High School Dual Enrollment Programs

Information for High School Teachers

Why teach CHS classes?

Certainly there will be additional preparation and communication with the community college required to teach a CHS course. However, CHS Associate Faculty have reported that they have benefited greatly in the following ways:

  • Teacher Development—Edmonds CC is provides CHS Associate Faculty with an Edmonds CC Curriculum Coordinator/Liaison who will offer training in curriculum development, assessment standards, teaching methodology, and provide valuable supplemental materials. Through annual classroom visits and dialogue as part of required Professional Development, a collegial partnership is formed that may not otherwise exist. Some Edmonds CC academic departments have provided funding for CHS Associate Faculty to attend workshops or purchase resources that would not have otherwise been possible. CHS Associate Faculty are recognized by their peers, parents, and students as exceptionally prepared educational leaders providing outstanding coursework. CHS Associate Faculty have access to college resources such as the library.
  • Motivated Students—CHS students have an additional motivation to learn because they know they are earning college as well as high school credits. This motivation often provides a great teaching and learning environment and puts the fun back in teaching for CHS Associate Faculty. CHS students remain at their high school rather than leaving to attend on campus classes. This encourages them to participate in the extra-curricular activities at their high school. Additionally, the school district retains state funding for the students rather than having to transfer a portion to the college as is done for students participating in Running Start.
  • Teacher Employment—CHS Associate Faculty may include this notation on their Resume/Vita and may also apply to teach college evening or Summer Quarter classes because they have already been appointed by the academic department. Additionally, a stipend is paid by Edmonds CC to the CHS Associate Faculty for the tasks that are outside their district teaching responsibilities.
  • Altruistic Benefits—Probably most important of all, the reason for teaching CHS classes are the benefits which CHS Associate Faculty provide for their students by helping them prepare for higher education. Students have indicated that earning college credits may have only been a dream and now they know it is possible. Additionally, CHS Associate Faculty are helping their high schools to develop and maintain quality education standards.

What is the Application Process for teachers?

Either the high school principal or high school teacher(s) may make the initial request to participate in the program. Successful applicants for becoming CHS Associate Faculty must meet the same credentials as any other part-time college instructor as defined by the academic department.

Contact Pam LeMay, Director of Special Academic Programs/CHS, at 206.276.4343 (cell) or email to plemay@edcc.edu to begin the process. The appropriate Edmonds CC academic dean/department head will be alerted to the interest inquiry.

Successful applicants must meet the same credentials as any other part-time college instructor as defined by the academic department. Some but not all college departments require a master’s degree in the subject area.

Chemistry requires:

  • Masters in Chemistry

Mathematics requires:

  • Masters in Math; or
  • Masters in another discipline plus 18 credits of 400 or 500 level Math classes (not counting Math Ed or History of Math type of classes); or
  • Masters in another discipline plus 3 or more years teaching Honors/AP/IB Math courses (NOTE: the CHS Math course must be the same or higher than the Honors/AP/IB class. Honors Precalculus may be used since there are no AP Precalculus classes.

Economics requires:

  • Masters in Economics

Psychology requires:

  • Masters in Psychology 

The high school teacher submits the Faculty Application Packet to the CHS Director who will clarify the application process and collect the application packet which must include the following:

  • evidence of applicant’s superior knowledge of the subject and outstanding teaching skills;
  • evidence of at least two times teaching the designated CHS class with written endorsement by the high school principal/department head;
  • interest and a willingness to modify the curriculum, assignments, assessment, and grading criteria as needed to ensure that it is equivalent to the course offered on the Edmonds CC campus;
  • letter of recommendation from applicant’s administrative supervisor;
  • a resume and college transcript(s) to confirm degree earned and number of courses taken; and
  • high school course syllabi including name of textbook(s) as well as typical assignments with a sample assessment.

The dean and department head, in consultation with the high school principal, will review all applications, may interview qualified applicants, and will make the CHS Associate Faculty selection.

The CHS Director will notify the high school principal and then applicants will be provided with the current CHS Handbook and an Assignment Agreement outlining all CHS Associate Faculty responsibilities. The CHS Director will provide contact information to all involved in the CHS program.

Describe the Instructional Implementation

The Edmonds CC Faculty Coordinator/Liaison will meet with each CHS Associate Faculty to provide part-time faculty orientation, assist with designing the curriculum, creating a syllabus, writing student learning objectives, developing assignments, grading and other course-related topics. Additionally, a sample departmental course syllabus for the specific CHS course will be provided (and updated whenever the academic department makes changes).

The CHS course must include content that is consistent with on campus sections and reflects the pedagogical, theoretical and philosophical orientation of Edmonds CC. Course assignments and requirements must meet college expectations with students assessed using the same methods as their on campus counterparts. Final grades are based on sound evaluation of course objectives.

