my.evergreen.edu
2011-12 Master in Teaching (MiT)
| Title | Offering | Credits | Schedule | F | W | S | Su | Description | Preparatory | Faculty |
|---|---|---|---|---|---|---|---|---|---|---|
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Master in Teaching Year 1
Terry Ford, Sara Sunshine Campbell, Rob Cole and Jon Davies child and adolescent development education sustainability teaching and social justice |
Program | 16 | 9-4 Tu; 8:30-11:30 Wed; in schools on Thurs; 8:30-3:30 Fri. | F 11Fall | W 12Winter | S 12Spring | Can prospective teachers become both educators and activists, embrace the complexities of global changes in the twenty-first century, and empower themselves and their students to move toward a just and sustainable life? We must challenge our prevailing ideas about schooling, teaching, and who we serve to become advocates for all our students. The global changes already underway in the twenty-first century require a new awareness, different ways of action, and alternative visions from the dominant ones of the twentieth century.Teachers must work with students from a wide range of ethnic origins, languages, abilities, and socio-economic backgrounds. Their students live in a society requiring people to engage in globally connected cultures through creative problem-solving, technological skills, effective collaboration with co-workers, and actively seeking information and resources. If public schools are to prepare students for public life in the future, our work demands that we teach students resilience; issues of fairness, equity and justice; and how to adapt to new, sustainable perspectives.We invite people into this program who are eager to accept the challenge of discovering what it means to be a critically reflective practitioner. We want prospective teachers who are willing to question, challenge and transform the existing structures of schooling in order to create learning environments to support the needs of all students in the twenty-first century. Therefore we seek candidates who are: (i) skilled in critical thinking as evidenced by reading and writing, (ii) passionately interested in multidisciplinary connections; (iii) open to giving and receiving critical, constructive feedback; (iv) committed to their own intellectual, political, and emotional growth; and (v) invested in serving the broader community. Among the questions that will engage our study and practice are:Our exploration of educative practice, in John Dewey's terms, will be integrated with larger issues of social and ecological justice in our democracy. | Teaching or further graduate work | Terry Ford Sara Sunshine Campbell Rob Cole Jon Davies | |
|
Master in Teaching Year 2
Scott Coleman, Heather Bandeen, Chris Ramsey-Sharp, Anita Lenges and Andrew Gilbert |
Program | 16 | Winter 9a-3p, Mon., Tues, Wed.; Spring variable per school day Mon - Fri; 4-6p Tue | F 11Fall | W 12Winter | S 12Spring | 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 | Scott Coleman Heather Bandeen Chris Ramsey-Sharp Anita Lenges Andrew Gilbert |
