2010-11 Master in Teaching (MiT)
| Title | Offering | Credits | Schedule | F | W | S | Su | Description | Preparatory | Faculty |
|---|---|---|---|---|---|---|---|---|---|---|
|
Master in Teaching Year 1
Scott Coleman, Terry Ford, Andrew Gilbert and Anita Lenges |
Program | 16 | 9a-12p & 1-3p Mon/Thurs | FFall | WWinter | SSpring | Teaching is a service that changes students’ lives. However, teaching in today’s public schools can be a daunting task, given the massive scope of a teacher’s responsibility and impact on others. The greatest strength of K–12 schools is the remarkable teachers who create effective learning environments for their students despite the growing number of challenges with which they are confronted. These challenges during times of turmoil and change give us the impetus to look within ourselves and at the world once more in order to more fully recognize the values and aspirations that will help us prepare children and youth to participate in the world. Hope for a better society is—more than ever—dependent on good education. The time is right to carefully consider and act on our deepest educational values.Evergreen’s MIT program is inspired by the belief that the foundation of learning in a democracy should be to understand and respond to an individual’s talents, interests and needs while supporting the interests and needs of the community. Genuine caring for the all-around welfare of others is embraced as a guiding educational value in our program as we prepare teachers to facilitate academic learning, teach for social justice, and prepare students to live in a democracy. We take seriously the charge from the state of Washington to prepare highly competent teachers, able to use what they know about learning, development, communication and diverse learners to inform their teaching, and place learning in a social context.This demanding program will prepare you as a future teacher to engage in reflective practice in order to support the learning of diverse students. You will learn what is involved in supporting the development of students’ knowledge and skills in the specific area(s) you plan to teach. In your work with children and youth, you will learn to take into account cognitive, social and emotional development, cultural context, motivation and recent research on teaching and learning.You will also learn how to adapt, create and implement interdisciplinary curriculum that: | Teaching or further graduate work | Scott Coleman Terry Ford Andrew Gilbert Anita Lenges | |
|
Master in Teaching Year 2
Michael Vavrus, Chris Ramsey-Sharp, Gery Gerst, Jana Dean and Sonja Wiedenhaupt |
Program | 16 | Fall and Spring:Variable per school day Mon-Fri, 4-6p Tue | FFall | WWinter | SSpring | 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.The two student teaching internship placements are at different grade levels and in different schools, providing a well-rounded exposure to teaching in subject endorsement area/s with a variety of public school students. Candidates will be placed in classrooms where cooperating 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 student-teaching 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 student-teaching assignment generally begins in early spring and continues toward the end of the academic year. With this second student-teaching opportunity, candidates will be able to (a) build upon previous teaching experiences, (b) gain an understanding of how teachers organize the curriculum in the closing months of the school year and (c) make comparisons between different school settings and grade levels.The narrative evaluation of student-teaching performance is based on the Evergreen faculty supervisor’s observations in combination with the assessment of the cooperating classroom teacher. We use a nationally recognized assessment methodology that we have adapted for pre-service teacher education as well as the required Washington Evidence-Based Pedagogy Assessment Instrument. As required by the state of Washington, candidates must demonstrate a positive impact on their students’ learning. | Teaching and further graduate work | Michael Vavrus Chris Ramsey-Sharp Gery Gerst Jana Dean Sonja Wiedenhaupt |