Chairperson: Anny Case, Ph.D.
Elementary Program Director: John Traynor, Ph.D
Secondary Program Director: John Traynor, Ph.D.
Master in Teaching
In the spirit of Gonzaga’s Catholic and Jesuit mission the Teacher Education Department prepares individuals to be reflective practitioners committed to critical pedagogy and social justice. We have been educating students since 1928, offering a thorough preparation in academic subject matter and professional teaching. We are committed to the development of exemplary educators through the integration of knowledge, skills, and dispositions necessary for teaching and learning in a global and democratic society. As a reflective learning community, faculty, staff, and students form supportive relationships that encourage service for others, reflective practice, and critical thinking skills.
The Masters in Teaching (MIT) program leads to an elementary or secondary teacher certification in a one-year or two-year program. Candidates who want to serve as elementary school teachers pursue an Elementary certification allowing them to teach grades K-8 as generalists in a self-contained classroom. Those wanting to teach at the middle or high school level pursue Secondary certification enabling them to teach grades 5-12. For candidates wishing to pursue a second endorsement the following are offered through Gonzaga University. Please consult with your advisor before making any decisions on additional endorsements.
Biology English Language Arts
Chemistry Mathematics
Physics Music
French Social Studies
Spanish Reading
English Language Learner
Additional endorsements for elementary and/or secondary
Transcript analysis for endorsements is required
The MIT program meets the standards specified by the Washington State Professional Educator Standards Board (PESB) and is advised by a Professional Education Advisory Board (PEAB)
Admission Requirements
- Students applying to Gonzaga University must submit Gonzaga’s Graduate Application, which can be accessed online at https://www.gonzaga.edu/gradapply
- Along with the application for graduate study, each program at Gonzaga has distinct admission requirements. Please refer to the table below to view that detailed information.
|
Program Name |
How To Apply Link |
| Master in Teaching (MIT) | https://www.gonzaga.edu/school-of-education/graduate/master-in-teaching/how-to-apply |
Elementary Education Certification: 40 credits
| EDSE 501 Psychology of Children with Exceptionalities | 3 credits |
| EDTE 505 Field Experience I | 1 credit |
| EDTE 506 Field Experience II | 1 credit |
| EDTE 509 Mathematics Methods | 3 credits |
| EDTE 510 Science Methods | 2 credits |
| EDTE 511 Instructional Foundations | 3 credits |
| EDTE 512E Elementary Differentiated Instruction and Assessment | 3 credits |
| EDTE 515 Elementary PE Methods | 1 credit |
| EDTE 516 Elementary Health Methods | 1 credit |
| EDTE 537 Integrated Instruction: Language Arts, Art, Music and Drama | 2 credits |
| EDTE 540 Foundations of Reading and Language Arts | 3 credits |
| EDTE 550 Social Studies Methods | 2 credits |
| EDTE 555E Classroom Environment: Management/Procedures/Routines | 3 credits |
| EDTE 632 Educational Research and Assessment | 3 credits |
| EDTE 633 Research and Evaluation | 2 credits |
| EDTE 689 Professional Seminar A/B | 1 credit |
| EDTE 696A Elementary Student Teaching | 5 credits |
| EDTE 513 Since Time Immemorial | 1 credit |
Secondary Education Certification: 35 credits
| EDSE 501 Psychology of Children with Exceptionalities | 3 credits |
| EDTE 505 Field Experience I | 1 credit |
| EDTE 506 Field Experience II | 1 credit |
| EDTE 511 Instructional Foundations | 3 credits |
| EDTE 512S Secondary Differentiated Instruction and Assessment | 3 credits |
| EDTE 513 Since Time Immemorial | 1 credit |
| EDTE 518 Multiliteracies in the Secondary Classroom | 3 credits |
| EDTE 520 Teaching in the Middle School | 3 credits |
| EDTE 554 Discipline Specific Methods | 3 credits |
| EDTE 555S Classroom Environment: Management Procedures/Methods | 3 credits |
| EDTE 632 Educational Research and Assessment | 3 credits |
| EDTE 633 Research and Evaluation | 2 credits |
| EDTE 689Professional Seminar | 1 credit |
| EDTE 696B Secondary Student Teaching | 5 credits |
| EDTE 513 Since Time Immemorial | 1 credit |
Optional Endorsements
MIT candidates (elementary and secondary) have the opportunity to obtain an additional endorsement in English Language Learner (ELL) and/or a Reading endorsement to enhance their skills and marketability.
