Career and Program Description
PCC’s Education Department offers an Educator AAS Degree, a Paraprofessional Educator Certificate, and a Career Technical Educator Certificate in addition to Teacher Relicensing and Elementary Education Transfer courses. These programs are designed to prepare students who wish to work in a variety of educational settings. All students who wish to pursue licensure path to becoming a teacher will be advised accordingly. For elementary teacher candidates, PCC now offers a Elementary Education AAOT degree https://catalog.pcc.edu/programsanddisciplines/aaotelemed/
The Educator AAS degree and the Paraprofessional Educator Certificate are designed for those who would like to work as Instructional Assistants or in non-licensure positions in educational settings. The coursework prepares students to resolve everyday challenges and provides learning opportunities regarding educational history, equity, laws and other issues relevant to the profession. This program also gives students the tools to successfully support teachers in planning, presenting and evaluating instruction and learning. The educator’s responsibilities may include assisting students with reading, math, language, social emotional skills, behavior plans and any other small group or individual support as directed by the teacher. The particular responsibilities assigned to the educator depend on the program and personnel in each school. In recognition of the historical inequities of both the US school system and larger society, a focus on equity and social justice are at the core of the program.
Education courses may also be applied to the 90 credits required for an Associate of General Studies Degree. This works particularly well for students with significant prior credit. See a program advisor for information about transferring to a four-year institution. Many classes will be available via distance learning during the year. Please refer to the quarterly schedule or contact education faculty for details.
Students wishing to transfer into Teacher Education programs may wish to pursue an Associate of Arts Oregon Transfer Degree or an Elementary Education Associates of Arts Transfer Degree https://catalog.pcc.edu/programsanddisciplines/aaotelemed/, transferable to four-year public universities and colleges in Oregon. Students should check with the institution to which they will be transferring regarding the transferability of other Education Department courses. Students will be expected to meet the same prerequisite in writing and be in good academic standing. Contact an Education Department advisor for more information. Secondary candidates should major in the area in which they hope to teach, where as elementary candidates should take a broader set of coursework.
Teacher relicensing candidates may use PCC education courses to meet state requirements. Education courses numbered 101 or higher may generally be used for relicensing. Contact Oregon Teacher Standards and Practices Commission at 503-378-3586 or www.oregon.gov/tspc for specific requirements. Interested students should also contact an Education Department advisor. See Course Description (ED prefix) section for a complete listing of ED courses.
PCC’s Education Department works in conjunction with Northwest Regional Educational Service District (NWRESD) and Multnomah Educational Service District (MESD) Outdoor School to offer students the opportunity to gain experience while working with sixth grade students in an outdoor school setting. For more information contact the Education Department or the NWRESD or MESD Outdoor School Departments.
Degrees and Certificates Offered
Associate of Applied Science Degree
Educator
Less than One-Year Certificate
Paraprofessional Educator
Less than One-Year: Career Pathway Certificate
CTE Educator
Academic Prerequisites
Educator AAS:
- Students are required to demonstrate competencies in reading and writing, and should have passed RD 115/WR 115 or IRW 115 (or meet via placement test).
- Contact the education faculty chair to make sure this is the right program for you and an education advisor to set up your course schedule.
Paraprofessional Educator, Less than 1-year Certificate:
- Students are required to demonstrate competencies in reading and writing, and should have passed RD 115/WR 115 or IRW 115 (or meet via placement test).
- Please contact the education faculty chair to make sure this is the right program for you and an education advisor to set up your course schedule.
CTE Educator, Less than 1-year Certificate Pathway:
- Students are required to demonstrate competencies in reading and writing, and should have passed RD 115/WR 115 or IRW 115 (or meet via placement test).
- Contact the education faculty chair to make sure this is the right program for you and an education advisor to set up your course schedule.
Academic Requirements
Educator AAS:
- Check individual courses for prerequisite or basic competencies required. Many courses require placement test scores high enough to qualify students for enrollment in WR 121Z .
- Students may enter the program at any point during the year. It is recommended that educator AAS degree students take ED 100 during their first term and take ED 263 as a capstone course at the end.
- Must pass MTH 58 or MTH 60.
