Welcome to
Evergreen State College's Master in Teaching Program
Accreditation Site Visit Website
October 2012

Design by Alyssa Parker (Evergreen College Relations) in conjunction with Todd Sessoms, Adeena Chamberlain, Susan Bawn, Anna Gold, and Kristen Sluiter (2007 MIT Cohort)

The faculty and staff of the Master in Teaching (MIT) program at The Evergreen State College welcome you! We appreciate your dedication to ensuring the health, effectiveness, and well being of teacher preparation in the State of Washington and your efforts to support quality education for P-12 students. Based on the standards and criteria specified in WAC 181-78A-220(1), 255, 261, 264, and 270, we have reviewed and evaluated the program’s processes, content, and assessment information in preparation for your visit. Extensive links to program documents and data, organized under each of the program re-approval standards, are available on this website. In addition, a thorough analysis and discussion of the program is provided in the Institutional Report that was provided to site team members in hard-copy and via email, and that is also linked to this website.

In 2003, the Master in Teaching program received the Richard Wisniewski Award from the Society of Professors of Education in recognition of outstanding contributions to the field of teacher education. We are proud of this recognition of the quality of the program, of our faculty, and of our candidates. MIT faculty members are committed to enacting the vision of Evergreen’s first president, Charles McCann, by creating bridges between theory and practice for meaningful, lifelong learning both for our candidates and for their future students. Our candidates become teachers who understand teaching and learning as developmental processes situated in a wide range of cultural and personal contexts. They seek, with the support of their peers and faculty, to understand their own cultural encapsulation so that they might become leaders in multicultural, anti-bias, democratic education. They investigate a range of pedagogical, research-based practices in preparation for reaching all students in their classrooms. They develop the skills that allow them to be critical, intelligent consumers of educational research.

Many of our alumni have received special recognition for their work with students. For example:

  • Amada Lang and Aimee Leggett received the Outstanding New Art Educators of the Year award in 2007 from the Washington Art Education Association
  • Audrey Sharp received the Outstanding Young Art Educator Teacher of the Year award in 2006 from the Washington Art Education Association
  • Bruno Bowles was awarded the Environmental Educator of the Year award in 2003-04 by the Environmental Association of Washington
  • Ervanna Little Eagle was recognized by the Marysville School District for her work in revising the social studies curriculum to include the histories of local tribes
  • Wayne Au was made a member of the editorial Board for Rethinking Schools
  • Darice Johnson received the Golden Apple Award for epitomizing excellence in education
  • Gordon Quinlan was recognized by the Sunnyside Grange for changing the quality of support for students with disabilities in his high school
  • Deidre Pleasant’s students were highlighted in their local newspaper for their multi-media presentation about child labor
  • After a year of working with Laura Handy, 76% of a group of students who had not met the WASL reading standard were successful in meeting standard
  • Cecily Schmidt was featured in a 2006 ABC news broadcast about approaches that reduce high school drop out rates
  • The Olympian published a story about Mark Bowden’s middle school students’ AIDS education project

These are just a very few of the ways that our alumni have contributed to the education of children and youth. We believe that every one of our candidates is well prepared to positively affect the students who enter their classrooms. Our high placement rate (first or second in the state for the last five years) suggests that principals and hiring committees agree! The University of Washington’s retention and mobility study, which indicated that nearly 80% of alumni who graduated in 2001 are still teaching, reflects MIT’s data which suggests that the great majority of our graduates tend to remain in teaching.

Our candidates and graduates are supported by faculty who are skilled and dedicated educators. MIT faculty members create significant learning opportunities for our candidates that incorporate emerging local, state, and national initiatives and also find time for scholarly work and service to Evergreen and to the larger community. For example, in two of our recent cohorts, faculty skillfully responded to HB1495 by including studies of tribal histories through reservation-based work and through curriculum development projects that may be included in the Chehalis culturally appropriate social studies curriculum. The two most recent cohorts have benefited from state-wide math research in which one of our math faculty has participated. Two recent cohorts experimented successfully with innovative ways of incorporating arts across the curriculum. In all cohorts, candidates review and critique educational research that can help them become more effective teachers.

Members of our MIT faculty are regularly invited to submit writings or interviews for publication, to make guest presentations in undergraduate programs and at regional and national conferences, to provide workshops or mentorship for public school teachers, to collaborate with P-12 teachers in a variety of ways, and to serve in significant leadership roles in the college. The MIT faculty and staff actively attempt to enact the mission of The Evergreen State College and the Conceptual Framework of the program in order to contribute to a more just and excellent system of education for all children and youth.

The kaleidoscope of images at the top of this page represents, in a rather profound way, the vision of the program and the experience of the candidates who come together to create our learning communities. This particular design was on the cover of the Master's Project Presentation guidebook of candidates who graduated in June 2007. Thirty-six kaleidoscopes - designed by 36 individuals – were creatively integrated into a whole. These kaleidoscopes represent the 36 graduates who helped make this cohort unique. They came to the program as individuals but worked together to build a cohesive learning community that supported their development as teachers and learners. As with previous cohort members, many will continue to participate in a network, another leaning community, that will support their work in a wide range of public schools. This idea of a dedicated community of learners is central to the vision and enactment of our Master in Teaching program.

The kaleidoscope, and the experiences of the 2007 graduates, is representative of the MIT Program in general. As you will see on this website and in the Institutional Report, a variety of individual components contribute to the wholeness of the program, including the commitments embedded in Evergreen’s vision of education and in the MIT Conceptual Framework; the unique experiences and talents represented by the faculty and candidates in each cohort; research about learning and effective teaching practices; on-going program and individual assessment; and attention to the State of Washington's Learning Goals and Essential Academic Learning Requirements. The creative integration of these components is what makes Evergreen's MIT program unique, responsive to individual and cultural diversity, and able to support the development of skilled and compassionate teachers who care to create just and educative learning experiences for their students.

We invite you to explore our program and we look forward to your feedback!

About Evergreen and MIT

Evergreen's Mission Statement

Evergreen's Expectations of a Graduate

Evergreen's Social Contract

Evergreen's Curriculum Model

MIT Program's Concept and Model

MIT Program's History

Evergreen Magazine Article: Teach the Teachers Well (including stories of MIT alumni)

Accreditation Standards

Standard I

Standard II

Standard III

Standard IV

Standard V