The Master in Teaching (MIT) program is a full-time, cohort-based degree program in teacher education. Our MIT program offers you both a Master’s Degree in teaching and a Residency Teaching Certificate, all designed to be completed in four academic quarters. As a student in our program, you will specialize in either elementary or secondary education and get extensive classroom experience working with students. With almost 50% of your time spent in classrooms, you will learn and practice teaching from experienced, master teachers in schools. By attending only two additional quarters, you may also earn a Special Education endorsement—a credential that is in high demand.
Known for their commitment to social justice and personal attention, our faculty work closely with each MIT student and place an emphasis on developing a community of learners through the cohort model. The program curriculum is integrated in a coherent sequence of courses and a practicum, guided by a clearly articulated conceptual framework. The faculty are nationally recognized in their fields and, perhaps more importantly, recognized by classroom teachers for their contributions.
The MIT follows a cohort model where students learn together in a collaborative and supportive manner, much like effective K-12 schools. This highly integrated and team-taught program models effective practice aligning K-12 field experiences with coursework on campus. Learn more
Students in this full-time program are prepared to teach in elementary or secondary general education classrooms and in special education settings, making graduates of the program highly desirable to school districts. Learn more
Students seeking an endorsement in elementary education will earn a certificate to teach kindergarten through eighth grade. Learn more
Much of the learning in the MIT program takes place in local K-12 classrooms. Students observe mentor teachers, receive peer coaching, and teach classes.
“By being a teacher and showing my face every day, it challenges the status quo.” A Master in Teaching gave Daniel Chavez the chance to connect his talent for math with a career passion that had emerged through roles as a tutor, teaching assistant and after-school activities coordinator. Chavez appreciated the MIT program’s close bond among classmates in his cohort and contact with professors. “The professors really modeled what it was to be a good teacher,” he says.
Dr. Charisse Cowan Pitre is a Professor of Teacher Education (MIT) and Chair of the Teaching, Learning and Social Justice Department. Her research interests include educational opportunity programs, teacher development, and equity education related to issues of college preparation and readiness among P-12 students from underrepresented groups.
Dr. Patricia Venegas-Weber has coached pre-service and in-service teachers in K-12 schools and university settings. A former ESL, bilingual and reading teacher for different bilingual program models, she also worked as an English- Spanish literacy coach for bilingual teachers in dual immersion programs.
secured contracted positions
found permanent teaching jobs
were hired as teachers or substitute teachers
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