Paraprofessional Educator, Less than 1-year Certificate:
- Check individual courses for prerequisite or basic competencies required. Many courses require placement test scores high enough to qualify students for enrollment in WR 121Z .
- Students may enter the program at any point during the year. It is recommended that paraprofessional educator certificate students take ED 100 during their first term and take ED 263 as a capstone course at the end.
- Math and technology competencies will be addressed within the ED coursework.
CTE Educator, Less than 1-year Certificate Pathway:
- Check individual courses for prerequisite or basic competencies required. Many courses require placement test scores high enough to qualify students for enrollment in WR 121Z.
- Students may enter the program at any point during the year.
Non-Academic Prerequisites
- None
Non-Academic Requirements
- Students may have to be fingerprinted and submit a criminal background check prior to practicum experiences in public schools.
Educator AAS Degree
Minimum 90 credits. Students must also meet Associate Degree Comprehensive Requirements and Associate of Applied Science Requirements. Students must complete a total of four courses of General Education. Some courses specified within the program may be used as General Education. In addition to required courses in the program of study, students must satisfy MTH 58/65 competency. Students should consult with program advisors for course planning.
Educator Degree Courses
| Code | Title | Credits |
|---|---|---|
| ED 100 | Introduction to Education | 3 |
| ED 102 | Designing Classroom Materials | 3 |
| ED 123 | Instructional Strategies: Reading | 3 |
| ED 124 | Instructional Strategies: Mathematics/Science | 3 |
| or MTH 211 | Foundations of Elementary Math I | |
| ED 131 | Instructional Strategies Using Theories of Learning | 3 |
| ED 136 | Learning with Technology | 3 |
| ED 217 | Creating Culturally Responsive Classroom Communities | 3 |
| or ED 252 | Behavior Management | |
| ED 224 | Foundations of Education | 3 |
| ED 251 | Overview of Exceptional Learners | 3 |
| ED 263 | Portfolio Development | 2 |
| ED 264 | Portfolio Development II: AAS Paraeducator Addition | 1 |
| ED 270 | Practicum I | 3 |
| ED 271 | Practicum II | 3 |
| PSY 215 | Human Development * | 4 |
| WR 121 | Composition I (WR121=WR121Z) (or any writing course for which WR 121 is a prerequisite) Z | 4 |
| Choose two of the following: | 6 | |
| Equity and Belonging in the K-12 classroom | ||
| Culturally-Responsive Teaching and Learning | ||
| Introduction to Developmental Disabilities | ||
| Choose two of the following: | 6 | |
| Introduction to Teaching Students with Learning Disabilities | ||
| Sheltered Instruction for English Language Learners | ||
| Bilingual and ESL Strategies | ||
| Education Specialization Electives | 9 | |
| Paraeducator General Education Program Electives 1* | 12 | |
| Paraeducator Support Electives 2 | 7 | |
| General Education: 2 courses | ||
| Total Credits | 90 | |
- *
Could be used as General Education
- 1
Any course from the General Education list. Must include a minimum of one course from each category.
- 2
Any PCC 100- 299 level course.
- Z
This course is part of Oregon Common Course Numbering. WR 121 and WR 121Z are equivalent.
Education Specialization Electives
| Code | Title | Credits |
|---|---|---|
| ED 112 | Introduction to Children's Literature | 3 |
| ED 161 | Leadership Through Advocacy and Representation | 1 |
| ED 162 | Leadership Through Civic Engagement | 2 |
| ED 163 | Personal Leadership Development | 3 |
| ED 214 | Practicum: Outdoor School | 3 |
| ED 217 | Creating Culturally Responsive Classroom Communities | 3 |
| ED 225 | Introduction to CTE | 3 |
| ED 252 | Behavior Management | 3 |
| ED 258 | Equity and Belonging in the K-12 classroom | 3 |
| ED 259 | Culturally-Responsive Teaching and Learning | 3 |
| ED 268 | Introduction to Developmental Disabilities | 3 |
| ED 269 | Introduction to Teaching Students with Learning Disabilities | 3 |
| ED 272 | Practicum III | 3 |
| ED 290 | Sheltered Instruction for English Language Learners | 3 |
| ED 291 | Bilingual and ESL Strategies | 3 |
| ED 298A | Independent Projects in Education | 1 |
| ED 298C | Independent Projects in Education | 3 |
Less than One-Year Certificate
Less than One-Year: Career Pathway Certificate
Paraprofessional Educator Less than One-Year Certificate
Minimum 32 credits. Students must meet all certificate requirements.
