http://www.whitworth.edu/gse

Special Education Endorsement (P-12)
Completion of the prerequisite courses and the M.A.T.'s required special education courses and field experiences will prepare a candidate for an endorsement in special education (P-12). Please see the special education director for advising.

Early Childhood Special Education Endorsement (P-3)
Completion of the endorsement in special education, combined with two additional courses – EDS 534 Early Speech, Language and Literacy and EDS 538 Early Intervention Interdisciplinary,Method (or equivalent coursework) – and an advanced practicum in an early intervention or preschool special education setting will prepare a candidate for an endorsement in early childhood special education (P-3). Please see the special education director for advising.

Gifted Education Specialty Endorsement
The gifted education specialty endorsement can be obtained while a student is earning the master of arts in teaching degree, emphasis in gifted & talented (M.A.T./GT) or the master of education in teaching & learning degree (M.Ed). It can also be earned separately in an 11-credit program that includes a field study and a culminating portfolio. Please contact the Whitworth Center for Gifted Education for advising.

English Language Learner Endorsement
The English language learner (ELL) endorsement provides in-depth training in English-as-a-second-language methods, ELL strategies and English language development pedagogy. This program also explores the ways in which issues of cultural diversity, such as poverty, affect instructional and assessment practices. Courses from the ELL endorsement may be applied to elective credits in various master's programs throughout the School of Education. 

Certification

• While every attempt is made to ensure that certification programs are compatible with degree study, certification requirements may go beyond degree requirements.
• Whitworth University certification programs lead to Washington state certification. For certification in another state, the applicant will need to contact the appropriate state's certification agency to determine requirements.
• Whitworth University certification programs must meet requirements instituted by the Washington Office of the Superintendent of Public Instruction and the Professional Educator Standards Board. Hence, certification requirements are subject to change upon notification by the OSPI and PESB and must be incorporated into all appropriate certification plans.
• Certification study without the pursuit of a degree is possible where appropriate.
• Only candidates in good standing will be certified. Contact the educational certification & career services office, located in Dixon Hall, at 509.777.4403 or 509.777.4405 for further details.

Services Provided by Educational Certification & Career Services

• Certification (Teacher, Principal, School Counselor)
• ​WSP/FBI Fingerprinting
• ​Clock hour provider
• Career service information:
  • Career fairs
  • Résumé and cover letter building
  • Current job listings

Advising

Call the Whitworth Office of Graduate Studies in Education (509.777.4360) for an appointment to discuss our various programs. An advisor will be assigned to assist you.

Admission Policies

1. No more than nine semester credits should be taken prior to admission to GSE, as there is no guarantee those credits will count toward a graduate degree.
2. Applicants must hold a bachelor’s degree from a regionally accredited college or university.
3. Complete an application packet by the following dates:
   1. MIT: April 1
   2. M.A./M.Ed. School Counseling and M.A. in Marriage & Family Therapy programs: Feb. 1
   3. All other programs for fall semester: Aug. 1; for spring semester: Jan. 1; for summer semester: May 1
4. There are two levels of admission, as follows:
   1. Full admission: cumulative grade-point average of 3.0 or higher, satisfaction of all prerequisites and acceptable recommendations.
   2. Restricted admission: cumulative grade-point average of 2.7 or higher, acceptable recommendations, and conditions identified by the admissions committee.
5. The entrance-exam requirement is waived for applicants with an undergraduate GPA of 3.0 or higher. Applicants with an undergraduate GPA below 3.0 must submit official GRE or MAT scores or complete an analytical essay in lieu of GRE or MAT scores. Please see the application for the essay prompt. 
6. Completion/concurrent enrollment in a teacher-education program is required for all School of Education master’s degree and certification programs except MIT, M.Ed. Social Emotional Learning, M.Ed. Montessori, M.A./M.Ed. School Counseling, M.A.T in Gifted Education & Equitable Instruction (considered case by case), M.A. in Marriage & Family Therapy, M.A. Behavior Analysis, and M.A. in Administrative & Nonprofit Leadership. Photocopies of all Washington teacher, administrator and/or ESA certificates, as well as certificates from other states, must be submitted with the application for admission.
7. Prerequisites or corequisites prior to graduate study may be required where applicants lack appropriate preparation. Students whose first language is not English may be required to complete prerequisites prior to consideration for admission to GSE. These courses are determined with an advisor to improve expertise in English, math, education methods and study skills.
8. Part of the application process to GSE is completion of the character-and-fitness supplement. Based upon a review and documentation of items disclosed in this supplement, Whitworth may deny admission to any individual applying to GSE. Applicants with suspended or revoked educational certificates (teachers, counselors, principals, psychologists or others) for a program leading to state certification will not be processed for admission to GSE until such certificates have been reinstated. This includes certificates from other states as well as those from Washington.
9. For international students, the Test of English as a Foreign Language (TOEFL) or International English Language Testing System (IELTS) and the GRE are required prior to admission. The minimum score accepted is 88 on the TOEFL or an overall score of 7.0 on the IELTS. Testing is also done in English and in math prior to the student’s graduate coursework, to determine any prerequisites that need to be written into the degree plan. International applicants with diplomas from non-English-speaking universities may be required to provide a professional credential evaluation of their university transcripts from World Education Services. International students must also provide a current passport copy and proof of adequate financial resources for graduate study prior to admission.
10. Social emotional learning, marriage & family therapy, master in teaching, educational administration, administrative & nonprofit leadership, and school counseling applicants will be interviewed.
11. Graduates of the graduate studies in education and master in teaching programs at Whitworth seeking an additional master’s degree may have the core classes waived if they have been completed within the previous six years. These classes include Educational Research, Milestones in Education, Curriculum Development and Psychology of Learning or course equivalents. 

