2009-11 MiT Cohort
Thinking Globally, Teaching Locally: Educating for Active Citizenship
The planet we inhabit is facing unprecedented challenges as we approach the second decade of the 21st century. For the lone individual, it can be overwhelming to consider positive actions to counter the dramatic effects of climate change on the environment; of huge pockets of people living in poverty who long for basic material needs; of nation-state relations marked more by the devastation of war than by peaceful cooperation; and of the oppression of people based on their racial and ethnic identification, gender, physical and mental abilities, sexual orientation, and class. Teachers occupy a unique position, from which they can help a new generation of young people become locally active, globally conscious citizens. As an educator at any level and in any subject, you have the opportunity to help your students develop the attitudes, knowledge and skills that will empower them as active and compassionate citizens. This is as true for the teacher of kindergarten as it is for the teacher of high school, as true for the teacher of math as it is for the teacher of social studies.
The Evergreen MIT program takes seriously the charge from the state of Washington to prepare teachers who are able to place learning in a social context. The state wants teachers to use what they know about learning, development, communication and diverse learners to inform their teaching. They also want teachers to purposefully “seek information from multiple communities; consider student learning in the context of social, political, environmental, and economic systems; and create opportunities for students to participate in responsible civic engagement, including developmentally appropriate self-governance.” 2009-2011 Cohort Theme Thinking Globally, Teaching Locally: Educating for Active Citizenship
This rigorous program will prepare you as a future teacher to engage in reflective practice in order to support the learning of diverse students; to be a scholar and critical consumer of educational research and practices; and to advocate for social justice. 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 brain research on teaching and learning. You will also learn how to adapt, create and implement interdisciplinary curriculum that:
- connects to the assets and interests of local communities;
- emphasizes citizenship that is responsive to human needs in a pluralistic society;
- conceives of teaching and learning in relation to a world shared with diverse populations with diverse needs and aspirations; and
- provides all students an equitable opportunity to gain access to the tools they need for empowerment in the world in which they live.
If you are eager to become a purposeful and thoughtful teacher, and you are willing to examine and challenge both yourself and the existing structures of schooling in order to create learning environments that are inclusive of and responsive to the needs of all students, then we encourage you to apply. We invite people who will work together with their Evergreen colleagues and the faculty to create a highly supportive environment in which to meet the high expectations of this program.
We seek candidates: (1) who have strong critical reading and writing skills; (2) who both actively seek out and are open to critical, constructive feedback; (3) who have a genuine interest in their own intellectual, political and emotional growth; (4) are invested in serving the communities where they will teach; and of course, (5) who care about the well-being and development of children and youth.
| Tuesday |
Wednesday | Thursday |
Friday |
|---|---|---|---|
|
9am-12pm All cohort 1-3pm Seminars |
10am-1pm All cohort | K-12 schools:start of teacher's workday and generally ending at noon (ending times will vary according to school schedules) |
10am-12pm Seminars 1-4pm All cohort |
In addition to these scheduled times, students should anticipate studying approximately 2-3 hours for every credit hour received. This works out to 16 credits x 2 or 3 hours = between 32 and 48 hours per week of preparation in addition to regularly scheduled class time.