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Master in Teaching: Elementary Education
with Teacher Certification and Optional Dual Endorsements
REQUIRED CREDITS: 52-73
LOCATIONS and START DATES: Bellevue, WA: Fall, Spring | Everett, WA: Fall, Spring | Online: Spring | Renton, WA: Spring | Seattle, WA: Spring | Tacoma, WA: Fall, Spring | Vancouver, WA: Fall, Spring
Is the Master in Teaching Elementary Education degree program for me?
If you already have a bachelor's degree (even if it's in another major) and want to earn a teaching certificate, this program may be a good fit for you.
Choose from one of these program options below to become a teacher.
Single endorsement
- Elementary Education K-8 - accelerated program available
Dual endorsement
- Elementary Education K-8 and Special Education
- Elementary Education K-8 and Reading
- Elementary Education K-8 and English Language Learners
A dual endorsement provides you with specialized training and experience that makes you even more attractive to potential employers.
Some of the endorsement courses may be offered online so please speak to an advisor for full details.
What can I do with my Master in Teaching Elementary Education M.I.T. degree?
- Teach in Washington elementary or middle schools
- Teach reading, ELL or special education students depending on your endorsement choices
- Pursue teaching jobs in other states (that accept a WA certificate) and overseas or work as a substitute
- Be a consultant with private or public sector agencies that support education
Why CityU?
- Because you want an education that’s relevant to what’s happening in the real world, right now.
- Over 500 students choose CityU each year to start or continue their career in education.
- Our faculty teach what they do for a living and not just what’s in the book. They’re smart, successful people who can help you reach your goals, too.
- You can get an education that fits into your life—one that doesn’t interrupt your career or take away from quality time at home.
- CityU’s MIT program is also available online, which means you can live in a rural or remote area and still earn your degree. It is currently the only Professional Educator Standards Board (PESB)-approved online teacher certification program based in Washington.
- Our program is cohort based. Whether you choose to learn in-class or online, you’ll go through the program with the same group of students. It's like a built-in support group.
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 website for more info.
- Chat with an admission advisor or call 1.888.42.CityU
- Attend an info session
- Get a Master in Teaching Admissions checklist
- Apply now
- Submit application and MIT portfolio
Core Requirements (33)
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 511
This course examines assessment from the perspective of the classroom teacher. It focuses on the development and use of effective classroom assessment practices, both formal and informal. The course covers an introduction to assessment strategies and learning targets used to monitor student progress and make data driven instructional decisions. It also provides exposure to classroom performance criteria and rubrics. Candidates will utilize assessment information in developing learning experiences in the classroom, communicating with parents and enabling students to self monitor their learning.
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 535
This course is an introduction to theories and practice of classroom management. Emphasis is placed on candidate practice of skills and strategies necessary to establish and maintain classroom communities that will support student learning and human relationships. This course reveals how candidates can integrate technology hardware, various types of educational software, and web resources across the K-8 curriculum to improve a teacher’s classroom management skills, increase student engagement, and enhance the learning community.
ETC 578
This course guides teacher certification candidates to demonstrate competency in inquiry-based approach to teaching Science and Social Studies that emphasizes sustainability and honors multicultiral persepctives. Particpants apply the cycle of inquiry to the essential components of Science and Social studies-concepts, knowledge, understanding, skills, reasoning, product development and dispositions. The course provides opportunities for direct classroom application and transformative student learning. Prerequisites: Admission to Master in Teaching program or Program Director permission.
ETC 585
This course examines models for the delivery of services in special education as defined by the federal Individuals with Disabilities Education Act (IDEA) including definitions, placement procedures, least restrictive environment, early interventions, inclusion, program delivery models, integration, and school to work programs. It also identifies and examines other special programs including Section 504 of the 1973 Rehabilitation Act, English Language Learner (ELL), bilingual, highly capable, and federal, state, and local compensatory programs and service. This course is a foundation course and the concepts learned here will be of use in other courses.
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)
ETC 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 K-8 classroom. 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.
ETC 547
This course examines essential literacy components. Topics include vocabulary, fluency, comprehension, and children's literature. Candidates design learning activities for implementation in K-8 classrooms. Prerequisites: Admission to the Master in Teaching Program or permission of the Director.
Internship and Student Teaching: (all students) (10)
ETC 500
In Student Teaching, candidates seeking an Elementary Education K-8 endorsement co-teach with a cooperating teacher in a K-8 school placement for a minimum of 50 days to develop and demonstrate capacities to perform the full-time responsibilities of a teacher and to make a positive impact on student learning. During student teaching, candidates exhibit essential dispositions; demonstrate skill in planning, engagement, assessment, and reflection upon student learning; complete performance tasks; participate in a learning community; and collect evidence of performance that connects with standards and criteria for pre-service teachers. Through successful completion of student teaching, candidates demonstrate endorsement competencies required for residency teacher certification with an Elementary Education K-8 endorsement. Candidates seeking an approved second endorsement in this course must also demonstrate competencies of the second endorsement. Prerequisites: 1. Pass the WEST-E(s) for the endorsement(s) sought and relevant to the placement; 2. Pass all course requirements with 2.0 or higher grade; 3. Pass internships leading to student teaching; 4. Achieve a 3.0 or higher cumulative GPA; 5. Accept school assignment as arranged by Placement Coordinator.
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 Elementary Ed. Only (52)
Take all Core, Literacy Block and Internship / Student Teaching courses listed above.
M.I.T. with Elementary Ed. and ELL Emphasis Only (66)
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.
M.I.T. with Elementary Ed. and Reading Emphasis Only (58)
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 Elementary Ed. and Special Education Emphasis Only (73)
Take all Core, Literacy Block and Internship / Student Teaching courses, plus the following.
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.
ESP 642
Please check back soon for the full description of this course.
*These courses include competencies that meet requirements for Issues of Abuse, WAC 181-79A-30; RCW 28A.410.035.
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