ALTERNATIVE ROUTES TO CERTIFICATION

PROGRAM PROPOSAL
FORM 2A

Section 1-Program Information

Program Name: Alternative Routes to Certification

Institution or Organization Name: Pacific Lutheran University

Type of certificate program

X Residency Teacher Certificate

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

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

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

X Route 4: Alternative Route for individuals teaching with conditional or emergency

certificates.

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

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

Elementary & Middle Level (For Alternative Routes: all K-8 endorsement candidates must be
pursuing at least one of the following shortage area endorsements along with the K-8
endorsement: Mathematics, Middle Level Math, any Secondary Science, Middle Level Science,
English Language Learner, Bilingual Education, Special Education or a locally identified
shortage area).
 Elementary (K-8) with:
Mathematics Middle Level Math Middle Level Science
English Language Learner Bilingual Education Special Education
Science Biology Chemistry Earth & Space Science Physics
Locally identified shortage area: World Languages

Secondary (5-12):
Science Biology Chemistry Earth & Space Science Physics
Mathematics Locally Identified Shortage area:

All-level (P-12) Endorsements for Alternative Routes are restricted to the following
shortage areas:
Special Education (Birth-12) Bilingual English Language Learners
Locally Identified Shortage area: World Languages

Organization type
Four-year public college or university 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

Pacific Lutheran University’s School of Education and Movement Studies partners with
several key districts to identify candidates for the Alternative routes to Certification program,
locate willing host schools, personnel, and classrooms, and support the mentorship of interns
through this effective and necessary program. These key districts we have identified include
Tacoma, Clover Park, Franklin Pierce, Sumner, Puyallup, Peninsula, Seattle, and Federal Way.
Although there are many districts that additionally participate in the program, these particular
districts have established effective examples of professional mentorships in many different
schools and classrooms.
Historically, there have been a variety of candidates to enter the Alternative Routes
program. Many candidates were teaching with conditional certificates which had been issued for
the sole purpose of filling the high needs areas of science, math, and special education. Another
segment was Para-professionals, working primarily in the area of special education, who sought
to fill a lack of certified special education teachers. A third group was from outside of education,
who were entering the classroom with real world experience to apply in math, science, and
foreign language classrooms. A final group, which was initiated in the summer of 2008 with
Seattle Public Schools, included native speakers of “critical languages” (e.g., Mandarin, Arabic,
etc.) through the national Startalk program. The intent of this program is to develop teachers who
have K-12 WL and K-8 elementary endorsements to teach in language immersion schools.
As can be seen below, the vast majority of the candidates have entered into the program
to fulfill high needs areas for districts. What follows (Table 1) is a numerical breakdown of the
Alternative Routes program since 2006 with information on candidates in high needs areas,
candidates with conditional certificates, and candidates who were Para-professionals at the time
of entrance.

Table 1 – Program Enrollment, 2006-2010

Year Total Candidates High Need Conditional Para-
Admitted Areas Certificates professionals
2006 39 37 8 4
2007 30 27 12 3
2008 471 46 8 2
2009 22 21 5 1
2010 23 22 1 1

For the sake of this documentation, each partner district was contacted regarding their
current and future needs in math, science, special education, and foreign language. Many of our
partner districts reported that they would not have accurate knowledge of their needs until their
final budget analysis was complete. As everyone is well aware, the districts are confronting
significant budget deficits and, as a result, must consider drastic budget cuts, layoffs, and
program elimination. Consequently, how all of these factors come together will certainly affect
how district programs are structured and which teachers are hired.
We can confidently state, however, that in previous years the programs have proven the
effectiveness of meeting the needs of local districts. All partner districts have expressed their
satisfaction with the program structure and outcome, reporting that the incidence of conditional
certification has drastically declined. However, as programs change and an emphasis on math
and science continues, the possibility of shortages in these areas, especially special education,
remains daunting. Although most districts reported that they are currently able to fill all positions
(partially as a result of our current economic state), they would like to have more qualified
candidates to choose from.
Letters of commitment from Clover Park and Seattle school districts are attached.

