Abstract
There is a significant gap in the number of qualified dual enrollment instructors in school districts that provide funding for professional development opportunities compared to those that do not have those same levels of resources. A lack of student equity will exist in dual enrollment programs until we address this dilemma. As dual enrollment programs continue to grow, high schools and colleges must cast a wider net in the pursuit of quality dual enrollment faculty. The use of a tested experience model that values teaching experience and acquired skills as much as a graduate degree will expand opportunities for students in school districts that lack professional development funding. This reflective essay will explore various pathways and options for implementing this model with a specific focus on the application of teaching experience in the certification of high school based dual enrollment instructors.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Concurrent Enrollment Review
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
