Master in Teaching

Program Structure

The MiT program is a full-time, two-year, professional teacher preparation program. There are six 10-week quarters, including two quarters of student teaching. Each new cohort begins Fall quarter.

During the first year, approximately one-fourth of program time is spent in the field observing and working with K–12 students. The remaining time is devoted to on-campus seminars, workshops and lectures. Although specific class schedules vary from cohort to cohort, all classes take place within a day-time school week schedule.

During the second year, candidates spend nearly 70 percent of their time directly involved in K–12 schools. Candidates are expected to carry no other academic credit during the six program quarters and to avoid outside employment during the two quarters of full-time, daily student teaching.

Candidates will also complete a Master’s Project which provides the opportunity to intensively explore current research on a teaching related topic of keen interest to the student.

At Evergreen, a student’s transcript for each quarter of work is comprised of a narrative evaluation written by the faculty member, a self-evaluation written by the student and a course description. The faculty’s narrative evaluation always concludes with a list of “credit equivalencies” — a list of subjects covered during the quarter and the number of credit hours assigned to each subject. These are intended to translate interdisciplinary studies into credits and course titles earned at other institutions.

In keeping with the interdisciplinary nature of the Master in Teaching program, topics are interwoven throughout the curriculum, and include:

  • Learning Theories and Grade-Level Teaching Strategies
  • Educational Research
  • Design and Issues of Assessment
  • Curriculum Development and Thematic Lesson Planning
  • Relation of Washington Essential Academic Learning Requirements to the Common Core Standards
  • Addressing the Learning Needs of English Language Learners
  • Integrating Special Needs Students into the Regular Classroom
  • Approaches to Classroom Management
  • Educational Technology
  • School Law, Educational Policy and Cross-Cultural Ethics
  • Group Process and Governance
  • Social, Historical and Philosophical Foundations of Education

Year One

For candidates entering MiT in fall 2013 or later, in year one, they will meet three days a week for daytime coursework on the Olympia campus during the regular academic calendar year and spend an average of one day a week observing and participating in curriculum development and guided teaching in K-12 schools and community organizations.

The first half of fall quarter of year one, each candidate completes structured observations in elementary, middle and  secondary school classrooms and community organizations in urban, rural and suburban settings.

By the second half of fall quarter and during winter and spring quarters, each candidate does observation and guided teaching in one classroom in their endorsement area. MiT’s field placement officer arranges these placements with cooperating districts.

Two Year Program Outline:
Year One
Fall Winter Spring
  • building a learning community
  • guided observations in schools*
  • seminars, lectures, workshops
  • collaborative projects
  • Advancement to Candidacy portfolio review
  • sustaining a learning community
  • guided participation in schools*
  • seminars, lectures, workshops
  • collaborative projects
  •  Advancement to Candidacy portfolio review
  • sustaining a learning community
  • curriculum planning and guided teaching in schools*
  • seminars, lectures, workshops
  • collaborative projects
  •  Advancement to Student Teaching portfolio review

 Summer Between Years One & Two
* complete any needed subject-matter coursework prior to the beginning of year two student teaching
The timing and format of Master’s Projects are dependent on the decisions of the faculty in each cohort. Some years, work on projects may continue during the summer.

Year Two
Fall  Winter  Spring
  • full-time student teaching begins in late August*
  • weekly seminars
  • Teacher Performance Assessment (edTPA)
  • complete Student Teaching Portfolio
  • Evaluation in late November
  • reflection on teaching and learning to improve capacity to positively impact student learning
  • seminars, lectures, workshops
  • professional development related to job search
  • Professional Growth Plan
  • full-time student teaching*
  • weekly seminar
  • develop Professional Portfolio
  • program assessment
  • edTPA if needed

 *Master in Teaching candidates are responsible for finding transportation to and from field sites and other program-related activities.

Year Two

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.

The two student teaching internship placements are at different grade levels and in different schools, providing a well-rounded exposure to teaching in subject endorsement area/s with a variety of public school students. Candidates will be placed in classrooms where cooperating teachers have been identified by school districts as appropriate mentors for our teacher candidates. One placement is in a setting different from the candidate's own background for purposes of enhancing equity pedagogies.

The first student-teaching 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.  Candidates will complete the state-required edTPA during this placement.

The second student-teaching assignment generally begins in early spring and continues toward the end of the academic year. With this second student-teaching opportunity, candidates will be able to (a) build upon previous teaching experiences, (b) gain an understanding of how teachers organize the curriculum in the closing months of the school year, and (c) make comparisons between different school settings and grade levels. 

The narrative evaluation of student-teaching performance is based on the Evergreen faculty supervisor’s observations in combination with the assessment of the cooperating classroom teacher. We use a nationally recognized assessment methodology that we have adapted for pre-service teacher education.  As required by the state of Washington, candidates must demonstrate a positive impact on their students’ learning.