1
The Startalk program with Seattle Public Schools begins
B. Market Analysis

1. In the South Sound region of Pierce County, the education programs currently in
operation include: University of Washington-Tacoma, University of Puget Sound, Saint
Martin’s University, City University, Lesley University at Tacoma Community College,
a soon to begin program being established by The Evergreen State College, and the
various on-line opportunities that are offered. While this would seem to indicate
significant market saturation for teacher education, the reality is that these various
programs tend to be tailored towards specific populations of teacher candidates. UW-T
and UPS are focused on the graduate population (i.e., candidates who complete an
undergraduate degree and are seeking a traditional route to certification). Lesley
University is tailored to the community college population and SMU is more focused on
Thurston County than PLU. The main overlap is really with the on-line providers, who
have had a significant impact on our program numbers over the past couple of years (we
have determined this through follow-up interviews with applicants). However, we also
know from these same interviews that many of our candidates do not want an on-line
program and would prefer the “face-to-face” teaching that a local university can provide.

As noted earlier, it is difficult to honestly determine need in today’s budget climate.

However, what is indisputable is the need for quality educators regardless of what
program from which they graduate. The history of the alternative routes programs at PLU
has demonstrated a consistent supply of educators who are hired and perform strongly in
their respective district. One quick example of this is Erin Jones, Assistant
Superintendent of Student Achievement at OSPI. Erin was in our first group of
alternative route students eight years ago.

In addition to our alternative routes program at the PLU campus, we also provide
instruction at the central offices of Seattle Public Schools for candidates interested in
teaching World Languages. This route to certification, in association with the national
Startalk program, was initiated in 2008 to address the desire of Seattle Public Schools
(SPS) to increase the number of teachers in “critical languages.” While there are many
programs around the state that offer certification for World Languages, this program
addresses a very specific need for a burgeoning population of K-12 students who desire
language instruction in Mandarin, Japanese, Russian, or Arabic. Furthermore, we have
also been asked by SPS to provide an opportunity for candidates to also complete the K-8
elementary endorsement simultaneously. The reason for this is that SPS has a long term
vision of creating bilingual elementary schools (they currently have one in Mandarin) and
they need teachers who are dual endorsed. A specific indication of the program’s success
and need is that because of our work we have been asked to make presentations to the
Washington Association for Foreign Language Teaching and the Western Regional
Certification Conference.
2. Describe the unique features of the program design.

The general design of both programs follows a comparable sequence. Both programs
begin with an intensive summer experience (at PLU, every Friday and Saturday for eight
weeks, at SPS, every day for three consecutive weeks) of classroom instruction and
accompanying field work. As will be noted later, the focus of the first summer is to
provide a broad overview of the field and to help candidates begin to grasp the
complexities of the field (please see Section 3.F for a full description of the curriculum).
Following this summer coursework, the candidates enter their internships at the
beginning of the school year where they are provided with a mentor and a university
supervisor. The campus based program then has candidates return to the PLU campus on
six Saturdays in the fall for continuing work in methodology and technology. The SPS
program will have a child abuse course in the fall and methodology courses for
elementary education (if they choose to pursue this endorsement). Candidates continue in
their internship throughout the entire semester and into the second semester. After this
point, candidates will begin to exit the program based on their successful completion of
all program requirements, the PPA, and their Professional Growth Plan. For SPS
candidates, they will complete their programs after a second summer of courses which
continue work on methodology and classroom management.

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

The campus based program at PLU has ranged over the years from 67 candidates (when
the program first started) to more recently 12 candidates. While there are a number of
reasons for the drop in the numbers, the primary reason over the past two years has been
the economy and the resulting perception in the general public about job availability for
teachers. Consequently, it is difficult at this time to fully determine where the numbers
will be for this program over the next 3-5 years. One of the options that we are currently
exploring is to take the program to the Washington peninsula since this tends to be an
underserved geographical location within the state. These discussions are just beginning
and we hope to initiate this process in the summer of 2012. However, assuming that this
latter idea materializes and the economy rebounds, we would expect our campus based
program to be at about 20-25 and our peninsula based program to be 10-15.

