Teacher Education
Bachelor of Applied Science
Four-year Degree
The Academy for Rising Educators (ARE) was created in 2018 to address a major inequity in public education in Washington state: the low percentage of people of color in the ranks of K-12 teachers.
The program offers candidates a six-quarter Associate of Arts degree with a focus on education and social justice. Graduates will have the option to directly transfer into teaching programs at Seattle University, City University, and Central Washington University.
The ARE is tuition-free and offers strong support services for students, leading to a 90 percent retention rate.
It is open to all students. Seattle Central College and Seattle Public Schools actively recruit and encourage students of color to apply.
Get Started
College Application Steps
Visit our Enroll Now page to learn more about how to apply (the application is always free).
Additional Program Specific Steps
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College Tuition
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Financial Aid
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To apply for financial aid, including grants and scholarships you don’t have to pay back, visit our Paying for College page for details. Part-time and full-time students can qualify for financial aid funds.
Workforce Funding
This academic plan may be eligible for additional funding through Workforce Education. Students in this program may be eligible for:
- Worker Retraining
- Opportunity Grant
- Online Scheduled
- Online Scheduled Asynchronous
- Online Scheduled w/ In-person
- Online Scheduled Asynchronous w/ In-person
- In-person
- In-person (Web Enhanced)
- Hybrid
- Flexible
- Self-paced
- Individualized Instruction
- Other
This is a cohort-based program and typically begins in Fall Quarter
Program Information
The Teacher Education pathway can lead to various career opportunities.
Examples include:
Career titles and data are supplied by the Bureau of Labor Statistics (BLS). For current employment and wage estimates, please visit O*NET OnLine.
A Bachelor's degree or higher may be required for some careers listed above.
Graduates of the Applied Behavioral Sciences program may continue their education through transfer pathways or advanced degrees. Some students choose to pursue graduate programs to further enhance their credentials.
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Units
Basic Requirements
Complete 3 courses. Minimum 2.0 grade.
| Course | Course Title | Units |
|---|---|---|
| ENGL& 101 | English Composition I | 5 |
| ENGL& 102 | Composition II | 5 |
| Quantitative/Symbolic Reasoning | Choose a course | 5 |
Visual, Literary, and Performing Arts Requirements
Complete 15 units. Minimum 2.0 grade.
| Course | Course Title | Units |
|---|---|---|
| Communication | Choose a course | 5 |
| Visual, Literary, and Performing Arts | 10 |
Individuals, Cultures, and Societies Requirements
Complete 3 courses. Minimum 2.0 grade.
| Course | Course Title | Units |
|---|---|---|
| PSYC& 100 | General Psychology | 5 |
| AME 201 | Diversity and Social Justice | 5 |
| SOC 240 | Sociology of Education | 5 |
Natural World Requirements
- Complete 15 units in at least 2 subject areas.
- Minimum 2.0 grade.
- 5 units must be lab course.
- No more than 5 units will be applied from: ANTH, CSC, EGR, GEG, MATH, PHIL or PSYC
| Course | Course Title | Units |
|---|---|---|
| Natural World Lab Science | 5 | |
| Natural World | 10 |
Electives
Minimum 2.0 grade.
| Course | Course Title | Units |
|---|---|---|
| EDUC& 202 | Introduction to Education | 5 |
| EDUC& 205 | Introduction to Education With Field Experience | 5 |
| EDUC& 230 | The Democratic Classroom | 5 |
| Pick one from the following list | Choose a course | 15 |
Teacher Education - BAS Courses
Complete 17 courses.
| Course | Course Title | Units |
|---|---|---|
| EDUC 300 | Orientation to ARE in BAS Education | 1 |
| EDUC 310 | EDUC 310 Child Development: Theory & Application | 5 |
| EDUC 340 | EDUC 340 Assessments I | 5 |
| EDUC 346 | English Language Assessment | 5 |
| EDUC 348 | Teaching with Technology | 5 |
| EDUC 354 | Reading Methods | 5 |
| EDUC 380 | EDUC 380 Understanding Learning | 5 |
| EDUC 400 | Social Emotional Learning & Classroom Management | 5 |
| EDUC 404 | Curriculum Planning & Instruction | 5 |
| EDUC 410 | Assessments II | 5 |
| EDUC 420 | Special Education Methods | 5 |
| EDUC 428 | Language & Culture | 5 |
| EDUC 430 | Advanced Language & Literacy/ELL | 5 |
| EDUC 450 | Historical, Social & Legal Foundations | 5 |
| EDUC 470 | Teacher Residency I | 5 |
| EDUC 480 | Teacher Residency II | 10 |
| EDUC 490 | Teacher Residency III | 10 |
[We need this information to comply with Guided Pathways requirements.]
The Academy for Rising Educators (ARE) was created in 2018 to address a major inequity in public education in Washington state: the low percentage of people of color in the ranks of K-12 teachers.
