WCE Secondary Education Application
Undergraduate/Post Baccalaureate

Teacher Education Admissions

#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:
Program Requirements:
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
For what program are you applying?
*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
The State of Washington requests the following from teacher education applicants; however, the information WILL NOT be used in the review of your 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 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.
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
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
Program Completion
To qualify for program completion and recommendation for state of Washington Residency certification, students must complete the following requirements and assessments:
  • A baccalaureate or higher-level degree from a regionally accredited college or university.
  • Successful completion (grade of C or better) of all Woodring coursework and trainings, including preparation in an endorsable subject area and teaching methodologies.
  • A state-approved, performance-based teacher preparation program that includes preparation in an endorsable subject area, teaching methodologies, and an internship.
  • Evidence of good moral character and personal fitness.
  • Passing scores as set by the State of Washington on the content knowledge test(s) for each endorsement.
  • Successful completion of the student teaching internship as shown by performance on the InTASC Student Teaching Observation Tool.
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.
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.
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.
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.