The partnership program with Seattle Public Schools is currently 9-10 candidates per
year. This cap has been limited by federal funding (Startalk) and our desire to work
through many of the logistical issues that this population of candidates creates (e.g.,
placements where there are not enough qualified teachers). However, now that we have
certified teachers from this program filling positions, placements are becoming more
numerous and we have the opportunity to expand. Related to this is a proposal to make
the Seattle based program focused on all of the Designated World Languages. Since
Seattle is working to make language acquisition a more thorough part of their curricular
offerings, there is going to be a need for additional certified teachers. We are currently in
discussions with SPS about this possibility and are beginning to take some of the steps
needed to make this happen. Consequently, we could see this program consistently
having between 20-25 candidates per year.
 Section 3- Commitment of Partners

A. District Need

Please see attached letters from Seattle Public Schools, Peninsula School District, Clover
Park School District, and Tacoma School District.

B. Classroom Placement

Beginning in the fall, candidates enter an open ended internship in a school. Their
specific placement may vary depending on their endorsement area/s and employment. A
traditional internship will begin before the first day of school and continue through a minimum
of one semester, although typically internships continue for much longer. Internship placements
are arranged, or employment confirmed, by PLU’s Placement Coordinator according to specific
needs of the schools or districts requested.
During the initial days in the school, interns are asked to focus on observing as many
different classes as possible and to take an active part in school activities and staff meetings.
When the intern, their cooperating/mentor teacher, and their university supervisor feel it is
appropriate, they begin to take responsibility of classes from their cooperating/mentor teacher.
This “phase in” period is a gradual process that is paced according to the intern’s skills, comfort,
and schedule.
When the intern has achieve a “full load” of classes, they will have assumed all
responsibilities of the classroom including, but not limited to, teaching lessons, planning,
grading, parent and staff communication, etc. Their schedule should mirror the hours of the
cooperating/mentor teacher.
When the intern feels ready and prepared, with consultation from the cooperating/mentor
teacher(s), the university supervisor will administer the Washington State Pedagogy Assessment.
This assessment will take place over two to four class hours, on different days. The PPA cannot
be administered before January 1.

C. Route 1 and Route 2 Placements

Although we do not currently accept Route 1 candidates, we will work with districts to
ensure that Route 2 candidates can keep their Para-professional positions throughout their
internships.

D. Selection of a Mentor teacher

All mentors in PLU’s Alternative Routes to Certification program will be required to

meet basic requirements as set forth by the state. These include a minimum of three years of
teaching experience and either a continuing or professional certificate, mentor training (as
described below), and a letter of recommendation from the mentor’s principal or other district
representative.
 All mentors are required to obtain adequate mentor training. To fulfill this requirement,
mentor teachers can participate in a state mentor training academy, a district provided training, or
another mentor training that meets state-established guidelines. The School of Education and
Movement Studies at Pacific Lutheran University will verify that adequate training has been
obtained by each individual mentor before or during the fall semester. If no mentor training is
available, the School of Education and Movement Studies will provide, at no additional cost,
mentor training in live sessions in the fall. Mentor trainings through Pacific Lutheran University
will emphasize the roles and responsibilities of the mentor, an explanation of program goals and
intentions, and an overview of the Washington State Performance Based Pedagogy Assessment
(and soon to be Teacher Performance Assessment).
It is a requirement of the Alternative Routes to Certification Program that a "mentorship"
be established and a minimum of ten hours per week be spent in collaboration and planning,
discussion and reflection between mentor and intern. This time is informally monitored by the
university supervisor throughout the internship. The district and school is encouraged to create
time for the mentor and intern to effectively work together, gradually increasing the
responsibilities of the intern, and lessening the supervision of the mentor. With the guidance of
the university supervisor, an initial plan is developed, and time guidelines established, to
accommodate the process of collaboration, supervision, and eventual independence in the
classroom for the intern. Partner districts, schools, and mentors are made aware of the
expectations for an intensive "internship" versus a standard student teaching experience before
the internship begins. Consistent monitoring by the university supervisor ensures that the
internship follows a successful plan to fulfill the requirements of the program and eventual
independence of the intern.

