Program Description
Effective and high-quality teacher education programs are guided by a rigorous and comprehensive conceptual framework. The BAS-TE program has a conceptual framework that provides a vision for our teacher candidates, partners, and the community. Effective teaching requires that educators draw upon students’ social, cultural, linguistic, and academic experiences. The emphasis on diversity, and responding to learners in a cultural context, are themes woven into all aspects of the teacher education program.
The Peninsula College BAS-Teacher Education program works from a theoretical logic model for continuous improvement based in growth and inclusivity: We strive to develop reflective, inquiring professionals who advocate for equity and possess the capacity for change within inclusive communities of practice.
The BAS-TE Program contributes to the theory and practice of the broad field of education and dedicates itself to understanding and respecting learners in diverse cultural contexts. We facilitate engaged learning and ethical leadership in schools and clinical settings. We seek collaboration with diverse constituencies, recognizing our local and global responsibilities to communities, environments, and future generations.
Program Code: ECETEBAS
Career Opportunities and Earnings
The Bachelor of Applied Science Teacher Education (BAS-TE) degree program prepares candidates for Washington state K-8 teacher certification. Graduates can pursue roles as teachers throughout the state or can look to work in other states (although there are further steps to take to have certification recognized in/transferred to other states: Washington State Certification - Frequently Asked Questions.
There is a high need for professional educators locally, regionally, and nationally, making it an exciting and fulfilling field for graduates to make a positive impact on individuals' lives and contribute to the betterment of society.
The BAS-TE program is a residency model. Throughout the program, candidates will invest time in K-8 classrooms, in multiple local districts and schools, with increasing frequency and complexity under the guidance of a mentor teacher and field supervisor. During their final two quarters, they will be in the classroom full time. In addition to this residency, candidates will complete two years of core coursework. Coursework is offered in the evening, with a mix of online and in-person classes.
Program Outcomes
Upon completion of the Peninsula College BAS Teacher Education, all teacher candidates will be able to:
- Use enduring content and pedagogical knowledge to inform their teaching
- Develop relevant, rigorous, and developmentally appropriate curricula
- Modify curriculum and instruction based on the individual needs of their students
- Use assessment of their students’ learning and their own teaching to inform future planning and teaching
- Attend to the wellness of their students, which includes civic and social development
- Work respectfully and collaboratively with colleagues and community to ensure quality instructional programs and stewardship of public schools
- Attend to their own wellness in terms of compassion, boundaries, overall health
- Employ trauma and culturally responsive practices to enhance communities
Special Features
- Students in the BAS program have the advantage of a low faculty to student ratio.
- The BAS program does not currently have a waiting list.
- The BAS Teacher Education program curriculum is designed to prepare students for completing master's degrees in similar fields.
- Flexible classes are offered Tuesday and/or Thursday evenings.
- Flexible course schedule remains consistent throughout the program.
- Full-time students will complete 14-16 credits per quarter.
Program Prerequisites
- Successful completion of the following courses (or their equivalent) with a 2.0 or better (submit transcripts and/or request for credit for prior learning/equivalency):
- ECED& 160: Curriculum Development
- ECED& 170: Environments
- ECED& 180: Language and Literacy
- ECED& 190: Observation and Assessment
- EDUC& 115: Child Development or PSYC& 200: Lifespan Psychology
- EDUC& 203: Exceptional Child or EDUC& 204: Inclusive Education
- ENGL& 101: English Composition I
- HIST& 214: Pacific Northwest History or IIS 101: Introduction to American Indian Studies
- MATH 108: Math for Elementary Teachers II or the equivalent
- Students seeking Washington state teacher certification must follow the guidelines set forth by the Professional Educator Standards Board (PESB) which permits teachers, administrators, and educational staff associates to work in Washington schools. To earn a residency teacher certificate in Washington, candidates are required to take basic skills and content knowledge assessments. In addition, teacher candidates who are enrolled in PESB-approved teacher preparation programs are required to pass a performance assessment. All Washington teacher candidates are required to take the Washington Educator Skills Test – Basic (WEST-B) for admission into a teacher preparation program. The assessment includes three sub-tests: reading, writing, mathematics. No passing score is required, however, if you score below 235 in any area (reading, writing, and math are all required), further information, coursework, and steps may be required.
- Visit the WEST-B website for information on test preparation materials, registration, test policies, test framework, test fees, and vouchers.
- The testing resource hub provides resources for programs and candidates to increase access to test related materials across the state.
