WCE Early Childhood Education Application
Undergraduate/Post Baccalaureate

Teacher Education Admissions

TeacherEd.Admissions@wwu.edu
#New Form
Application Directions
Use these checklists to assure submission of a complete application. An incomplete application WILL NOT be reviewed- it is your responsibility to assure you are submitting a complete application.
 
Applications must include:
 
 
 
 
 
 
Note: If anything in your application needs to be explained, do so on a separate document and include it with this application.
 
 
Program Requirements:
 
 
 
 
 
 
Application Deadlines:
 
Quarter of Admission Application Due Date Application Review Decision Notification
Fall March 1 Beginning to late March Beginning to late April
 
All applicants will be notified of admission decisions via email only.
 
ALL ATTACHMENTS MUST BE IN PDF FORMAT.
Application Information
 
 
 
 
*If not currently a WWU student, you must apply directly to the university; a separate application.
 
 
College Information
List all colleges and submit UNOFFICIAL transcripts for all college credit received.
Current WWU students: Include a Transfer Equivalency Report for all transfer credits (including AP & IB).
Attach PDF transcripts at the end of this application.
 
Basic Skills Assessment
Indicate below which basic skills assessment you have completed for each subject area. Scores must be sent to WWU from the testing company to be considered official. We do not accept paper score reports for any exam. For more information visit: wce.wwu.edu/admissions/basic-skills-requirement
Please use an "X" to indicate the test you have completed for each area, Reading, Math and Writing.
 
 
  Reading Math Writing
WEST-B
SAT
ACT
 
 
Program Prerequisites
Indicate of you have completed or met the following prerequisites. Completing prerequisites before applying will expedite the time to program completion.
 
MATH 112
 
SCED 201
 
* Qualifying course information: wce.wwu.edu/admissions/special-education
GUR Courses
ONLY currently admitted WWU students who DO NOT have an AA or BA degree are to complete this step.
 
 
 
 
 
 
Block A: Non-North American/European
Block B: North American/European
Writing Prompts
We invite you, using the prompts below, to show us the important aspects about who you are as a person and the commitments you will bring to teaching.
Attach PDF writing prompts at the end of this application.
 
A. Description of Experiences with Children and/or Youth form (15 points)
Use the "Description of Experiences" form (see Website for Word version of form). Word-process (type) one form for EACH experience you desire to share. On the form, you will address the following:
  • Include beginning and ending dates, total number of hours, ages, and/or grade levels of group, approximate number of children/youth in the group, and a contact person for verification (include address and daytime phone).
  • Include a very brief summary of your experiences, including your responsibilities (e.g., creating bulletin boards, correcting papers, caring for infants and toddlers, team teaching with supervising teacher, creating your own lesson plans, assisting a coach, working as a head coach).
  • Tell us how these experiences will impact what you bring to the classroom.
 
B. Writing Prompts
The two writing prompts below are designed to engage you in considering ideas associated with the Woodring College Vision and the Elementary Education Department Guiding Principles. The vision statement and the guiding principles establish the educational values and commitments that guide the College and elementary and early childhood programs. Respond to the following prompts in one single-spaced page, size 12 font for each prompt.
 
Prompt 1 - Embracing Diversity and Promoting Social Justice
Woodring College of Education strives to be inclusive of all individuals from diverse populations including, but not limited to, those who have experienced systematic social injustices based on their ethnicity, race, gender, gender identity, age, disability, sexual orientation, language, socio-economic status, or religion/creed.
 
Think of a critical moment that challenged the way that you think about diversity. It could be a time when you were the target of, a witness to, or became aware of a diversity-related incident. In preparing your response, include your thoughts about the following:
 
A) How might that critical moment influence your perspective on becoming a teacher?
 
B) How does this experience inform your understanding of the Woodring College Vision:
 
Fostering community relationships and a culture of learning that advance knowledge, honor diversities, and promote social justice.
 
Prompt 2 - Exploring the Department Guiding Principles
In developing your response to the scenario below, consider the following ideas from the Early Childhood Program Guiding Principles:
 
We believe that all children are capable, have potential, and unique strengths. All children should be made to feel valued and respected.
 
The teacher demonstrates a willingness to accept, embrace, and navigate the complexity of teaching and learning in collaboration with others.
 