E. Field Experience Placements

1. Determining Placements:

Placements for the program are determined in a number of different ways depending on the
partner district. When candidates are first admitted to the program, they are required to submit a
student teaching application to PLU’s Director of Field Placements. In this application, they are
required to provide all personal information related to their desired placement (i.e., content area
and grade level). Based on these applications, the Director will then make the following
decisions/steps to finalize the placement:

a) If the candidate is already employed by the district, the Director will contact the school
district to confirm this. If there are no concerns, this placement will be finalized.
b) For candidates not employed by the district, the Director will contact the requested
district and work with the district’s designee to secure a placement. The majority of the
districts have one central person who works with all of their schools’ principals to
determine placements. Our current Director works with each one of these and follows
the protocols set forth by the district. In the Seattle Public Schools, however, the district
requires universities to contact building principals directly. Consequently, in working
with our Seattle candidates, we work less centrally and must rely on the multiple
contacts our Director currently has.
 c) Finally, it’s also important to recognize that many of our candidates over the years
have been from regions in the state that are not local to PLU. While we do not actively
market our program to these candidates, we will accept them and work with their
district based on our standard protocols.

2. Background check and fingerprinting:

As soon as candidates are admitted to the program, they are required to be fingerprinted and complete a
Character and Fitness Form. They are not allowed to begin their internship until this has been completed.
Our Certification Officer sends this information to all of the candidates, records whether it has been
completed, and will follow-up with any candidate that has not completed their paperwork.

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

As noted above, the basic structure of the internship will be for a candidate to work with a
mentor all year. Assuming that the candidate does not have their own classroom (which would
obviously require a candidate to assume full responsibility on day one, but still work with a
mentor), the internship will include three basic stages: phase in, full responsibility, and phase
out. The pace at which candidates complete this process will depend highly on their previous
experience, their skill, and their comfort in assuming greater responsibility. Although we have
had candidates in the past complete their internships in a relatively rapid period (i.e., the required
half year with the open exit), these candidates typically have extensive K-12 experience. The
majority of our candidates will complete their programs of study in late spring through the end of
the academic year; we also have candidates that may need to work into the following year if they
have not demonstrated competency.

4. Roles, responsibilities, and expectations:

The primary emphasis through the internship portion of the program is on the relationship
between the mentor and the candidate – the mentor is expected to guide the intern towards
greater levels of teaching competency as s/he assumes greater responsibilities within the
classroom. Each intern is assigned a mentor teacher to assist and guide them through the
program. It is the role of the mentor teacher to observe the intern formally and informally as well
as conduct a minimum of ten hours of consultation each week. Continuous feedback is a
necessary component to learning. It is expected that the intern will maintain a folder or notebook
of all observations and assessments.
In addition, each intern will be assigned a university supervisor. The primary role of the
university supervisor is to administer the pedagogy assessment, visit and observe the intern a
minimum of six times, and act as a liaison between the School of Education and Movement
Studies and the school personnel.
Handbooks have been developed for all of the candidates in the programs as well as the
specific ones for the university supervisors. Copies of these handbooks are provided to the
mentor teacher as well as the building principal to ensure clear communication.
 5. Other provisions:

All districts that work with PLU will have signed legal agreements on file with the
university.

F. Program Design

Admission: The admissions process for the Alternative Routes program provides the
opportunity for program faculty to assess the applicants’ basic skills and content knowledge. To
be admitted to the program, all candidates must:

 Have a baccalaureate degree from a regionally accredited institution or an evaluated degree

from a foreign institution indicating equivalency.
 Be able to demonstrate that she/he possesses the knowledge/skills/competencies related to an
endorsement through the presentation of evidence including: transcripts, evidence of
knowledge gained through professional experience, etc.
 Pass all sections of the WEST-B
 Pass the West-E in at least one endorsement area, including the ACTFL Oral and Written.
 Present at least two letters of recommendation including one that attests to her/his academic
ability.