English Language Learner (ELL) Endorsement (Sec and Elem) - 14 credits
| MTSL 503 Immigrant and Refugee Perspectives | 3 credits |
| MTSL 501 Theory and Practice of Language Teaching | 3 credits |
| MTSL 508 Principles of Second Language Acquisition | 3 credits |
| EDTE 566 or MTSL 514 Literacy for English Language Learners | 3 credits |
| MTSL 550 Language Awareness | 1 credit |
| MTSL 580 TESOL Field Experience | 1 credit |
Reading Endorsement (Elem) – 17 Credits
| EDTE 540 Reading, Writing, & Communication I | 3 credits |
| EDTE 537 Reading, Writing & Communication II | 3 credits |
| EDTE 506 Field Experience | 1 credit |
| EDTE 561 Reading Diagnosis | 3 credits |
| EDTE 562 Child and Adolescent Literature | 3 credits |
| EDTE 564 Reading Practicum | 1 credit |
| EDTE 566 Literacy for English Language Learners | 3 credits |
**Washington State certification requirements may change, so it is the responsibility of the MIT candidate to stay current by checking with their MIT advisor and the Director of Certification.
Teacher candidates will have the opportunity to explore firsthand the instruction, assessment, and technology practices that are at work in schools. The course will aid the teacher candidate to focus and integrate learning by observing, reflecting and analyzing instructional events in the school site, and participate in instructional decision-making strategies for differentiation, and various assessment models. The field experience requires transportation, current fingerprint clearance from the WSP and FBI and Pre-Residency Clearance.
Teacher candidates will have the opportunity to explore firsthand the instruction, assessment, and technology practices that are at work in schools. The course will aid the teacher candidate to focus and integrate learning by observing, reflecting and analyzing instructional events in the school site, and participate in instructional decision-making strategies for differentiation, and various assessment models. The field experience requires transportation, current fingerprint clearance from the WSP and FBI and Pre-Residency Clearance.
This course is designed to prepare teacher candidates for teaching mathematics to elementary students. The course will present current theory and practice in mathematics education. Specifically, candidates will develop the knowledge, skills and disposition to teach mathematics to all children. Fall only.
This course is designed to prepare teacher candidates for teaching science to elementary students. The course will present current theory and practice in science education. Specifically, candidates will understand how students develop understanding of scientific concepts and learn and apply science specific pedagogy in instructional planning assessment. Spring.
This course examines the philosophical social, historical and theoretical foundations of learning, intelligence, and instruction in the context of culturally diverse populations. The course also addresses issues and needs pertaining to contemporary American society from both ethical and legal perspectives. Themes include learning theory and human development, philosophy and history of education, cultural competency, ethics, and law as they relate to the classroom teacher.
This course is designed to engage student teacher candidates in developing competencies and strategies for successful teaching within multiple content areas and with a range of student learning abilities: race, color, national origin, gender, native language, age, social or economic status, family structure and lifestyle, religious preference, or disability. The course will cover the essential elements of K-8 instruction: planning, implementation, accommodations, differentiation and assessment of instruction, and the integration of technology to meet the Washington State's Common Core.
This course is designed to engage student teacher candidates in developing competencies and strategies for successful teaching within multiple content areas and with a range of student learning abilities: race, color, national origin, gender, native language, age, social or economic status, family structure and lifestyle, religious preference, or disability diverse learners. The course will cover the essential elements of 6-12 instruction: planning, implementation, accommodations, differentiation and assessment of instruction, and the integration of technology to meet the Washington State's Common Core.
This one credit course is designed to provide undergraduate teacher candidates with the basic content of Washington State history and introduce students to the Since Time Immemorial curriculum.
This course will provide students both theoretical and practical experience in learning how to design and implement a physical education program at an elementary level. It will introduce the students to objectives of physical education, activities that can be implemented at specific grade levels, general fitness concepts, and techniques of teaching in a physical activity environment, assessment protocol, and the importance of physical education as an integral part of general education. An experimental and cross disciplinary approach will be taken to developing and implementing effective learning experiences in physical education for students K-8.
This course provides an in-depth study to a variety of teaching styles and strategies, curriculum planning and evaluation methods appropriate for teaching health education.
This course presents theory and practice for developing multiliteracies in secondary classrooms, including the structure and development of language and its expression in specific disciplines. In particular, students gain competencies in working with texts, supporting academic language development, and adapting instruction to make it accessible to multilingual learners. All of this is considered in the context of 21st century literacies and an ever-changing technological landscape.
The purpose of this course is to help the prospective middle level/secondary teacher candidate develop in-depth knowledge and understanding of early adolescents. The middle school reform movement and the developmental characteristics and the needs of adolescents provide a framework for this course.
The purpose of this course is twofold: one, to prepare teachers to create appropriate methods for teaching literacy which provide opportunities for children to become involved with literacy in a purposeful and meaningful manner and, second, to become aware of available literary resources, including technology for thematic teaching.
Candidates will become proficient in creating appropriate opportunities for children to engage in a meaningful way with authentic literature through a variety of methods. Students will develop an integrated curriculum for classroom implementation at a designated grade level, K-12 which appeals to different learning styles and is compatible with state mandates. This integrated curriculum will be in a thematic format which will connect the content areas through the fine arts and the language arts.
This course provides candidates with the opportunity to investigate theories and practices supporting reading and language arts instruction in K-8 schools. Teacher candidates develop a repertoire of instructional practices to plan for student learning in reading development, writing, grammar, and spelling. Practical approaches to assessment incorporated in the lesson plan.
