Student groups using Red Square in the spring.

The MIT's conceptual framework and the implementation of the MIT program reflect exemplary characteristics. The program is research-based, thoughtfully developed and executed, and reflects institutional, state, and national standards for teacher knowledge and skills. The two-year program includes on-campus work investigating and relating learning theory to best practices in teaching and includes extensive field opportunities in public schools for candidates to apply and test their developing knowledge and skills. The content of the program is informed through feedback from the PEAB, P-12 mentor teachers, alumni, and regular faculty collaborations with P-12 educators. One of the major strengths of the program is the extensive nature of the field experience component. During Year 1 of the program, candidates are in practica for at least 30 hours each quarter (fall, winter and spring) and complete two full quarters of student teaching in the Year 2. The MIT Student Teaching Rubric and the Pedagogy Assessment provide data that the program is successful in helping candidates develop the knowledge and skills they need to have a positive impact on student learning.

Criteria and links to supporting evidence and documentation are listed below. Please click on the links to see evidence for the criteria.

MIT student-teacher Adeena working with students in art class.


Standard IV: Program Design

Building on the mission to prepare educators who demonstrate a positive impact on student learning, the following evidence shall be evaluated to determine whether each preparation program is in compliance with the program design standard of WAC 181-78A-264:


A. The Conceptual Framework

Criteria A(1)

The conceptual framework establishes the shared vision for the unit’s efforts in preparing educators to work effectively in P-12 schools. It provides the basis for coherence among curriculum, instruction, field experiences, clinical practice, assessment, and evaluation. The conceptual framework is based on current research and best practice, is cohesive and integrated, supports the state’s student learning goals and for teacher preparation programs, and reflects the essential academic learning requirements. The conceptual framework reflects the unit’s commitment to preparing candidates to support learning for all students and the unit’s commitment to preparing candidates who are able to use educational technology to help all students learn.


B. Recruitment, Admission, and Retention

Criteria B(2)

Candidates who demonstrate potential for acquiring the content and pedagogical knowledge and skills for success as educators in schools are recruited, admitted, and retained (see WAC 181-78A-200 Candidates Admission Policies). These candidates include members from under represented groups.


C. Pedagogical Content Knowledge for Teacher Candidates

Criteria C(3a)

Programs shall assure that candidates are provided with opportunities to learn the pedagogical knowledge and skills required for the particular certificate, and for teacher preparation programs, the endorsement competencies.


D. Professional and Pedagogical Knowledge and Skills for Teacher Candidates

Criteria D(3b)

Programs shall assure that candidates are provided with opportunities to learn the professional knowledge and skill required for the particular certificate.


E. Content Knowledge for Teacher Candidates Including Endorsements

Criteria E(3c)

Programs shall assure that candidates are provided with opportunities to learn the competencies for endorsement areas.


F. Learner Expectations

Criteria F(4)

A set of learner expectations for program completion are identified and published.


G. Field Experiences and Clinical Practices

Criteria G(5a)

The unit and its school partners design, implement, and evaluate field experiences and clinical practices so that candidates develop and demonstrate the knowledge and skills necessary to help all students learn, provided that

(a) candidates for an administrator certificate shall complete an internship pursuant to WAC 181-78A-325,

(b) candidates for a school psychologist certificate shall complete an internship pursuant to WAC 181-78A-317,

(c) candidates for a school counselor certificate shall complete an internship pursuant to WAC 181-78A-315, and

(d) candidates for a school social worker certificate shall complete an internship pursuant to WAC 181-78A-319.

Criteria G(5b)

Field experiences are integrated throughout the preparation program and occur in settings with students representing diverse populations.

Criteria G(5c)

Clinical practice is sufficiently extensive and intensive for candidates to demonstrate competence in the professional roles for which they are preparing.


H. Endorsement Preparation

Criteria H(6)

The preparing institution shall assure that candidates are provided with appropriate course work and experiences in teaching methods for each endorsement area. The methods should include:

(a) Instructional strategies,

(b) Curriculum frameworks (essential academic learning requirements),

(c) Assessment strategies, including performance-based measurements of student work, and

(d) Unit/lesson planning.


I. Entry and Exit Criteria

Criteria I(7)

Entry and exit criteria exist for candidates in clinical practice.


J. Collaboration with P-12 Schools

Criteria J(8)

Programs reflect ongoing collaboration with P-12 schools.


K. Regionally Accredited Degrees

Criteria K(9)

Candidates for a teacher certificate shall hold/obtain a baccalaureate degree from a regionally accredited college or university pursuant to WAC 181-79A-030(5).


L. Pedagogy Assessment Instrument

Criteria L(10a)

Beginning fall 2003, approved programs shall administer the pedagogy assessment adopted by the professional educator standards board and published by the superintendent of public instruction to all candidates in a residency certificate program.

Criteria L(10b)

Candidates must take the pedagogy assessment as a condition of residency program completion. However, passage is not required for program completion as long as the program can provide other evidence, separately or in combination with the results of the pedagogy assessment, that the candidate has satisfied all program completion requirements.