As noted above, in order to demonstrate content knowledge, candidates must have

completed a baccalaureate degree and be able to demonstrate that she/he has the knowledge,
skills and competencies in an endorsement area to be considered for the program.
Applicants to the Alternative Routes program also participate in an interview with a team
of faculty members and are required to demonstrate basic skills in written communication
through a writing sample.
After an individual is accepted into an Alternative Routes program, she/he completes an
“entry” portfolio that is used by faculty to design a customized “teacher development plan” for
each candidate. This entry portfolio is organized around the Standard V standards and criteria
and is used throughout the duration of the candidate’s program.
Campus Based Program: The Alternative Routes program at PLU will only be offering
the program to candidates who qualify under Routes 2, 3, and 4. Although we originally offered
a program for Route 1 candidates, our university is not able to address the unique scheduling
needs that this group of candidates often requires.
The program on PLU’s campus is an 18 credit program that includes a summer of
intensive coursework, a series of Saturday classes in the fall coupled with a full time internship,
and two final Saturday seminars in the spring as candidates are completing their full time
internships.
The summer coursework begins in the middle of June and consists of 16 class sessions
(Friday & Saturday) from 8:30-3:30 each day. The primary goal of summer coursework is to
introduce the teacher candidates to the broad areas of study in education (foundations,
curriculum planning, assessment, special education, literacy, teaching strategies, professional
ethics and classroom management). These areas have been aligned to the state’s objectives
reflected in Standard V and serve as a broader introduction to the field of education. The
following content matrix reflects the scope of sequence of the coursework through the entire
program:

Table 2 – Curriculum Matrix

Topic Sub-Topic Standard V. AR
Foundations o Diversity 5.3.A, 5.3B, 5.3C, 5.3D Summer

o Political & Social 5.4C Summer

Context
o History 5.4A Summer

o Reform 5.4A Summer

o Families and 5.3B, 5.3C, 5.3D Summer

Communities
o Ethics & 5.4A, 5.4B, 5.4C Summer/Fall
Professional
Responsibilities
o Human Growth & 5.3.A Summer
Development
Special o Law 5.4A, 5.4C Summer
Education
o Methodologies 5.2A, 5.2B, 5.2C, 5.2D, Summer
5.3A
o Assessment 5.2A, 5.2B, 5.2C, 5.2D, Summer/Fall
5.3A
o Specific 5.2A, 5.2B, 5.2C, 5.2D, Summer/Fall/Sprin
Populations (EBD, 5.3A g
LD, etc.)
Literacy o Reading 5.1A, 5.1B, 5.1C Summer/Fall
o Writing 5.1A, 5.1B, 5.1C Summer/Spring
o Numeracy 5.1A, 5.1B, 5.1C Fall
o Cultural 5.1C, 5.2C, 5.3A, 5.3D Summer/Fall
o Language 5.2C, 5.3A Fall
Development
Assessment & o Alignment of 5.1A, 5.1B, 5.1C, 5.2A, Summer/Fall
Planning Objectives and 5.2B, 5.2C
Assessment
o Backwards Design 5.1A, 5.1B, 5.1C, 5.2A, Summer/Fall
5.2B, 5.2C
o Lesson planning 5.1A, 5.1B, 5.1C, 5.2A, Summer/Fall
5.2B, 5.2C
 o Unit planning 5.1A, 5.1B, 5.1C, 5.2A, Summer/Fall
5.2B, 5.2C
Instructional o Subject Matter 5.1A, 5.1B, 5.1C, 5.2A, Summer/Fall
Methodology Learning 5.2B, 5.2C
o Specific 5.1A, 5.1B, 5.1C, 5.2A, Summer/Fall
Methodologies 5.2B, 5.2C
o Reading through 5.1C Summer/Fall
the Content Areas
o Integration of 5.2D Fall
Technology
o Differentiation 5.2B, 5.2C, 5.3A Summer/Fall

Classroom o Theory 5.3B, 5.3C, 5.3D Summer

Management o Methodologies 5.3B, 5.3C, 5.3D Fall

In addition to coursework, candidates are required to complete a minimum of 40 hours of

practicum work in a school setting during the summer. Summer course assignments are directly
linked to this practicum work.
Partnership Program with Seattle Public Schools: The program that was initiated in the
summer of 2008 to help Seattle Public Schools address the need of language immersion teachers
in K-8 schools. Candidates primarily represent Routes 3 & 4.

