MIT Elementary Teaching (K–8) M.Ed. earn certification + M.Ed. - program designed for those candidates who desire an M.Ed. degree and a Washington State Residency Teaching Certificate for teaching in the elementary grades. This program is available to candidates who hold a bachelor’s degree in an area other than education interested in receiving both an M.Ed. degree and a Residency Teaching Certificate for teaching in the elementary grades. Contact an advisor in the School of Education.

Additional Program Requirements

• Prior to admission applicants must submit scores for the WEST-B (Washington Educators Skills Test-Basic) or an approved alternative (SAT or ACT).
• Applicants go through a pre-approval interview process.
• EDUC 691 prerequisite: Attempted Elementary Education NES 102 and 103 content tests by November 30.
• EDUC 692 prerequisite: Passing scores on Elementary Education NES 102 and 103 content tests or approved case-by-case exception by March 1.
• Candidates will participate in a year-long clinical experience in a school.
• All prerequisite courses must have been completed within the last 6 years.

Required Common Core
SOST 500	PACIFIC NORTHWEST HISTORIES FOR TEACHERS	3
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
Elementary Teaching Area Specialization
EDUC 508	UNDERSTANDING LITERACY INSTRUCTION K-8	6
EDUC 510	CURRICULUM AND ASSESSMENT	4
EDUC 538	MEDIA LITERACY FOR TEACHERS	4
EDUC 563	SCHOOL LAW (MIT)	2
EDUC 570	ELEMENTARY SCHOOL SCIENCE PROGRAMS	4
EDUC 572	MATHEMATICS AND QUANTITATIVE REASONING IN ELEMENTARY SCHOOL	4
EDUC 574	SOCIAL STUDIES IN THE ELEMENTARY SCHOOL	4
EDUC 576	ADVANCED LITERACY METHODS	4
EDUC 695	INTERNSHIP ( variable credit–15 credit minimum)	15
Total Credits		71

Additional courses for elementary certification
ART 483 & 483L	ARTS INTEGRATION K-8 and ARTS INTEGRATION K-8 LAB	3
EDUC 308	FOUNDATIONS OF ELEMENTARY CLASSROOM MANAGEMENT	3
PHED 390	HEALTH AND PHYSICAL EDUCATION IN THE ELEMENTARY SCHOOLS	3
SPED 363	INTRODUCTION TO SPECIAL EDUCATION	4
Total Credits		13

Plan of Study

Courses could be offered in different terms, checking with the academic department is paramount in keeping an individual plan current.

First Year
Summer Quarter	Credits	Fall Quarter	Credits	Winter Quarter	Credits	Spring Quarter	Credits
ART 483 & 483L3	3	EDUC 3083	3	EDUC 520	4	EDUC 6954	12
EDUC 5081	6	EDUC 507	4	EDUC 563	2
EDUC 5101	4	EDUC 570	4	EDUC 574	4
PHED 3903	3	EDUC 572	4	EDUC 576	4
EDUC 5002	4	EDUC 6954	1	EDUC 6954	2
EDUC 5222	4
SOST 5002	3
SPED 3633	4
	31		16		16		12
Second Year
Summer Quarter	Credits
EDUC 538	4
EDUC 601	5
	9
Total Credits 84

¹

First half of term.

²

Second half of term.

³

Additional courses for elementary certification.

⁴

EDUC 690, EDUC 691, and EDUC 692 can be substituted for EDUC 695.

Students who earn an M.Ed. in Master in Teaching: Elementary Teaching (K-8) from EWU should be able to:  

• Apply foundational knowledge of child development, learning theory, and pedagogical practice - Graduates will demonstrate understanding of developmental and learning principles that guide effective instruction for children in kindergarten through grade 8;
• Design standards‑aligned, developmentally appropriate curriculum and instruction across all elementary content areas - Graduates will plan and deliver curriculum aligned with Washington State and national learning standards in literacy, mathematics, science, and social studies;
• Use multiple instructional strategies, including culturally responsive and linguistically informed practices - Graduates will use differentiated instructional strategies—including those based on second‑language acquisition principles—to meet diverse academic, cultural, and linguistic learner needs;
• Implement effective classroom management to create safe, equitable, and inclusive learning environments - Graduates will apply classroom management approaches and community‑connected practices that promote positive behavior, student engagement, and belonging for all children;
• Use formative and summative assessment to guide instructional decision‑making - Graduates will systematically analyze assessment data using multiple assessment types - formative, summative, and self‑assessments - to monitor progress and improve instruction;
• Integrate literacy instruction across the curriculum and support reading development in all K–8 learners - Graduates will implement evidence‑based literacy practices, including reading comprehension, writing, vocabulary, and language development, across all subject areas;
• Use technology effectively to support instruction, differentiation, and student learning - Graduates will integrate digital tools and media literacy strategies to enhance learning and create technologically proficient elementary learners;
• Collaborate with families, colleagues, and communities to support student learning - Graduates will involve families, communities, and school stakeholders in the educational process, incorporating students’ cultural identities and community contexts;
• Demonstrate professional ethics, legal responsibilities, and reflective practice - Graduates will exhibit professionalism, meet legal and ethical standards, and continuously reflect on and evaluate their teaching to improve practice;
• Engage in culturally responsive, anti‑bias, and equity‑centered instructional practices - Graduates will apply culturally sustaining pedagogies that promote educational equity, anti‑racist practices, and inclusive learning environments for all K–8 students;
• Demonstrate readiness for teaching through successful completion of clinical fieldwork and internship - Graduates will integrate theory and practice during a full‑year clinical experience, demonstrating competent teaching performance in diverse elementary classroom settings.