of leadership theory and skills required to become a CTE administrator and meet Washington state competencies for the initial CTE administrator requirements.
CTED 672. ADMINISTRATOR INTERNSHIP AND PORTFOLIO II. 2 Credits.
Notes: graded Pass/Fail.
Course content will provide a framework for candidates to begin the process of setting up and begin collecting portfolio evidence. This course is designed to support student development of knowledge, skills, and abilities that support effective career and technical education leadership. This course provides a framework for the acquisition of leadership theory and skills required to become a CTE administrator and meet Washington state competencies for the initial CTE administrator requirements.
CTED 673. ADMINISTRATOR INTERNSHIP AND PORTFOLIO III. 2 Credits.
This course is designed to support student development of knowledge, skills, and abilities that provide effective career and technical education leadership. Course content will provide a framework for candidates to continue the process of setting up and collecting portfolio evidence and meet Washington state competencies for the initial CTE administrator requirements.
CTED 674. ADMINISTRATOR INTERNSHIP AND PORTFOLIO IV. 2 Credits.
Notes: graded Pass/Fail.
Course content will provide a framework for candidates to begin the process of setting up and begin collecting portfolio evidence. This course is designed to support student development of knowledge, skills, and abilities that support effective career and technical education leadership. This course provides a framework for the acquisition of leadership theory and skills required to become a CTE administrator and meet Washington state competencies for the initial CTE administrator requirements.
CTED 675. ADMINISTRATOR INTERNSHIP AND PORTFOLIO V. 2 Credits.
Notes: graded Pass/Fail.
This course is designed to support student development of knowledge, skills, and abilities that support effective career and technical education leadership. Course content will provide a framework for the acquisition of leadership theory and skills required to become a CTE administrator and meet Washington state competencies for the initial CTE administrator requirements.
CTED 676. ADMINISTRATOR INTERNSHIP AND PORTFOLIO VI. 2 Credits.
This course is the last class in the internship and portfolio series where students display knowledge, skills, and abilities that support effective career and technical education leadership. Final submission of artifacts required for competencies that meet Washington state competencies for the initial CTE administrator requirements.
CTED 677. ADMINISTRATOR COMPREHENSIVE EXAM. 1 Credit.
Notes: graded Pass/Fail.
The purpose of the comprehensive exam is to assess the knowledge and skills attained during the course of graduate study in the Master of Education program. The comprehensive exam requires students to integrate the principals, concepts, and research methodologies when employing academic language and using a formal writing style.
CTED 695. INTERNSHIP-CTED. 1-5 Credits.
Pre-requisites: permission of the instructor, department chair and college dean.
Internship.