Bachelor of Applied Science in Elementary Education

Program Eligibility

To qualify for admission to Highline’s BAS in Elementary Education Program, eligible applicants must have:

• Completed a regionally accredited AAS degree (or its equivalent) in Education or a related field;
• Other associate degrees will be considered on a case by case basis from a regionally accredited institution;
• Candidates without the AAS in Education may also need to complete the prerequisite courses listed below
  • EDUC& 202 , Intro to Education
  • EDUC& 204 , Exceptional Child
  • EDUC& 115 , Child Development
  • EDUC 240 , Practicum
• Official transcripts from an accredited college or university and
• A cumulative grade point average of 2.5 or better with no class lower than a 2.0 (preferred);
• Evidence of clearance or ability to clear a criminal history background check through the state of Washington. Fingerprinting is typically required.
• An associate degree with 40 quarter credits of general education courses is preferred (see the distribution below).

Application Process

To be considered for the Bachelor of Applied Science Program, prospective students must submit the following:

• Completed Highline bachelor “Application for Program Admission” forms;
• Official transcripts from a regionally accredited college showing that the candidate has completed a related AAS degree

Requirements

Please contact BAS Faculty Coordinator for the most up to date information.

Total Program Credits: 193 Credits

Learning Outcomes

A student earning a Bachelor of Applied Science in Teaching will be able to:

• Examine how their own cultural values, 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 children and their families.
• Articulate the importance of relationships with children, families, colleagues, and community agencies and be able to create and maintain those relationships to support children’s learning and development.
• In collaboration with colleagues, develop plans based on theory, regularly analyze, evaluate, and synthesize results of his/her teaching practice and make appropriate changes that more fully serve each and every child and their family.
• Demonstrate professionalism by accessing professional organizations and publications and other resources to insure their continued professional development and ensure that their practices are consistent with PESB, INTAS, and Washington State (WAC 181-87) Code of Ethics and applicable laws, policies and regulations.
• Apply child development theory, including knowledge of typical and atypical developments, to plan and implement lessons that support each and every child’s growth across all developmental domains.
• Recognize and apply the central concepts of the arts, English language arts, health and fitness, mathematics, science, and social studies, and identify resources to support personal and children’s growth across disciplines.
• Incorporate a variety of evidence-based instructional strategies that are individually, culturally, and developmentally appropriate into his/her teaching practices, within and across disciplines.
• Utilize a variety of assessment, diagnosis, and evaluation practices in collaboration with colleagues and families to guide the learning and holistic development of each and every child and use that data in individual and aggregate form to inform decisions about instruction, services, programs, interventions, and practices.
• Create a welcoming, supportive, challenging environment for each and every child and his/her family and advocates for services and supports to be received in the least restrictive environment or within natural learning environments.
• Analyze children’s behavior and effectively choose strategies to maximize each child’s success in the learning community.