2012-13 Catalog

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2012-13 Master in Teaching (MiT)

Title   Offering Credits Schedule F W S Su Description Preparatory Faculty
Master in Teaching Year 1

Anita Lenges, Kelly Foster and Sonja Wiedenhaupt

child and adolescent development education sustainability teaching and social justice 

  Program 16 5-9 pm Mon and Wed evenings, 9 am to 3 pm Saturdays, practicum hours in schools vary by secondary and elementary placements. Secondary candidates will spend 4 hours in a public school on Tuesday and Thursday afternoons; elementary candidates will be in the schools 4 hours on Tuesday and Thursday, one of those days in the morning and one in the afternoon. F 12Fall W 13Winter S 13Spring Educators are in a unique position to help a new generation of young people become compassionate, locally active, and globally conscious citizens.  They have the opportunity to develop environments where children and youth experience joy and self-efficacy in learning; where confusion and mistakes stimulate curiosity and persistence rather than discouragement.  Tomorrow's teachers are in a position to nurture imaginative problem solvers and assist students to become culturally competent collaborators in their future.  This opportunity is as true for the teacher of kindergarten students as it is for the teacher of high school students, as true for the teacher of mathematics as it is for the teacher of social studies.This rigorous program will prepare you to engage the pedagogies and practices to support a democratic, socially just classroom in which children and youth move beyond dualistic perspectives into complex and critical thinking.  We expect MiT graduates to meet state and national expectations for education while supporting student self- efficacy, identity, and creativity.  Keeping these broad goals and aspirations in mind, we will examine the following questions together:We have high expectations for people to engage the significant work, persistence and humility it takes to be an excellent teacher.  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 desire prospective teachers who are willing to question, challenge and transform the existing structures of schooling in order to create learning environments that will support the needs of all students in the twenty-first century.  We seek candidates who are: (i) skilled in critical thinking as evidenced by reflective 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. Anita Lenges Kelly Foster Sonja Wiedenhaupt
Master in Teaching Year 2

Terry Ford, Lester Krupp and Jon Davies

education teaching and social justice 

  Program 16 Fall variable per school day Mon-Fri and 4p-7p Mon; Winter 9a-4p. Tues., 9a-12p Wed.; Thurs., Variable; Fri. 8:30a-3:30p; Spring variable per school day Mon - Fri; 4-7p Mon F 12Fall W 13Winter S 13Spring 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.  They must also pass a state-required Teacher Performance Assessment administered and evaluated by Pearson to be recommended for certification. Teaching and further graduate work Terry Ford Lester Krupp Jon Davies