MIT Secondary Teaching (5–12) M.Ed.–earn certification + MEd: a program designed for those candidates who desire an MEd degree and a Washington residency teaching certificate for the middle school, junior high, and high school.

This program is available to candidates who hold a bachelor’s degree and did not previously take teaching certification coursework and are interested in receiving both an MEd degree and a residency teaching certificate for teaching in the middle school, junior high, and high school. This program requires that candidates complete the equivalent of an approved EWU teaching major prior to admission.

Additional Program Requirements

• Prior to admission applicants must take the WEST-B (Washington Educators Skills Test-Basic) or an approved alternative (SAT or ACT).
• Applicants go through a pre-approval interview process.
• Candidates must take the relevant WEST-E or NES content test prior to student teaching.
• Candidates will participate in a year-long clinical experience in a school.
• All prerequisite courses must have been completed within the last 6 years. 

Additional undergraduate courses must be completed for certification
EDUC 309	FOUNDATIONS OF SECONDARY CLASSROOM MANAGEMENT	3
EDUC 341	SECONDARY STRATEGIES, MANAGEMENT, ASSESSMENT	3
EDUC 413	CONTENT AREA LITERACY: MANAGEMENT AND ASSESSMENT FOR SECONDARY EDUCATION CANDIDATES	3
SPED 363	INTRODUCTION TO SPECIAL EDUCATION	4
Secondary Methods Class from major department		3-5
Total Credits		16-18

 NOTE: EDUC 341 and EDUC 413 have been revised to two different 4 credit hour courses effective Fall 2023.

Required Common Core
Psychological Foundations
EDUC 522	TRANSFORMATION OF LEARNING AND TEACHING	4
Historical, Philosophical and Social Foundations of Education (choose two)
EDUC 502	HISTORY OF AMERICAN EDUCATION	4
or EDUC 507	PHILOSOPHY AND ORGANIZATION OF THE AMERICAN SCHOOL
EDUC 505	CURRENT ISSUES IN EDUCATION	4
or EDUC 506	EDUCATIONAL SOCIOLOGY
or EDUC 500	FOUNDATIONS OF EDUCATION/MIT
Research and Applied Experience
EDUC 520	METHODS OF EDUCATIONAL RESEARCH	4
EDUC 600	THESIS (both are variable credit–5 credit minimum)	5
or EDUC 601	RESEARCH REPORT
Secondary Teaching Area Specialization
EDUC 510	CURRICULUM AND ASSESSMENT	4
EDUC 517	THE CULTURE OF MIDDLE LEVEL SCHOOL (may be stacked with EDUC 417)	3
EDUC 538	MEDIA LITERACY FOR TEACHERS	4
EDUC 563	SCHOOL LAW (MIT)	2
EDUC 695	INTERNSHIP	15
Total Credits		49

School of Education Outcomes  

The School of Education Outcomes are taken word for word from INTASC. These outcomes must be met by all students upon completion of their degree.   

1. The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. 
2. The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. 
3. The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. 
4. The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. 
5. The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. 
6. The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher candidate’s and learner’s decision making. 
7. The teacher candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. 
8. The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. 
9. The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. 
10. The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.