This course presents a global approach to the teaching of social studies at the elementary level with an emphasis on age appropriate strategies for teaching major concepts in the variety of social science disciplines. Spring
This course is designed to prepare elementary and secondary candidates to effectively plan, adapt and design instruction to support English Language Learners' linguistic and academic development. Candidates will explore, analyze, and enact a variety of ELL teaching and assessment methods that can be applied across grade levels, classroom contexts, and content areas.
Discipline Specific Methods address strategies, assessment, and student activities in the academic areas approved for endorsements. Fall only.
Discipline Specific Methods address strategies, assessment, and student activities in the academic areas approved for endorsements. Fall only.
Discipline Specific Methods address strategies, assessment, and student activities in the academic areas approved for endorsements. Fall only.
This is a lab course which will accommodate teacher candidates who add-on and additional endorsement. Teacher candidates are required complete a Field Experience Request form prior to taking this course which can be found on the Gonzaga School of Education website under Field Experience. This course must be taken concurrently with an EDTE 554A—T Discipline Specific Methods course. Requires current fingerprint clearance throughout the semester and Character & Fitness form on file. Fall only.
Discipline Specific Methods address strategies, assessment, and student activities in the academic areas approved for endorsements. Fall only.
Discipline Specific Methods address strategies, assessment, and student activities in the academic areas approved for endorsements. Fall only.
Discipline Specific Methods address strategies, assessment, and student activities in the academic areas approved for endorsements. Fall only.
Teacher candidates are provided with strategies to manage the elementary classroom to create a motivated classroom climate, communicate with teacher candidates, parents, school, and community agencies, and to deal effectively with problem situations, management, instructional approaches, and corrective measures. Teacher as leader will be the primary metaphor which requires candidates to investigate the role of power and communication in teaching.
Teacher candidates are provided with strategies to manage the secondary classroom, to create a motivated classroom climate, to communicate with student teacher candidates, parents, school, and community agencies, and to deal effectively with problem situations, management, instructional approaches, and corrective measures. Teacher as leader will be the primary metaphor which requires candidates to investigate the role of power and communication in teaching. Fall only.
The course provides teacher candidates with the in-depth skills and knowledge to identify and diagnose reading strengths and deficiencies of K-12 students. Appropriate instructional strategies for remediation and extension are developed and implemented. This class incorporates field experience components and is intended for the reading endorsement. Spring only.
This course is designed to provide the knowledge and skills in research-based assessment for MIT candidates to become prepared to enter the teaching profession. Course topics include practitioner-based research, activities to further clarify professional identity and knowledge of students, opportunities to collect and analyze student work samples and assignments to integrate artifacts into a plan for action to promote learning and equity in the classroom. Fall only.
This course creates and applies literacy instruction/ assessment strategies in a K-12 classroom setting. School location arranged. Practicum requires completion of a form, and Dept. permission and cannot be registered for via ZAGWEB. This course is intended for the reading endorsement.
This course provides literacy knowledge related to working with English learners. Teacher candidates and tutors will create classroom materials for English language learners to support their learning of literacy knowledge. Teacher candidates will take theoretical knowledge that will be translated into practical application through the creation of lesson plans, stories and tutoring. This course is intended for the reading endorsement.
Equivalent:
MTSL 514 - OK if taken since Fall 2004
Directed Readings requires completion of a form, and department permission and cannot be registered for via ZAGWEB.
Directed Study requires completion of a form, and department permission and cannot be registered for via ZAGWEB.
Independent Study requires completion of a form, and department permission and cannot be registered for via ZAGWEB.
Independent Study requires completion of a form, and departmental permission and cannot be registered for via ZAGWEB.
This course is designed to provide the knowledge and skills in research-based assessment for MIT candidates to become prepared to enter the teaching profession. Course topics include practitioner-based research, activities to further clarify professional identity and knowledge of students, opportunities to collect and analyze student work samples and assignments to integrate artifacts into a plan for action to promote learning and equity in the classroom.
EDTE 633 investigates teacher evaluation through the lens of research. Questions such as “what is my impact in the classroom” are explored using student data and problems of practice. Washington State teaching frameworks are reviewed as we ask, “how are teachers evaluated?” Research, assessment, and evaluation come together in this course.
This seminar focuses on the final preparation and presentation of a capstone performance project. It provides the opportunity for critical review by peers and professors. The Professional Seminar is the formal presentation of the completed project. Graduate students present their project before a committee of graduate faculty, peers, and members of the community. Successful completion of the project is required for granting of the MIT degree.
This is a culminating capstone experience in which the teacher candidate assumes the full responsibility of the classroom under the direction of the mentor teacher, and University supervisor. Student teaching requires transportation, current fingerprint clearance from the WSP and FBI and Pre-Residency Clearance.
This is a culminating capstone experience in which the teacher candidate assumes the full responsibility of the classroom under the direction of the mentor teacher, and University supervisor. Student teaching requires transportation, current fingerprint clearance from the WSP and FBI and Pre-Residency Clearance.