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Education    (See below for multiple certificates & AAS degrees.)

Department Website: http://education.highline.edu  

Prerequisites

• Some classes have entry requirements not listed here. Talk to a faculty adviser.

Important Notes

• This information does not substitute for meeting with a faculty adviser.
• Students must achieve a cumulative 2.0 GPA to attain an AAS degree.
• Certificate programs emphasize preparation in specific job skills required for entry-level employment.

Important Notes (continued)

• AAS degree programs emphasize preparation in specific job skills required for entry-level employment.
• Not all classes are offered every quarter or at night.
• Students attending only in the evening must remember it is likely to take longer than two years to complete program.
• Coursework is highly interactive and includes field-based internships.
• Some classes are offered in self-paced, lab setting.
• Agencies may require students to complete a criminal background check prior to being offered an internship or employment.

 Professional-Technical Core Courses (PT)

 Supporting Courses (SC) 

 Related Instruction Courses (RI) 

Early Childhood AAS Learning Outcomes

1. Child Growth and Development
   Understand how children acquire language and creative expression and develop physically, cognitively and socially.
2. Curriculum and Learning Environments
    Establish an environment that provides learning experiences to meet children’s needs, abilities and interests. .
3. Ongoing Measurement of Child Progress
   Observe and assess what children know and can do in order to plan and provide curriculum that meets their developmental needs.
4. Families and Community Partnerships
   Develop strong relationships with families and work collaboratively with agencies/organizations to meet children’s needs and to encourage community’s involvement with early care and education.
5. Health, Safety and Nutrition
   Establish and maintain an environment that ensures children’s safety, health and nourishment.
6. Interactions
   Establish supportive relationships with children and guide them as individuals and as part of a group.
7. Program Planning and Development
   Establish, implement, evaluate and analyze an early care and education setting.
8. Professional Development and Leadership
   Serve children and families in a professional manner and participate in the community as a representative of early care and education.
9. Cultural Competency and Responsiveness
   Understand diversity within and across cultures and provide an inclusive, welcoming, and respectful environment where all children, youth and families can take pride in their cultural identities, beliefs, and practices. Culture is defined as the intersection of one’s national origin, religion, language, sexual orientation, socio-economic class, age, gender identity, race, ethnicity, and physical/developmental ability.

Paraeducator AAS Learning Outcomes

1. Manage classrooms and guide learner behavior by implementing strategies that build social competence in learners, utilizing additional resources and outside agencies when appropriate.
2. Demonstrate cultural competence through self-awareness, action for social equity, and knowledge of individual students and their cultural groups and application of best teaching practices.
3. Utilize knowledge of child development to construct and implement curriculum that effectively addresses the needs of diverse learners as individuals and in groups; integrate content knowledge into environments that are healthy, respectful, supportive and challenging for all learners.
4. Act in accordance with current governing policies, professional standards and ethical codes of the education profession by articulating a philosophy and rationale for decisions using a cyclical process of theory, action and reflection.
5. Observe, document and assess learning and teaching to support the success and progress of diverse learners. Use data to reflect on the effectiveness of one's own teaching.
6. Know about, understand and value different family structures and cultural backgrounds, which are used to establish and maintain reciprocal and authentic family and community partnerships that best support student learning.