ࡱ> c cjbjbSS >11_]:::::::NNNNN$r,N/f:PPPPPPP///////*13/:PPPPP/::PP:PF:P:P/NN::::P/9*::/ANNr)/The Master in Teaching Program 200204 Graduate Studies The Evergreen State College Olympia, Washington The new approach to teaching and learning.  HYPERLINK http://www.evergreen.edu/mit www.evergreen.edu/mit Table of Contents Master in Teaching Program Introduction 3 Master in Teaching Curriculum Themes 4 Program Topics and Credit Equivalencies 5 The Coordinated Studies Curriculum Model 6 Connecting with the Teaching Community 7 Program Structure 8 Program Expectations and Criteria 9 Student-Teaching Internships 10 200204 Program Focus 11 Admissions and Application Requirements Applicant Checklist 12 Admissions Criteria/When to Apply 13 Helpful Recommendations 14 Taking the GRE Writing Assessment 15 Informational Sessions and Advising 15 Washington State Teaching Certification Endorsements Frequently Asked Questions 16 Glossary 18* Endorsement Categories and Requirements 19 Endorsement Worksheet Tips 25 Sample Endorsement Worksheet 26 Endorsement Worksheet 27 General Information Program Regulations 29 Financial Information 30 Master in Teaching Faculty/Staff 32 Campus Services and Resources 34 Campus Map 35 Notes 36 *Application Form follows page 18. A Graduate Teacher Education Program with a Difference Program History Planning for the Master in Teaching program began in the mid-1980s in response to state and national calls for reform in teacher preparation. Evergreens innovative program was a direct result of a 1987 law passed by the Washington State Legislature. The program is founded upon a strong theory base, substantial involvement with schools, sensitivity to multicultural and human relations, a variety of instructional strategies, emphasis on new technology and research and close cooperation with K-12 teachers and administrators. The Master in Teaching program, which graduated its first students in 1992, meets all state of Washington Administrative Code standards for program quality and beginning teacher competence. Graduates receive the Master in Teaching degree and are recommended by the college to the state of Washington for Residency Teacher Certification. In 1998, Evergreens Master in Teaching program was the first teacher education program to receive state accreditation under the new performance-based requirements. Program Concept The Evergreen State College was chartered by the state of Washington in 1967 for the purpose of offering an alternative to traditional education. Today, Evergreens Master in Teaching program mirrors the original alternative nature of the college with its cross-curricular, interdisciplinary programs, the absence of separate academic departments and an emphasis on primary learning materials, interactive student-teacher dialogue, professional-level writing skills and narrative evaluations in place of letter grades. As part of Evergreens graduate-level professional studies program, and through personal and professional reflection and growth, we are committed to bridging theory and practice for meaningful, lifelong learning. We believe the programs 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. Master in Teaching Curriculum Themes Interdisciplinary Teacher Education How can public education meet the needs of the diversity of people who live in this democracy? That is the central question explored by the Master in Teaching program. We examine what it means to base teacher education and public education on a multicultural, democratic, developmental perspective and how performance-based assessment can promote these values. Using an interdisciplinary approach, we weave together three major themes that inform both content and associated processes throughout the Master in Teaching curriculum: Democracy and Schooling We look at what it means to work and learn in a democracy operating within a state-supported, advanced capitalist economy. We help students to understand the evolution of our current democracy and to critique practices that exclude particular groups from equitable participation in society. Democracy is presented as a multidimensional concept and prospective teachers are guided toward professional action and reflection on the implications of the role of the teacher in enacting democratic school-based decision-making that is inclusive of parents, community members, school personnel and students as well as democratic classroom learning environments that are learner-centered and collaborative. Multicultural and Anti-Bias Perspective The curriculum reflects Evergreens strong commitment to diversity because we believe that both teaching and learning must draw from many perspectives and include a multiplicity of ideas. We believe in recognizing and articulating differences of ethnicity, race, gender and sexual orientation rather than erasing or marginalizing them. We seek to expose Master in Teaching students to the consequences of their cultural encapsulation in an effort to help future teachers acquire a critical consciousness. We believe future teachers must be ready to provide children and youth with culturally responsive and equitable schooling opportunities. Developmentally Appropriate Teaching and Learning We understand that no single instructional model or limited set of teaching methods responds to the complex cognitive processes associated with K-12 learning. Our curriculum reflects the varied social, emotional, physiological and cognitive growth processes that shape how children and youth receive, construct, interpret and act on their experiences. We also understand that the competence of students is performance based. A broad-based curriculum that is interdisciplinary, developmentally appropriate, meaningful and guided by a competent and informed teacher, as well as by learner interests, results in active learning. Program Topics and Credit Equivalencies Over the two years of the Master in Teaching program, students are awarded up to 16 credits for each quarter of study, for a maximum total of 96 credits. Credits earned in the program reflect the Washington Administrative Codes 22 Knowledge and Skills expectations for beginning teachers and the conceptual framework of The Evergreen State College Master in Teaching program. Credits that you earn are documented in your transcript. At Evergreen, a students transcript for each quarter of work is comprised of (1) a narrative evaluation written by the faculty member, (2) a self-evaluation written by the student and (3) a course description. The faculty members narrative evaluation always concludes with a list of credit equivalenciesa list of the 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. During one quarter of the program, you may earn equivalencies in four to six disciplines such as educational psychology, multicultural education, learning theories, etc. Credit equivalencies are determined at the conclusion of a quarter and are based on actual student work completed. In keeping with the interdisciplinary nature of the Master in Teaching program, the content material covered and the experiences associated with credit equivalencies are interwoven throughout the curriculum. The following list includes examples of the topics covered and the credit equivalencies granted in the Master in Teaching program: Social, Historical and Philosophical Foundations of Education Learning Theories and Grade-Level Teaching Strategies Perspectives on American Democracy and Cultural Diversity Media Literacy, Educational Technology, Software and Computer Applications Elementary, Middle and Secondary School Classroom Observations in Urban, Rural and Suburban Settings Approaches to Classroom Management Educational Leadership: Group Process and Governance Principles of Human Development and Quantitative Reasoning Performance-Based Assessment Strategies: Rubric Design and Issues of Assessment Thematic Lesson Planning and Curriculum Development Identifying and Reporting Abuse Relationship of Washington Essential Academic Learning Requirements to Curriculum Planning Integrating the Arts in Curriculum Integrating Special Needs Students into the Regular Education Classroom School Law, Educational Policy and Cross-Cultural Ethics Responsibilities, Structure and Activities of the Teaching Profession including Issues in Professional Development Subject-Area Endorsements: Unit Planning, Grade-Level Curriculum Development, Theory-to-Practice Strategies Other elements of the two-year program include: Guided Observation and Participation in Endorsement Fields including Two Quarters of Student-Teaching Advancement to Candidacy Portfolio Development Graduate Research Project and Educational Research Design and Analysis The 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 a group of a maximum of 45 full-time students form a community of learners to explore the 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 practitioners 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. Connecting with the Teaching Community The Evergreen Center for Educational Improvement The Master in Teaching program remains current with education reform in Washington state through a continuing relationship with the states Office of the Superintendent of Public Instruction. In designing curriculum that reflects the states Essential Academic Learning Requirements (K-12), we work closely with the campus-based Evergreen Center for Educational Improvement. The Evergreen Center, whose mission is to work with school communities across Washington state to reach their objectives for improving K-12 education programs, assists in-service teachers in curriculum development. Serving as a resource faculty member for the Master in Teaching program, the Evergreen Center director also offers an additional theory-to-practice connection. The experiences and expertise shared with Master in Teaching students help prepare them to implement education reform in the classroom and bring educational restructuring to the school district level. A High Rate of Placement Success For the past five years, graduates of Evergreens Master in Teaching program have enjoyed an unusually high success rate in finding employment within the field of education. In a survey of our graduates employers, school principals have indicated that their Evergreen-prepared teachers have consistently demonstrated high levels of professionalism, dedication and creativity.