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Master in Teaching: Special Education
with Teacher Certification and Optional Dual Endorsements
Is the master's in Teaching (Special Education) program for me?
If you're looking for a satisfying career teaching students with special needs - then CityU's Master in Teaching
(Special Education) degree program could be a great fit.
If you already have a bachelor's degree (even if it's in another major) and want to earn your teaching certificate, this program is for you.
Choose from one of the these degree program options to become a special education teacher:
When you choose a dual endorsement, you'll earn two endorsements on your teaching certificate. This makes you even more attractive to potential employers.
What will I learn in the master's in Teaching (Special Education) program?
Our M.I.T. Special Ed. program brings together field participation and academics. The combination of coursework and experience in the
classroom will prepare you for teaching in the real world. You'll learn how to deal with your students' unique needs,
and get the opportunity to make an impact on kids when it matters most.
What can I do with my master's degree in Teaching (Special Education)?
When you successfully finish your Master in Teaching (Special Education) program (and pass any state-required exams), you'll be qualified
to teach special needs students in any public or private schools. You'll also qualify for a
higher starting salary in most districts than those without a master's degree. Or explore other teaching and academic opportunities:
- Classroom teaching
- Substitute teaching
- Teaching in other states (that honor the Washington residency certificate)
Why CityU?
- Because you want an education that's relevant to what's happening in the real world, right now.
- Over 500 educators choose CityU each year to start or advance their career in education.
- Our faculty teach what they do for a living, not just what's in the book. They're smart, successful people who can help you get there, too.
- You'll go through the program with the same group of students. We call it cohort learning - it's like a built-in support group.
- You can get an education without sacrificing your career.
How to get started:
Note: You'll need to pass the Washington Educator Skills Test–Basic (WEST-B) Exam to enter this program.
Check out the WEST-B Exam Web site for more info.
Do you have at least a bachelor's degree? If so, you're eligible to apply. Here's how:
- Chat with an admissions advisor or call 888.42.CityU
- Attend an info session
- Get a Master in Teaching Admissions checklist
- Apply online
- Submit application and MIT portfolio
Special Education Core Requirements (all students) (37)
ESP 525
The purpose of this course is to provide candidates opportunities to explore models for analyzing and managing student behavior. The course emphasizes basic types of student behavior, motivation, prevention strategies, intervention strategies and behavior change plans. Practical application of these principles will be demonstrated through the completion of data collection samples, a functional behavioral assessment, a positive behavior support plan, and an aversive therapy plan.
ESP 528
This course focuses on the necessary foundations, strategies and understanding to successfully perform assessments and evaluations. Emphasis is placed on the selection of appropriate assessment and evaluation tools, timelines and the interrelationship between assessment components. Candidates will demonstrate selection of appropriate assessment tool and accurately interpret data used in the assessment process.
ESP 529
The purpose of this course is to provide candidates with the compliance elements necessary for writing and implementing a quality Individualized Educational Plan (IEP). This course emphasizes State and Federal mandates, procedural safeguards, content requirements, and parent participation. Upon successful completion of this course, candidates will be able to write an appropriate IEP that meets the needs of special education students.
ESP 535
Please check back soon for the full description of this course.
ESP 540
Please check back soon for the full description of this course.
ESP 542
The purpose of this course is to inform candidates on both inclusion and specialist paradigms in special education including definitions of disabilities and program delivery. This course emphasizes identification, specific needs of students, service delivery, and legal issues. Practical application of these principles will form the foundation for future special education courses.
ETC 501
This course addresses major theories of human growth and development and application of the theories to the classroom. Topics include cognitive development, moral development, emotional development and physical development of early childhood, middle childhood, and adolescence. Candidates apply the knowledge of the developmental stages of human growth and development to their instructional decisions.
ETC 506
This course provides an integrated approach to Health/Fitness and The Arts that equally values and develops students in both disciplines. Topics include artistic processes of creating, performing and responding, and appropriate development of students' basic motor skills, rhythmic ability, physical activity, and physical fitness. Candidates learn efficient and effective strategies to integrate Health/Fitness and The Arts into other content areas, thereby addressing state learning standards across multiple subjects.
ETC 509
This course introduces students to the philosophical foundations of the American educational system with an emphasis on diversity in the education system. Emphasis is placed on the social, historical, moral and political dimensions of society as they apply to modern educational practice. Candidates explore their own values and how these interface with the disposition of professional educators educational system.
ETC 513
ETC 513 is the first of a two-quarter course that examines theoretical perspectives on mathematics education and methods of teaching and learning mathematics at the elementary and middle school levels. Candidates acquire and demonstrate practical experience in the understanding of the mathematics concepts and methods taught in grades K-8. In this course, candidates investigate various teaching strategies to motivate children, explore what it means to know and do mathematics, to solve problems, to use assessment to inform instruction, and to teach math equitably to all children.