The program requires the following course of study:

1. For the K-8 endorsement, a screening of the candidates’ transcripts and experiences to
meet WAC 180-82-332 will be conducted.
2. Based on the transcript/experience analysis, a program of study will be developed
indicating unmet content area expertise. All areas will need to be addressed (either
through college course work, study groups, book readings, etc.) prior to completing the
program. In addition, the West-E for Elementary Content Knowledge will need to be
passed.
3. For the WL endorsement, candidates will need to pass the West-E in Designated World
Languages and the ACTFL Oral and Written to demonstrate language proficiency.
4. Candidates will need to complete the 18 credit Alternative Routes program through PLU
(offered on-site at Seattle Public Schools): 3 semesters of 6 credits each, which includes
the student teaching/internship. The first two semesters will be offered in consecutive
summers with the internship following the second summer. The reason for this
arrangement is based on a federal grant Seattle Public Schools has received to help fund
these candidates for summer coursework.
5. To complete the K-8 endorsement, candidates will also need to complete the following
elementary methods courses:
a. EDUC 489 (4 cr.): “Special Topics: Methods and Strategies for Whole Literacy
and Social Studies Instruction”
 b. EDUC 487 (4 cr.): “Special Topics: Methods and Strategies for Mathematics and
Science Instruction”
c. EDUC 497 (2 cr.): ”Special Projects: Methods and Strategies for Art, Music, and
Health & Fitness Instruction”

Alternative Routes to Certification Completion Protocol: As candidates complete their

program of study, the following steps are required for certification:

1. No candidate may complete their program until the end of the public school’s first
semester.

2. The process is initiated by the candidate’s supervisor based on completion of the assigned
handbook tasks, passage of the Performance Based Pedagogy Assessment (PPA), mid-
term and final evaluations.

3. When the university supervisor has indicated that the candidate is ready to complete the
program, the university supervisor must submit the following to the program coordinator
of the AR Program:

a. A confirmation of the completed internship tasks (1-4) with copies of the

assignments.

b. Complete copy of the PPA

c. Mid-Term and Final Evaluations

4. Once these have been submitted to the program coordinator, the program coordinator will
confirm the completion of:

a. Submission of Professional Growth Plan

b. Review of transcripts to ensure that all AR course work has been completed.

c. Confirmation of all course work completed and competencies met, including the
appropriate tests, for endorsements.

d. After this review of the candidate’s file, and confirmation of completion, a

completed file will be sent to the SOEMS certification officer for a final check. At
this time, the certification officer will communicate directly with the program
administrator and candidate.

e. To complete the certification process, the candidate will need to complete an

Institutional Application for a Teacher’s Certificate (Form 4401) and pay the $35
fee in the university’s business office. Turn in the completed form and fee receipt
at the IDL office.
 f. Fingerprint clearance must be current in the State of Washington database at the
time the certificate (or temporary permit) is issued.

g. If needed, at this time the certification officer can issue a temporary certificate if
all of the above requirements have been met.

Recruitment: Through our efforts to attract individuals in considering teaching as a

profession in various shortage areas, we focus on recruiting candidates from underrepresented
groups. To achieve this, we partner with the following organizations and agencies as well as
implemented specific strategies listed below:
 School Districts - We work closely with area school districts to identify classified
employees in need of and interested in gaining their teacher certification in one or more
of the identified shortage areas. The "Grow Your Own" program, a program that focused
on candidates from immigrant communities in the Highline School District, was one such
way to recruit individuals from various backgrounds whose expertise were in math and
sciences (unfortunately, this program no longer exists because of a change in the district’s
administrative structure).

 Armed forces - As enlisted personnel retire or exit from military service we work directly
with Troops to Teachers to transition eligible candidates into the program. Our
geographic location in the south sound area allows us to tap into this candidate pool.

 Unemployment Security - As an approved vendor, we have the opportunity to provide

training opportunities to those who are unemployed and wish to go into the teaching
profession. We also distribute materials and literature to several unemployment offices
in and around Pierce County.

 Startalk – Working with Seattle Public Schools and the Startalk program allows us to
recruit candidates who have immigrated to the United States. These candidates represent
language groups that are deemed “critical” by the federal government (e.g., Mandarin,
Arabic, Hindi).

