MIT Outcomes and Expectations

Program Outcomes

At the conclusion of the Program, students 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 your 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
• design and implement engaging, student-centered, thematically based instructional experiences
• work with different-sized groups of students 

Expectations and Standards

The Master in Teaching program upholds graduate-level academic and professional standards, leading to Residency Teaching Certificates and Master in Teaching degrees for all students who complete the program and remain in good academic standing. 

The faculty team for each program cycle provides students with a covenant of mutual responsibilities and program requirements. Expectations for successful completion of the program are explained in detail in the program covenant, found in the MIT Student Guidebook to Policies, Procedures and Resources distributed to all incoming Master in Teaching students. Additional expectations are found in the MIT Student Teaching Handbook and in individual program-specific syllabi and assignments.

The following list summarizes the criteria for a Master in Teaching student to remain in good academic standing. Through program work, as documented in portfolios, the Advancement to Candidacy interview, narrative evaluations, and student teaching internship evaluations, the student must demonstrate:

• 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, and as observed in program seminars and projects, portfolio materials and student-teaching internships
• ability to work with and respect diversity in all its forms
  
• interpersonal verbal and written communication skills necessary for K-12 teaching and for interacting effectively with professional colleagues, as determined by the professional judgment of faculty and public school cooperating teachers

Recommendation for certification is determined by the faculty upon successful completion of the program, including completion of all endorsement requirements and two student teaching internships.