ETC 514
ETC 514 is the second course in a two-quarter design of math methods courses that examine theoretical perspectives on mathematics education and methods of teaching and learning mathematics at the elementary and middle school levels. Candidates acquire and demonstrate practical experience in the understanding of the mathematics concepts and methods taught in grades K-8. In this second course, candidates investigate various teaching strategies to motivate students, explore what it means to know and do mathematics, to solve problems, to use assessment to inform instruction, and to teach math equitably to all children. Prerequisites: Successful completion of ETC 513 or Director approval.
ETC 519
This course examines the basic principles of instructional design and delivery as applied to the K-8 curriculum. The course emphasizes student centered instructional design including assessment of the student learning context, best practices, essential learnings, grade level expectations, and personalized learning. Candidates learn how to develop an instructional plan and unit plan. The course introduces candidates to elements of effective planning and instruction including positive inclusion of historically marginalized students and families. Candidates will establish habits of professional practice that they will implement throughout their careers.
ETC 534
This course examines public school law with an emphasis on the rights and responsibilities of students and teachers. Candidates analyze current issues and case studies specific to public education, special education and the education of recent immigrants for positive inclusion in a public school. Candidates learn professional boundaries, procedures, and resources to maintain a safe environment for teaching and learning.
ETC 680
This course introduces candidates to action research and requirements of the master project. Topics include the cycle of inquiry, information literacy, models of action research, professional writing, and APA style. Candidates examine how classroom teachers use the principles and processes of action research to inform and improve student learning.
ETC 683
Please check back soon for the full description of this course.
ETC 690
Candidates report and present a master project, which consists of a research-based professional development project and an evidence-based e-portfolio, for review by faculty and peers. Topics include data analysis, interpretation of results, examination of practice, and evidence of performance relative to professional standards. Successful candidates demonstrate capacities to improve and inform practice based on research and to show evidence their performance meets professional standards. Prerequisites: ETC 686 Teacher Research III or equivalent.
Literacy Block (all students) (9)
ESP 537
In this course, candidates develop skills to evaluate and teach emergent literacy, phonemic awareness, phonics, and comprehension. Candidates design and construct learning activities and assessment tools to promote literacy in the special education classroom. Prerequisites: Admission to the Master in Teaching Program or permission of the Director.
ESP 547
This course examines essential literacy components. Topics include vocabulary, fluency, comprehension, and children's literature. Candidates design learning activities for implementation in special education classrooms. Prerequisites: Admission to the Master in Teaching Program or permission of the Director.
ETC 539
Please check back soon for the full description of this course.
Internship and Student Teaching (all students) (10)
ESP 642
Please check back soon for the full description of this course.
ETC 610
In this first field experience, candidates complete at least 20 half-days in a school classroom with guidance of a cooperating teacher and field supervisor. Topics include essential dispositions and skills in planning for instruction, engaging students, and assessing learning. Completion of this introductory internship provides candidates field-based perspectives and reflection skills needed to improve performance in this and following field experiences. Prerequisites: Admission to the Master in Teaching Program or permission of the Director.
ETC 625
Please check back soon for the full description of this course.
ETC 642
Please check back soon for the full description of this course.
ETC 643
Please check back soon for the full description of this course.
M.I.T. with Special Ed. Only (56)
Take all Core, Literacy Block and Internship / Student Teaching courses listed above.
M.I.T. with Special Ed. and Reading Only (62)
Take all Core, Literacy Block and Internship / Student Teaching courses listed above, plus the following.
ERL 557
This course examines strategies for integrating literacy into the content areas. Topics include meta-cognitive strategies for informational and expository text, text features, the use of technology in adolescent literacy instruction, and vocabulary instructional strategies. Upon completion of this course, candidates can effectively teach literacy skills in each of the content areas to adolescent learners using informational, expository, functional, and task-specific texts. Prerequisites: Admission to the Master in Teaching Program dual endorsement program, completion of ETC 537, ETC 547, ETC 549, accessibility to P-12 students and/or classrooms; or admission to the Master of Education program and valid Washington State initial, residency, continuing, professional teaching certificate or valid National Board Teaching certification; accessibility to P-12 students and/or classrooms.
ERL 558
Please check back soon for the full description of this course.
M.I.T. with Special Ed. and English Language Learners Emphasis Only (70)
Take all Core, Literacy Block and Internship / Student Teaching courses listed above, plus the following.
ESL 525
Please check back soon for the full description of this course.
ESL 526
This course focuses on how to teach English as a Second Language writing. Candidates review the pedagogical issues in ELL writing instruction, study curriculum design, consider how to respond appropriately to student writing, and investigate writing assessment methods. Through the culminating project, candidates demonstrate their capacity to analyze and synthesize core knowledge and skills within the context of K-12 students in their learning communities.
ESL 541
Please check back soon for the full description of this course.
ESL 551
Please check back soon for the full description of this course.
ESL 554
Please check back soon for the full description of this course.
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