Paraprofessional Educator Certificate Courses
| Code | Title | Credits |
|---|---|---|
| ED 100 | Introduction to Education | 3 |
| or ED 224 | Foundations of Education | |
| ED 123 | Instructional Strategies: Reading | 3 |
| ED 124 | Instructional Strategies: Mathematics/Science | 3 |
| ED 136 | Learning with Technology | 3 |
| or ED 102 | Designing Classroom Materials | |
| ED 217 | Creating Culturally Responsive Classroom Communities | 3 |
| ED 251 | Overview of Exceptional Learners | 3 |
| ED 252 | Behavior Management | 3 |
| ED 258 | Equity and Belonging in the K-12 classroom | 3 |
| or ED 259 | Culturally-Responsive Teaching and Learning | |
| ED 263 | Portfolio Development | 2 |
| ED 270 | Practicum I | 3 |
| ED 290 | Sheltered Instruction for English Language Learners | 3 |
| or ED 291 | Bilingual and ESL Strategies | |
| Total Credits | 32 | |
CTE Educator Less than One-Year Certificate Pathway
Minimum 19 credits. Students must meet all certificate requirements.
CTE Educator Certificate Courses
| Code | Title | Credits |
|---|---|---|
| ED 124 | Instructional Strategies: Mathematics/Science | 3 |
| or ED 123 | Instructional Strategies: Reading | |
| ED 131 | Instructional Strategies Using Theories of Learning | 3 |
| ED 217 | Creating Culturally Responsive Classroom Communities | 3 |
| ED 225 | Introduction to CTE | 3 |
| ED 259 | Culturally-Responsive Teaching and Learning | 3 |
| or ED 258 | Equity and Belonging in the K-12 classroom | |
| PSY 215 | Human Development | 4 |
| Total Credits | 19 | |
ED 100. Introduction to Education. 3 Credits.
Introduces future educators to critical historical, societal, legal, ethical and equity issues that have shaped the US school system, as well as their implications for educators. Examines career options and pathways in the field of education. Includes student reflection on their own readiness for careers in education. Audit available.
ED 102. Digital and Visual Communication Fundamentals. 3 Credits.
Covers visual and digital communication concepts and techniques and their application to educational and library settings. Covers design principles and strategies to create content and graphics used in virtual, 2-D, and 3-D visual formats. Explores effective presentation skills. Includes the development and creation of posters, bulletin boards, presentations, handouts, brochures, websites, educational games, and displays. Prerequisite: (WR 115 and RD 115) or IRW 115 and MTH 20 or equivalent placement. Audit available.
ED 112. Introduction to Children's Literature. 3 Credits.
Introduces children's literature, authors and illustrators. Covers current and classic works, book awards, artistic and literary elements, introduction to genres, basic book discussion techniques, and audio-visual and electronic formats. Prerequisite: WR 115 or IRW 115. Audit available.
ED 123. Instructional Strategies: Reading. 3 Credits.
Explores components of the reading process and techniques for teaching reading to kindergarten through grade 12 students using an equity lens. Includes assessment and methods for teaching students with special needs and students from diverse backgrounds. Prerequisites: (WR 115 and RD 115) or IRW 115. Audit available.
ED 124. Instructional Strategies: Mathematics/Science. 3 Credits.
Presents strategies for teaching, reinforcing, and assessing basic math concepts by moving in a continuum from concrete to abstract. Emphasizes using manipulatives to introduce concepts in addition, subtraction, division, fractions, and place value. Covers the use of writing to reinforce and assess math concepts and integration of math concepts into science curriculum. Prerequisites: MTH 60 or higher; placement into WR 121Z. Audit available.
ED 131. Instructional Strategies Using Theories of Learning. 3 Credits.
Explores and evaluates major learning and developmental theories from childhood through adolescence (K-12) using an equity lens. Analyzes how these theories impact curriculum, assessment and instructional design. Prerequisites: (WR 115 and RD 115) or IRW 115. Audit available.
ED 136. Learning with Technology. 3 Credits.
