Master in Teaching Year 2

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Fall 2017, Winter 2018, and Spring 2018 quarters

Taught by

Educational Equity, Secondary Mathematics Education, Teacher Education
education and equity, language acquisition, art and storytelling
social and personality psychology

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.

Having two internship placements at different grade levels and in different schools provides teaching experiences in subject endorsement area/s with a variety of public school students. Candidates are placed in classrooms where cooperating mentor 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 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 assignment begins in early spring and continues toward the end of the academic year. With this second opportunity, candidates: (a) enhance their teaching practices, (b) gain an understanding of how teachers organize the curriculum in the closing months of the school year (c) make comparisons between different school settings and grade levels and (d) demonstrate ability to gain entry and get to know the assets in new communities.

The narrative evaluation of student teaching performance is based on the Evergreen faculty supervisor’s observations in combination with the assessment of the cooperating mentor teacher. We use Danielson’s model for assessment (adapted for pre-service teacher education), which is one of the 3 assessment models used in Washington State for continuing teachers. As required by the state of Washington, candidates must demonstrate a positive impact on student learning. They must also pass a state-required Teacher Performance Assessment (edTPA) administered and evaluated by Pearson to be recommended for certification.

Program Details

Fields of Study


Preparatory For

Teaching and further graduate work


Fall Open Winter Closed Spring Closed

Location and Schedule

Final Schedule and Room Assignment

Campus Location


Time Offered


Additional Schedule Details

Weekly late afternoon/early evening seminar during fall and spring student teaching, times to be announced.

Winter coursework hours to be announced.

Online Learning

Enhanced Online Learning

Special Expenses

In the second year of the program, candidates complete a master's project.  The minimum expense for binding will be at least $60; the cost will be higher if candidates order more than one copy of the project.  In addition, the State of Washington requires that candidates seeking certification in Washington take the edTPA which will occur during fall student teaching.  This assessment will cost  $300 and will be paid directly to the company that manages the assessment procedure.  Candidates also pay for gas or public transportation to their student teaching sites.

In spring upon completion of student teaching and recommendation for certification, candidates will pay a $74 certification fee to the Office of the Superintendent of Public Instruction for their teaching certificate.