About the Program

You can be on the path to making a difference in your community by earning a Bachelor of Applied Science (BAS) degree in Teacher Education. LCC's program will help you gain the skills and knowledge needed to effectively work with students and collaborate with professionals throughout the field. This program is tailored for working adults who desire to work with young children and prepares you for a career teaching in K-8th grade classrooms or in early childhood education settings. This program offers endorsements in elementary education, early childhood education, and English Language Learners (ELL).

Admission Requirements

Admission into the BAS-TE program is merit based. Meeting the minimum entrance requirements does not guarantee admission as the number of qualified applicants may exceed the number of available enrollment spaces. To be placed into the admissions pool, applicants must complete and submit the following:

• BAS application packet
• Proof of an earned associate degree or 90 college level credits from a nationally accredited college or university with a minimum cumulative GPA of 2.5
• Successful completion of (with a 2.0 or better):
  • ENGL& 101 - English Composition I
  • A college-level math course for which intermediate algebra is a prerequisite from the quantitative distribution list (MATH& 132 is recommended)
  • EDUC& 115 - Child Development
  • EDUC 246 - Linguistically Diverse Education
  • EDUC& 205 - Introduction to Education w/Field Experience OR EDUC& 202 Intro to Education
  • HIST 254 - History of Washington and the Pacific Northwest

The program offers two tracks: teacher certification (track one) and early childhood education (track two). The teacher certification track offers endorsements in early childhood education, elementary education, and English Language Learners (ELL). The early childhood education track provides specialized coursework for working with children and families in early care and education settings where teacher certification is not required.

Additional Admissions Requirements

• Scores from the WEST B, ACT or SAT (track one only). Learn more about the WEST-B. Students who score below benchmark will be required to complete a remediation plan once admitted to the program.
• Completion of consent to share data with OSPI and PESB

Additional Program Requirements (Completed prior to starting the program)

• Office of the Superintendent for Public Instruction (OSPI) or Department of Children, Youth, and Families (DCYF) Background Check
• Pre-residency clearance (track one only)

For a roadmap that identifies the preferred sequencing of courses and other specific recommendations from faculty, please see the corresponding program map(s):

• Teacher Education Bachelor in Applied Science (BAS) (Full-Time Cohort, Certificated Route)
• Teacher Education Bachelor in Applied Science (BAS) (Full-Time Cohort, Early Childhood Education)
• Teacher Education Bachelor in Applied Science (BAS) (Part-Time Cohort, Certificated Route)
• Teacher Education Bachelor in Applied Science (BAS) (Part-Time Cohort, Early Childhood Education)

Degree Requirements

Total credits required to earn this degree: 90 lower-division credits and 90 upper-division credits for a total of 180 with a cumulative grade point average (GPA) of at least 2.0 in the program requirements

LCC students must meet distribution requirements for bachelor degrees, associate degrees, and specific certificates. See Diversity and Distribution Lists for more information.

General Education Requirements

The following courses must be completed prior to a bachelor's degree obtainment. Some courses can be included in the two-year degree or be completed during the bachelor's program in addition to the required courses. A minimum of 50 quarter credits of general education courses are required in the following distribution areas prior to graduation.

Program Requirements

In addition to core program requirements, students must select one of the following tracks prior to their senior year:

Track 1: Teacher Certification

Additional Exit Requirements for Track #1 Certification

• Passing score of one or more PESB approved endorsement assessment(s). The WEST-E- ELL, National Evaluation Series (NES) Test 101 - early childhood education, or tests 102 and 103 Elementary Education subtests 1 & 2. These are content knowledge assessments required prior to being certified to teach in a particular subject area. Learn more about the WEST-E/NES.
• Complete the pedagogy (teacher performance) assessment. Learn more about testing and assessments.
• Successful completion of required clinical hours in the endorsement area you are seeking.
• Meet all requirements of OSPI for residency teacher certification.

Track 2: Early Childhood Education

Program Outcomes

Students completing this program should acquire the following skills and abilities:

• Compare a variety of assessment, diagnosis, and evaluation practices in collaboration with colleagues and families to guide the learning and holistic development of each student (GS - Teamwork, Critical Thinking).
• Justify the importance of relationships with students, families, colleagues, and community agencies and is able to create and maintain those relationships to support children's learning and development. (GS - Communication, Teamwork)
• Evaluate cultural beliefs and biases; articulate and apply an understanding of how people differ in their perspectives and approaches; and create learning opportunities that are culturally responsive for students and their families. (GS - Communication)
• Predict student behavior and possible external stressors to effectively choose and implement strategies that support each student's success in the learning community. (GS - Critical Thinking)
• Analyze how students' diverse backgrounds and external stressors impact behavior to select and implement strategies that support each student's holistic success in the learning community. (GS - Critical Thinking)
• Discriminate data from a variety of sources to inform decisions about instruction, services, programs, interventions, and practices. (GS - Critical Thinking, Quantitative Literacy)
• Prepare plans based on theory, regularly analyze, evaluate, and synthesize results of their teaching practice and make appropriate changes that more fully serve each student and their family. (GS - Critical Thinking, Quantitative Literacy)
• Formulate and apply the central concepts of the arts, Language Arts, health and fitness, mathematics, science, technology and social studies, and identify resources to support student's growth across the disciplines. (GS - Critical Thinking)
• Construct and implement lesson plans that support individual student growth across the developmental continuum utilizing child development theory, including knowledge of typical and atypical developments. (GS - Communication, Critical Thinking)
• Value ongoing professional development to ensure research-based best practices, alignment with state and national standards and changing district-wide curriculum protocols. (GS - Communication)
• Appraise, implement, and monitor Individual Family Service Plans (IFSPs), Individual Educational Programs (IEPs), and 504 Plans in collaboration with families, as well as multi-disciplinary and multi-agency teams, to provide the services and supports necessary for the optimal growth of students with diverse abilities. (GS - Teamwork, Critical Thinking)
• Empower educators with the specialized knowledge and skills necessary to effectively support English Language Learners (ELLs) in diverse educational settings, fostering their linguistic and academic development for equitable learning outcomes. (GS - Communication)

Notes

Revised November 2024 (effective Summer 2025)

Grade of C or higher is required in all EDUC prefix courses.

Program planning is based on information available at the time of preparation. It is the student’s responsibility to meet with their LCC advisor. Consult the LCC catalog for LCC graduation requirements.