- Individuals seeking admission to an educator preparation program may submit evidence of taking an equivalent national or out-of-state basic skills assessment approved by the Board, in lieu of the WEST-B. See the WEST-B equivalent assessment page for more details about the equivalent tests.
- Vouchers: A limited number of vouchers are available to cover the cost of the WEST-B. Vouchers will be awarded the first of the month based on the highest amount of financial need (as determined by PC’s Financial Aid Office). Vouchers may only be used for new test registrations. The BAS-Teacher Education program will email you the result of your application. Do not submit payment for the test until you have been notified by the BAS-TE program about whether you have received a voucher. To qualify for a voucher applicants must meet the following criteria:
- Have applied to the BAS-TE Program at Peninsula College.
- Show financial need, as determined by the PC Financial Aid Office.
- Have not received a previous voucher for the WEST-B. You may only receive the voucher one time.
- Voucher Values:
- WEST-B Voucher (up to $96) broken into $32 codes to register for each subtest.
- For additional information, contact the Program Coordinator.
Approximate Additional Costs
- Request official transcripts from outside colleges (estimated): $20
- Books, supplies and miscellaneous fees: $2400
- Laptop computer: $1000
- Personal health insurance (recommended): $39-190 per quarter
- Travel/Transportation: varies
Current tuition and fee information is published on the College website at pencol.edu or by calling the Student Services Office at (360) 417-6340.
Financial aid is available to all students who qualify. To learn more about these opportunities, visit pencol.edu/ financial.
Application Process
Applications for admission are accepted year‐round. Once accepted into the program, students may start taking courses in fall quarter.
- Step 1: Apply to Peninsula College here: pencol.edu/applying-program/bas-application-form.
- Apply for FAFSA/WASFA, if you intend to use financial aid.
- Send all official transcripts (or a request for credit for prior learning/equivalency) from previously attended colleges or universities to admissions for evaluation.
- Send West-B Scores.
- Once Application and Transcripts have been received, you will be contacted by the Program Coordinator and asked to apply to the program.
- Step 2: Apply to the Program
- You will be given access to a Canvas site and asked to complete:
- Personal Statement
- Two Self Assessments
- You will be given access to a Canvas site and asked to complete:
Graduation Requirements
- 180 minimum credits are required to complete the program.
- 60 upper division credits are required (300-499 level courses).
- A minimum of 30 credits are required in residence at Peninsula College in the 300-400 level courses.
- A cumulative Peninsula College GPA of 2.0 is required.
Prerequisites
Investigate learning theory, program planning, and methods for curriculum development promoting language, fine/gross motor, social-emotional, cognitive and creative skills and growth in young children birth through age 8 utilizing developmentally appropriate practice. This class may include students from multiple sections. STARS approved.
Credits: 5
This class focuses on the adult's role in designing, evaluating, and improving indoor and outdoor environments that ensure quality learning, nurturing experiences, and optimize the development of young children. This class may include students from multiple sections. STARS approved.
Credits: 3
Teaching strategies for language acquisition and literacy skill development are examined at each developmental stage (birth-age 8) through the four interrelated areas of speaking, listening, writing, and reading. This class may include students from multiple sections. STARS approved.
Credits: 3
Collect and record observation and assessment data in order to plan for and support the child, the family, the group, and the community. Practice reflection techniques, summarizing conclusions, and communicating findings. This class may include students from multiple sections. STARS approved.
Credits: 3
Active reading, effective writing, and critical thinking, using subjective and objective approaches. Introduction to research techniques. This class may include students from multiple sections. (Communication Skills)
Credits: 5
Methods topics include teaching the usage of technology. Math topics include algebra, geometry, measurement, and statistics. This course satisfies the quantitative skills requirement for the AA-DTA degree, provided that Math for Elementary Teachers I has also been completed satisfactorily. This class may include students from multiple sections. (Quantitative Skills, Natural Sciences, Elective)
Credits: 5
First Quarter (Fall)
This course serves as an introduction to the purposes of schooling in the United States. Topics covered include issues in schooling/society; teachers' dispositions, roles, responsibilities; the social, cultural, and historical origins of schooling; theory and philosophy of teaching and learning; and the diverse ways that humans know, be, do, learn, and interact. This class may include students from multiple sections.