Prior to the beginning of instruction, the CHS Associate Faculty will provide the Edmonds CC Faculty Coordinator/Liaison an electronic CHS course syllabus which will reviewed/approved and then sent to the CHS Director. The CHS course syllabus will include the following elements:

  • Title of course which should include “College in the High School” and the course title and number that matches the college course;
  • Name of the high school and CHS Associate Faculty;
  • A course description that exactly matches that of the college course;
  • Course expectations and learning objectives that match those at the college;
  • Evidence that CHS students are assessed in the same way as their college counterparts. For example, if students at the college are assessed primarily using exams, the CHS syllabus should show that exams count for the majority of their decimal grade;
  • A decimal grading scale and expectations that are the same as the college;
  • A statement notifying the CHS students that the final decimal grade for the course will be recorded on their permanent college transcript;
  • A statement about academic integrity, student rights and responsibilities, FERPA and important CHS dates; and
  • Any other information regarding assignments and curriculum that is pertinent to the course. 

What are the responsibilities of CHS Associate Faculty?

Approved high school teachers are appointed as Edmonds CC Associate Faculty and will be paid a stipend by the college for the additional CHS responsibilities outlined below and in the provided CHS 2016-17 CHS Handbook (also available on this website). Additional paperwork will be required by the college to initially enter the CHS Associate Faculty into the college Human Resource, Payroll and Information Technology systems. The CHS Director will provide all necessary documents to the CHS Associate Faculty and complete the process with the appropriate college departments.

  • Attend the annual CHS Orientation Meeting
  • Meet with Edmonds CC Faculty Coordinator/Liaison to ensure that the curriculum offered at the high school site is comparable to the curriculum offered on the main campus. Includes reviewing textbook, designing the curriculum, creating a syllabus, writing student learning objectives, developing assignments, grading criteria, and other course-related topics
  • Each year, submit an electronic CHS class syllabus with the following elements:
    • Title of course which should include “College in the High School” and the course title and number that matches the college course;
    • Name of the high school and CHS Associate Faculty;
    • A course description that exactly matches that of the college course;
    • Course expectations and learning objectives that match those at the college;
    • Evidence that CHS students are assessed in the same way as their college counterparts. For example, if students at the college are assessed primarily using exams, the CHS syllabus should show that exams count for the majority of their decimal grade;
    • A decimal grading scale and expectations that are the same as the college;
    • A statement notifying the CHS students that the final decimal grade for the course will be recorded on their permanent college transcript;
    • A statement about academic integrity, student rights and responsibilities, FERPA and important CHS dates; and
    • Any other information regarding assignments and curriculum that is pertinent to the course or required by the department.
  • Meet with CHS Director to arrange for classroom visit for distribution of registration packet, necessity of HR paperwork, grading deadlines, instructions for the placement exam, and information regarding partial tuition scholarship process
  • Submit Edmonds CC HR paperwork to CHS Director so that Edmonds CC email address can be created and stipend payment can be made
  • Include information about CHS on the high school class website including deadlines and process
  • Work with the Faculty Coordinator/Liaison regarding any alternate placement options and required documentation
  • Notify CHS Director of preferred placement exam date and information regarding the desired proctor so that approval can be given by the Edmonds CC Testing Center; assurance regarding the security of offsite testing will be required prior to the approved proctor being given the online placement exam password
  • As needed, distribute Student Letter for first time Edmonds CC students including CHS Application Form, payment slip and postage paid return envelope so that they are received in the CHS Office no later than 10 days prior to the Accuplacer exam date so that students can be entered into the college system
  • Discuss placement scores with Edmonds CC Faculty Coordinator/Liaison as needed
  • Check class roster for accuracy and notify CHS Director of any discrepancies
  • Participate in provided Professional Development Activities which will be documented in an annual CHS report
  • Meet with Edmonds CC Faculty Coordinator/Liaison personally each term with a classroom visit during the first and last term of the first instructional year; one classroom visit thereafter; includes discussion and signing the Classroom Observation form
  • Communicate all administration issues to CHS Director and all curriculum issues to the Edmonds CC Faculty Coordinator/Liaison
  • Communicate to students if different grading criteria will be used for CHS and high school courses
  • Ensure that grade deadlines are met by post grades through the college’s grading system (Instructor Briefcase) or by due dates if manual entry has been requested, ensuring that grade deadlines are met

What is involved in the Edmonds CC Faculty Coordinator/Liaison’s Classroom Visit?

The primary responsibility of the Faculty Coordinator/Liaison is to ensure that the quality of each CHS course is equivalent to the on campus course in curriculum, delivery, rigor, assessment and classroom management. Additionally, the Faculty Coordinator/Liaison is an advocate for both the CHS Associate Faculty and the sponsoring Edmonds CC academic department by providing departmental updates and discipline-specific professional development and training.

The following outlines have been shared with Faculty Coordinator/Liaison’s to prepare for and during the classroom visit as well as the required documentation of the visit. Generally, new CHS Associate Faculty will have two visits with continuing CHS Associate Faculty having one.

