An endorsement is the specific subject matter or content area listed on a teaching certificate in Washington State. The state requires teacher candidates to demonstrate the content knowledge needed to teach the grade level standards for their initial endorsement subject(s). All applicants must complete the endorsement coursework outlined in their respective endorsement verification form. This coursework must be completed prior to starting the MIT program. Applicants do not need to have all of the coursework completed at the time of application; however, they should indicate plans for how they will complete the requirements prior to the program start date on their submitted endorsement form.
The Master in Teaching program provides individualized endorsement advising for applicants. You can request an endorsement advising session by emailing mitendorsements@seattleu.edu. The endorsement form and instructions can be found here.
All elementary applicants are required to have completed a Math for Elementary Teachers course sequence (this coursework often takes two quarters to complete). If you have not taken this specific course sequence, you have two options:
Since the elementary endorsement covers a broad range of coursework, many applicants need to take additional courses to meet the pre-requisite coursework requirements listed on the elementary endorsement form. Below are a few notes to consider when reviewing your own coursework history and to help you select coursework options that might work for you.
Applicants seeking an endorsement in secondary education will earn a certificate to teach fifth through twelfth grades. The strongest applicants will have completed an undergraduate degree with a major in the subject area they wish to teach.
Total Program Credits: 60
Coursework: The coursework at the start of the program will begin with an overview of the big socio-cultural issues that shape the field of education. Additional courses will teach how to better understand the diverse learning needs of students and apply anti-racist and humanizing learning theories as we begin to practice planning, instruction and assessment.
Field-based Education: During this first phase of field-based learning, MIT students will have multiple full weeks in their internship placement. Each field week is connected directly to the courses being taught. Students will complete observations and interviews, and support learning in various ways to develop strong relationships with their mentor teacher, the students in their internship classes and their school community.
| Elementary | Secondary |
|---|---|
| TEED 5110 Sociopolitical Context of Schools (4 cr) | TEED 5110 Sociopolitical Context of Schools (4 cr) |
| TEED 5111 Learning and Justice Through the Arts (1 cr) | TEED 5111 Learning and Justice Through the Arts (1 cr) |
| TEED 5112 Thriving Teaching & Learning Communities I (2 cr) | TEED 5112 Thriving Teaching & Learning Communities I (2 cr) |
| TEED 5113 Foundations & Frameworks for Teaching Culturally and Linguistically Diverse Students (3 cr) | TEED 5113 Foundations & Frameworks for Teaching Culturally and Linguistically Diverse Students (3 cr) |
| TEED 5114 Sociocultural Theories of Learning & Anti-Racist Practice (3 cr) | TEED 5114 Sociocultural Theories of Learning & Anti-Racist Practice (3 cr) |
| TEED 5115 Foundations & Frameworks for Building Inclusive Classrooms (3 cr) | TEED 5115 Foundations & Frameworks for Building Inclusive Classrooms (3 cr) |
| TEED 5116 Fostering the Development of the Whole Student (Elementary) (3 cr) | TEED 5117 Fostering the Development of the Whole Student (Secondary) (3 cr) |
Coursework: The coursework during this phase of the program will do a deep dive into subject-specific instructional methods, lesson planning, and assessment. Students will be encouraged to incorporate anti-racist and equity-based approaches to their work, in preparation for their full-time internship.
Field-based Education: During this second phase, MIT students will have a weekly field day and additional full weeks in their internship placement. The regular field day provides an opportunity to begin actively preparing for the full-time internship and to begin co-planning and co-teaching with their mentor teacher.
