High School Teachers

Becoming an approved CEP instructor involves two steps: an initial application and credential review, followed by a course approval process through PTCC

Key Steps

• Work with your high school to identify a course offering
• Submit required application materials for credential review
• Complete PTCC’s instructor approval process

Application Materials

Interested instructors will be asked to submit:

• New Teacher Interest Form
• Current resume or curriculum vitae
• Undergraduate and graduate transcripts
• Instructor Credential Review Form

Timeline

• Recommended application window: January–March
• Priority deadline: May 1 for the upcoming academic year

Early submission is strongly encouraged to allow time for:

• Credential review
• Course planning and preparation
• Coordination between PTCC and your high school

Credentialing Requirements

Concurrent Enrollment (CEP) instructors must meet Minnesota State College Faculty Qualifications, which vary by discipline.

Liberal Arts & Sciences

For courses in liberal arts and sciences, instructors must have:

• A master’s degree in the discipline or subfield, or
• A master’s degree in any field with at least 18 graduate semester credits in the discipline or subfield

Career & Technical Education (CTE) Programs

For career, technical, and professional programs, credentialing is based on a combination of education, industry experience, and, when applicable, licensure.

Instructors must have:

• A bachelor’s degree in the field and/or a combination of education and industry-recognized training aligned with the discipline
• A minimum of two years of related, paid occupational experience (with at least one year within the past five years, unless waived based on recent teaching experience)
• Any required industry licensure or certification relevant to the field

All instructors are reviewed and approved by PTCC academic leadership to ensure they meet credentialing standards and are prepared to deliver a college-level experience.

Review & Approval

Once materials are submitted:

• PTCC academic leadership reviews all applications
• High school administration and the applicant are notified of the decision
• Approved instructors move forward with onboarding and mentor assignment

Learn More

For full details on the application process, requirements, and next steps, please review the complete guide:

Concurrent Enrollment Teacher Application Process

Interested in offering a new concurrent enrollment course?

All new courses must go through a formal review process to ensure alignment with PTCC standards and on-campus offerings.

Course Review Overview

PTCC evaluates new courses based on:

• Alignment with on-campus curriculum
• Learning outcomes and academic rigor
• Assessment methods
• Teaching approach and course philosophy

A PTCC subject matter expert conducts a detailed review.

What You’ll Submit

To begin the process, the following materials are required:

• Proposed syllabus
• Sample assessments
• Textbook or course materials
• Overview of pedagogy and course approach (Teaching Statement)

How the Process Works

1. High school expresses interest in a new course
2. PTCC provides the common course outline
3. Instructor credentialing begins (if necessary)
4. Course materials are submitted
5. PTCC assigns a subject matter expert
6. Course review is completed

Review Outcomes

Courses will be:

• Approved
• Provisionally Approved (revisions needed)
• Not Approved

PTCC will provide guidance and feedback if adjustments are needed.

Learn More About Course Approval

Concurrent Enrollment New Course Approval Process

All new Concurrent Enrollment (CEP) instructors at PTCC participate in required training prior to teaching their first course. This ensures alignment with PTCC curriculum, expectations, and the delivery of a true college-level experience.

This training is conducted in partnership with CEP program staff, your assigned PTCC faculty mentor and is a key part of onboarding into the program.

What to Expect

For new instructors, new courses, or new mentor partnerships:

• A required planning meeting and orientation will take place prior to the start of the course
• This session is both an onboarding experience and a course-specific training
• Training is tailored to the specific course you will be teaching

Training Focus Areas

During this orientation, you will work closely with CEP staff and your faculty mentor to review and align on:

Program & Partnership Expectations

• Overview of the Concurrent Enrollment Program
• Roles and responsibilities of instructors and faculty mentors
• Key policies, procedures, and expectations (including FERPA and student conduct)
• Required documentation and ongoing communication

Course Design & Alignment

• Review of the common course outline and learning outcomes
• Syllabus expectations and required components
• Textbook and course material requirements
• Alignment with on-campus course structure and expectations