Teacher Development Plan: As Washington State has moved towards fuller agreement
on a set of standards for teacher preparation, the Alternative Routes program will be utilizing the
tasks and assessments that all of our preservice teachers use in order to evaluate competency.
The center piece of this system is the Emerging Professional Growth Plan (EGP) &
corresponding “juried” evaluations. Following the admission of candidates into the program,
they are provided with the Emerging Professional Growth Plan (EGP) which is aligned with
Standard V. Prior to the first day of class, they are asked to work through this document and
indicate where their previous experiences, knowledge, and skill could be applied. This self-
assessment helps PLU to focus their coursework through the summer and into their fall
internship. Candidates are able to use their previous experiences, knowledge, and skill as
evidence of their competency as related to Standard V.
 The EGP has been developed based on the Standard V criteria, an understanding that
teacher development occurs on a continuum, and that there need to be a variety of evidentiary
sources to support the assessment process. The EGP creates a central framework for the
development of a portfolio where candidates are required to provide both analytical and
reflective writing with specific teacher and student based evidence. Common evidence includes:
field evaluations, a set of common tasks, the assessment of candidate dispositions, and any
external assessments that might be included (e.g., West-E, etc.). A sample of the template is
shown below:

Emerging Professional Growth Plan

Template
All entries must be completed electronically. To attain “meets standard,” you must provide
both Teacher-Based and Student-Based Evidence. Please identify each type of evidence in
your responses and on the attachments.
Standard 5.1: Knowledge of Subject Matter and Curriculum Goals
Criteria - Teacher candidates Teacher-Based Evidence Student-Based
positively impact student Teacher demonstrates capacity to Evidence
learning that is: provide effective learning Students demonstrate
experiences. engagement in effective
Evidence provides the following: learning opportunities.
The content in the unit plan Evidence provides the
reflects enduring understandings following:
and depth of thinking which is Communicate the unit
aligned with curriculum standards learning targets and their
The candidate provides progress toward them.
opportunity for integration of Communicate the
reading, writing, and mathematics support and resources
across content areas. that can be accessed to
help them achieve unit
learning targets.
Articulate the thinking
strategies used to
achieve the unit learning
targets.
A. Content driven. All students develop understanding and problem-solving expertise in the
content area(s) using reading, written and oral communication, and technology

Where am I now? (Describe, analyze, and provide supporting evidence of level of skill or
knowledge in this criteria. 400 words or less)

What do I need to do to get to the next level? ( Reflect on criteria and describe what the
next level actually looks like, and what skills do I need to develop to do this. 400 words or
less)

Assessor Score/Commentary (Insufficient information, Approaching Standard, Meeting

Standard, Exceeding Standard)
B. Aligned with curriculum standards and outcomes. All students know the learning targets
and their progress towards meeting them

Where am I now? (Describe, analyze, and provide supporting evidence of level of skill or
knowledge in this criteria. 400 words or less)

What do I need to do to get to the next level? (Reflect on criteria and describe what the
next level actually looks like, and what skills do I need to develop to do this. 400 words or
less)

Assessor Score/Commentary(Insufficient information, Approaching Standard, Meeting

Standard, Exceeding Standard)
C. Integrated across content areas. All students learn subject matter content that integrates
mathematical, scientific, and aesthetic reasoning.

Where am I now? (Describe, analyze, and provide supporting evidence of level of skill or
knowledge in this criteria. 400 words or less)

What do I need to do to get to the next level? ( Reflect on criteria and describe what the
next level actually looks like, and what skills do I need to develop to do this. 400 words or
less)

Assessor Score/Commentary(Insufficient information, Approaching Standard, Meeting

Standard, Exceeding Standard)

The EGP will be presented at the end of each term (summer, fall/J-Term, spring/exit) in
front of the entire program faculty. The candidate will initially submit this document to the
faculty members for review and then be asked to give an oral presentation. This juried process
will determine the progress of candidates and help ensure that all competencies are being
addressed as specified in the state’s teacher education criteria for teachers.

G. Organizational Capacity

Identify the following:

1. Key personnel (faculty, administration, support)

Mike Hillis, Co-Interim Dean and Program Coordinator for Seattle Program
Paula Leitz, Associate Professor, Program Coordinator for Campus Based Program
Lynn Wallin, Assistant Director of Admissions and Advising
Kathlyn Mickel, Director of Field Placements
Barbara Fresh, Certification Officer

2. Anticipated student-faculty ratio:

15-1
3. Describe previous experience in offering programs of this type

We have been offering our on-campus program since 2001 and our Seattle based program
since 2008.

