By Maegan Murray, 黑料社 Tri-Cities

RICHLAND, Wash. 鈥� Becky Rausch has had a passion for teaching since she was a little girl. But as an adult, her life restrictions in raising a family with eight children left her with little time to complete an education degree while serving as a paraprofessional. That is, until the past two years.

Through Washington State University Tri-Cities鈥� alternative route to an education degree, Rausch received credit for proven experience in the classroom as a paraprofessional while taking the full courses needed to certify as a teacher.

The program took her two years and Rausch was among the first class of 18 graduates in the program this May. She received an endorsement in elementary education and English language learning, also known as ELL.

鈥淲ith the 黑料社 alternative route program, I couldn鈥檛 have asked for a better experience,鈥� she said. 鈥淚t was difficult, for sure. But I truly learned from some of the best professors and mentors.鈥�

From classroom volunteer to education student

As a young child, Rausch said she used to pretend she was a teacher, inspiring and motivating others to learn and grow. But as she got older and after earning her associate鈥檚 degree, raising a family became more important.

After her children started school, however, Rausch dedicated hours during the day to volunteering in her children鈥檚 classroom and serving on the schools鈥� Parent Teacher Organization.

鈥淚 volunteered in the schools for 21 years and served as every single position on the PTO board,鈥� she said.

It was through her involvement in her children鈥檚 schools that led her to eventually become a substitute paraeducator, and four years ago, she became a full-time paraeducator in the Richland School District. After a few years, Rausch said she considered quitting her job because she wanted to go back to school full-time to become a teacher. The 黑料社 Tri-Cities alternative route program meant she wouldn鈥檛 have to quite her job.

Through the alternative program, Rausch kept her job at Sacajawea Elementary School as a paraprofessional while learning about research-driven teaching practices, classroom management and more through the bachelor鈥檚 program at 黑料社 Tri-Cities. She attended school full-time while working full-time.

鈥淚鈥檝e spend most of my life supporting my kids, four of whom went to 黑料社. Now, I felt it was my turn,鈥� she said. 鈥淭his program turned out to be a good fit for me and where I was at.鈥�

Learning from the best

Through the program, Rausch took an average of three to five classes at a time while also completing requirements to prove that she had the teaching expertise for credit.

She attended classes, wrote dozens of papers, was video-recorded in her classroom as a paraprofessional and student teacher, wrote lesson plans and more. All the while, Rausch said she learned from 黑料社 professors who gave their all for their students to ensure that they developed into the best teachers they could be.

Rausch also learned extensively from her teacher mentors at her home school. She was mentored by kindergarten teacher Barbi Wolf at Sacajawea Elementary School in Richland, and also worked closely with Rae Fournier, a third-grade teacher at the school. Both said they were impressed by Rausch鈥檚 dedication to her students and her willingness to learn.

鈥淪he handled it with grace and gave 150 percent of herself full-time,鈥� Wolf said.

Fournier, also a 黑料社 Tri-Cities education alumna, said the result of Rausch鈥檚 work ethic is that she is certain she will be an incredible teacher.

鈥淔or somebody like Becky, the alternative route program presented the perfect opportunity,鈥� she said. 鈥淪he will be a really quality teacher in the classroom.鈥�

A classroom of her own听

Come this fall, Rausch will run her own classroom for the first time. She secured a position as a kindergarten teacher at Sacajawea Elementary School.

鈥淚 am beyond thrilled and can鈥檛 wait to start,鈥� she said. 鈥淚鈥檝e been a parent, volunteer and employee at Sacajawea for 26 years. This is definitely my home.鈥�

She said she is glad to have had the experience in the classroom as a paraprofessional as she feels it gave her a head start into the profession.

鈥淭he combination of what you apply from your experience as a para to what you learn in the education program from your professors is incredible,鈥� she said. 鈥満诹仙� was amazing through all of this. All of the instructors were outstanding and my advisors devoted themselves to my success. It was so much fun going back to school at 黑料社 that it鈥檚 kind of hard to stop now.鈥�

For more information on the alternative route to an education degree program, visit /education/undergraduate/alternate-route/.

By C. Brandon Chapman, College of Education

PULLMAN, Wash. 鈥� Thanks to a state grant, Washington State University is providing greater access for paraprofessionals to become state-certified teachers.

The grant comes from the state鈥檚 Professional Educator Standards Board (PESB), which is responsible for oversight of the state鈥檚 teacher preparation, certification and continuing education. While there is a traditional route to becoming a teacher, such as through the College of Education鈥檚 teacher preparation program, PESB also has four alternative routes.

The award is for $140,000 at 黑料社 Tri-Cities and is giving paraprofessionals in the area an alternative route to becoming certified teachers. It鈥檚 a second grant award to this project, which was successfully implemented two years ago. It鈥檚 been especially important in high-needs areas where teaching shortages have been prevalent, such as bilingual education, English Language Learner and special education. Additionally, there are some geographic areas of the state that have struggled to recruit and retain teachers. The Tri-Cities area is one of them.

Using past experience toward certification

For paraprofessionals, there鈥檚 a common denominator in what they lack to become state-certified teachers: course work and theory.

In a traditional teacher preparation program, the college students complete their course work, which includes vast amounts of theory in teaching practice, curriculum, classroom management and cultural-responsiveness. They are then placed in a school for practicum and student teaching.

These paraprofessionals already have varying experiences in the classroom, including instruction with small groups of students. However, they don鈥檛 have the theoretical background that students with traditional training have.

Lindsay Lightner, coordinator of the Tri-Cities alternative route project, said their project helps resolve that issue.

鈥淎 project such as ours gives them the opportunity to take classes and get that theoretical background,鈥� Lightner said. 鈥淚t鈥檚 been beneficial for paraprofessionals to understand why they have been doing X, Y and Z in the classroom.鈥�

Many paraprofessionals have taken some college classes, including teacher preparation classes, but weren鈥檛 able to continue and get the full state certification.

鈥淭his program has been nice for those who haven鈥檛 been able to make that jump toward being a teacher yet,鈥� Lightner said. 鈥淚t gives them that little boost to make it past the finish line.鈥�

No placement needed

Many paraprofessionals don鈥檛 require placement into a teacher preparation program, since they鈥檙e already in their home communities.

鈥淲e don鈥檛 have to go out and recruit people to move to the area,鈥� Lightner said, 鈥渋nstead we鈥檙e helping those who already have roots in the schools to progress toward state-approved certification.鈥�

By promoting paraprofessionals to teachers, Tri-Cities project co-director Judy Morrison said, it has made things easier on those districts.

鈥淭he districts have had to do less recruiting to try and find certified teachers,鈥� she said.

But there鈥檚 one component that might be more important 鈥� relationships.

Traditionally, once preservice teachers finish with their teacher preparation program and student teaching, the interaction between the program and the school districts end.

鈥淭his has really strengthened our partnerships with multiple school districts,鈥� Morrison said. 鈥淭he way the grant is set up, not only do we get money to support the project, but districts get money, as well. We depend on their support in the schools, which has led to really important conversations, and has led to stronger relationships and stronger partnerships.鈥�

 

 

Media Contact:

• Brandon Chapman, communications director, College of Education, 509-335-6850,听b.chapman@wsu.edu