Master in Teaching

Expectations and Outcomes

The Master in Teaching (MiT) program upholds graduate-level academic and professional standards. The faculty team for each cohort cycle provides students with a covenant of mutual responsibilities and requirements for successful program completion explained in detail in the MiT Student Guidebook to Policies, Procedures and Resources. Additional expectations are found in the MiT Student Teaching Handbook and in individual program-specific syllabi and assignments.

Through program work, as documented in portfolios, the Advancement to Candidacy interview, narrative evaluations and student teaching internship evaluations, the candidate must demonstrate the following criteria for good academic standing:

  • graduate-level critical and analytical thinking skills, as determined by the professional judgment of the faculty
  • mastery of program knowledge and skill requirements as determined by faculty and public school cooperating teachers
  • ability to work with and respect diversity in all its forms
  • appropriate professional dispositions
  • interpersonal verbal and written communication skills necessary for K–12 teaching and for interacting effectively with students, families, communities and professional colleagues, as determined by the professional judgment of faculty and public school cooperating teachers
  • adequate pedagogical skills as determined by the Washington Teacher Performance Assessment (edTPA) and the MiT Student Teaching Rubric, including the ability to demonstrate a positive impact on K–12 student learning.

Program Outcomes

Faculty recommend candidates for certification leading to the Washington State Residency Teaching certificate and the awarding of the MiT degree based upon successful completion of the program, including completion of all endorsement requirements, appropriate professional dispositions, two successful student teaching internships, passing the Washington Teacher Performance Assessment (edTPA), and demonstration of a positive impact on K–12 students' learning.

At the conclusion of the program, candidates can anticipate having a knowledge base appropriate for a beginning teacher to:

  • create a classroom environment of respect and rapport
  • reflect on planning and teaching—through insights gained from analyzing one’s own cultural encapsulation—to improve student learning
  • understand the importance of multicultural and anti-bias advocacy for all students realize the value of democratic actions and decision-making with students and professional colleagues
  • organize, teach and evaluate lessons that reflect state and national educational reform expectations, including the integration of math, sustainability and the arts across the curriculum
  • design and implement engaging, student-centered, thematically-based instructional experiences
  • work with different-sized groups of students
  • demonstrate a positive impact on students’ learning.