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Master in Teaching Year 1
Winter 2019
Spring 2019
Class Size: 45
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More than two decades ago, educator Marilyn Cochrane-Smith asked, "Can prospective teachers learn to be both educators and activists, to regard themselves as agents for change, and to regard reform as an integral part of the social, intellectual, ethical and political activity of teaching?” In the MiT 2018-2020 program, we take up this challenge as we prepare teachers who recognize teaching as a political activity and knowingly take on the role of activist based on a commitment to eliminate the inequities that exist in classrooms and the broader community.
If we are to be effective advocates for our students and to empower our students to transform their own lives, we must deepen, and perhaps challenge, our current beliefs about teaching and learning. As teachers we must develop within ourselves the emotional and intellectual attributes needed to understand, support, and teach our future students, and to meet their diverse needs.
Future teachers can expect to see a more diverse population of students. The MiT program prepares teachers who can draw on the strengths of students from a wide range of ethnic origins, languages, abilities, and socio-economic backgrounds. Further, these students will live in a society requiring people to engage diverse cultures through effective collaboration and creative problem-solving grounded in integrated technological skills and active use of a wide range of information resources. Thus, the MiT program will support candidates to develop as critical, reflective educators who not only care deeply about issues of race, class, poverty, and justice but are prepared to act on these issues to support student achievement.
Experiences in classrooms serve as vital parts of the MiT program. Field experiences in urban, rural, and suburban communities enable teacher candidates to mediate their understanding of theoretical ideas and concepts presentedin program coursework. Likewise, our academic investigations inform teacher candidates’ experiences in the field. These two sites for learning are bridged through meaningful activities that require teacher candidates to integrate what they learn across classrooms and coursework.
Among the questions that will engage our study and practice are:
- What effective teaching practices encourage students' curiosity and lead them to shape their own questions and pursue their own answers using critical and reflective thinking?
- How does teachers’ knowledge of learning theory, research-based pedagogy and neurobiology contribute to children's and adolescents' learning and development?
- How are questions of democracy, equity and excellence related to success or failure in our public schools and civic engagement in a democratic society?
- How are the more traditional literacies of reading, writing, and quantitative reasoning related to personal, economic, and political oppression and power?
- How can teachers respond to and work with family and cultural belief systems that shape children's lives? How can teachers draw on community resources to connect content knowledge to students' lived experiences?
This offering will prepare you for careers and advanced study in:
Teaching or further graduate work
Credits per quarter
- Enhanced Online Learning - This offering requires access to web-based tools, but use of these tools does not displace any face-to-face instruction.
Candidates must pay a required fee of $41.75 plus processing fees to an Education Service District (ESD) for finger-printing and background check before fall quarter begins. Candidates also pay for gas or for public transportation to public schools for field experiences during fall, winter, and spring quarters. These placements may be anywhere within a 45 mile radius of the Tacoma campus and are determined by the MiT Field Placement Officer.
Class Size: 45
Located in: Olympia
Master in Teaching Year 2
Winter 2019
Spring 2019
Class Size: 45
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Teacher candidates in the Master in Teaching program benefit from two full-time, 10-week, student teaching experiences. Consistent with our goals for graduate-level teacher preparation, the winter quarter is provided between the two student teaching assignments for personal reflection, continued growth in classroom teaching knowledge and skills, attention to professional activities and development of a professional growth plan.
Having two internship placements at different grade levels and in different schools provides teaching experiences in subject endorsement area/s with a variety of public school students. Candidates are placed in classrooms where cooperating mentor teachers have been identified by school districts as appropriate mentors for our teacher candidates. One student teaching placement is in a diverse, urban setting.
The first experience begins in late August or early September in accordance with the public school calendar. This model is based on research indicating that having a student teaching experience in the opening weeks of the school year contributes positively to the success of a first-year teacher.
The second assignment begins in early spring and continues toward the end of the academic year. With this second opportunity, candidates: (a) enhance their teaching practices, (b) gain an understanding of how teachers organize the curriculum in the closing months of the school year (c) make comparisons between different school settings and grade levels and (d) demonstrate ability to gain entry and get to know the assets in new communities.
The narrative evaluation of student teaching performance is based on the Evergreen faculty supervisor’s observations in combination with the assessment of the cooperating mentor teacher. We use Danielson’s model for assessment (adapted for pre-service teacher education), which is one of the 3 assessment models used in Washington State for continuing teachers. As required by the state of Washington, candidates must demonstrate a positive impact on student learning. They must also pass a state-required Teacher Performance Assessment (edTPA) administered and evaluated by Pearson to be recommended for certification.
This offering will prepare you for careers and advanced study in:
Teaching and further graduate work
Credits per quarter
- Enhanced Online Learning - This offering requires access to web-based tools, but use of these tools does not displace any face-to-face instruction.
In the second year of the program, candidates complete a master's project. The minimum expense for binding will be at least $60; the cost will be higher if candidates order more than one copy of the project. In addition, the State of Washington requires that candidates seeking certification in Washington take the edTPA which will occur during fall student teaching. This assessment will cost $300 and will be paid directly to the company that manages the assessment procedure. Candidates also pay for gas or public transportation to their student teaching sites.
In spring upon completion of student teaching and recommendation for certification, candidates will pay a $74 certification fee to the Office of the Superintendent of Public Instruction for their teaching certificate.
Class Size: 45
Located in: Tacoma