Teaching college courses in high school is both an opportunity and a responsibility for high school teachers. RCTC is committed to NACEP (National Alliance of Concurrent Enrollment Partnerships) accreditation standards to ensure the same level of rigor and college course expectations are upheld. High school teachers will be expected to teach RCTC common course outline content, follow college syllabi guidelines, attend an orientation prior to teaching a CE course as well as discipline-specific professional development, participate in on-site liaison visit(s), and work with a college liaison for paired assessment and grading requirements. The college liaison will support, guide, and partner with you.
How to Apply
Liberal Arts and Sciences Courses:
- Master’s Degree in-field OR Master’s Degree with 18 credits in-field
Career and Technical Courses:
- A mix of formal academic preparation and discipline-specific work experience in a technical field. Credentialing requirements are field-specific and will vary. Please contact the college for CTE credentialing requirements.
High school instructors interested in applying to teach in the Concurrent Enrollment program should discuss their interest with their high school principal.
- Concurrent Enrollment High School Instructor Application
- RCTC Employment Application
- Official College Transcripts: Graduate and Undergraduate
Due to the sensitivity of the information, mail to Michele Altman at Rochester Community and Technical College, 851 30th Ave SE, Rochester, Minnesota 55904 or talk with your tech department about how to send documents securely via email to email@example.com.
The college will review applicant materials and make the decision to approve, approve conditionally, or deny the applicant. The applicant will receive correspondence indicating approval, approval with conditions, or denial from the college. Conditional approval will require a professional development plan to be monitored by the college and the high school administration for successful progress toward meeting full approval status by September 1, 2022. If satisfactory progress is not being made the college has the right to revoke the conditional status at any time.
- The new concurrent enrollment teacher and administration will receive the approval letter
- A liaison will be assigned by the college and the Common Course Outline will be sent to the new concurrent enrollment teacher
- The high school teacher will create a syllabus, indicate the textbook and course expectations for the course in partnership with the liaison
- The new concurrent enrollment teacher will participate in CEP orientation
- The new concurrent enrollment teacher will meet with their college liaison prior to semester start for course-specific training
- The liaison and concurrent enrollment teacher will establish regular communications and set a time for a classroom site visit sometime during the course
- A new concurrent enrollment teacher will receive a minimum of two visits from the liaison 1) as indicated in #5 prior to the semester start, and 2) the classroom site visit in #6. During the visit, the liaison will observe a class session and the liaison and concurrent enrollment teacher will discuss course components to ensure the course is at college-level and contains the same components as the on-campus course
- End of Course Surveys (Evaluation Kit) will be administered through Desire2Learn (D2L) to be completed prior to the end of the semester . It is the concurrent enrollment teacher’s responsibility to schedule a time for the class to take the survey as a whole. Once it is complete, the concurrent enrollment instructor will contact Michele Altman, firstname.lastname@example.org that it has been completed. This is a requirement for NACEP accreditation.
- The concurrent enrollment teacher will be expected to participate in the Concurrent Enrollment Advisory Committee meetings.
RCTC requires all CE teachers to have a minimum of 2 graduate-level in-field courses successfully completed prior to receiving conditional status.
The Higher Learning Commission has given the deadline of Fall 2022 for all concurrent enrollment teachers to meet full college credentialing requirements. RCTC’s commitment to meet the deadline ensures the CEP will work with all conditional CE teachers and high school administrators on a professional development plan. The professional development plan will contain the graduate credits completed as well as a plan to complete the remaining credits prior to Fall 2022. The plan will be signed by all parties and reviewed annually for successful completion. On-going tracking will use the Professional Development Plan – Progress Report. It is the CE teacher’s responsibility to find courses and send them to the Associate Dean, Lori Jensen, for review and preapproval.
If Approved as Conditional Status:
- You will receive a letter approved with conditional status and a Professional Development Initial Approval Form – Professional Development Initial Approval
- Annually complete Professional Development Plan – Annual Progress Report
As a concurrent enrollment high school teacher, your high school has agreed to support your professional development activities. In some schools, support may be financial support for college courses taken in a concurrent enrollment instructional field. 18 Online offers courses for CE teachers.
Regardless of your situation, a Professional Development Plan is critical for your department as a concurrent enrollment instructor. The Professional Development Plan format and expectations are identified in the following documents. The Professional Development Initial Approval document is for your initial review. The Professional Development Plan – Annual Progress Report will be completed annually to ensure satisfactory progress toward full credential requirements.
Annual discipline-specific professional development is required of all CE teachers. Use the form below to capture and submit your annual discipline-specific professional development.
College Faculty Liaisons will visit concurrent high school teachers in their classrooms a minimum of once during the term, but more is welcomed and encouraged. At the site visit your liaison will observe the course, complete the Faculty Site Visit Report with you and review the process to complete the end of course evaluations prior to the end of the semester.
Concurrent Enrollment high school teachers are required to hand out a college-approved course syllabus at the beginning of each semester or year (depending on the duration of the course) that is in alignment with the equivalent RCTC course syllabus. Before the first day of school, concurrent enrollment high school teachers should submit the course syllabus to their assigned liaison for their review and approval. A syllabus is submitted for each course, each semester. The liaison, in turn, will review the syllabus and, if approved, notifies the concurrent enrollment high school teacher of the approval, and then submits the syllabus to Michele Altman. If the syllabus is not approved, the liaison will work with the concurrent enrollment high school teacher to make the necessary changes before submitting it to Michele Altman. It is imperative that the semester is indicated at the top of each syllabus. For example: if a concurrent enrollment teacher teaches the same section in both the fall and spring semesters, the syllabus for each must indicate the correct semester – Fall 2017 for fall and Spring 2018 for spring. A syllabus from BOTH the concurrent enrollment teacher and the liaison must be submitted to Michele Altman, at the beginning of each semester for NACEP accreditation purposes.
Concurrent Enrollment Instructor Guide and Handbook/Concurrent Student Handbook
It is the Concurrent Enrollment (CE) teacher’s responsibility to review the CE Instructor Guide prior to orientation and to review the Concurrent Student Handbook with the students.
There are several benefits to teaching a CE course:
- Concurrent enrollment (CE) students are highly motivated and engaged learners. Data suggest that CE and Post-Secondary Enrollment Option (PSEO) students academically perform equal or better when compared to students who enter as freshmen.
- The college common course outline provides clarity on content and instructors have academic freedom to use materials or to teach the required content as they wish.
- RCTC CE instructors engage with RCTC discipline faculty and have access to college resources and professional development in their area of expertise.
- CE instructors could teach for RCTC if courses are available.
- CE courses provide an alternative for students who are college-level but not ready or wanting to go to the RCTC campus. The amount of funding the school district keeps for this approach is much higher than if a student participates in PSEO. Furthermore, students who may not consider themselves college-bound can take a college-level course in a familiar and supportive environment. Because there is no additional cost to students, this option affords students the opportunity to explore and engage in college-level learning.
Concurrent Enrollment courses include both liberal arts/transfer courses and technical courses. A high school wishing to offer a course that is not on the current list should discuss with the Associate Dean of Career and Technical Education to determine if the course is appropriate for the concurrent enrollment program.
As a concurrent enrollment high school teacher, it is important to access class lists and submit grades at the end of the course. Refer to the Concurrent Enrollment Instructor Guide.
RCTC uses the online learning management system D2L/Brightspace.
Please feel free to contact one of our RCTC Department Educational Technology staff members if you have questions on RCTC technology related to concurrent enrollment education.
College Academic Calendar: While PSEO students will follow the RCTC academic calendar; Concurrent Enrollment students will follow their high school calendar.