Note: At any given time, one or more of our programs may be undergoing revision to stay current with changing Washington State Board of Education requirements. Please consult your advisor to ensure that you have the most current information on your program.

Academic Policies for Graduate Education Programs

Academic Standards

Whitworth GSE offers independent studies that may be taken on a tutorial basis. Program director approval is required. Students are to submit proposals with the approvals of the faculty supervisor and the director/department chair via the electronic independent study proposal form by the registration deadline of the term during which the study will be taken.

Admission and Expulsion

1. Students who take no courses toward the completion of their master’s degree within a one-year period will be placed on inactive status. Should these students return to active status, they may be responsible for any new university or program requirements.
2. Students may be suspended or expelled for failure to meet academic standards and for plagiarism, cheating, misrepresentation of background information, or violation of program requirements. Subsequent readmission follows the procedures for new admission under the catalog requirements in effect at the time of reapplication.
3. Whitworth reserves the right to withhold transcripts and diplomas until all campus debts are settled.
4. Students are prohibited from bringing children, other family members and/or guests to their classes except in an emergency and with the permission of the instructor.

General Guidelines

1. Whitworth Graduate Studies in Education students may register online. Tuition is paid through student financial services, in McEachran Hall. If a student enrolls in a course that is not approved for a specific program, that class will be considered an enrichment course only; it will not count toward a graduate degree or certification program.
2. Check with your advisor each term for pre-registration advising and for exit requirements.
3. Online registration is available, with advisor clearance, each term.

Student Learning Outcomes

Mission: The Whitworth University School of Education prepares socially-just and inclusive teachers, counselors, therapists and administrators to be educators of mind and heart who are scholars, community members, effective practitioners, visionary leaders and advocates.

Vision: The Whitworth University School of Education provides opportunities to integrate theory and practice in diverse settings through the study of established and emerging content as well as through pedagogical and professional knowledge.

The learning outcomes of this program prepare students to be the following:

• Scholars possess current knowledge of the content areas in which they work, understand the connections between disciplines, use tools of inquiry, and pursue ongoing learning as exis­­­­ting fields of knowledge evolve and grow. Scholars are innovative and strengthen their existing knowledge base through continuous intellectual and scholarly growth based on current research, study of their own practice, analysis of data collected, and application of data to solve problems in their respective fields of study.
• Community members develop and sustain intentionally collaborative relationships among colleagues, students and their families, clients, administrators, and community partners. Community members understand their roles as professional colleagues in schools, communities and professional organizations. They actively help to shape the culture of classrooms, schools and agencies to reflect the values of our democratic society. They model respectful, caring and professional behaviors that foster trusting and inclusive environments.
• Effective practitioners are prepared to analyze situations, set goals, plan and monitor actions, assess outcomes, and reflect on their professional thinking and decision making using formative and summative data. They are committed to culturally responsive and relevant practices that are engaging and shape purposeful, continuous growth. Effective practitioners demonstrate proficiency in the selection and differentiation of materials, strategies and assessment practices that are appropriate for the diversity of the individuals they serve.
• Visionary leaders articulate a vision and philosophy for their professional practice inclusive of a belief in the worth and ability of each human being. They build a framework to guide personal and professional decision making and development for the benefit of their professional and learning communities. Visionary leaders contribute to society by modeling transformational and servant leadership that emerges from their personal beliefs and worldview perspective.
• Advocates demonstrate a sincere and equitable commitment to the social-emotional well-being and physical safety of those they serve. They pay attention to the role diversity, including gender, sexual orientation, ability, ethnicity, race, culture, religion and socioeconomic status, brings to learning and the community. Advocates understand and respect the interconnected, global nature of society and encourage sustainable practices designed to preserve our world for future generations. In the Christian tradition of servant leadership, advocates seek opportunities to assist, encourage and support all those under their care in a manner that leads to transformation in the lives of those they serve.