Instruction & Assessment

• Course curriculum and sequencing
• Pedagogical approach and teaching strategies
• Course philosophy and theoretical framework
• Assignments, assessments, and grading practices
• Ensuring consistency with on-campus evaluation methods

Student Experience

• Communicating college expectations to students
• Supporting student success in a college-level course
• Connecting students to PTCC resources and services

Supporting Materials

As part of the training, instructors may receive and review:

• Sample syllabi (on-campus and concurrent sections)
• Example assignments and assessments
• Lesson plans and instructional resources
• Discipline-specific guidance from faculty mentors

Ongoing Support

Course-specific training is not a one-time event. After your initial orientation:

• You will continue to work closely with your faculty mentor
• Participate in classroom observations and feedback cycles
• Engage in annual professional development to stay aligned with curriculum updates

As a Concurrent Enrollment (CEP) instructor, you will be paired with a PTCC faculty mentor in your discipline. This partnership is central to ensuring your course reflects the same quality, rigor, and outcomes as courses taught on campus.

Your faculty mentor is your primary connection to PTCC and a key resource for guidance, collaboration, and support.

What Your Mentor Provides

Your faculty mentor will:

• Support alignment with course curriculum, learning outcomes, and expectations
• Provide guidance on assignments, assessments, and grading practices
• Share course materials, resources, and discipline-specific expertise
• Offer feedback through classroom observations or site visits
• Communicate updates related to curriculum, textbooks, or program expectations

What Collaboration Looks Like

The mentor/mentee relationship is ongoing and collaborative. You can expect to:

• Meet regularly (in-person or virtual) throughout the year
• Participate in classroom observations or alternative site visits
• Review and align on:
  • Syllabi
  • Assignments and assessments
  • Course expectations and rigor

This collaboration ensures consistency between your course and the on-campus experience.

Ongoing Communication

Strong communication is key to a successful experience. CEP instructors are expected to:

• Maintain regular contact with their faculty mentor
• Respond to communication in a timely manner
• Reach out with questions, challenges, or ideas

A Partnership for Student Success

Together, you and your faculty mentor ensure that students receive a true college-level experience—one that prepares them for success beyond high school.

This partnership is not just about compliance—it’s about collaboration, continuous improvement, and supporting student achievement.

As part of the Concurrent Enrollment program, site visits and classroom observations are a key component of your partnership with your PTCC faculty mentor.

These visits are designed to support you, ensure course alignment, and maintain the quality of the college-level experience.

What to Expect

New Instructors or New Courses

• At least one early classroom observation will take place
• This helps ensure:
  • Course content aligns with PTCC expectations
  • Students are being held to college-level standards
  • You receive timely feedback and support

Established Partnerships

• A classroom observation will occur at least once every three years
• In years without a formal observation, alternative site visit activities may be used

Types of Site Visits

Site visits may include:

• Classroom observations
• Grade norming or assessment review
• Faculty mentor guest lectures
• Assignment or syllabus review sessions

These interactions are flexible and designed to support collaboration and continuous improvement.

What Mentors Look For

During observations or visits, your faculty mentor may focus on:

• Alignment with course learning outcomes
• Clarity and organization of instruction
• Student engagement and participation
• Assessment methods and grading practices
• Overall course rigor and expectations

Feedback & Follow-Up

After a visit, you can expect:

• Constructive feedback and discussion with your mentor
• Opportunities to ask questions and refine your approach
• Continued support to ensure alignment with PTCC standards

A Supportive Process

Site visits are not evaluative—they are collaborative and supportive. Their purpose is to:

• Strengthen alignment between high school and college courses
• Support instructor growth and development
• Ensure students receive a consistent, high-quality experience

As a Concurrent Enrollment (CEP) instructor, you play a vital role in delivering a high-quality, college-level experience for your students. In partnership with PTCC, instructors are responsible for maintaining academic rigor, supporting students, and ensuring program compliance.