* Among the descriptive phrases used: demonstrated a fresh approach came with an open mind to teaching extremely well organized an exceptional sense of preparedness a good, sound knowledge of content area ability to integrate discipline, knowledge and respect for different learning styles caring and creative strong rapport with both students and staff an exceptional first-year teacher! The Evergreen State College Self-Study Report for the Commission on Colleges of the Northwest Association of Schools and Colleges, April 1998 Program Structure The Master in Teaching program is a full-time, two-year, professional teacher preparation program. There are six 10-week quarters including two quarters of student-teaching. 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. During the second year, students spend nearly 70 percent of their time directly involved in K-12 schools. Students 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. Begun in the first year and completed in the second, the masters project is an important component in the program. It is research-based, relating to the students teaching area of interest. Upon completion, it is formally bound and catalogued in the Evergreen Library. For the first year, 200203, students are tentatively scheduled to: meet the equivalent of two weekday evenings and Saturdays on the Olympia campus during the regular academic calendar year spend an average of one day per week observing and participating in curriculum development and guided teaching in K-12 schools (following the public school schedule) In the second year, 200304, students will: complete two full-time student-teaching experiences lasting approximately 10 weeks each (one each, fall and spring quarters, following the public school schedule) return to the first-year schedule for winter quarter, with a focus on completion of the masters project and with no required field experience. Two-Year Program Outline Year One Fall Quarter . building a learning community . seminars, lectures, workshops . guided observations in schools . begin masters project Winter Quarter . seminars, lectures, workshops . guided participation in schools . candidacy review for Year Two . continue masters project Spring Quarter . seminars, lectures, workshops . curriculum development and guided teaching in schools . continue masters project Between Years One & Two Summer . complete any outstanding subject-matter teaching endorsement credits prior to the beginning of Year Two student-teaching . finalize a well-developed version of masters project (no summer credit) Year Two Fall Quarter . begins in late August . full-time student-teaching . student-teaching debriefing . continue masters project, if needed Winter Quarter . intensive reflection . seminars, lectures, workshops . presentation of masters project Spring Quarter . full-time student-teaching . student-teaching debriefing . job placement file complete A note about transportation: Master in Teaching students are expected to assume responsibility for finding transportation to and from field sites and other program-related activities. Program Expectations and Criteria 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 following list is an overview of the criteria for a Master in Teaching student to remain in good academic standing as it pertains to meeting the Washington Administrative Codes Program Design and Knowledge and Skills criteria for teacher preparation programs. 1. Through program work, a formal portfolio, the Advancement to Candidacy interview and the transition to Teacher Candidacy, students must demonstrate: graduate-level critical and analytical thinking skills, as determined by the professional judgment of the faculty mastery of program knowledge and skills requirements as determined by the faculty and public school cooperating teachers, and as observed in program seminars and projects, portfolio materials and student-teaching experiences the 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 2. Advancement to Candidacy does not imply automatic teacher certification. The faculty determine certification recommendations at the conclusion of the second required quarter of student-teaching in Year Two of the program. During your 20 weeks of full-time student-teaching in K-12 schools (see p. 10, Student-Teaching Internships), your performance will be assessed under the broad domains of: planning and preparation the classroom environment instruction professional responsibilities 3. Credit is awarded at the end of Year One and on a quarterly basis for Year Two in the following manner: for the fulfillment of program requirements and achievement of graduate-level standards through full participation in all program activities and for satisfactory completion of all program work based on the credit equivalencies listed at the conclusion of the narrative transcript evaluation that identify the amount of credit awarded for discrete areas of competencies, e.g., Special Education Inclusion 4 credits (see Program Topics, p. 5) The faculty team for each program cycle provides students with a covenant of mutual responsibilities and program requirements. Expectations and criteria for successful completion of the program are explained in detail in the program covenant, found in the Student Guidebook to College and Program Policies and Procedures, and in individual program-specific syllabi and assignment criteria distributed to all incoming students in the Master in Teaching program. Student-Teaching Internships As a teacher candidate in the Master in Teaching program, you will benefit from two full-time, 10-week, student-teaching experiences. Consistent with our goals for graduate-level teacher preparation, an interim quarter is provided between the two student-teaching assignments for personal reflection and attention to professional development topics. The two internship placements are at different grade levels and in different schools, giving you a well-rounded exposure to teaching in your subject endorsement area(s) with a variety of public school students. You will be placed in classrooms where cooperating teachers have been identified by school districts as appropriate mentors for our teacher candidates. 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. 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, you will be able to (a) build upon your previous teaching experience, (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 upon the Evergreen faculty supervisors 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. At the conclusion of your student-teaching experiences, you can anticipate having a knowledge base appropriate for a beginning teacher to: 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 create a classroom environment of respect and rapport reflect upon planning and teachingthrough insights gained from analyzing your own cultural encapsulationto 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 200204 Program Focus Teaching Against the Grain: Resisting the Culture of Schooling Can prospective teachers learn to be both educators and activists, to regard themselves as agents for change, and to regard reform as an integral part of the social, intellectual, ethical and political activity of teaching? This provocative question, posed more than a decade ago by Marilyn Cochran-Smith, nationally prominent professor of education at Boston University, provides the contextual framework for our study in MIT 200204. To learn to reform teaching, hence to reform U.S. schools, our exploration of educative practice in John Deweys terms, will be integrated with larger issues of social justice in our democracy. The often irresistible pull of our own experiences in schools, in combination with the culture of schooling, can impede both the awareness of a need for change and strategies for inviting change. All culture is inherently conserving and preserves the way things were done in the past. Hence, we will look inside ourselves, at our own culturally shaped beliefs and confront our comfort zones in order to take steps beyond them. We will also investigate the larger culture to dismantle and then re-image what it means to learn, what it means to teach, and who our learners are in our culturally pluralistic society. MIT teacher candidates learn to become advocates of academic success for all children and youth while resisting school cultures which bureaucratically sort, track and rank students. We will examine the impact of development, motivation, emotion, cognitive processing styles, cultural context and recent brain research on learning. We will invent ways to encourage students to ask about ideas rather than recreate old ways of telling them what they should know. This exploration will take the whole student as learner into accountmind, body and spirit. The MIT program that begins in September 2002 and ends in June 2004 will work to create a community of educators who are mindful about their own beliefs as well as the beliefs of school children and their families. The careful study of the history of schooling in the United States, of present practices, research and instructional modes and future visions of inventive pedagogy that are the heart of our work will inform and shape the academic and social environment of this program. Among the questions that energize our study and practice will be: Teaching with the whole student in mind Are there ways to teach that encourage students curiosity and lead them to shape their own questions and pursue their own answers, as in Paulo Frieres liberatory pedagogy? What encourages students to struggle with something that is difficult and what inhibits them from struggling? What makes a difference in student learning? Is it concerns about skills, prior experiences, age and development? Teaching with diversity in mind How can teachers, who have been socialized to accept the values of the dominant culture, learn to educate children and youth without ignoring, denying or rejecting the students cultural heritage? How can a deep understanding of the theory of multiple intelligences lead to a more holistic approach to creating learning experiences and take advantage of the creative potential of diversity (race/ethnicity, gender, class, special needs, learning styles) in the classroom? How can teachers work with second-language learners so that they can fully engage and benefit from their classroom experiences? Admissions and Application Requirements Applicant Checklist Submit the following materials directly to: Office of Admissions, Library Building, The Evergreen State College, Olympia, WA 98505, (360) 867-6170 1. The Master in Teaching Admission Application form from the MIT catalog showing documented evidence of: A bachelors degree from a college or university accredited by its regional accrediting body Completion of General Education Prerequisites (center of application) 2. A non-refundable processing fee of $35 payable by check to The Evergreen State College. 