| Elementary | Secondary |
|---|---|
| TEED 5120 Elementary Unit Planning & Social Studies Teaching Methods (3 cr) | TEED 5130 Secondary Unit Planning & Assessment I (4 cr) |
| TEED 5121 Elementary Language & Literacy I (4 cr) | TEED 5131 Secondary Subject-based Teaching Methods (5 cr) |
| TEED 5122 Elementary Language & Literacy II (3 cr) | TEED 5132 Secondary Unit Planning & Assessment II (3 cr) |
| TEED 5123 Elementary Math Teaching Methods (4 cr) | TEED 5133 Secondary Methods for Teaching Culturally & Linguistically Diverse Students (3 cr) |
| TEED 5124 Elementary Science Teaching Methods (2 cr) | TEED 5134 Language and Literacy Methods Across the Secondary Content Areas (3 cr) |
| TEED 5125 Elementary Methods for Teaching Culturally & Linguistically Diverse Students (3 cr) | TEED 5135 Secondary Methods for Building Inclusive Classrooms (3 cr) |
| TEED 5126 Elementary Methods for Building Inclusive Classrooms (3 cr) | TEED 5136 Secondary Thriving Teaching & Learning Communities II (2 cr) |
| TEED 5127 Elementary Thriving Teaching & Learning Communities II (1 cr) |
Coursework & Field-based Education: During the final field-based learning phase, MIT students are in the classroom full time for twelve weeks and gradually assume full-time teaching responsibilities. The mentor teacher and university field coach formally observe teacher interns using an adaptation of the "Danielson Framework for Teaching" to give ongoing, formative feedback to MIT students. Students are expected to successfully meet the demands of the classroom and the competencies required by the program and for certification by the State of Washington. The internship seminar will provide you with structured time to reflect on your learning during the internship and make connections back to MIT coursework.
| Elementary | Secondary |
|---|---|
| TEED 5140 Elementary Internship (14 cr) | TEED 5142 Secondary Internship (14 cr) |
| TEED 5141 Elementary Internship Seminar (1 cr) | TEED 5143 Secondary Internship Seminar (1 cr) |
Coursework: At the end of the program your final coursework with guide you through a reflective process to evaluate how you have met each of the program competency strands. Additionally, you will begin to synthesize what you have learned to prepare for the start of your career as a teacher by completing the Teaching for Equity Project. The Teaching for Equity Project was developed by the MIT faculty to replace the previous state mandated assessment, the edTPA, and includes an e-portfolio, a public showcase and a final conference with a faculty member.
Field-based Education: There is no field component during this final phase of the program.
| Elementary | Secondary |
|---|---|
| TEED 5150 Critical Reflection for Social Justice: Teaching for Equity (3 cr) | TEED 5150 Critical Reflection for Social Justice: Teaching for Equity (3 cr) |
Approximately 50% of the MIT program is field-based learning. Field experiences in the program are designed to mirror the K-12 teaching experience. As students progress through the program their field weeks will provide opportunities to become oriented to the current context of schools, make connections between theory and practice, develop relationships with students and school community members, and practice planning and facilitating student-centered instruction. Students begin and complete the program with a single internship placement where they will work closely with a strong mentor teacher to provide ongoing support and guidance, allowing for a rich and cohesive field-based learning experience.
Upon accepting the offer of admission to the MIT program, students will share their internship preferences with the program and the Field-based Education Team will work closely with our K-12 school partners in the Seattle region to identify an internship mentor teacher. While internship preferences are considered during the placement process, internship placements are ultimately determined based on the needs and availability of the schools and mentor teachers in our partners districts. Students can expect their internship placement to be in a district within a 30-mile radius of Seattle and commute anywhere between 30-60 minutes, regardless of their transportation mode.
The MIT program is full-time, with classes scheduled Monday-Friday. With a few exceptions, classes are scheduled from 9:00am - 3:00pm. During the time students are in the field, schedules will vary based on the schedules of the K-12 school sites.
Classes begin prior to the University schedule, in mid-August, to align with the calendar of local School Districts.
| Phase | Quarter | Timeline | Credits |
|---|---|---|---|
| Social Justice Foundations & Methods of Teaching | Fall | August - October | 26/28 |
| Methods of Teaching | Winter | November - March | 16/14 |
| Internship & Critical Reflection | Spring | April - June | 18 |
| Hired | Fall of following year | ||