Scenario: You are working on a group presentation for one of your Early Childhood Education courses. The course seminar assignment involves you working as a part of a group with two of your fellow WWU teacher candidates. Your group will be sharing their observations and interpretations of the behavior of kindergarten children during a small group discussion of their classroom agreements or guidelines. You each have different ideas about how to approach, plan, and complete this assignment
 
What dilemmas and considerations come to mind as you think about how to approach the assignment and work with your fellow WWU teacher candidates?
Student Conduct Agreement and Requirement
Students accepted into teacher certification programs at Western Washington University will have opportunities to work in public or private schools with students, teachers, administrators and parents. Our students are expected to conduct themselves in a professional manner in all interactions with all individuals. As a means of emphasizing the importance of appropriate behavior, the following policies apply to all Woodring College Early Childhood Education students.
 
Early Childhood Education applicants and admitted students may be denied admission, withdrawn from a course or practicum/field experience, the student teaching internship, or the certification program for any of the following reasons:
  1. a guilty plea or conviction of any felony crime involving the physical neglect of or physical injury to a child;
  2. the commission of a crime against the laws of the State of Washington;
  3. exhibiting unprofessional or unethical conduct or behavior;
  4. failure to maintain a 2.75 quarterly GPA
 
I understand that information concerning admitted students may be shared with school district personnel to determine if a field placement may and should be made, or if a placement should continue; and that the Woodring College of Education cannot override the decision of school district personnel. Practicum and Internship placements are dependent on school district approval.
 
I understand that final admission will be based on Washington State Patrol and FBI fingerprint and Pre-Residency Character and Fitness Questionnaire clearance, and completion of required Woodring Teacher Education New Student Orientation.
 
I also understand that acceptance into the program and completion of the program does not guarantee the granting of a Washington State Residency Teaching Certificate.
 
I agree to abide by the above policies and certify, to the best of my knowledge, that all statements contained in this application are true and accurate.
 
 
The Early Childhood Education program includes three consecutive quarters of practica/internship that are preferably completed in a single classroom. There are two important items you must consider as you plan for your internship and program completion:
  • Outside employment may not conflict or interfere with the required or necessary hours of attendance during your school-based field experience or your ability to meet the expectations of your internship. Working during the full-time portion of your internship is very difficult and likely to interfere with your ability to meet all requirements, including outside preparation and planning.
  • Because the student teaching internship should be completed in a single classroom for all three quarters, it is most likely that you will be placed in a school within Whatcom or Skagit counties. Please be advised that you may not be able to complete your internship in a school or school district of your choice. Exceptions to this rule will be made for students approved by Early Childhood Education to enroll in the Educators Abroad Student Teaching Program or in a school distinctly different than what can be offered in the local area. Such requests require a formal petition submitted to the Office of Field Experiences.
 
Application Review and Decision
Each application is reviewed using the following process:
  • All applicants who meet the minimum requirements and submit a completed application will have that
    application reviewed by the Early Childhood Education faculty after the due date.
  • Enrollment restrictions apply for each quarter. Applications are evaluated to determine the most qualified applicant
  • When you apply to the Early Childhood Education Program, you will be asked to participate in a group interview as part of the admission process. We believe that teacher candidates will develop and enact a commitment to the fundamentally collaborative nature of teaching and learning. As a teacher you will engage in different types of partnerships with children, families and colleagues and the ways you communicate with others to contribute your ideas and glean ideas from others are key to the well-being of collaborative partnerships. The interview questions are intended to get to know you better and for you to have an opportunity to meet the Early Childhood Education faculty members and ensure that you have selected the program that best suits your career goals. When conducting the interview we hold the following beliefs:
    • Listening to others is important
    • Each person holds a different temperament
    • Each person holds a unique cultural conversational style
    • Each person holds unique ideas and perspectives
    You should plan for about a 45 minute group interview to address a few questions in a discussion format. If you have further questions about the Early Childhood Education Program, you will have an opportunity to ask about them at the time of the interview.
  • Applicants will be selected for admission on the basis of faculty evaluation of the interview in conjunction with scores on the following elements:
    • College Credits (see table)
    • GPA (see table)
    • 15 Maximum points for Description of Experiences
    • 25 Maximum points for Writing Prompt #1
    • 25 Maximum points for Writing Prompt #2
 
Applicant, please sign below acknowledging review of the above review procedure
 
Application Attachments
Please attach the following in PDF format:
  • All UNOFFICIAL transcripts including WWU Academic History from Web4U (if applicable)
  • Transfer Equivalency Report from Web4U (if applicable)
  • Writing Prompts
  • Work with Children form
DO NOT COMPLETE - Woodring Teacher Education Admission Personnel Only
Signatures and Attachments
The submitter may optionally enter their email address below. Press SUBMIT to send it.