3. A rsum that includes all key educational, employment and volunteer experiences up to the present that will be relevant to your success as a teacher. 4. *One primary endorsement worksheet (see page 27), an optional second endorsement worksheet and an Academic Work-in-Progress Outline (if applicable). 5. Two sets of official transcripts from all colleges or universities attended (including Evergreen). Transcripts should verify a grade point average (GPA) of 3.0 or higher on the final 90 hours of an undergraduate transcript or that equivalent level of scholarship on narrative transcripts. 6. Official Graduate Record Examination (GRE) Writing Assessment score. Although the GRE score is not the determinate factor for admission, a score of 3.0 or below (out of 6.0) may place more importance on other admissions criteria or may lead to a denial of admission. 7. A minimum of three letters of recommendation to include the following: (a) a college professor who taught you (b) a teacher or human services professional with whom you have worked (c) anyone else with whom you have interacted on a professional level 8. A typed two-page personal statement explaining: (a) why you want to teach (b) how you decided to apply to Evergreens MIT Program 9. In a typed two-page essay, respond to the statement below by examining your background, behaviors and experiences that have prepared you to face these issues. In light of your experiences, consider challenges you may face in meeting the expectation to become an advocate for multicultural and anti-bias teaching. It is virtually impossible to be raised in the culture of the United States without being taught racial, ethnic, gender and socioeconomic class biases, yet teachers today must be prepared to work with children from many backgrounds. They must also be prepared to demonstrate a commitment to the highest ideals of U.S. society and of public education. Please note that an applicant who lacks up to 8 quarter credits of endorsement requirements may be granted conditional or provisional acceptance into the program if he/she is generally well-qualified and is in the process of completing requisite requirements and/or a bachelors degree. Conditions of acceptance are stated in the admissions notification letter and must be completed by the start of the program for a provisional acceptance, and by the start of the second year for a conditional acceptance. You must be within 8 quarter- credit hours of completing your chosen subject endorsement area/s before the fall 2002 MIT cycle begins. Failure to complete endorsement requirements will result in discontinuation in the program. Qualitative Admissions Criteria Academic excellence and the potential to succeed as a teacher in a broad range of classroom settings are the prime requirements for admission. The admissions committee also considers many other factors such as admissions prerequisites, applicant materials and, possibly, a personal interview. Because a goal of the state of Washington, as well as the intent of this program, is the preparation of the finest teachers possible, Evergreen reserves the right to seek the most highly qualified individuals for admission to the program. Therefore, both quantitative and qualitative criteria are considered in the admissions process. Each applicant is qualitatively reviewed according to the following criteria: quality of subject-matter preparation (liberal arts breadth, endorsement depth) general graduate-level, academic ability, including strong writing and reading comprehension recent experience working with children or youth in the age range you wish to teach experience with individuals from diverse experience with individuals from diverse cultural (racial/ethnic) backgrounds study or work indicating an interest in the intellectual and social development of young people and a commitment to a teaching career in a K-12 setting interpersonal communication skills and professionalism in public settings completeness of application materials and the care with which the content has been prepared When to Apply The Admissions Office begins accepting applications in September. First admissions decisions are based on a review of all completed applications submitted by November 15, 2001. Thereafter, applications will be considered as they are received and reviewed. Application materials must be received no later than 5 p.m. on May 15, 2002, to be considered for fall 2002 admission. Applications not received by the deadline will be considered on a space-available basis only. Once an application is complete, the review process generally takes six to eight weeks. Admissions notification letters are sent by mail. Applicants receiving offers of admission to the program are required to confirm their participation in writing and submit a $100 non-refundable tuition deposit to the colleges Office of Admissions. We urge prospective students to plan ahead and complete their applications as early as possible to ensure full consideration. Admission to the Master in Teaching program is competitive; available spaces are offered to the most qualified candidates as their respective applications are received and reviewed. Helpful recommendations Apply as early as possible. Begin by submitting your application form and the $35 application fee to the Office of Admissions. The remaining application materials may follow. Once all your application materials have been received, the admissions selection committee will review your application (see When to Apply, p. 13). Contact the Office of Admissions to monitor the receipt of your application materials, especially those that are being sent directly to your file from elsewhere (e.g., letters of recommendation, GRE Writing Assessment scores and official transcripts from all colleges). Include narrative descriptions for rsum items related to: a) study or work demonstrating an interest in the intellectual and social development of children and youth b) experience with individuals from diverse cultural (ethnic/racial) backgrounds. Master in Teaching applicants with academic work in progress must provide the details of when, where and what additional course work will be completed between the submission of the application and the start of the second year of the program cycle for which you are applying. Letters of recommendation from friends or relatives are not applicable. A transcript must reflect the verification of the award of a bachelors degree. However, admission can be offered on the basis of work in progress if the completion of a bachelors degree is near. An official transcript bears the seal and signature of the issuing institution and is sent directly by the institution to Evergreens Office of Admissions, or is enclosed in a sealed envelope from the issuing institution and delivered by the applicant to the Office of Admissions. Credentials, including original documents submitted in support of an application for admission, become the property of the college and are not returnable or reproducible. You should keep copies of everything you submit. Taking the Graduate Record Exam (GRE) Writing Assessment The GRE Writing Assessment is a graduate exam administered by the Educational Testing Service (ETS) that requires two writing samples in response to topics selected by the Graduate Record Examinations Board. It is offered independently of the GRE general test and subject tests. For Master in Teaching application purposes you will need to take only the GRE Writing Assessment. Sylvan Technology Centers are authorized, computer-based testing centers located throughout Washington with computerized testing available Monday through Saturday. The center nearest to Evergreen that offers the GRE Writing Assessment is in Puyallup. To register, call (253) 848-0771. For information on registering at other centers, call Sylvan Registration Center toll-free at (800) GRE-CALL. The Writing Assessment Test costs approximately $50. Test results for the computer format take two to three weeks to reach Evergreen. Information and registration packets may also be obtained at Evergreens Olympia campus from the Graduate Studies Office, 3rd floor, Lab I, or from the Evergreen Career Development Center in the Library Building, Room 1407. Additionally, GRE information can be acquired directly by writing to Graduate Record Examinations, Educational Testing Service, P.O. Box 6000, Princeton, NJ 08541-6000 or gre-info@ets.org, or by calling (609) 771-7670 or (510) 873-8100 (Pacific Time). To order test preparation materials, call (800) 537-3160 or order online at www.ets.org/store.html. We encourage you to seek additional information about the GRE Writing Assessment at the following Internet address: www.gre.org/writing.html. Where to Find Answers If you have questions about informational sessions, endorsement workshops, student peer advising, contacting MIT alumni or other graduate programs and services, contact: Graduate Studies Lab I, Room 3019 (360) 867-6707 graduatestudies@evergreen.edu www.evergreen.edu/mit If you are considering a career in teaching, you may also contact Evergreens Career Development Center to explore your career options and discuss how to apply to graduate school. Career Development Center Library Building, Room 1407 360) 867-6193 If you need to develop a plan for course work at Evergreen, contact: Office of Academic Advising Library Building, Room 1401 360) 867-6312 If you have specific questions about the Master in Teaching degree program, contact: Graduate Studies Office Lab I, Room 3019 (360) 867-6707 mit@evergreen.edu Washington State Teaching Certification Endorsements: Frequently Asked Questions What is earned in the Master in Teaching program? A student who successfully completes the Master in Teaching program and meets state-approved endorsement requirements will be eligible to receive Washingtons beginning-level teaching certificate, also known as Residency Certification.