WCE Secondary Education Application
Undergraduate/Post Baccalaureate

Teacher Education Admissions

TeacherEd.Admissions@wwu.edu
#New Form
Overview
 
This program is designed for those who wish to earn Washington residency certification to teach in middle and/or high schools while completing a bachelor's degree or for those who have completed a bachelor's degree and wish to earn Washington residency certification to teach in middle and/or high schools. The Woodring College of Education vision is to "foster community relationships and a culture of learning that advance knowledge, honors diversities, and promote social justice." Aligning with this vision, see Secondary Education's Guiding Principles (see below). We have a longstanding commitment to prepare teachers who are highly capable, effective educators for the learning and well-being of all students. We have designed our admission process with these values in mind, to give applicants an opportunity to share the strengths that they will bring to the Secondary Education program. We invite you to tell us who you are as a person and the commitments you will bring to teaching that connects explicitly to the commitments of our College. Admission decisions are made from the review of all application materials, academic preparation, the scope of experience with adolescents, evidence in recognizing and valuing diversity and inclusiveness, and observation of interactions/communication during the on-campus interview. Details regarding the application requirements are available at wce.wwu.edu/sec/undergraduate-postbaccalaureate-program.
 
Application Deadlines
  Fall Quarter February 15  
  Winter Quarter September 1  
 
Western Washington University (WWU), in compliance with applicable laws and in furtherance of its commitment to fostering an environment that welcomes and embraces diversity, does not discriminate on the basis of race, color, creed, religion, national origin, sex, disability, age, veteran status, sexual orientation, gender identity or expression, marital status or genetic information in its programs or activities, including employment, admissions, and educational programs.
 
Inquiries may be directed to the Vice Provost for Equal Opportunity & Employment Diversity, Equal Opportunity Office, Western Washington University, Old Main 345, MS 9021, 516 High Street, Bellingham, WA 98225; 360- 650-3307 (voice) or 711 (Washington Relay); eoo@wwu.edu.
 
WWU is committed to providing reasonable accommodations to qualified individuals with disabilities upon request. To request an accommodation, please contact disAbility Resources for Students, Old Main 120, 360- 650-3083 (voice) or 360-650-7175 (VP), drs@wwu.edu. A one-week advance notice is appreciated.
 
To request this document in an alternate format, please contact Woodring Admissions, 360-650-3310, TeacherEd.Admission@wwu.edu.
 
Western Washington University is an Equal Opportunity Institution
 
For program questions contact:
Secondary Education, Miller Hall 400, 360-650-3327
seced@wwu.edu | wce.wwu.edu/sec/secondary-education
 
For application requirements contact:
TeacherEd.Admissions@wwu.edu | wce.wwu.edu/admission
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:
 
Endorsement Evaluation, dated and signed (no more than 10 endorsement credits remaining at start
of program)
 
All UNOFFICIAL college transcripts, and a WWU Transfer Equivalency Report (if applicable)
 
Completed summary of experience working with youth in an educational setting, with preference to
public secondary schools ("Details of Experience with Youth" form)
 
3 essays
 
Two letters of recommendation
 
  Recommendations may not come from family, friends, roommates. Recommendations must be
submitted directly from the individual providing the recommendationby e-mail to Teacher Education
Admissions (TeacherEd.Admissions@wwu.edu)
   
 
One letter from someone who can attest to experience with youth in an educational setting (with
preference to public secondary schools).
   
 
One letter from a professor who can attest to your academic ability/knowledge in your content
area
 
Signed Student Conduct Agreement page
 
Program Requirements:
 
Have an approved academic major/academic preparation or Bachelor's degree with academic preparation
for an endorsement
 
Meet the Basic Skills Requirement (submitted SAT/ACT/WEST-B scores to WWU)
 
Meet English composition course requirement with a minimum grade of "B-"
 
Minimum 2.75 GPA overall or for the last 45+ graded credits
 
If a current WWU undergraduate student, have all GURs completed
Note - if you complete your Bachelor's degree before the Secondary Education program begins, you must
also apply to the WWU Admissions Post-Bac program by the application deadline,
admissions.wwu.edu/post-bac
 
If NOT a current WWU undergraduate student: Applicant must apply to the WWU Admissions Office
PostBaccalaureate program by the application deadline, https://admissions.wwu.edu/post-bac, in
addition to this Woodring application
 
Application Timeline:
 
Quarter of admission Application Due Date Application Review Interview Decision Notification
Fall February 15 Mid to late March Early April Mid to late April
Winter September 1 September to Mid October Mid October Early to mid November
 
All applicants will be notified of admission decisions via email only.
Applicant Information
WWU Student ID: Birthdate:
Last Name: First: Preferred First: MI:
Phone: Alternate Phone:
WWU Email: Personal Email:
Endorsement:
Additional Endorsement (optional):
 
For what program are you applying?
Undergraduate:
Quarter and year you anticipate graduating* with your major
*If earning your Bachelor's degree before the Secondary Education program begins, you must also apply to the WWU admissions Office Post-Baccalaureate program by the application deadline, admissions.wwu.edu/post-bacc
Post-baccalaureate:
Have you submitted an application to WWU Admissions office? :
Yes No
 
The State of Washington requests the following from teacher education applicants; however, the information WILL NOT be used in the review of your application:
 
Which most closely reflects the highest education level of your parent(s) and/or guardian(s)?
High school diploma, GED, or less (including no high school or no middle school/elementary)
Some college, community college/university, or higher (with or without a degree)
 
Is your first language English?
Yes No
 
Are you participating or have participated in one or more of the following programs:
Future Woodring Scholars
FACET
Maestros Para el Pueblo at Skagit Community College
Education and Social Justice Minor
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 transcripts at the end of this application.
 
