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Educate Texas and consultants present dual-credit curriculum mapping pilot for teacher-preparation pathways
Summary
A regional curriculum-mapping pilot in North Texas aligns high school dual-credit, community college and four-year bachelor programs for teacher preparation; participating partners produced student-facing transfer guides and a target pathway to reduce variability in preparation and credit loss.
Regional partners presented a curriculum-mapping pilot that aligns dual-credit high-school pathways, community college associate degrees and four-year bachelor programs for teacher preparation.
Freyja, deputy director for teaching and leading at Educate Texas, described the pilot in the North Texas region and said partners wanted "to ensure that our partners are being aligned with the coordinating board and TEA" and to assess how dual-credit investments are applied to degree or certification completion.
Patricia Parker, consultant formerly director of transfer work in Virginia, described the project's approach: bring multiple receiving institutions and Dallas College together to create a single regional mapping so that community-college graduates arrive at four-year programs with clearer and more consistent preparation. "The students, their families, the guidance counselors at high schools, the community college advisors now have a document that serves their students for multiple, bachelor receiving or granting institutions," Parker said.
The project mapped the first 60 credits to match core, field-of-study and high-school graduation requirements and then mapped the remaining 60 credits for each receiving bachelor's major so students can finish in 120 credits where possible. The partners also developed two-page transfer-advising guides and FAQs for student-facing use and are working with school districts on communication and on the time period the pathway will be honored.
Educate Texas and consulting partners said the North Texas pilot could be expanded to other regions and disciplines. TTAC members were given links to the regional maps and asked to share them with local stakeholders.