* Note: Washingtons teacher certification system is currently under review by the State Board of Education. Candidates in the 200204 Master in Teaching program may be affected by any changes that result from this review. Program staff and faculty will keep you informed of any changes. Regardless, your workload and time in the program will not be affected. Is there teaching certification reciprocity with other states? The state of Washington holds reciprocity agreements with a number of other states through the National Association of State Directors of Teaching Education and Certification (NASDTEC). Your Washington teaching certification will be recognized by nearly all other states through NASDTEC Interstate Contracts. Some states issue limited certificates that may require teacher candidates to complete additional requirements within a specified period of time. The requirements are typically state-specific course work and/or tests. What is an endorsement and what is the purpose of endorsement requirements? (WAC 180-82-200) An endorsement is the specification placed on your teaching certificate that indicates the subject or specialization area and grade level you are prepared to teach. The purposes of endorsement requirements are: 1. to align requirements for endorsements with the states learning goals and the Essential Academic Learning Requirements;** 2. to maintain rigorous standards for obtaining endorsements; and 3. to provide school districts with teachers who are able to demonstrate a positive impact on student learning. How do I obtain an endorsement? (WAC 180-82-204) The credit you receive from undergraduate work is applied to the endorsement subject area(s) you want to teach. According to the Washington Administrative Code, course work used to meet endorsement requirements must be completed through a regionally accredited college/university and only course work in which an individual received a grade of C (2.0) or higher, or a grade of pass on a pass-fail system of grading, shall be counted toward the course work required for the approved endorsement program. Aside from subject-specific course work, the methodology and field experience necessary to complete an endorsement will be included in the Master in Teaching program. For application purposes, you will need to submit at least one and possibly two endorsement worksheets (see p. 27). You will identify your completed course work that matches each endorsement requirement, or essential area of study, as well as any projected course work that will be taken to complete the endorsement. During the admissions process, your transcripts and worksheets will be evaluated to determine if your course work content and total number of credits meet the endorsement requirements. As a designee of the State Board of Educationa college or university with an approved teacher education programEvergreen may establish further performance/competency criteria for obtaining an endorsement. In other words, the Master in Teaching program may exceed the minimum state guidelines for endorsement requirements. * For information about Residency Certification and Professional Certification, see OSPIs Web site: http://www.ospi.wednet.edu ** For information about the Essential Academic Learning Requirements (EALRs), see the Washington State Commission on Student Learning Web site: http://www.k12.wa.us How many endorsements may I choose? WAC 180-82-210, WAC 180-82-204) The Master in Teaching program will review and approve up to two endorsements for admission. As stated in WAC 180-82-210: All candidates for teaching certificates shall be required to obtain a primary endorsement. Therefore, at least one endorsement area must be a primary endorsement to be considered for admission to the program. An applicant may select one additional primary or supporting endorsement. Nevertheless, you may not choose both an elementary education endorsement and a secondary-level endorsement at the same time. The Master in Teaching program does not provide instruction in methods necessary to teach such a broad range of grade levels. Only those subject-area endorsements (maximum of two) approved during the admissions process qualify for consideration for the Residency Teaching Certificate earned upon successful completion of the Master in Teaching program. Do I need to have all my endorsement course work completed to be accepted in the program? To be considered for admission, you must be within eight or fewer quarter credit hours of completing all endorsement requirements in your subject area(s) by the time the program cycle begins in the fall. If you have been accepted to the program but lack some required course work for your endorsements essential area of study, you will need to complete that course work in the summer before the first year of the program or in the summer between your first and second years. Completion of all endorsement course work is a prerequisite for student-teaching, which begins fall quarter of the second year. It is not possible to take endorsement course work during the six quarters of the Master in Teaching program. In what endorsement areas can I seek teaching certification? (WAC 180-82-202) On the Master in Teaching admissions application, you will need to indicate one grade-level preference for future teaching. Your grade-level preference must match your endorsement area grade-level in which you are seeking cer- tification. Some primary and supporting endorsements apply to secondary grades only while others cover all of K-12. Applicants may select from the following endorsement areas: Elementary Education is a primary endorsement with subject-matter course work that is partially earned through the Master in Teaching program (see p. 19). State recommended elementary education grade levels are Kindergarten (age 5) to eighth grade (age 14) in self-contained classrooms. Middle Level is a primary endorsement with subject-matter course work that is earned prior to beginning the Master in Teaching program. State recommended middle level grades are fourth grade (age 9) to ninth grade (age 15) in a combination of self-contained and departmentalized classrooms. Secondary Level subject-matter course work is earned prior to beginning the Master in Teaching program. Secondary-level endorsements are for individuals interested in teaching at the secondary level, which is considered by the state to be fifth grade (age 10) to twelfth grade (age 18) in departmentalized classrooms. Note: If you apply to the Master in Teaching program and choose the secondary teaching level (grades 5-12), you are eligible to teach only your specific endorsement area within a compartmentalized classroom. For example, if you have a primary endorsement in science but do not have a primary elementary education endorsement as well, the only subject you will be able to teach in a 5th grade elementary classroom will be science. The following endorsements are designed for all grade levels, (preschool to twelfth grade). Prior to admission to the program, you must identify the grade levels you want to teach, regardless of the endorsement(s) obtained. Primary Endorsements: Special Education* Designated World Languages Visual Arts Supporting Endorsements: Bilingual Education Designated World Languages Dance English (as a Second Language) Drama Visual Arts The following endorsements are designed for secondary level teaching: Primary Endorsements: Biology History Chemistry Mathematics Earth/Space Science Physics English Science (Broad Area) English/Language Arts (Broad Area) Social Studies (Broad Area) Supporting Endorsements: Biology Mathematics Chemistry Physics Earth/Space Science English History * For Master in Teaching admission purposes, a second primary or supporting endorsement is required with the primary Special Education endorsement. Besides college course work, are there alternatives to meeting the credit requirements for an endorsements essential areas of study? (WAC 180-79A-308) In exceptional cases, with the approval of the Master in Teaching program director, an Alternative Performance-Based Assessment can be administered and evaluated by faculty in lieu of college course work credit that would apply to an endorsements essential areas of study. The testing would be arranged through the Graduate Studies Office with the understanding that an Alternative Performance-Based Assessment does not automatically ensure meeting credit requirements for an endorsement. Note: page numbers change here (this is page 18 of the catalog) Glossary Endorsement: According to the Washington Administrative Code, an endorsement is a specification placed on a certificate to indicate the subject area, grade level and/or specialization for which the individual is prepared to teach (WAC 180-78A-010). Endorsement requirements are the course work requirements set by the Washington Administrative Code and The Evergreen State College that must be earned in order to obtain an endorsement in a subject area/level. Each primary endorsement requires a minimum of 45 quarter credit hours (30 semester credit hours) of academic study (or its equivalent) in the endorsement area. All candidates for teaching certificates are required to obtain at least one primary endorsement. (WAC 180-82-210) A broad area endorsement is a primary endorsement that requires 60 quarter credit hours (40 semester credit hours) instead of 45. There are three broad area endorsements: English/Language Arts, Social Studies and Science. All broad area endorsements are primary endorsements for the secondary teaching level only. Broad area endorsements are greater in depth and breadth of subject matter. Supporting endorsements will require a minimum of 24 quarter credit hours (16 semester credit hours) of academic study, or its equivalent, in the endorsement area. A candidate may choose to obtain a supporting endorsement as an additional endorsement. (WAC 180-82-210) Essential Academic Learning Requirements (EALRs) are requirements set by the state that mark skills and knowledge levels a student should obtain at a given age and grade level in school. Evaluation: Evergreens grading system consists of narrative evaluations of students academic work. At the end of each quarter, faculty members write evaluations of each students work and progress, and each student writes a self-evaluation. These become official documents and make up the permanent transcript. Students also write evaluations of faculty members, which become part of the faculty members official portfolio. Evaluation Conference: A conference in which a faculty member and student discuss their assessments of the students work. Evaluation Week takes place the 11th and final week of each quarter. The Evergreen Social Contract, written by founding faculty members, contains guidelines for social ethics and working together that help Evergreen function as a community. General Education Requirements are prerequisites to the Master in Teaching program that each applicant must meet. They include four