The program offers candidates a six-quarter Associate of Arts degree with a focus on education and social justice. Graduates will have the option to directly transfer into teaching programs at Seattle University, City University, and Central Washington University.
The ARE is tuition-free and offers strong support services for students, leading to a 90 percent retention rate.
It is open to all students. Seattle Central College and Seattle Public Schools actively recruit and encourage students of color to apply.
Mission Statement
The Academy for Rising Educators produces diverse, homegrown practitioners who are culturally responsive, employ antiracist, relationship-based, student-centered pedagogy, and engage in critical community discourse.
Recognition for the ARE
In presenting the 2020 Eduardo J. Padron Award for Institutional Transformation, Campus Compact, a national coalition of over a thousand colleges and universities, stated:
Seattle Central College is recognized for its high level of commitment to social and economic inclusion. This is evidenced by the establishment of an office of equity, diversity, and inclusion, the ongoing work toward a diversity action plan, and their commitment to access to education, providing flexible pathways for students from all situations and backgrounds to be prepared for careers and lives as active and engaged citizens. This result of this work has been the establishment of a wide variety of programs in partnership with local schools and community-based organizations, including the Seattle Promise Program and the Academy for Rising Educators. These programs have already demonstrated a measurable impact on Seattle Central College students and the local community.
ARE Goals
The Academy for Rising Educators prepares and supports teachers of color that model three program goals:
ARE teachers are rooted in our communities
As defined as a best Grow Your Own practice (Rogers-Ard, Knaus, Bianco, Brandehoff, & Gist, 2019), ARE’s program is highly collaborative and community-rooted, while providing intensive support for recruiting, preparing, placing, and retaining diverse classroom teachers who dismantle institutional racism and work towards educational equity. We recognize that growing one’s own must include placement and retention efforts for teachers of record, with an explicit focus on addressing institutional racial hostility and structural barriers, while providing culturally responsive development along the lifetime trajectory of educators. ARE’s operating assumption is that teacher candidates have experienced oppression as K-12 students and must navigate racially exclusive higher education systems in order to then be placed (and retained) as teachers within racially disparate schools. ARE’s program envisions teachers as culturally responsive and community-rooted change agents with valuable insider knowledge. These teachers already have a cultural, linguistic, and geographic foundation as insiders within local communities; they intentionally bridge the school/home divide while providing culturally responsive education and advanced academic opportunities for students (Gay, 2018; Valenzuela, 2016).
ARE teachers are dedicated to long-term teaching
ARE recruits individuals who are local and represent target populations. While they are undergraduates at local colleges, candidates will participate in ARE’s parallel curriculum, Teach For Liberation (T4L), which allows candidates to engage in anti-racist educational context designed to strengthen authentic educational presence for teachers of color. Once ARE teachers are prepared, the focus shifts to placement of community educators within schools where cultural isolation can be mitigated (Rogers-Ard, 2105). Advocacy with site-based leaders and SPS Human Resources is a critical component to ensure educators of color are well-supported once at the site (Knaus, 2014). In return, candidates are asked to commit to teaching at least three years. The intentional goal of providing quarterly support as a retention strategy during pre-service years and through to the first three years of teaching will lead to many teachers remaining either in the classroom or within the school district beyond their initial commitment because they already live in the area and have extensive local community ties. In this way, ARE intends to diversify the teacher workforce, increase retention, and improve the quality of preparation efforts through a combination of district partnerships with community colleges, universities, and community organizations.
ARE teachers are committed to anti-racist pedagogy
ARE Teachers are prepared and committed to using anti-racist methodology, strategies and techniques to create safe learning spaces for all students, employees, and community members. Anti-racist pedagogy includes examining the theory, structure and practice of racism and power relations embedded throughout history, the structure of schools, pedagogy, curriculum, and educational preparation. Ongoing practice raises self-awareness and empowers students by validating and acknowledging the toxicity and impact of everyday experiences, while fostering critical thinking and equipping students with anti-racist language and discussion skills. This goal requires teachers to commit to a lifelong developmental understanding of, and ability to interrupt, individual and systemic behaviors, and an orientation towards abolitionist teaching that challenges historic and contemporary intersectional oppression (Love, 2019).
[This field can be removed or customized to meet program needs.]
[This field can be removed or customized to meet program needs.]
Program data from ctcLink:
- Academic Plan: EETTEBAS
- Degree: BAS
- Plan Transcript Description: Bachelor of Applied Science- Teacher Education
- Academic Plan Currently Offered: Yes
- Classification of Instructional Programs (CIP): 13.1202
Education and Human Services
Ed-HumServ.Central@seattlecolleges.edu
206/934-6900
Academic Advising Center
BE 1104
AdvisorCentral@seattlecolleges.edu
206/934-4068
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