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Master in Teaching (MIT) with Special Education Endorsement brochure
Loyola Hall, Room 304(206) 296-5759
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How long is the Master in Teaching Program at Seattle University?
How are the classes scheduled?
Why an MIT Program at Seattle University?
What makes Seattle University distinctive from other programs?
What are the field experiences in the MIT Program?
The MIT SPED program is a six-quarter, 78-quarter credit cohort program. Cohorts begin once a year, in early March.
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MIT program full-time, with classes scheduled Monday-Friday. With a few
exceptions, classes are scheduled from 9:00 am-3:00 pm. During the time
students are in the field, schedules will vary based on the schedules
of the K-12 school sites. MIT SPED students should be aware that some
Special Education classes are only offered in the evening. Summer
coursework is usually scheduled during the day, but is not full-time.
MIT SPED program has an excellent reputation for preparing its
graduates. The graduate degree puts beginning teachers at a
significantly higher pay scale; consequently, MIT SPED graduates
continue to earn more each year they teach. Combining certification
with a master's degree and a special education endorsement in six
quarters maximizes the student's preparation program and provides a
solid foundation for beginning teaching.
program is small and personal. The faculty know the students and place
an emphasis on developing a community of learners through a cohort
model. The program is team-taught and team-planned making it
integrative, cohesive, and a model for effective teaching. The faculty
are nationally recognized in their fields and, perhaps more
importantly, recognized by classroom teachers for their contributions.
MIT faculty frequently are in K-12 schools teaching or collaborating
with teachers on curriculum, research, or writing activities.
the first week of classes on campus, MIT SPED students are placed in a
two-week observation in a classroom in the Puget Sound region.
Following the two-week observation, students return to campus for
reflection and discussion about their experience. During the first
quarter, students are placed in pairs in partnership schools for a peer
coaching field experience in which they observe and teach three
separate weeks throughout the quarter.
During the second
quarter of the program, MIT students begin to participate in their
teaching internship while attending classes on campus. Integrating the
teaching internship with on-campus classes allows the prospective
teacher to integrate theory and practice. Interns are placed in school
settings located within a 30-mile radius of campus. Prior to being
assigned to a classroom, MIT students are interviewed by the
cooperating teacher. The teaching internship continues into the third
quarter of the program. Additionally, MIT students participate in
service learning experiences and also in a focused field experience in
a middle school setting. Approximately 50% of MIT program learning
occurs in field settings.
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