Must be seeking a Bachelor of Applied Science in Teacher Education degree to enroll. If interested, visit pencol.edu/bas
Credits: 5
This course engages Teacher Candidates in contemporary indigenous history, emphasizing local Tribes through the "Since Time Immemorial" curriculum. Teacher Candidates will learn how to teach about indigenous cultures, how to work with indigenous learners, families, and communities, and learn how to incorporate indigenous knowledge into their work. This class may include students from multiple sections.
Must be seeking a Bachelor of Applied Science in Teacher Education degree to enroll. If interested, visit pencol.edu/bas
Credits: 3
Teacher Candidates investigate first and second language acquisition theories and implications for instruction in elementary schools through the study of theoretical linguistics applied linguistics, emphasizing analysis of the features of academic language used in schools. This class may include students from multiple sections.
Must be seeking a Bachelor of Applied Science in Teacher Education degree to enroll. If interested, visit pencol.edu/bas
Credits: 5
Teacher Candidates will explore what leadership is, how/why they are leaders, and various models of teacher leadership. Specific opportunities/responsibilities to lead as professionals (with peers, students, families, paraprofessionals) will be considered. This class may include students from multiple sections.
Must be seeking a Bachelor of Applied Science in Teacher Education degree to enroll. If interested, visit pencol.edu/bas
Credits: 2
Second Quarter (Winter)
A focus will be on recognizing and proactively responding to issues of equity, diversity, and identity, considering education as a means to the development of cultural competence and advocacy. Teacher Candidates will explore the marginalization of various groups and the implications/impetus for change in education and schooling and consider our own sociocultural positionality and what it means for teaching. This class may include students from multiple sections.
Must be seeking a Bachelor of Applied Science in Teacher Education degree to enroll. If interested, visit pencol.edu/bas
Credits: 4
Teacher Candidates will explore theories, methods and materials for developing literacy skills including oral (listening and speaking) and written (reading and writing) language. Specific focus on assessment, word study, vocabulary development, fluency, writing, and the science of reading. This class may include students from multiple sections.
Must be seeking a Bachelor of Applied Science in Teacher Education degree to enroll. If interested, visit pencol.edu/bas
Credits: 5
Focused on engaging in instructional planning and design, Teacher Candidates examine diverse, representative pedagogical approaches to teaching and learning. Starting with standards and considering the needs of individual learners, Teacher Candidates engage deeply in the process of planning for differentiation and engagement grounded culturally and trauma informed theory and practice. This class may include students from multiple sections.
Must be seeking a Bachelor of Applied Science in Teacher Education degree to enroll. If interested, visit pencol.edu/bas
Credits: 4
Teacher candidates invest approximately 1 day per week in the field observing teachers in multiple settings and experiencing how lesson and unit planning are put into action and adjusted to meet individual needs. This class may include students from multiple sections.
Must be seeking a Bachelor of Applied Science in Teacher Education degree to enroll. If interested, visit pencol.edu/bas
Credits: 1
Third Quarter (Spring)
Teacher Candidates will learn about atypically developing students and how teachers can connect to families and students. Teacher Candidates will explore major concepts, theories, and research about the characteristics of and requirements for educating atypically developing students. Strategies, assessments and IEP processes will be focused on the child, the family, and learning. This class may include students from multiple sections.
Must be seeking a Bachelor of Applied Science in Teacher Education degree to enroll. If interested, visit pencol.edu/bas
Credits: 5
Teacher Candidates develop a deep understanding of the purpose of mathematical discourse with an emphasis on mathematical practices. They examine how students learn math across all strands: number & operations, algebra, geometry, measurement, and data analysis & probability aligned with state and national standards and based on student needs. This class may include students from multiple sections.
Must be seeking a Bachelor of Applied Science in Teacher Education degree to enroll. If interested, visit pencol.edu/bas
Credits: 5
Teacher Candidates explore principles of formative and summative assessment using grade level expectations, best grading practices, technology platforms, and individual education plans as tools. Participants will design assessments with individual needs of students in mind. This class may include students from multiple sections.
Must be seeking a Bachelor of Applied Science in Teacher Education degree to enroll. If interested, visit pencol.edu/bas
Credits: 3
Teacher candidates invest approximately 2 days a week in the field applying principles of sound formative and summative assessment using grade level expectations and best grading practices, and individual education plans as tools. This class may include students from multiple sections.
Must be seeking a Bachelor of Applied Science in Teacher Education degree to enroll. If interested, visit pencol.edu/bas
Credits: 2
Fourth Quarter (Fall)
Teacher Candidates learn to integrate the arts (dance, drama/theatre arts, music and visual arts) into elementary curricula in meaningful ways that enhance students' self-awareness, wellness, and abilities to communicate with, consider, and interact with others and other cultures. This class may include students from multiple sections.
