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The MIT is intended for those who possess a bachelor’s degree in a field other than education and is designed to prepare students to become effective elementary or secondary education teachers. This program of study leads to a master’s degree and a State of Washington elementary or secondary education teaching certificate. The MIT degree is available to students the Pullman, Spokane, and Vancouver campuses; however the programs differ slightly from campus to campus. The programs at the Vancouver campus consist of 15 months of intensive study and internships, whereas the Pullman/Spokane program consists of 13 months of intensive study and internships. All of the MIT programs are cohort-based, forming a supportive network. The program consists of a wide range of pedagogy course work. Depending on the student’s focus (elementary or secondary education), these courses may include literacy, social studies, science, math, reading, health, fitness, or fine arts methods. Students also study diversity in schools and society, educational technology, the social context of education, and research-based effective practices. When successfully completed, the MIT program results in a master’s degree and teacher certification. Therefore all MIT students complete both certification and graduate research courses. All MIT students complete a research project and present the project results at the culmination of their program. The research projects are usually aimed at examining teaching and educational issues, with the focus on understanding the positive impact of education on student learning.

Student Learning Outcomes:

The Department of Teaching and Learning has developed student learning outcomes derived from the conceptual framework, state and national standards for teacher education, and research on effective teacher education. These outcomes are aligned with the course work and field experiences in the MIT program. Students experience different aspects of these learning outcomes throughout the program.

Goal 1: To prepare outstanding entry-level P-12 teachers with a focus on teacher inquiry as a paradigm for practice. Successful graduates inform their practice and stewardship of public schools by…

using and generating deep content and pedagogical knowledge to inform their teaching.

developing relevant, rigorous, and developmentally appropriate curricula.

modifying curriculum and instruction based on the diverse assets, abilities, and needs of their students.

using assessment of their students’ learning and their own teaching to inform future planning and teaching.

attending to the social, emotional, and civic development of their students.

working respectfully and collaboratively with colleagues and community to promote professional learning and quality instructional programs.

Goal 2: To guide students in their development as practitioner-researchers in P-12 school settings. Successful graduates inform their practice and stewardship of public schools by…

applying scholarly habits of curiosity, inquiry, reflection, and skepticism.

articulating problems of practice and then generating student-centered solutions. research literature, and apply that synthesis to problems of practice

effectively communicating scholarly work through professional and social media.

making decisions grounded in evidence and professional knowledge.

demonstrating professional habits and dispositions.

Career Opportunities:

Secondary Education Teacher
School/Curriculum Leadership Positions
Agency Services Positions

Career Placements:

Secondary Education