credits in math, eight in social sciences and 12 in writing. These requirements must be completed before the start of Year One of the program. Interdisciplinary Study is an approach to learning that combines several disciplines into one program of study. In the Master in Teaching program, for example, multicultural education may be woven together holistically with educational psychology, learning theories and writing. This creates an interdisciplinary learning opportunity. A Learning Community is an intentional restructuring of student time, credit and learning experiences to foster more explicit intellectual connections between students and their faculty and among academic disciplines. The goal of a learning community is to provide greater curricular coherence, more opportunities for active learning and increased interaction between students and faculty. Cohort: The combined group of faculty and students working together in a learning community. Coordinated Study in the Master in Teaching program is a learning community model with a team of three faculty and approximately 45 students. Focus is on interdisciplinary study, field experiences and research on themes and topics relevant to K-12 education. OSPI: The Office of the Superintendent of Public Instruction is the main administrative center for the Washington state educational system. RCW: Revised Code of Washington. Residency Certification: Beginning level of teaching certification in Washington as of August 2000. It is valid for five years and can be obtained if you are 18 or over and have (1) completed a B.A. or M.A. degree from a regionally accredited college or university and (2) completed a state-approved teacher training program. WAC: The Washington Administrative Code is the set of guidelines established by the state that covers requirements and qualifications for Washington teachers, administrators, teacher education programs and students. (catalog p. 19) Primary Endorsement Requirements, state recommended grades K-8 and 4-9 To obtain a primary endorsement, you must complete at least 45 quarter credit hours (30 semester credit hours) to include some credit in each of the endorsements essential areas of study listed below. Elementary Education A minimum 24 of the following 32 required quarter credit hours must be completed prior to beginning the Master in Teaching program: Child and Adolescent Literature minimum 4 quarter credits Mathematics minimum 8 quarter credits, to include: 1. Number sense 2. Measurement 3. Geometric sense 4. Probability and statistics 5. Algebraic sense Science (includes lab work) minimum 8 quarter credits, to include: 6. Life science 7. Physical science Social Studies minimum 12 quarter credits, to include: 8. U.S. history 9. Geography 10. Economics 11. Civics plus The following subject areas are completed within the Master in Teaching program (minimum 13 quarter credit equivalency): . Language Literacy, to include: 1. Reading strategies 2. The writing process 3. Communication 4. Language skills . The Arts, to include: 5. Music 6. Visual arts 7. Drama 8. Creative movement/dance . Health-Fitness, to include: 9. Foundations of health and fitness Safe living Middle Level Step 1. Candidate shall document 30 quarter credit hours in either Humanities or Math-Science. . Humanities, to include: 1. Language arts, minimum 12 quarter credits to include adolescent and multicultural literature and communication, 2. Social studies, minimum 12 quarter credits to include U.S. history, Pacific Northwest history, geography and civics, 3. Additional credits in language arts and/or social studies to reach a minimum of 30 quarter credits total or . Math-Science, to include: 1. Math, minimum 10 quarter credits to include measurement, geometry, algebra and statistics, 2. Science, minimum 10 quarter credits to include a science course with a lab, a life science and a physical science, 3. Additional credits in math and/or science to reach a minimum of 30 quarter credits total Step 2. Candidate shall support the criteria in Step 1 with documentation of 15 quarter credit hours from one of the following areas: . Humanities (candidates must have chosen math-science in Step 1) . Math-Science (candidates must have chosen humanities in Step 1) Art Vocational-Technical Health-Fitness World languages: 1. 15 quarter hours in the designated world language (DWL) and additionally 2. teaching methodologyto include Foreign Languages at Elementary Schools (FLES) strategies and skills minimum 4 quarter credits 3.a letter verifying your language proficiency in understanding, speaking, reading and writing the DWL from a qualified authority of that DWL Primary Endorsement Requirements, state recommended secondary level, grades 512 To obtain a primary endorsement, you must complete at least 45 quarter credit hours (30 semester credit hours) to include some credit in each of the endorsements essential areas of study listed below. Biology Botany w/lab Zoology w/lab Genetics Microbiology or cell-biology w/lab Ecology Evolution Lab safety, practice and management Lab, inquiry-based experience Relationship of the concepts of science to contem- porary historical, technological and societal issues Chemistry General principles of chemistry w/lab (i.e., inorganic, physical and analytical) Advanced study in organic chemistry w/lab Quantitative analysis w/lab Biochemistry w/lab Lab safety, practice and management Lab, inquiry-based experience Relationship of the concepts of science to contem- porary historical, technological and societal issues Earth/Space Science Physical geology Historical geology Environmental issues (related to earth/space science) Oceanography Astronomy Meteorology Lab safety, practice and management Lab, inquiry-based experience Relationship of the concepts of science to contem- porary historical, technological and societal issues Physics General principles of physics w/lab Lab safety, practice and management Lab, inquiry-based experience Relationship of the concepts of science to contem-porary historical, technological and societal issues Mathematics Geometry (including Euclidean and non-Euclidean) minimum 4 q/c Probability and statistics minimum 4 q/c Calculus (integral and differential) minimum 12 quarter credits Discrete mathematics minimum 4 quarter credits Logic and problem solving minimum 4 q/c History of math or foundations of math minimum 4 quarter credits At least one upper-division course (minimum 4 quarter credits) selected from either topology, abstract algebra, advanced calculus or the foundations of modern math Additional credits from any of the above cat- egories for a combined total of at least 45 credits English A minimum 29 of the following 37 quarter hours must be completed prior to beginning the MIT program: The writing process (e.g., expository, technical, narrative) minimum 12 quarter credits Communication (e.g., speaking, listening, analyzing) minimum 4 quarter credits Language skills (conventions) and structure (social/historical) minimum 4 quarter credits American, British, world, multicultural (including people of color) and adolescent literature minimum 17 quarter credits To be completed within the MIT program: The reading process (e.g., skills and strategies) minimum 4 quarter credits The writing process (e.g., designing instruction) minimum 4 quarter credits History Pacific Northwest history minimum 4 q/c U.S. history, including chronological, thematic, multicultural (including people of color), ethnic and womens history minimum 12 q/c World, regional or country history min. 8 q/c Civics/political science/U.S. government minimum 4 quarter credits Geography minimum 4 quarter credits Economics minimum 4 quarter credits Additional credits from any of the above categories for a combined total of 45 credits Primary Endorsement Requirements, all grade levels To obtain a primary endorsement, you must complete at least 45 quarter credit hours (30 semester credit hours) to include some credit in each of the endorsements essential areas of study listed below. Visual Arts Skills and techniques in multiple media (e.g., painting, sculpture, drawing, computer, photography) minimum 12 quarter credits Composition and production using design principles minimum 4 quarter credits Analysis and interpretation of art minimum 4 qc Social, cultural and historical contexts and connections minimum 4 quarter credits Material, equipment and facilities safety Additional credits from any of the above categories for a combined total of at least 45 q/c Designated World Languages . Demonstrated proficiency in communication in the designated world language to include: 1. Conversation minimum 10 q/c, and 2. Understanding, reading and writing in a variety of situations minimum 8 quarter credits 3. A letter verifying your language pro- ficiency in understanding, speaking, reading and writing the DWL from a qualified authority of that DWL . Culture and language to cover the following areas: 1. Describing, analyzing and interpreting cultural and language practices, products and perspectives 2. Analyzing similarities/differences between U.S. and designated world language cultures (e.g., history, mores, traditions, celebrations and community context) 3. Participating in designated world language community . Interdisciplinary integration (e.g., world languages and educational technology, selected areas in social studies, language arts and any other suitable area) minimum 4 quarter credits . Variety of language acquisition theories min. 4 qc . Teaching methodology (to include FLES strategies and skills) minimum 4 quarter credits . Additional credits from any of the above categories to make a combined total of at least 45 credits Special Education For MIT admission purposes, a second primary or supporting endorsement is required with the special education endorsement. Exceptionalitydefined as an overview of all disabling conditions, including low to high incidence disablement Curriculum modification and adaptation (including accommodations, special aids, technology, equipment and modifying the Essential Academic Learning Requirements) Least restrictive environment/inclusion strategies for special education Student assessment and evaluation Functional behavior analysis Individualized education plan/individualized family services plan development Accommodations for the WASL Procedural and substantive legal issues in special education Specially designed instruction including curriculum materials in all content areas Effective procedures and strategies for teaching pro-social skills and addressing behavioral problems