Program Concept and Model

Program Concept

We believe the program’s success lies as much in the collaborative learning process as it does in its curricular content. Through academic subjects, students are exposed to a wide range of community-building activities, small-group seminars, hands-on field experiences and group problem-solving activities. These skills reinforce critical and reflective thinking and demonstrate important principles of effective and meaningful classroom teaching. Furthermore, they help graduate students become knowledgeable, competent professionals who can assume leadership roles in curriculum development, child advocacy, assessment and anti-bias work.

Coordinated Studies Curriculum Model

The Master in Teaching program applies the Evergreen Coordinated Studies model by organizing the curriculum around themes and questions. Coordinated Studies is an intentional departure from the fragmentation of separate, unconnected courses and provides a teacher preparation program without course boundaries. For example, in place of separate courses on assessment, multicultural education and child and adolescent development, collective information is infused coherently throughout the program in an interdisciplinary program format by teams of faculty members and expert consultants.

How does this happen? An interdisciplinary team of faculty and full-time students form a community of learners to explore curricular themes. This allows for a flexible, intensive schedule that creates a climate in which interactive learning can occur and student input is highly valued. Competition among students is de-emphasized while collaborations among students, faculty and K-12 teachers are encouraged. Ranking of students and faculty does not take place. Weekly seminars, in which one faculty member and approximately 15 students analyze readings and review field experiences, are a central component of this Coordinated Studies model.