Secondary Partners

Who can teach a dual credit course?

In order to be an adjunct instructor for JCTC, credentials must comply with those set forth by the Southern Association of Colleges and Schools (SACS).  For General Education courses, instructors must hold a Master’s degree and have 18 credit hours of graduate study that are transcripted after they graduated with a Baccalaureate.

For Technical courses, instructors must hold the appropriate credentials within that technical field.  Quite often, Kentucky Department of Education and Office of Career and Technology Education (KDE/OCTE) requirements are the same as KCTCS requirements. 

To start the dual credit process, instructors and schools will need to furnish the Office of Dual Credit with a copy of the following: transcripts, current syllabus for high school course, completed Volunteer Faculty Data form and an Intent to Add form signed by both the principal and the instructor.  Instructors should expect to meet with the JCTC faculty mentor to discuss the course competencies, class objectives and learning outcomes that need to be implemented and assessed at the end of the course.

Once the instructor and the course have been approved to teach as an adjunct, instructors will need to provide the college with official transcripts to be housed in the Provost’s office.  Syllabi for dual credit courses will be supplied to the instructor by the college and must be used for the duration of the course.  Since both the high school and the college have competencies that need to be taught, the course content should be discussed and agreed upon by both partners.

Adjunct instructors are expected to keep in touch with both the office of dual credit and the faculty mentor for the duration of the course and to utilize the resources made available to them by the college.  Instructors should expect to be observed periodically by a member of JCTC’s faculty at least once a year and should plan on attending department meetings when notified by their faculty mentor.

Mirroring college processes and practices in the high school

Dual Credit courses are expected to mirror those courses taught on campus at JCTC.  With that in mind, classes should follow the academic calendar as posted by the college each semester. 

Instructors or a designated representative from the high school should expect to have to perform the following duties or notify the Office of Dual Credit of any changes in:

  • Class enrollment and the beginning and end dates of classes
  • Withdraw of student/late add of students
  • Change in schedule or change in instructor
  • Checking official class roster for anomalies and reporting Last Day of Attendance and No Shows as requested by the college
  • Reporting grades and circulating student evaluations to students according  to the college’s schedule (which takes into consideration that schools may have different schedules, i.e. Trimesters, semester, yearlong courses.
  • Reporting the assessed learning outcomes for the class to the college and using the requested assessment tool
  • Insuring that students are knowledgeable about the college or career pathways that are relevant to the college course that they are enrolled in and assuring that students understand how they can use their dual credit in the future.

What are learning outcomes?

Learning outcomes are statements that specify what learners will know or be able to do as a result of a learning activity.  Outcomes are usually expressed as knowledge, skills, or attitudes. Learning outcomes should flow from a needs assessment.  The needs assessment should determine the gap between an existing condition and a desired condition. 

Learning outcomes are statements which described a desired condition – that is, the knowledge, skills, or attitudes needed to fulfill the need.  They represent the solution to the identified need or issue.  Learning outcomes provide direction in the planning of a learning activity. 

They help to:

  • Focus on learner’s behavior that is to be changed
  • Serve as guidelines for content, instruction, and evaluation
  • Identify specifically what should be learned
  • Convey to learners exactly what is to be accomplished

 (Counsel on Post-secondary Education)

Communication is Key…

Jefferson Community and Technical College’s Office of Dual Credit and Early College (DC/EC) wants to support all adjunct instructors, their schools and students, in the best way possible.  This means that from time to time, deadlines must be enforced in order to insure the smooth running of the program and to provide the students with the best outcomes from their dual credit class. 

Our secondary partners are encouraged to designate an individual from each school that can communicate regularly with this office.  Communication with instructors is very important but we recognize that instructors are busy...busy instructing!  When secondary partners and post-secondary partners communicate more clearly and have created seamless pathways for the students, the overall experience for the student is more positive.

The Office of DC/ED wants to be a supportive and accessible partner to all of the adjunct instructors in district schools and on satellite campuses.  Therefore, the line of communication must be go both ways and must flow from both partners. 

Our responsibility is to assist and guide each school through the dual credit process from the initiation of dual credit at your school to the enrollment and successful completion of each college class. 

For more information, please contact the Office of Dual Credit and Early College.