M.A. Marriage and Family Therapy 

Doug Jones (Program Director)

Student Learning Outcomes:

• Students have the basic core competencies to infuse systemic, relational and biopsychosocial/spiritual perspectives into their academic work and clinical activities with individuals, couples and families from diverse levels of the socioeconomic strata and with other marginalized groups (ethnic, cultural, religious, sexual orientation).
• Students have the basic core competencies to provide systemic and relational clinical activities from multiple philosophical and theoretical frameworks.
• Students have the basic core competencies to be discerning consumers of empirical research and/or program evaluation in their scholastic work and/or clinical services.
• Students have the basic core competencies to be designers of empirical research.
• Students have the basic core competencies to recognize, articulate and account for influences of contextual factors on client systems when working with individuals, couples, and families from diverse levels of the socioeconomic strata and with other marginalized groups (ethnic, cultural, religious, sexual orientation) and can adjust scholarship and clinical activities as appropriate.
• Students will be able to integrate a client’s spirituality into the context of therapy.
• Students have the basic core competencies to meet or exceed minimal legal, ethical and other professional regulatory standards (i.e., national and state laws, the AAMFT Code of Ethics, and agency ethical policies and procedures).
• Students have the basic core competencies to account for the influence of higher order moral principles (i.e., beneficence, non-maleficence, autonomy, justice, and fidelity) and moral reasoning schemas (e.g., duty-based, ends-based, care-based, and/or narrative-based) on moral/ethical decisions faced by clients and therapists.
• Students graduating from the MFT program will become professional practitioners.

M.A. in Administrative & Nonprofit Leadership

Spencer Grainger (Program Director)

This program is for potential leaders and administrators in nonprofits and other organizations.  (Examples: Nonprofit organizations, higher education settings, community agencies, educational service districts, and private schools.)

The courses in the Administrative and Nonprofit Leadership program are subject to change due to program updates. Please check with your advisor for current course offerings.

Master of Arts in Teaching, Gifted Education & Equitable Instruction (M.A.T.)

Rebecca O'Brien (Program Director)

This program provides educators with in-depth knowledge about identifying and serving students through a continuum of services to develop their gifts and talents; evaluating and utilizing appropriate current trends and research ideas in developing talent in youth; and designing differentiated instruction for the cognitive, and social and emotional differences of exceptional students.

The Washington State Gifted Education Specialty Endorsement is available at Whitworth University. Washington state requires a teaching certificate to receive the Highly Capable Endorsement. Contact the Center for Gifted Education for a transcript evaluation and advising.

Teaching certification is preferred, but applicants without teacher certification will be considered on case-by-case basis as courses are taught on the assumption that teaching pedagogy is understood.

Student Learning Outcomes:

• Students understand the field as an evolving discipline based on philosophies; evidence-based principles and theories; relevant laws and policies; diverse and historical points of view; and social, emotional and cultural issues. They use foundational knowledge and professional principles to inform their practice.
• Students understand the variations in development, cognitive characteristics, and affective characteristics of gifted and talented students. 
• Students understand the effects that gifts and talents can have on an individual’s learning in school and throughout life and apply this understanding to provide responsive learning experiences.
• Students select, adapt and use a repertoire of evidence-based curriculum and instructional strategies to differentiate for gifted and talented learners.
• Students develop differentiated long-range plans for gifted and talented learners anchored in both general and specialized curricula to advance learning for gifted students. 
• Students actively create learning environments for gifted and talented learners that are safe, inclusive and culturally responsive to foster students’ emotional well-being, positive social interactions, active engagement, independence, motivation and self-advocacy.
• Students use the results of varied assessments and multiple data sources to identify and support the growth of gifted and talented learners.
• Students of gifted and talented learners effectively collaborate with families, other educators, community stakeholders and related service providers to respond to the needs of gifted students.

Gifted Education Specialty Endorsement

The Gifted Education Specialty Endorsement can be obtained while earning the master of arts in teaching gifted education & equitable instruction degree or the master of education in teaching & learning degree. It can also be earned separately in an 11-credit program that includes a field study and a culminating portfolio. Please contact the Center for Gifted Education for advising.

M.Ed. Educational Administration

Goldy Brown, III (Program Director)

This program is for potential principals/program directors in public or private (P-12) schools. Each candidate must have appropriate evaluations/references on file in the GSE office before admission is approved and must schedule a conference with the coordinator of the educational administration program. The program carries with it competency-based certification with recommendations from the Administrative Professional Education Advisory Board. This board is composed of representatives of the Association of Washington School Principals, Washington Association of School Administrators, Washington Education Association and Whitworth University.

Experience Requirement: Candidates must hold or have held a valid teacher’s certificate or a valid educational staff associate certificate and must have demonstrated successful school-based experience in an instructional role with students, for a minimum of three years by completion of program.

