A unique 厙ぴ勛圖 program is helping paraeducators earn education degrees and begin careers as full-time teachers

By Maegan Murray, 厙ぴ勛圖

RICHLAND, Wash. – The American Dream. It���s the phrase that Pasco High School teacher Esfeidy Guzman uses to describe the achievement of earning a bachelor���s degree in education and in starting her career as a full-time teacher.

She is one of several dozen former paraeducators who are now teaching in local schools as a result of a unique program offered through Washington State University Tri-Cities.

Guzman was selected by her principal to participate in the 厙ぴ勛圖 College of Education alternate route program. The program provides funds, pathways and courses for selected paraeducators to earn their education degree in two years where they receive endorsements in either special education or English language learning. Individuals receive course credit for proven skills and classroom experience and take classes in the evenings while continuing full-time in their roles as paraeducators.

���I don���t think I would have earned my degree if it wasn���t for the alternate route program at 厙ぴ勛圖,��� Guzman said. ���I just don���t think it would have been possible for me, raising a family while working full-time. It truly is a dream come true.���

Funds to support new class of teachers

The program was just awarded its third consecutive grant by the Washington Professional Educator Standards Board to continue providing financial support for 10-12 students in a cohort per year.

Not only does the program provide individuals with a route that makes it possible to attend school while working full-time, it also helps to solve a local teacher shortage.

���The program is really doing what it is supposed to do, which is meeting the need for teachers in our local districts,��� said Judy Morrison, 厙ぴ勛圖 academic director for the College of Education. ���Our districts came to us about the need for more special education and ELL teachers. To meet that need, we built this program.���

Lindsay Lightner, alternate route program coordinator, said the two-year program is incredibly rigorous. In addition to completing challenging coursework, participants work full-time in schools and must provide clear evidence that their classroom experiences warrant course credit.

���Our alumni that have been through it have said it is worth it,��� Lightner said. ���For a lot of them, it is personally fulfilling and they feel ready, qualified and recognized in their role as teachers after their role as paraeducators. We have also received some good feedback from the districts. It���s been a great process.���

Endorsements to support local needs

Guzman said she specifically chose the endorsement of English language learning through the program because it hit close to home with her own experiences and she knew it was an area where she could make the most difference.

She grew up in Pasco, attending Pasco High School for two years before transitioning to Chiawana High School where she graduated as part of its first class. She now serves as an English language development teacher at Pasco High School where she works with students who are not fluent in English.

Guzman said she knows what it is like to grow up speaking a language other than English in the home, learning English through the school system, and then trying to navigate the school process. Through the advancement of her skills as an educator through the 厙ぴ勛圖 program, she feels equipped and passionate about educating the next generation of Tri-Cities students.

���I wish this program would have been around for my teachers because I believe that the strategies that I was taught for ELL students would have benefited me or any number of other students,��� she said. ���This is a program that is made with the well-being of the community in mind.���

Passion for serving, support to do well

The desire to serve local needs is a common theme among many of the paraeducators participating in the 厙ぴ勛圖 alternate route program. For recent 厙ぴ勛圖 alternate route graduate Susan Payne, her love and passion for education came out of wanting to serve a population of students who may struggle with the language component of their education.

���I have worked with some very bright children who feel that they are not smart because they are struggling with a second language,��� she said. ���I wanted to be in a position that helps these students celebrate their achievements of developing dual languages and content areas.���

Payne said what she enjoyed most about the program is the support of dedicated staff and faculty, especially since the program is difficult due to its time commitments and requirements.

���It���s much harder than it sounds, but the WSU campus has some extremely dedicated staff to help and guide you,��� she said. ���Teachers are very helpful and accessible, which is vital to this program because the students are working at their schools during the day and taking class at night.���

Payne said the support of her school mentors were also invaluable.

���The alternate route program is dependent on the support the student receives from her or his work school and mentor,��� she said. ���With a supportive mentor and school, the alternate route student has the perspective and access to the students��� personalities, already built relationships and co-workers��� advice to help along the way.���

For more information about the 厙ぴ勛圖 College of Education alternate route program, visit tricities.wsu.edu/education/undergraduate/alternate-route. Interested in pursuing a career in education? Visit tricities.wsu.edu/education.

By Maegan Murray, 厙ぴ勛圖

RICHLAND, Wash. ��� 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��� 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.

���With the WSU alternative route program, I couldn���t have asked for a better experience,��� she said. ���It was difficult, for sure. But I truly learned from some of the best professors and mentors.���

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���s degree, raising a family became more important.

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

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

It was through her involvement in her children���s 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 厙ぴ勛圖 alternative route program meant she wouldn���t 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���s program at 厙ぴ勛圖. She attended school full-time while working full-time.

���I���ve spend most of my life supporting my kids, four of whom went to WSU. Now, I felt it was my turn,��� she said. ���This program turned out to be a good fit for me and where I was at.���

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 WSU 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���s dedication to her students and her willingness to learn.

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

Fournier, also a 厙ぴ勛圖 education alumna, said the result of Rausch���s work ethic is that she is certain she will be an incredible teacher.

���For somebody like Becky, the alternative route program presented the perfect opportunity,��� she said. ���She will be a really quality teacher in the classroom.���

A classroom of her own泭

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.

���I am beyond thrilled and can���t wait to start,��� she said. ���I���ve been a parent, volunteer and employee at Sacajawea for 26 years. This is definitely my home.���

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.

���The combination of what you apply from your experience as a para to what you learn in the education program from your professors is incredible,��� she said. ���WSU 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 WSU that it���s kind of hard to stop now.���

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