CATALOG

Heritage105 is a residency-based teacher preparation program of Heritage University and its partner, Educational Service District 105. Undergraduate and graduate candidates accepted into HU105 acquire and become proficient in all competencies identified by the State of Washington as important for becoming strong elementary (K-8) teachers. The program also includes the endorsement area of teaching English language learners.

Candidates accepted into HU105 are assigned to a four member teaching-learning team (TLT), each consisting of three candidates and a core teacher. Candidates are assigned to a TLT at a specific grade level within a specific school. Each TLT is responsible for the growth of K-8 students in its care. Candidates on the TLT team follow their K-8 students from one grade to the next at the end of each school year.

Candidates of HU105 follow the school year calendar of the school in which they are placed. On Wednesdays during the fall and spring semesters candidates attend case-based seminars focused on acquiring specific knowledge related to assessment; content in the areas of reading, writing, mathematics, science, social studies, and the arts; and performance monitoring strategies. There are no additional evening or summer courses required of HU105 students.

HU105 is available at both the undergraduate and graduate levels. The undergraduate program is a four-semester schedule (fall/spring/fall/spring), and the graduate program is a three-semester schedule (fall/spring/fall OR spring/fall/spring).

Candidates of HU105 must meet all the requirements for the College of Education and Psychology’s Teacher Preparation Programs and all the requirements of the State of Washington for licensure. The tables below show the courses for which graduate students will register. All courses are competency-based. The director of professional experiences, in tandem with the candidate and core teacher, will regularly assess competencies and enter a final grade at the end of each semester.

Program Requirements                                                                                                          Credits
EDR        501       Reading Instruction2
EDR        502       Assessment Acquisition..................................................................................... 2
EDR        503       Instructional Planning: Types, Individualization, and Accountability......................... 2
EDR        504       Math Acquisition................................................................................................ 2
EDR        505       Classroom Management Acquisition.................................................................... 2
EDR        506       Language and Culture: Impact on Learning........................................................... 2
EDR        507       Professional Issues: Ethic, Responsibilities, and Prof. Growth Plans...................... 1
EDR        508       Social Studies, Art, Music, and Wellness Proficiency............................................ 2
EDR        509       Classroom Management and Planning — Advanced Acquisition............................. 2
EDR        510       Reading — Advanced Acquisition........................................................................ 2
EDR        511       Mathematics and Science................................................................................... 2
EDR        512       Special Education: Issues and Practices.............................................................. 2
EDR        513       Theories of Development, Educ. History, and Phil. of Learning................................ 1
EDR        515       Assessment Strategies Proficiency..................................................................... 3
EDR        516       Instructional Planning with Emphasis on Role of Lang. and Culture......................... 2
EDR        517       Math and Science Acquisition and Reading Proficiency......................................... 3
EDR        518       Classroom Management Proficiency2
EDR        519       Technology for Planning, Instruction, and Accountability........................................ 2
EDR        520       PGP and Student Transition................................................................................ 0
TOTAL CREDITS        ....................................................................................................................... 36

GRADUATE COURSE SEQUENCE (36 credits) MASTERS IN INITIAL TEACHING (MIT) —

RESIDENCY PATHWAY