Must be seeking a Bachelor of Applied Science in Teacher Education degree to enroll. If interested, visit pencol.edu/bas
Credits: 2
Candidates will review engineering, earth, life, physical and space sciences to develop methods across STEM/STEAM domains, incorporating Next Generation Science Standards and research-based practices to develop inquiry-based lessons that are culturally and trauma informed and responsive and consider the diverse needs of students. This class may include students from multiple sections.
Must be seeking a Bachelor of Applied Science in Teacher Education degree to enroll. If interested, visit pencol.edu/bas
Credits: 5
Teacher Candidates examine current theory and research related to classroom communities and expand upon/apply their educational philosophy by connecting to the practice of building and maintaining a classroom community that involves families and is both culturally and trauma informed and responsive. This class may include students from multiple sections.
Must be seeking a Bachelor of Applied Science in Teacher Education degree to enroll. If interested, visit pencol.edu/bas
Credits: 2
Classroom fieldwork placement focusing on activities related to planning and preparation of curriculum and instruction and professional responsibilities. Teacher Candidates complete approximately 3 days a week with a mentor teacher in the K-8 classroom and apply knowledge and skills from all professional education coursework. This class may include students from multiple sections.
Must be seeking a Bachelor of Applied Science in Teacher Education degree to enroll. If interested, visit pencol.edu/bas
Credits: 5
Fifth Quarter (Winter)
Teacher Candidates will examine the structure/content of K-8 Social Studies curriculum, identifying and practicing research-based instructional and assessment approaches. Emphasis will be placed on strategies to engage learners in participatory citizenship, inquiry, and diverse ways of knowing, being, and doing. This class may include students from multiple sections.
Must be seeking a Bachelor of Applied Science in Teacher Education degree to enroll. If interested, visit pencol.edu/bas
Credits: 3
Teacher Candidates will engage in the processes and products of writing, reading, speaking, listening, and viewing instruction, including the integration of writing across content areas. Specific focus is placed on how communication varies across platforms and cultures and why this is important to students' language and literacy development. This class may include students from multiple sections.
Must be seeking a Bachelor of Applied Science in Teacher Education degree to enroll. If interested, visit pencol.edu/bas
Credits: 3
Classroom fieldwork placement focusing on activities related to planning and preparation of curriculum and instruction and professional responsibilities. Teacher Candidates are in the classroom full time with a mentor teacher in the K-8 classroom and apply knowledge and skills from all professional education coursework. This class may include students from multiple sections.
Must be seeking a Bachelor of Applied Science in Teacher Education degree to enroll. If interested, visit pencol.edu/bas
Credits: 10
Sixth Quarter (Spring)
You're almost done! Time to order that cap and gown. Good luck on your final quarter!
This course provides integration of strategies and activities for incorporating physical education and health into the elementary school setting with a focus on wellness. Concepts and skills will be introduced for promoting a safe and healthy lifestyle. This class may include students from multiple sections.
Must be seeking a Bachelor of Applied Science in Teacher Education degree to enroll. If interested, visit pencol.edu/bas
Credits: 2
This course focuses on various educational technologies with a particular focus on students' physical and emotional safety. Integration of technology is framed as a way to differentiate, engage, and reach each and every student and their families. Through that lens, Teacher Candidates can deepen their abilities to provide access and equity. This class may include students from multiple sections.
Must be seeking a Bachelor of Applied Science in Teacher Education degree to enroll. If interested, visit pencol.edu/bas
Credits: 2
Teacher Candidates revisit what it means to be a teacher leader, reflecting on experiences throughout the program and looking to future work as certified teachers. Engagement in further exploration of literature will lead to the creation of a final mission statement. This class may include students from multiple sections.
Must be seeking a Bachelor of Applied Science in Teacher Education degree to enroll. If interested, visit pencol.edu/bas
Credits: 2
Classroom fieldwork placement focusing on activities related to planning and preparation of curriculum and instruction and professional responsibilities. Teacher Candidates participate full time with a mentor teacher in the K-8 classroom and apply knowledge and skills from all professional education coursework. This class may include students from multiple sections.
Must be seeking a Bachelor of Applied Science in Teacher Education degree to enroll. If interested, visit pencol.edu/bas
Credits: 10