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Introduction. The MIT Program meets, or exceeds, state standards for unit leadership, authority, budget, faculty, resources, and diversity representation. Links following this summary, as well the Institutional Report and materials in the Evidence Room, provide evidence of the program’s compliance with governance and resource standards.

  • The Master in Teaching Program Guidebook to Policies, Procedures, and Resources, page 2, provides a clear visual representation of the organization of the unit and its relationship to the administration at The Evergreen State College and to the Professional Education Advisory Board (PEAB), the Office of the Superintendent of Public Instruction (OSPI), and the Professional Educator Standards Board (PESB).
  • The MIT director, in collaboration with faculty, the certification officer, and the field placement officer, has the authority to oversee the management of the MIT program and its resources to ensure that the program represents the core values of The Evergreen State College, the conceptual framework of the program itself, and state and professional standards.
  • Because MIT’s conceptual framework has the well-being of ALL students at the center of its focus, faculty members have as a priority to remain abreast of, implement, and model for candidates, best practices in pedagogy, collaboration, critical thinking, reflection, self-assessment and on-going professional development. All of the core faculty hold terminal degrees and all have been teachers in K-12 schools. All of the liberal arts faculty who have taught in the academic portion of the program in the last five years also hold terminal degrees. Visiting educators hired to teach in the program and/or to supervise student teachers have earned at least the masters degree and are often practicing or recently retired public school teachers or administrators.
  • MIT faculty, like the liberal arts faculty, are dedicated to creating learning experiences that reflect what Evergreen’s first president, Charles McCann, envisioned - education for the development of self-reflective, life-long learners. The MIT faculty are skilled at creating learning experiences that support candidates in aspiring to McCann’s vision. An essential aspect of those learning experiences is the process of self-evaluation – all faculty and candidates regularly review, assess, and critique their work.
  • Though Evergreen does not require faculty to publish in order to gain tenure, all of the six core MIT faculty have presented at national, state, or local conferences and have published books, software, and/or articles in scholarly journals. Three of the core faculty (Coleman, Lenges, Vavrus) are currently involved in significant research projects in their areas of interest. All of the core and liberal arts faculty, and the two current visiting faculty, participate in substantial service to the college, to public schools, and to the larger community. For example, MIT core faculty members have served as Chair for the Faculty Agenda Committee (analogous to a faculty senate); Planning Unit Coordinator for all social sciences programs in the undergraduate and graduate colleges; Convener for the Scientific Inquiry faculty; chairs of college-wide committees on diversity and the first-year student experience; chairs of search committees; interim director for Academic Advising and Access Services; and readers for Human Subject Review proposals.
  • Examples of how core and visiting faculty have served public schools and the community include, but are not limited to, participating in WEA and the ACLU; mentoring a high school teacher; collaborating to provide support to middle school students who did not pass the math WASL; acting as the project evaluator for a project that assessed the effectiveness of a district-wide science project; meeting with school board members and offering study sessions; teaching math in UpWard Bound; helping to organize and support a group of teachers interested in teaching for social justice; assessing the reading abilities of middle school students and providing extensive written assessments and suggestions for interventions; offering math workshops in various districts; and participating as the college partner with a local elementary school in the League of Small Democratic Schools.
  • The Evergreen State College and the MIT program are “committed to equal opportunity and diversity as principles necessary for a just society and a quality education. An important goal of the College is to create a learning and working environment that is inclusive, hospitable to, and reflective of our diverse society - an environment that nurtures respect for cultural diversity and encourages excellence” (from http://www.evergreen.edu/policies/policy/affirmativeaction). The college supports on-going initiatives to recruit diverse peoples, to affirm the contribution of diversities to the learning community, and to identify and seek to ameliorate systemic and individual patterns of bias and oppression.
  • The MIT program makes a concerted effort to ensure that candidates have experiences with faculty from a variety of backgrounds. In the last five years, the MIT faculty teams have included two Japanese-Americans, college educators from Argentina, India, and Israel, people who were the first in their families to attend college, tenured college faculty, new faculty, emeritus faculty, K-12 educators and administrators, liberal arts faculty, heterosexual and homosexual individuals, and individuals ranging in age from their early 40’s to their mid-60’s. The 2007-09 faculty team consists of a white woman, a Japanese-American man, and an African-American man. Two of these faculty grew up in working class families and were first generation college students. One of the team members was raised in a military family and another spent part of his childhood in a Japanese internment camp.
  • The MIT website clearly indicates that the program seeks candidates from diverse backgrounds and that a central focus of the program is preparing teachers who can support the development of the diverse learners in the public schools of this country. Candidates from a wide range of geographic locations, socio-economic and language backgrounds, religions, ages, and life experiences come together to create learning communities.
  • The MIT program has an explicit plan to ensure that our candidates interact with P-12 students and teachers representing diverse populations. In addition to on-campus work, each MIT teacher candidate spends time in rural, suburban, and urban practicum placements and has two full-time student teaching experiences (20 weeks). Practicum and student teaching assignments include, but are not limited to, attending IEP meetings if possible, surveying and identifying community’s funds of knowledge, communicating with parents, differentiating instruction, and interviewing P-12 faculty and staff who work with diverse learners.
  • The two student teaching placements are at different grade levels and in different schools so that the MIT graduate will have a well-rounded exposure to teaching in their particular subject endorsement area(s) with a variety of public school students who embody a range of diverse attributes including gender, ethnicity, class, age, abilities, and sexual orientation. MIT student teachers are placed in districts and schools that help ensure that they have interactions with diverse students and mentor teachers. One student teaching placement is generally in a diverse urban setting.
  • Facilities available at Evergreen, and through the library, computer center, and media center provide excellent support for candidates’ learning and well-being, as well as for faculty support and support of the assessment system. The MIT administrative offices, and most of the classroom space for MIT classes, are located in the new, ecologically friendly complex called Seminar 2. MIT shares two conference rooms with the Evergreen Center and the Washington Center, one of which is now used for PEAB meetings and meeting with public school personnel. A joint Evergreen Center/MIT resource room provides candidates with access to a range of research and curriculum materials. The lecture halls, seminar rooms, and workshop spaces are spacious, well lit, and supported by current audio-visual and web-based technologies. As is true for all Evergreen students, MIT students are served by the Writing Center, the Quantitative and Symbolic Reasoning Center, Access Services for student with disabilities, Financial Aid Office, and the Health and Counseling Centers.
  • Evergreen (and MIT) faculty on continuing contract are expected to write self-evaluations and evaluations of each teaching colleague every year. These evaluations are shared and discussed at year-end meetings. During those conversations, colleagues provide feedback about strengths and areas that could be improved. MIT faculty have been asked to offer each other explicit suggestions about professional development opportunities to strengthen teaching and scholarship.