Explores existing and emerging educational technology being used in educational settings (such as, but not limited to, libraries and classrooms). Focuses on using educational technology to complement and enhance learning activities. Covers basic principles of instructional design and adaptive technologies. Prerequisites: (RD 115 and WR 115) or IRW 115 or equivalent placement. Audit available.
ED 161. Leadership Through Advocacy and Representation. 1 Credit.
Provides students serving on college or community decision-making bodies with the opportunity to develop leadership skills gained by representing and advocating for a constituency group. Students will process the skills learning by serving on committees that are associated with communication techniques, problem solving, interpersonal skills, research, and team work. Instructor permission required. Audit available.
ED 162. Leadership Through Civic Engagement. 2 Credits.
Provides students with the opportunity to hone their leadership skills by participating in activities associated with civic engagement through community service projects and volunteer roles. Students will develop leadership skills by working on meaningful projects that cultivate team work, communication techniques, group dynamics, project management, organization and evaluation. Instructor permission required. Audit available.
ED 163. Personal Leadership Development. 3 Credits.
Provides an overview of leadership theory, styles and skills Student leaders will be provided with the opportunity to develop skills through skill-building exercises, professional networking techniques, group process and teamwork methods, basic communication techniques, prioritizing, goal setting and other basic information necessary for those anticipating leadership roles. Instructor permission required. Audit available.
ED 208. Outdoor School Leadership Practicum. 2 Credits.
Gain training and experience teaching and leading sixth graders at outdoor school. Requires attending at least one full day training session (10-12 hours) at the outdoor school site prior to the scheduled assignment to work for 1 week, approximately 16 hours per day, 4 days, at a residential outdoor school for 6th graders.
ED 214. Practicum: Outdoor School. 3 Credits.
Provides an opportunity to gain training and experience teaching and counseling sixth graders in an outdoor setting. Requires attending two evening training sessions; spending one week at an outdoor camp; keeping a journal and submitting a summation paper to the PCC coordinator. Audit available.
ED 217. Creating Culturally Responsive Classroom Communities. 3 Credits.
Introduces multiple approaches to building a classroom community where students belong and thrive as learners. Analyzes strategies and theories for setting up a welcoming environment where procedures and systems are culturally appropriate and provide a space for all students to succeed. Prerequisites: (WR 115 and RD 115) or IRW 115. Audit available.
ED 224. Foundations of Education. 3 Credits.
Analyzes current and past issues in US education through historical, sociological, political, and philosophical lenses with a focus on systemic inequities. Explores equity-focused practices regarding curricular approaches, pedagogy and classroom community. Includes a framework for developing a personal philosophy of education based on research and critical self-reflection. Examines current needs of today's schools. Prerequisites: (WR 115 and RD 115) or IRW 115. Audit available.
ED 225. Introduction to CTE. 3 Credits.
Introduces Career Technical Education (CTE). Provides an overview of the historical and legislative development of CTE in the United States. Explores CTE programs in Oregon, teacher certification/licensure, student organizations, program advocacy, and curricular planning. Discusses role of CTE programs and their relation to special populations as well as to academic standards. Examines current trends, topics, and challenges in CTE education. Prerequisites: (WR 115 and RD 115) or IRW 115. Audit available.
ED 251. Overview of Exceptional Learners. 3 Credits.
Introduces the diverse needs of students with exceptional abilities in public schools. Provides a historical and contemporary overview through an equity lens of the special education laws, eligibility categories, and procedures. Includes partnering with families, intervention and identification, professional roles of special education team members, and research-based best practices. Prerequisites: (WR 115 and RD 115) or IRW 115 or equivalent placement. Audit available.
ED 252. Positive Behavior Strategies for Diverse Learners. 3 Credits.
Equips educators with culturally responsive research-based strategies embedded within the positive behavior support framework. Focuses on fostering desired classroom behavior and optimizing instructional time for an enhanced learning environment. Skills for implementing strategies across various tiers of intervention, including school-wide, classroom-wide, and individualized support for students with intensive behavioral needs, are provided. Prerequisites: WR 115, RD 115. Audit available.
ED 258. Equity and Belonging in the K-12 classroom. 3 Credits.