School, family, community partnerships to improve learning for students with disabilities and their families Understanding and applying knowledge of family systems including cultural and linguistic diversity Transition planning for new settings including planning post-school outcomes Organization and management systems (e.g., individualized education plan/individualized family services plan, scheduling, evaluation and record keeping/data collection) Methods, issues and trends in early childhood education Collaboration, teaming, partnerships and supervision of paraeducators Broad Area Endorsement Requirements, secondary level, state recommended grades 512: To obtain a broad area endorsement, you must complete at least 60 quarter credit hours (40 semester credit hours) to include some credit in each of the endorsements essential areas of study listed below. All broad area endorsements are considered primary endorsements for the secondary level. English/Language Arts A minimum 44 of the following 52 quarter credit hours must be completed prior to beginning the MIT program: The writing process (e.g., expository, technical, narrative) minimum 12 quarter credits Communication (e.g., speech, listening, media analysis, acting, journalism) minimum 8 quarter credits Language skills (conventions) and structure (social/historical) e.g., linguistics, history of the English language minimum 4 quarter credits American, British, world (outside of Great Britain, U.S. and Canada), multicultural (including people of color) and adolescent literaturemust include representation from the following genres: poetry, drama, fiction and nonfiction minimum 28 quarter credits plus To be completed within the Master in Teaching program: The reading process (e.g., skills and strategies) minimum 4 quarter credits The writing process (e.g., designing instruction) minimum 4 quarter credits Technical materials Science Requirements must be met for one of the designated primary science endorsement areas: biology, chemistry, earth/space science or physics 45 quarter credit minimum A minimum of 4 quarter credits in each of the remaining three science areas must be represented total 15 quarter credits combined Social Studies Pacific Northwest history minimum 4 quarter credits Geography minimum 4 quarter credits Anthropology, psychology or sociology minimum 4 quarter credits Economics minimum 4 quarter credits U.S. historymust include representation from the following: chronological, thematic, multicultural (including people of color), ethnic and womens history minimum 12 quarter credits World, regional or country history minimum 8 quarter credits Political science, civics or government minimum 4 quarter credits Additional credits from any of the above categories to make a combined total of at least 60 credits Supporting Endorsement Requirements, secondary level, state recommendedgrades 512: Supporting endorsements are optional and may be added to a certificate only if the applicant meets the requirements to obtain a primary endorsement as well. To obtain a supporting endorsement, you must complete at least 24 quarter credit hours (16 semester credit hours) to include some credit in each endorsements essential area of study listed below. English The writing process (e.g., expository, technical, narrative) Communication (e.g., speaking, listening, and analyzing) Language skills (conventions) and structure (social/historical) Literature e.g., American, British, world (authors from outside the U. S., Canada or Great Britain) and multicultural (including people of color) To be completed within the MIT program: The reading process (e.g., skills and strategies) History Pacific Northwest history United States history, including chronological, thematic, multicultural (including people of color), ethnic, and womens history World, regional or country history Civics / political science / United States government Geography Economics Biology Botany w/lab Zoology w/lab Genetics Microbiology or cell-biology w/lab Chemistry w/lab Ecology Evolution Lab safety, practice and management Lab, inquiry-based experience Relationship of the concepts of science to contemporary, historical, technological and societal issues Chemistry General principles of chemistry w/lab (i.e., inorganic, physical and analytical) Advanced study in organic chemistry w/lab Quantitative analysis w/lab Biochemistry w/lab Lab safety, practice and management Lab, inquiry-based experience Relationship of the concepts of science to contemporary, historical, technological and societal issues Earth/Space Science Physical geology Historical geology Environmental issues (related to earth science) Oceanography Astronomy Meteorology Lab safety, practice and management Lab, inquiry-based experience Relationship of the concepts of science to contemporary, historical, technological and societal issues Physics General principles of physics w/lab Lab safety, practice and management Lab, inquiry-based experience Relationship of the concepts of science to contemporary, historical, technological and societal issues Mathematics Geometry (including Euclidean and non-Euclidean) Probability and statistics Logic and problem solving History of math or foundations of math Supporting Endorsement Requirements, all grade levels Supporting endorsements are optional and may be added to a certificate only if the applicant meets the requirements to obtain a primary endorsement as well. To obtain a supporting endorsement, you must complete at least 24 quarter credit hours (16 semester credit hours) to include some credit in each endorsements essential area of study listed below. Bilingual Education Language acquisition theory Cross-cultural teaching and learning strategies Literacy development (reading, writing, listening, speaking) History and theory of bilingual education Instructional strategies for bilingual education Demonstrated proficiency in targeted foreign language, including a letter from a qualified authority of that language verifying your proficiency in understanding, speaking, reading and writing that language Dance Elements of dance Composition, improvisation or choreography Dance science Dance production Social, cultural and historical contexts and connections Equipment and facilities safety Drama Acting skills including both improvisational and script-based Theatrical design and construction Directing Stage management Analysis and criticism of both script and performance Equipment, materials and facilities safety English as a Second Language (ESL) Language acquisition theory Cross-cultural teaching and learning strategies Literacy development (reading, writing, listening, speaking) History and theory of ESL Instructional strategies for ESL Designated World Languages (DWL) For this supporting endorsement only, a minimum of 28 quarter credits is required. Demonstrated proficiency in communication in a designated language: speaking, understanding, reading and writing in a variety of contexts within a variety of situations, including a letter from a qualified authority of that DWL verifying your language proficiency in understanding, speaking, reading and writing the DWL. Culture and language: 1. Describing, analyzing and interpreting cultural and language practices. 2. Analyzing similarities and differences between U.S. and designated language cultures (e.g., history, mores, traditions, celebrations and community context). 3. Participating in a designated world language community Interdisciplinary integration (i.e., world languages and educational technology, selected areas in social studies, language arts and any other suitable subject area) A variety of language acquisition theories Teaching methodology (to include FLES strategies and skills) minimum 4 quarter credits Visual Arts Skills and techniques in multiple media (e.g., painting, sculpture, drawing, computer, photography) Composition and production using design principles Analysis and interpretation of art Social, cultural and historical contexts and connections Material, equipment and facilities safety Endorsement Worksheet Tips The worksheet in this catalog is provided for your use in evaluating previous course work in your chosen endorsement area and determining future course work needed to meet minimum requirements for each endorsements essential areas of study. Please make sure the worksheets are legible and filled out completely before submitting them to the Office of Admissions with your application. A course used to fulfill a general education prerequisite on the Master in Teaching application may also be used to fulfill an endorsement requirement. Course work in which an applicant has earned less than the grade equivalent of a C (2.0 based on 4.0 system) is not acceptable for fulfilling endorsement requirements. Please note that while your total number of earned credits for an endorsement may exceed the total minimum number of credits, you might still have outstanding course work to complete if some essential areas of study have not been covered (see the sample worksheet on the next page for an example). It is possible that a course may count toward more than one endorsement. For example, a calculus course could be used to fulfill part of the endorsement requirement for both science and math. It is possible that a course may count toward more than one subject area under a single endorsement, depending on the depth and breadth of the course work, the total number of credits earned and the endorsements minimum credit requirements. If this is the case, you must divide the credits of the course among the subject areas. For example, an 8 credit course titled Geography of American Government might meet the following social studies endorsement requirements: 4 credits of geography and 4 credits of civics. When course titles do not readily indicate course content, an applicant may be asked to supply copies of syllabi, course descriptions, reading lists and/or letters of verification from appropriate faculty in order to assist the Admissions Officer with transcript evaluation. Note: this is page 29 of catalog General Information and Program Regulations Academic Honesty All forms of academic dishonesty, including cheating, fabrication, facilitating academic dishonesty and plagiarism are violations of the Evergreen Social Contract. Cheating is defined as intentionally using or attempting to use unauthorized materials, information or study aids in any academic exercise. Plagiarism is defined as representing the works or ideas of another person as ones own in any academic exercise. It includes, but is not