4. Signed Memorandum of Understanding (see Attachment A) outlining assurance of

WEST-B and WEST-E testing requirements for candidates entering the Alternative Route
program and Alternative Routes Enrollment Table and recruitment website commitments
(required for PESB approval).

H. Program Delivery

1. Cost for candidates (Alternative Route programs must be packaged priced to reflect
lower cost per candidate price than traditional programs)
a. Cost for Alternative Route$13,500
b. If applicable: Cost for Traditional Route$27,000
2. Length of program 1 year
3. Projected start date Mid-June (campus based); July (Seattle based)
4. Projected enrollment 15-20 (campus based); 10 (Seattle based)
5. Location(s) PLU Campus and Seattle Public Schools Central Office
 Section 4- Contact Information

Name: Steven Starkovich, Ph.D.

Title: Provost
Address: 1010 122nd St, Provost’s Office, Tacoma, WA 98447-0003
Telephone: 253-535-7126
Fax: 253-536-5103
Email: starkovich@plu.edu

Endorsement by Chief Academic Officer,

ESD Superintendent,
Organization President or Date
equivalent official

Name: Michael R. Hillis, Ph.D

Title: Co-Interim Dean
Address: 1010 122nd St, Room 121, Tacoma, WA 98447-0003
Telephone: 253-535-7288
Fax: 253-535-7184
Email:hillis@plu.edu

Endorsement by Dean, Director of

Degree/Certification Unit Date
or equivalent official

Please see attached letters for school district support.

 MEMORANDUM OF UNDERSTANDING
Between
PROFESSIONAL EDUCATOR STANDARDS BOARD
And

Name of Organization: Pacific Lutheran University

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

Memorandum of Understanding: Agreement between the Professional Educator Standards

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

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

As a requirement for recommendation of approval of an Alternative Route to Certification

program by the Professional Educator Standards Board (PESB), the program applicant agrees to
provide the PESB with the following data and comply with the following requirements for
operating an Alternative Route to Certification program.

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

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

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

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

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

Unless specified by amendment, information received by PESB from Pacific Lutheran

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

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

Redisclosure: Except as amended for confidential information, all data exchanged through this
agreement may be redisclosed by either party.
No Guarantee of Accuracy and Non-Liability: Neither OSPI or PESB guarantee the accuracy
of the data provided. All risk and liabilities of use and misuse of information by either party
provided pursuant to this Agreement are understood and assumed.
Termination: Either party may at its discretion disqualify at any time any person authorized access
to information by or pursuant to this Agreement. Notice of disqualification shall be in writing and
shall terminate a disqualified person’s access to any information provided by either party pursuant
to this Agreement immediately upon delivery of the notice. Disqualification of one or more persons
by either party does not affect other persons authorized by or pursuant to this Agreement.

Nondiscrimination: No individual shall be excluded from participation in, denied the benefits
of, subjected to discrimination under, or denied employment in the administration of or in
connection with any program provided by this Agreement because of race, color, creed, marital
status, religion, sex, national origin, Vietnam era or disabled veteran’s status, age, the presence
of any sensory, mental or physical disability, or political affiliation or belief, provided that the
prohibition against discrimination in employment because of disability shall not apply if the
particular disability prevents the individual from performing the essential functions of her or her
employment position, even with reasonable accommodation. The parties agree to abide by the
standards of responsibility toward the disabled as specified by the Americans with Disabilities
Act and applicable state law. In the event that one of the parties hereto refuses to comply with
the above provision, this Agreement may be canceled, terminated, or suspended in whole or in
part by the other party.

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

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

Contact information and signatures:

Name: Steven Starkovich, Ph.D.
Title: Provost
Address: 1010 122nd St, Provost’s Office, Tacoma, WA 98447-0003
Telephone: 253-535-7126
Fax: 253-536-5103
Email: starkovich@plu.edu

Endorsement by Chief Academic Officer,

ESD Superintendent,
Organization President or Date
equivalent official

Name: Michael R. Hillis, Ph.D

Title: Co-Interim Dean
Address: 1010 122nd St, Room 121, Tacoma, WA 98447-0003
Telephone: 253-535-7288
Fax: 253-535-7184
Email:hillis@plu.edu

Endorsement by Dean, Director of

Degree/Certification Unit Date
or equivalent official

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

PESB Signature Authority Date