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

MIT graduate Mac with faculty Chris Sharp at graduation.


Standard III: Unit Governance and Resources

Building on the mission to prepare educators who demonstrate a positive impact on student learning, the unit has the leadership, authority, budget, personnel, facilities, and resources, including information technology resources, for the preparation of candidates to meet state standards. The following evidence shall be evaluated to determine whether each preparation program is in compliance with the resources program approval standard of WAC 181-78A-261:


Standard 3.1: Unit Leadership, Authority and Budget


A separate administrative unit is responsible for the composition and organization of the preparation program.

Student Guidebook: Relationship of the MIT Program to Evergreen’s Academic Administration and the State

Teacher Education Programs Organizational Chart

Standard III Criteria 3.1(A)

An officially designated administrator is responsible for the management of operations and resources for the preparation program.

Standard III Criteria 3.1(B)need evidence

The unit receives sufficient budgetary allocations at least proportional to other institutional units.

Description of Practice

The unit performs the key leadership role in governance and management of the curriculum, instruction, and resources for the preparation of professional educators. The unit maintains sufficient resources to ensure that candidates meet professional, state, and institutional standards.


3.2 Personnel


The unit has adequate personnel to promote teaching and learning.

Teacher Education Programs Organizational Chart

Standard III Criteria 3.2(A)

Workload policies allow faculty to be actively engaged in teaching, scholarship, assessment, advisement, service, and collaborative work with P-12 schools.

Criteria 3.2(B) need evidence maggies job descript

Specific staff and/or faculty in the unit are assigned the responsibility of advising applicants for certification and endorsements and for maintaining certification records.

Criteria 3.2(C) need evidence

The unit has adequate clinical faculty, site supervisors, support personnel, part-time faculty, and/or graduate teaching assignments.

Description of Practice

The unit and its faculty have created a work climate that promotes intellectual vitality. Policies and assignments allow faculty and staff to be involved effectively in teaching, advising, scholarship, and service including P-12 collaboration. The unit maintains an adequate number of personnel to ensure that candidates meet professional, state, and institutional standards.


3.3 Faculty Qualifications and Professional Practices


Faculty are qualified and exemplify professional practices.

Criteria 3.3(A) update chart

Faculty are qualified for their assignments.

Criteria 3.3(B)

Faculty exemplify professional practices in teaching.

Criteria 3.3(C)

Faculty exemplify professional practices in scholarship.

Criteria 3.3(D)

Faculty exemplify professional practices in service.

Description of Practice

Faculty have the education and experience to effectively prepare candidates to meet standards. They inquire into and contribute to one or more areas of scholarly work in education. They model good teaching. They serve the college/university, P-12 schools, and professional community by providing leadership and supporting high quality education for all students, public understanding of educational issues, and excellence and diversity in the education profession.


3.4. Faculty Performance and Professional Development


The unit systematically and comprehensively evaluates faculty performance and supports professional development.

Criteria 3.4(A)

The faculty evaluate their own effectiveness in teaching, scholarship and service.

Criteria 3.4(B)

The unit evaluates faculty effectiveness in teaching and learning.

Criteria 3.4(C)

The unit provides opportunity for faculty to engage in professional development.

Description of Practice

Faculty evaluations are designed to collect information from varied sources on the quality of teaching, scholarship, and service. They are used to improve faculty performance through the provision and support of professional development activities. Faculty continue to develop their skills to facilitate their own professional work and to help candidates learn. They are also expanding their knowledge of and skills related to diversity and exceptionalities and integrating these concepts into their teaching.


3.5. Unit Facilities and Resources


The unit systematically and comprehensively evaluates faculty performance and supports professional development.

Criteria 3.5(A)

The unit is provided classrooms, lab space, office space, and/or other facilities.

Criteria 3.5(B)

The unit is provided technology, library, curricular, and electronic information resources.

Criteria 3.5(C)

The facilities support faculty and candidate use of technology.

Description of Practice

Facilities and other resources are sufficient for the unit to deliver all programs. These resources support candidates in developing and demonstrating the knowledge, skills, and professional dispositions necessary to help all students learn.