College Dates Attended Degree Earned Date Completed
Details of Experience with Youth
Complete the form below. Provide additional experiences by attaching documentation to the end of this form.
Name:
 
School name/organization/location:
Beginning/End dates (month/year):
Total number of hours:            
Contact person for verification:
Ages/grade levels of youth:            
Approximate number of youth:            
 
Brief summary of experiences and responsibilities:
 
Brief description of how these experiences impact what you will bring to the classroom:
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
 
 
Reading Math Writing
WEST-B
SAT
ACT
 
 
OR: I have taken or will be taking one of the required exams. The score report for the
WEST-B
SAT
ACT
will be available on:            
Essay Prompts
We believe that effective teachers must possess the knowledge, skills and dispositions to successfully facilitate learning for students of diverse backgrounds and abilities. The essays are intended to reveal aspects about you as a person- including the knowledge, abilities and the personal experiences that you will bring into the complex demands of teaching.
 
The essays will be reviewed based on the following criteria: academic preparation, experience with youth, experience working with diverse populations, a commitment to social justice, and writing proficiency. Each essay should address the prompt, include your name, title of essay, and be 1-2 pages, 12pt, double-spaced.
 
Attach essays at the end of this application.
 
Essay 1
Tell us why you wish to pursue a career in teaching. How do your experiences and disposition prepare you to be successful in the Secondary Education program?
 
Essay 2
How might an educator's unacknowledged biases or taken-for-granted assumptions affect their ability to create a safe, inclusive, and culturally responsive learning environment?
 
Essay 3
Describe your experiences with youth and families in diverse socio-economic, cultural and linguistic settings.
Comment on any experiences with academic courses that have provided you knowledge of multicultural and social justice issues and challenges. How does this knowledge and experiences prepare you to be an effective teacher?
Application Interview
An on-campus interview with Secondary Education faculty is a key component of the application process, as it provides critical information about the interpersonal and communication skills essential for teacher education candidates. The interview will be arranged between 3-8 weeks after the application deadline. During the interview you will participate in a series of discussions in small groups , which will help us get to know you better and reflect how we commonly engage in learning with our students.
Guiding Principles
What we do:
  • Prepare teachers who are committed to a just, sustainable future for all generations
  • Prepare teachers who are able to engage in systems thinking
  • Provide tools and experiences to develop teachers who are change agents who can understand and work within existing structures to transform systems
  • Hold and nurture space for the development of communities of learners
  • Foster creativity and mindfulness
  • Engage in respectful community dialog given a variety of viewpoints and perspectives
  • Create contexts in which everyone can express their experiences with confidence, knowing they will be heard with sensitivity
 
We believe:
  • Teaching and learning are collaborative and are built on critical inquiry processes
  • Learning is a reciprocal, on-going process, requiring openness to new ideas
  • Effective democratic teachers build on the valuable knowledge and assets students bring to the learning process
  • In honoring and supporting the young people of our communities, enabling them to fulfill their essential role in creating sustainable societies.
  • In recognizing that all beings are interdependent and every form of life has value regardless of its worth to human beings.
  • In promoting social and economic justice, enabling all to achieve a secure and meaningful livelihood that is ecologically responsible
 
We center social justice with the assertions that:
  • Systems of power and privilege give rise to inequities in society
  • Justice requires a critical analysis of social, cultural and institutional systems and how they contribute to inequity
  • Critical self-reflection helps us understand the beliefs and positions we hold, our world view, and where those perspectives come from
  • Staying open to other points of view, and understanding and valuing the lived experiences of others is a central requisite of working toward a more just society
 
We promote the development of critical inquiry by:
  • Helping teacher candidates develop curiosity and the need to know
  • Building powers of deep observation, listening, and interpretation
  • Engaging school and community members in action research
  • Using critical inquiry as a pedagogical tool
  • Conducting inquiry at all levels - personal, classroom, systems
 
Candidates who thrive in our program possess and continue developing abilities to:
  • Display curiosity and open-mindedness toward the life experiences and perspectives of others
  • Listen to and observe student thinking
  • Demonstrate intercultural understanding
  • Employ critical consciousness
  • Engage with and appreciate ambiguity
  • Acknowledge and adapt to the tensions of critical communities and democratic processes
  • Have an assets-based approach to students and to one another as colleagues
  • Be flexible and ready to adapt when needed
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 Woodring College teacher education students.
 
Secondary 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 acknowledge that by submitting this form they agree to the above.
Date:
Application Review and Decision
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.
 
All applicants who meet the minimum requirements and submit a completed application will have that
application reviewed by the Secondary Education faculty after the due date.
 
Enrollment restrictions apply for each quarter. Applications are evaluated to determine the most qualified
applicant. Each application is reviewed by a faculty admission review team.
 
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.
 
I acknowledge that by submitting this form they agree to the above.
Date:
DO NOT COMPLETE - Woodring Teacher Education Admission Personnel Only
English Composition Requirement:
Yes No
Total College Credits:                
Cumulative GPA: Last Credits   GPA    
Number of time applicant has applied to this program, including current application:
 
Additional Notes:
Signatures and Attachments
The submitter may optionally enter their email address below. Press SUBMIT to send it.
Your Email Address: