2013-14 Catalog

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2013-14 Master in Teaching (MiT)

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

Sara Sunshine Campbell, Phyllis Esposito and Lester Krupp

child and adolescent development education teaching and social justice 

  Program 16  Fall: Tuesday 9a-4p; Wednesday 8a-12p depending on public school schedule; Thursday 8a-12p depending on public school schedule and 1-5p on campus; Friday 9a-4p.   F 13Fall W 14Winter S 14Spring 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 2013-15 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: Sara Sunshine Campbell Phyllis Esposito Lester Krupp
Master in Teaching Year 2

Sonja Wiedenhaupt, Chris Ramsey-Sharp and Kelly Foster

education teaching and social justice 

  Program 16 Fall variable per school day Mon-Fri and 4p-7p Mon; Winter, Mon. 9a-4p; Wed., 4:30p-8:00p; Fri., 9a-2:30p; Spring variable per school day Mon - Fri and 4-7p Mon F 13Fall W 14Winter S 14Spring 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 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 (edTPA) administered and evaluated by Pearson to be recommended for certification. Sonja Wiedenhaupt Chris Ramsey-Sharp Kelly Foster