limited to, copying materials directly, failing to cite sources of arguments and data and failing to explicitly acknowledge joint work or authorship of assignments. The Master in Teaching faculty also regard cultural appropriation without appropriate acknowledgment and/or permission as a form of academic dishonesty. Leave of Absence If a student has been regularly admitted and registered and has attended at least one quarter, she or he may be eligible for a leave of absence of no more than one year. A leave of absence from the Master in Teaching program is granted for emergency cases only, and is only considered for students who are in good academic standing and provide a written petition to a faculty member. Legal Note Washington state law requires the Master in Teaching program to not only make judgments about a students knowledge of pedagogy and ability to teach, but also make a character assessment based on data collected throughout the two-year program for each teacher candidate. Furthermore, state law requires that all teacher candidates receive FBI clearance and a fingerprint check as part of the certification process. This clearance must be completed before beginning the Master in Teaching program. All admitted students will be provided with the necessary instructions, forms and fingerprint cards to complete their background checks. As proof of fingerprinting, a receipt from the Washington State Patrol will be required on Master in Teaching Orientation and Registration Day, before the fall quarter begins. Denial for Certification Following is a list of conditions that would prevent an individual from being awarded a teaching certificate in the state of Washington. Individuals admitted to the program must sign a statement regarding these conditions as part of the recommendation for certification. Conditions that would result in denial for certification (WAC 180-75-081) include: 1. Conviction (including a guilty plea) of any felony crime involving: a) Physical neglect of a child under chapter 9A.42 RCW b) Physical injury or death of a child under chapter 9A.32 or 9A.36 RCW, excepting motor vehicle violations under chapter 46.61 RCW c) The sexual exploitation of a child under chapter 9.68A RCW d) Sexual offenses where a child is the victim under chapter 9A.44 RCW e) The promotion of prostitution of a child under chapter 9A.88 RCW f) The sale or purchase of a child under 9A.64.030 RCW 2. Conviction of any crime within the last 10 years, including motor vehicle violations, that would materially and substantially impair the individuals worthiness and ability to serve as a professional within the public and private schools of the state. 3. A behavioral problem that endangers the educational welfare or personal safety of students, teachers or other colleagues within the educational setting. Loss of Credit and Program Dismissal At Evergreen it is possible for a student to attend regularly, yet receive reduced credit because of unsatisfactory performance or incomplete and missing work. In the Master in Teaching program, such a loss of credit means you will not be able to complete the program, resulting in automatic dismissal. If, for any reason, you leave the program before completion, you will receive the credit earned up to that point. You will be dismissed from the program if your academic work and/or behavior are considered inconsistent with the conduct, goals and philosophy of the program or with accepted professional conduct in the classroom. Dismissal is a serious matter that is based on deliberations among the cycle cohort faculty, the Master in Teaching director and you. Financial Information Annual Cost of Attendance The estimated rates listed below are for the 200203 academic year (three quarters: fall, winter, spring):* Tuition: Resident: $4,938 (non-resident: $14,994) Books and Supplies: (estimate only) $812 Parking: $96 Transportation: (estimate only) $650 Health Services Fee: $109.50 Transit Fee: $12 per quarter Related Costs Washington State Patrol identification and criminal history check: (first year only) $69 Application for teacher certificate: (second year only) $25 Masters project binding fee: $50 (minimum) Graduation fee: $25 Placement file fee: $30 Residency Status for Tuition and Fees To be considered a resident for tuition and fee purposes, as a financially independent non-resident you must first establish a domicile in the state of Washington in compliance with state laws. You must also establish your intention to remain in Washington for purposes other than education. Once established, the domicile must exist for one year prior to the first day of the quarter in which you plan to enroll as a resident student. Contact Evergreens Office of Registration and Records directly at (360) 867-6180, to determine your eligibility or to request a residency application. Native American residents of Idaho, Montana or Oregon who are members of one of 33 tribes listed by the Revised Code of Washington may be eligible for Washington resident tuition rates. Applications to change residency status must be made no earlier than four to six weeks prior to the quarter in which you may become eligible, and no later than the 30th calendar day of the quarter in which you may become eligible. Change of residency applications are available at the Office of Registration and Records. * These rates are set by the Washington state Legislature and The Evergreen State College Board of Trustees. They are subject to change without notice and can be increased up to four percent every two years. Billing and Payment Procedures The Office of Student Accounts assembles most student financial information, both charges and credits, and prepares a periodic statement. Failure to pay tuition and fees in full by the deadlines established by Student Accounts will result in cancellation of registration. For further information, contact Student Accounts in the Library 1113, (360) 867-6447. Graduate Financial Aid The following section provides a brief description of financial aid available to students admitted to the Master in Teaching program. For details, FAFSA forms, Evergreen Data Sheets and the most current information about any of the following, applicants should contact: The Office of Financial Aid Library Building, Room 1218 (360) 867-6205 Additional information on financial aid is available on Evergreens Web site at www.evergreen.edu. Financial Aid Application Procedures To be considered for all federal, need-based scholarships, loans, tuition waivers and financial aid packages, you must complete the Free Application for Federal Student Aid (FAFSA) for the appropriate academic year and submit it by mail to the federal processing center, or apply online at www.fafsa.ed.gov. Priority consideration will be given to applications received before February 15, 2003. Applicants must designate The Evergreen State College among the colleges to receive copies of the Financial Needs report. Applicants who submit an Evergreen Data Sheet to Evergreens Financial Aid Office prior to March 15, 2003, will be given priority consideration. Student loan application information will be sent to successful applicants with their award notices. Campus-based financial aid is awarded to admitted, eligible Master in Teaching students on a first-come, first-served basis until funds are depleted. Award Categories Student Loans (available through the Office of Financial Aid) 1. Perkins Loan: a long-term, low interest, need-based loan program 2. Stafford Loan: a federally guaranteed loan obtained from participating banks, credit unions and other lenders 3. Emergency, short-term loans: available through the Office of Financial Aid for eligible students who have short-term cash-flow needs Master in Teaching Financial Assistance Please note: Opportunities for scholarship assistance are limited. (1) To apply for or request information about these opportunities, contact the Graduate Studies Office at (360) 867-6707 or mit@evergreen.edu. (2) For priority consideration, requests should be submitted to the Graduate Studies Office at the time your completed Admissions application is submitted. Scholarships/Fellowships The Evergreen State College Foundation: A limited number of partial scholarships and fellowships are awarded to eligible Master in Teaching students through The Evergreen State College Foundation. Financial need, as determined by the Financial Aid Office, is the minimum criterion for eligibility (see Financial Aid Application Procedures). The Evergreen State College Alumni Association Graduate Scholarship: Awarded annually to one graduate student committed to a chosen field of study. Secondary consideration is given for financial need. The Hearst Endowment Award for Future Native American Teachers: A merit-based scholarship for Native American students in the Master in Teaching program. The FAFSA form is not required. Lloyd Colfax Scholarship: A non-renewable scholarship that covers Year One of the Master in Teaching programs in-state tuition for a Native American student. This is a merit-based scholarship and does not require the applicant to complete the FAFSA. The AmeriCorps Education Award: Designed for AmeriCorps volunteers who have received the full $4,725 education award. The award offers a student the equivalent of up to two quarters of resident tuition. The FAFSA form is not required. The Master in Teaching Diversity Scholarship: Designed for students who have a proven history of involvement with diversity issues or a considered plan for addressing diversity issues in their future classrooms. Secondary consideration is given for financial need. Tuition Waivers Based on financial need, tuition waivers cover the cost of full-time resident tuition for one or more quarters. Student Employment Graduate Assistantships: Depending on available funding, the Master in Teaching program provides one or two graduate students with part-time employment assisting in administrative and academic-related activities. Work-Study: Five work-study awards are available to Master in Teaching students. The Office of Financial Aid maintains listings of part-time job opportunities both on and off campus. The majority of on-campus positions are subsidized by work-study funds and are only available to students who have applied for and have received a work-study eligibility award. Other Funding Sources Some donor-designated scholarships and fellowships are awarded by organizations and agencies not connected with The Evergreen State College. Information on some external scholarships is available on the Evergreen Web