Before the Classroom Visit

Discuss the following with the CHS Associate Faculty:

  • What do you want the students to have learned by the end of this class?
  • What will happen in this class?
  • How does this class fit in with the overall course?
  • What pre-class work will the students have done for this class?
  • Are there specific aspects of the class on which you would like to receive feedback? 

Ask the CHS Associate Faculty to be prepared to share: Course syllabus; teaching materials prepared for that class, such as handouts, pre-class quizzes, homework due that day, teaching notes, slides, or an overall lesson or unit plan; and samples of assessments and graded student work.

During the Classroom Visit

Focus on the following criteria:

  • Clarification of the class purpose: How well does the CHS Associate Faculty convey the purpose of this class?
  • Organization of the class structure: Are the class materials and activities well organized?
  • Reinforcement of major concepts: Are the major concepts being covered? Do the activities and materials utilized in class reinforce the major concepts?
  • Pacing and scope: Is the material presented at a suitable rate? Is the amount of material covered reasonable?
  • Classroom atmosphere/class management: Is there a safe and respectful classroom atmosphere conducive to student learning with effective classroom management?
  • Consideration of diversity: Does the CHS Associate Faculty acknowledge or interact with a broad range of students, being respectful of diverse opinions and perspectives; and employ a diverse set of methods to accommodate a range of student learning styles?
  • Balance between abstract and concrete: If applicable, is there an appropriate balance between abstract and concrete concepts?
  • Classroom assessment: If applicable, in what ways does the CHS Associate Faculty check for comprehension and solicit feedback?
  • Consistency with on campus course: Does the course look and feel like a college course within the academic discipline? Are students being held to similar standards using appropriate texts, materials, assessments, and grading strategies for the course?

After the Classroom Visit:

  • Share perspectives on what took place during classroom session.
  • Discuss any points brought up pre-visit.
  • Discuss any comments recorded on the classroom observation form.
  • Conduct professional development (note on Professional Development form).
  • If there are areas of concern in regards to alignment with college expectations, a development plan must be created with a clear timeline for follow-up and notification to the CHS Director.
  • Submit signed Faculty Coordinator/Liaison Classroom Observation Form to CHS Director

Details for Classroom Visit/Observation

  1. While CHS Associate Faculty operate under the same set of standards as college faculty, they may need to teach additional curriculum to meet the high school core curriculum required by the high school. Faculty Coordinator/Liaisons should be willing to help CHS Associate Faculty accommodate both curriculums, assuring that the college curriculum is being covered in full.
  2. The classroom visit should be on a regular school day that has been pre-arranged with the CHS Associate Faculty, principal(s), and CHS Director. High school schedules are very different from college schedules and vary from school to school. Classes will often be cut short for assemblies or other activities. Some schools have A days and B days, others distinguish days by period number. It is important to contact the CHS Associate Faculty beforehand to make sure it is not a “special” schedule day.
  3. Most high school teachers have two or more “prep” periods per week during which they can plan lessons, grade, research or work on other projects. These prep periods are an excellent time, if visits are scheduled in advance, to meet one-on-one with CHS Associate Faculty without distraction.
  4. It is important when visiting a high school to check in at the main office to sign in. Some high schools require a visitor’s pass or name tag. Parking should be in the visitor lot. If there is no room there, mention it when you check in.
  5. The purpose is to observe:
  • instructional quality;
  • if the CHS Associate Faculty is on schedule with the equivalent college course as described in the CHS syllabus;
  • whether or not CHS students are learning and their behavior is appropriate for a college class;
  • if the CHS students are held to the same standards of achievement and same grading standards as expected of Edmonds CC on campus students;
  • that the CHS students are assessed using the same methods as students in the equivalent on campus class; and
  • CHS student work and assessments to ensure that work and grading is comparable with Edmonds CC students.
  1. The classroom observation should be for the entire class period followed by review/discussion of the observation form and obtaining signatures at the conclusion of the review as required. If an immediate review or discussion is not an option, a signed copy (main office should be able to provide a copy) should be left with the CHS Associate Faculty with a definite determined follow-up plan.
  2. Submit the signed Faculty Coordinator/Liaison Classroom Observation Form to the CHS Director after discussion with the CHS Associate Faculty.
  3. In the case of concerns over the quality of instruction, the following steps should be taken to enable the high school and school district to address the concerns of the CHS representative (Faculty Coordinator/Liaison). It is intended that the instructional issues be addressed on a case-by case basis with the goal of assisting the CHS Associate Faculty to correct the problem(s).
      • Document the concern on the Faculty Coordinator/Liaison Classroom Observation Form during a site visit.
      • Discuss the concern with the CHS Associate Faculty and set a reasonable time for the CHS Associate Faculty to address the concerns and correct the problems. The Dean and CHS Director should be informed at this point.
      • Schedule and conduct a follow-up visit/meeting.
      • If the concerns are not corrected within a reasonable time (i.e., one semester), inform the CHS Director/Dean so that contact can be made with the high school administrator. This could be followed up with a formal notification to the CHS Associate Faculty.