Explores historical and systemic inequities in US society and how our own identities are socially constructed. Considers our own role and responsibility in creating socially just and equitable schools where all students, families and communities are valued. Prerequisites: RD 115 and WR 115. Audit available.
ED 259. Culturally-Responsive Teaching and Learning. 3 Credits.
Provides an analysis of systemic inequities in US society and how that impacts students and communities. Applies this knowledge to creating a classroom where students belong and thrive. Provides an overview of the ways in which educators can select culturally appropriate pedagogy, materials and curriculum in order to serve the needs of an increasingly diverse US educational system. Prerequisites: (WR 115 and RD 115) or IRW 115. Audit available.
ED 263. Portfolio Development. 2 Credits.
This is a capstone course for the Paraeducator and Library/Media Certificate programs. Students will prepare professional portfolios that demonstrate the competencies they have developed during the program. It may also be taken by others in the field of education who wish to create professional portfolios. Prerequisite: (WR 115 and RD 115) or IRW 115 and MTH 60 or equivalent placement. Audit available.
ED 264. Portfolio Development II: AAS Paraeducator Addition. 1 Credit.
Covers how to prepare a professional portfolio that documents the outcomes and requirements for the AAS degree in Paraeducation. Prerequisite/concurrent: ED 263.
ED 268. Introduction to Developmental Disabilities. 3 Credits.
Provides background information on teaching techniques, expected achievement levels, intellectual functioning, goals and objectives for working with students with developmental disabilities. Emphasizes physical and mental development from birth and familiarity with the known causes, classifications and terminology used in the field of special education. Audit available.
ED 269. Introduction to Teaching Students with Learning Disabilities. 3 Credits.
Defines terms associated with learning disabilities. Includes diagnostic procedures, remedial programs and teaching techniques. Prepares the professional educator to approach the study of exceptionalities and individuals with exceptionalities in a systematic and reflective manner. Integrates historical foundations, learning theories, philosophies, legal requirements, and practices geared toward the education of individuals with diverse needs and abilities in a variety of multicultural settings. Prepares individuals to effectively meet the educational, physical, social, and behavioral needs of students with learning disabilities. Audit available.
ED 270. Practicum I. 3 Credits.
Provides 60 hours of hands-on experience in a local K-12 classroom. Introduces future educators to classroom experience that will assist them with their career goals. The first-term practicum is supported by an online course and classroom community, and supervised by education faculty. Prerequisites: Permission of Department/Instructor. Audit available.
ED 271. Practicum II. 3 Credits.
Provides 60 additional hours of hands-on experience in a local K-12 classroom. Introduces future educators to classroom experience that will assist them with their career goals. This second-term practicum is supported by an online course, classroom community, and supervised by education faculty. Prerequisites: Permission of Department/Instructor. Audit available.
ED 272. Practicum III. 3 Credits.
Provides an additional 60 hours of hands-on experience in a local K-12 classroom. Introduces future educators to classroom experience that will assist them with their career goals. This third-term practicum is supported by an online course and classroom community, and supervised by education faculty. Prerequisites: Permission or Department/Instructor. Audit available.
ED 290. Sheltered Instruction for English Language Learners. 3 Credits.
Introduces sheltered instruction strategies that will modify content for English Language Learners in the k-12 classroom. Provides opportunities to explore curriculum development and the needs of the learner. Examines the impact of immigrant culture on the ELL experience. Prerequisite: RD 115 and WR 115. Audit available.
ED 291. Bilingual and ESL Strategies. 3 Credits.
In depth approach to analyzing best practices and teaching strategies for assisting English language learners in the K-12 setting. Enhances students' ability to assess, design and provide appropriate instruction and communication for and to ELLs. Explores relevant linguistic and cultural theories and issues, and offers students a chance to connect theory to practice. Prerequisite: (WR 115 and RD 115) or IRW 115. Audit available.
ED 298A. Independent Projects in Education. 1 Credit.
Provides an opportunity to work independently on an individualized area of study within education under the sponsorship and guidance of an education faculty member. Prerequisite: Instructor permission. Audit available.
ED 298C. Independent Projects in Education. 3 Credits.
Provides an opportunity to work independently on an individualized area of study within education under the sponsorship and guidance of an education faculty member. Prerequisite: Instructor permission. Audit available.