page at www.evergreen.edu/user/scholarout/home.htm. The Financial Aid Information Page on the World Wide Web, at www.finaid.org, includes a comprehensive and free scholarship search service. Additionally, the University of Washingtons Graduate Funding Resource System (GFRS) offers customized searches of funding sources for people planning to attend graduate school. For information, contact GFRS, University of Washington, The Graduate School, Box 351240, Seattle, WA 98195-1240, (206) 543-5900, ext. 61; or gfrs@u.washington.edu. Note to Veteran Students: The Evergreen State Colleges programs of study are approved by the Washington State Higher Education Coordinating Boards State Approving Agency for enrollment of persons eligible to receive educational benefits under Title 38 and Title 10 USC. Accessibility of Information: The information contained in this catalog is available in other media. TDD: (360) 866-6834. Web: www.evergreen.edu. Affirmative Action Policy: The Equal Opportunity Policy of The Evergreen State College expressly prohibits discrimination against any person on the basis of race, sex, age, religion, national origin, marital status, sexual orientation, Vietnam-era or disabled veteran status or the presence of any sensory, physical or mental disability unless based upon a bona fide occupational qualification. Confidentiality of Records: Evergreen complies with the Federal Family Education Rights and Privacy Act of 1974, which establishes fair information practices regarding student records at U.S. colleges and universities. Copies of Evergreens policies may be obtained from the Office of Registration and Records or the Office of the Dean of Enrollment Services. Appeals Process: Applicants have the right to appeal admissions decisions if all requirements have been met and there is factual evidence that not all pertinent information was considered, or there is clear evidence of discrimination. Students wishing to initiate an appeal must submit a written statement to the Dean of Enrollment Services outlining why the admissions decision should be reevaluated. The statement must contain a clear explanation of facts or specifically document the issues the applicant believes are in question. The applicant may include a comment describing what a fair remedy might be. The Dean of Enrollment Services will communicate the disposition of the appeal to the applicant. If the appeal is successful, the applicants file will be referred back to the graduate program for reconsideration by a new selection committee. The graduate program will notify the applicant in writing of the final admission decision with no further options for appeal. The Evergreen State College reserves the right to revise or change rules, charges, fees, schedules, courses, programs, degree requirements and any other regulations affecting students whenever considered necessary. The college reserves the right to cancel any offering because of insufficient enrollment or funding, and to phase out any program. Registration by students signifies their agreement to comply with all current and future regulations of the college. Changes become effective when Evergreen so determines and apply to prospective students as well as to those currently enrolled. (c) 2001 by The Evergreen State College Faculty and Staff The members of the interdisciplinary faculty team for the 200204 cycle of the Master in Teacher program include Dr. Jan Kido, Dr. Elizabeth Diffendal, Sonja Wiedenhaup and a variety of current classroom practitioners. Elizabeth Diffendal, A.B., Social Anthropology, Ohio State University, 1965; M.A., Cultural Anthropology, University of California Los Angeles, 1968; Ph.D., Applied Anthropology, The Union Institute, 1986. Faculty team 200204. As an anthropologist, my interest lies in the culture of schools: What is communicated and what points of views and perspectives on American democracy are children learning in the school? Terry Ford, B.A., English, Whitman College, 1983; Ed.M., Secondary Education, Washington State University, 1988; Ph.D., Literacy Education, Washington State University, 1993. Faculty team 200002, 200305. My current areas of interest include literacy education, multicultural education, curriculum integration, technology, qualitative research methods and critical pedagogy. Janice Kido, B.Ed., Secondary Education, University of Hawaii, 1965; M.A., Speech Communication, University of Hawaii, 1970; Ph.D., Communication: Speech Communication/Cross-Cultural Communication/Multicultural Education, The Union Institute, 1995. Faculty team 200204. The dynamics of interaction across differences in race, class and gender, between students and teachers and students with each other are, for me, the critical pieces in the teaching/learning environment. Stephanie Kozick, B.S., Education, Northern Illinois University, 1971; M.S., Curriculum/Instruction, University of Oregon, 1980; Ph.D., Human Development/Family Studies, Oregon State University, 1986. Faculty team 200103. My pedagogical interest is rooted in the work of John Dewey. In authentic education, teachers and students mutually come away from learning experiences confident that their work was worthwhile. Ral Nakasone, Credentials for Secondary Education in Mathematics, Physics and Chemistry, Enrique Guzman y Valle National University of Education, 1968; M.A., Teaching (Physics), Lewis and Clark College, 1973. Faculty team 200204, Year Two. Ratna Roy, B.A., English Literature, Ranchi University, India, 1962; M.A., English Literature, Calcutta University, India, 1964; Ph.D., American Literature with emphasis on African-American literature, University of Oregon, 1972; Graduate work in Sanskrit, University of Washington. Faculty team 200103. I am interested in incorporating dance education and international education into the curriculum for American students. Masao Sugiyama, B.A., Eastern Washington University, 1963; M.S., Western Washington University, 1967; Ph.D., Washington State University, 1975. Faculty team 200002. I believe that our task as teachers is to find opportunities and settings that will present people with problems to solve and help them see what tools they can use to solve those problems. Michael Vavrus, B.A., Political Science, Drake University, 1970; M.A., Social and Philosophical Foundations of Education, Michigan State University, 1975; Ph.D., Education: Instructional Development and Technology, Michigan State University, 1978. Faculty team 200103. My areas of interest include educational policy, the social context of teaching and multicultural education. Sherry Walton, B.A., Education, Auburn University, 1970; M.Ed., Developmental Reading, Auburn University, 1977; Ph.D., Theories in Reading, Research and Evaluation Methodology, University of Colorado, 1980. Faculty team 200002, 200305. My current areas of interest include literacy education, assessment, research methodology and design, and theories of learning. Sonja Wiedenhaup, B.A., Psychology, Wheaton College, 1988; M.A., Developmental Psychology, Teachers College, Columbia University, 1991; Ph.D., Social/Personality Psychology, University of California at Berkeley, 2001. Faculty team 200204. My current focus revolves around the roles that motivational factors such as self-efficacy, intrinsic motivation and interest play in learning. Program Staff Amy Blasen, Coordinator for Graduate Student Services, B.A., Sociology, Luther College, 1995; Teaching Certificate for state of Iowa. I am interested in gender and diversity and how these issues impact the realm of education, as well as the dynamics of our daily interactions. Lyndel Clark, Field Services Coordinator, B.A., Interior Design, California State University at Sacramento, 1989; Teaching Certificate for state of Washington. I am currently working on my Master in Public Administration degree with an emphasis on educational policy and grant writing. Freeda Warren, B.A., History and English, University of California, Davis, 1992; J.D., Criminal Prosecution and General Law, Seattle University School of Law, 1995. We all have heard the adage, Education is the key to unlocking the doors of opportunity. As an African-American female, I have used my education and experiences as leverage to open the many doors or barriers that society has placed before me. It is my goal to assist others in discovering how they too can use an advanced degree to unlock whatever doors they may be facing in their lives. Admissions requirements and academic primary, supporting and broad area endorsement and certification guidelines in this catalog were accurate at time of publication. The Evergreen State College cannot guarantee that changes will not occur in any or all of these areas between now and June 2004. Every effort will be made to keep prospective and current students informed of all changes, whether dictated by Evergreen, the Office of the Superintendent of Public Instruction or the Washington State Legislature. Academic calendar information for the 200204 academic years is available from the Office of the Provost (360) 867-6400. Campus Services and Resources Contacting the Master in Teaching Program General inquiries regarding Master in Teaching admissions should be directed to: Graduate Studies Office The Evergreen State College Lab I, Room 3019 Olympia, WA 98505 (360) 867-6707 The Master in Teaching Field Services Officer guides students in the completion of placement files and, along with Evergreens Career Development Center advisors, serves as a career development resource for program graduates by maintaining current information and materials useful for the job search. Master in Teaching Field Services Officer The Evergreen State College Lab I, Room 3024 Olympia, WA 98505 (360) 867-6559 mit@evergreen.edu Dial (360) 867, then dial. Academic Advising 6312 Academic Deans 6870 Access Services for Students with Disabilities, ADA Compliance 6348, TDD: 867-6834 Admissions 6170 Alumni Relations 6568 Career Development Center 6193 Cashier 6445 Child Care Center 6060 College Advancement 6300 College Relations 6128 Controller/Business Office 6450 Financial Aid Office 6205 First Peoples Recruitment 6495 Housing 6132 Presidents Office 6100 Recreation Center 6530 Registration and Records 6180 Student Accounts 6447 The Evergreen State College, situated on 1,000 acres of forest and Puget Sound shoreline, is an hours drive from the Seattle-Tacoma Airport. Evergreen and the state capital are just a short, scenic drive from most Western Washington cities and major points of interest. 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