Instruction & Course Alignment

• Teach the course in alignment with the approved course outline and learning outcomes
• Collaborate with your PTCC faculty mentor to review:
  • Syllabus
  • Assignments and assessments
• Ensure coursework reflects the same rigor and expectations as on-campus courses
• Distribute the approved syllabus to students and communicate course expectations and policies

Faculty Mentorship & Professional Development

• Participate in a required planning meeting and new instructor training (if applicable)
• Maintain regular communication with your faculty mentor
• Participate in classroom observations or site visits
• Attend the required Concurrent Enrollment Professional Development Day (August)
• Engage in ongoing, discipline-specific professional development

Student Enrollment & Records

• Ensure all students:
  • Apply to PTCC by required deadlines
  • Register for courses by required deadlines
• Confirm class rosters and report any changes
• Submit add/drop/withdrawal updates as needed
• Enter final grades via eServices by the required deadline

Student Experience & Support

• Ensure students meet all program and course eligibility requirements
• Help students understand college expectations and policies
• Direct students to PTCC resources, including:
  • Concurrent Enrollment website and Student Handbook
  • Library and academic support services
• Administer end-of-course evaluations

Program Participation & Engagement

• Collaborate with PTCC on student engagement opportunities (when appropriate), such as:
  • Campus visits or tours
  • Classroom visits from PTCC staff
• Support student connection to PTCC and awareness of available resources
• Display PTCC identification (e.g., pennant) in the classroom

Compliance & Expectations

• Enforce PTCC policies, including attendance and student conduct
• Maintain FERPA compliance
• Respond to PTCC communications in a timely manner

All CEP instructors are required to participate in annual, discipline-specific professional development. This ensures alignment with:

• Course content and learning outcomes
• Academic rigor and assessment practices
• Updates to curriculum and instructional expectations

PTCC maintains records of instructor participation and will communicate with both the instructor and high school administration if concerns arise.

If Professional Development Requirements Are Not Met

The following steps may occur:

1. Make-Up Requirement
   The instructor will be required to meet individually with their faculty mentor prior to teaching. This option may be used on a limited, one-time basis.
2. Administrative Notification
   If a meeting cannot be scheduled or completed, PTCC may notify high school administration that the course is at risk of cancellation.
3. Probation Status
   If professional development is not completed, the instructor may be placed on a one-year probation. During this time, the instructor must:
   • Meet with their faculty mentor
   • Attend the next required professional development session
4. Loss of Teaching Approval
   If requirements are still not met during the probation period, the instructor may no longer be approved to teach the course.

All CEP instructors are expected to teach in alignment with the approved course outline, including:

• Course outcomes and content
• Assessment of student learning
• Academic rigor and expectations
• Credit and instructional requirements

If Course Standards Are Not Met

If concerns arise regarding course alignment or rigor:

1. Mentor Review & Documentation
   The faculty mentor will document concerns and work with the instructor to address them.
2. Collaborative Action Plan
   PTCC may meet with the instructor and high school administration to develop a plan for improvement.
3. Follow-Up & Observation
   The mentor will assess progress, which may include a classroom observation.
4. Program Decision
   If the course continues to fall short of PTCC standards:
   • The instructor may no longer be approved to teach the course
   • The high school will need to identify another qualified instructor
   • If no qualified instructor is available, the course may not be offered

Concurrent enrollment at PTCC is built on a shared commitment to:

• Academic rigor
• Student success
• Equity and access
• Continuous improvement

We value our partnerships and look forward to working together to expand meaningful opportunities for students.

Pine Technical & Community College (PTCC) is proud to be an accredited member of the National Alliance of Concurrent Enrollment Partnerships (NACEP).

NACEP accreditation ensures that courses offered through concurrent enrollment are equivalent in rigor, content, and outcomes to those taught on campus.

To maintain accreditation, PTCC aligns its program with national standards in areas such as:

• Faculty qualifications and support
• Curriculum alignment
• Assessment practices
• Professional development
• Program evaluation and continuous improvement

These standards guide the expectations and processes outlined on this page and help ensure that students receive a high-quality, college-level experience while still in high school.