Certification at the Residency Level: Generally achieved together with the completion of the M.Ed. degree in administration. Certification is available for P-12 administration. The certification program is also available for teachers or counselors who have already completed a master’s degree program.

Student Learning Outcomes:

• Visionary Leadership: Candidates promote the success of each student by leading the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by school and community stakeholders.
• Instructional Improvement: Candidates demonstrate the knowledge, skills and cultural competence to improve learning and achievement to ensure the success of each student by leading through advocating, nurturing and sustaining district/school/program cultures and coherent instructional programs that are conducive to student learning and staff professional growth.
• Organizational Management: Candidates demonstrate the knowledge, skills and cultural competence to improve learning and achievement to ensure the success of each student by ensuring management of the organization, operations and resources for a safe, efficient and effective learning environment.
• Leadership for a Diverse Community and Inclusive Practice: Candidates demonstrate the knowledge, skills and cultural competence to improve learning and achievement to ensure the success of each student by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
• Moral and Ethical Leadership: Candidates demonstrate the knowledge, skills and cultural competence to improve learning and achievement to ensure the success of each student by acting with integrity, in fairness and through an ethical manner.
• Socio-Political Context: Candidates demonstrate the knowledge, skills and cultural competence to improve learning and achievement to ensure the success of each student by understanding, responding to and influencing the political, social, economic, legal and cultural context.

M.Ed. in Teaching & Learning

Debbie Tully (Program Director)

The master of education in teaching & learning degree extends and deepens an educator’s understanding of the key concepts and skills that are foundational to an effective instructional environment. It also allows candidates to select an area in which they’d like to specialize, often learning an add-on endorsement. These areas of specialization are organized into thematic tracks. The available tracks are gifted education and equitable instruction, social and emotional learning, cultural and linguistic diversity, administrative leadership, environmental education, working with special needs populations, reading, TCP, TCP-O and Montessori.

Student Learning Outcomes:

• Scholar
  • Students use tools of inquiry to analyze, synthesize and apply research and data to address problems of practice.
  • Students deepen their knowledge and skills in Core Courses and a chosen area of study through successful completion of challenging coursework and research.
• Community Member
  • Students reflect on ways they can use their roles as professional colleagues in schools, communities and professional organizations to help shape the culture of classrooms and schools to reflect the values of our democratic society.
• Effective Practitioner
  • Students demonstrate mastery of advanced instructional strategies to address needs of diverse populations.
  • Students demonstrate understanding of diverse approaches to assessment to inform instructional and intervention practices.
• Visionary Leader and Faith & Learning Integration
  • Students explore understandings and relationships between their faith and/or spirituality and its application within their discipline.
  • Students’ capstone projects reflect depth of understanding on their chosen topics and result in the development of products that are positive contributions to the field.
• Advocate:
  • Students use a diversity, equity and inclusivity lens to analyze and justify courses of action taken to support those whom they serve.

* Whitworth recognizes the Association Montessori International (AMI) Elementary Diploma for 12 credits of graduate coursework that can be used toward the completion of a Master of Education in Teaching and Learning degree with an area of concentration in Montessori.   

**

Teacher Certification Program (TCP) and TCP Online (TCP-O) graduate level courses may be applied to the M.Ed. in Teaching & Learning and the M.Ed. in Teaching & Learning, Track II: Educational Studies. Consult an academic advisor for additional information.

Endorsements and Thematic Elective Credits

Graduate-level courses required for any of the following endorsements may be applied toward the 12 elective credits required for the M.Ed. in teaching & learning: English language learners (ELL), English to speakers of other languages (ESOL), environmental sustainability education, gifted education, reading and special education. Consult your academic advisor for additional information. 

Alternative, Transfer and Waived Credits Policy

A combination of transfer, waived and alternative credits can meet up to 25% of the required credits for the M.Ed. in teaching & learning degree. However, a student must complete a minimum of 30 graduate credits to receive this master’s degree. Credits will be evaluated by program faculty for approval.

Articulation exists for the TCP and TCP-O transfer courses and the Montessori waived courses.

• ** Whitworth recognizes the Association Montessori International (AMI) Elementary Diploma for 12 credits of graduate coursework that can be used toward the completion of the Montessori track in the master of education in teaching and learning degree. Students selecting this option will need to take the remaining 22 credits of coursework for the degree.
• *** For students attaining certification via the TCP or TCP-O programs, 12 credits of thematic electives will be selected from graduate level TCP/TCP-O elementary or secondary program coursework.

Master of Education School Counseling (M.Ed.)

Renee' M. Schoening, Ed.D. (Program Director)

This program is designed for the preparation of residency ESA certification for school counselors at both the elementary and secondary school levels.  Students living beyond 50 miles of Spokane will be responsible for paying mileage fees for supervision.

Student Learning Outcomes:

• Develop, lead and evaluate a data-driven school counseling and/or behavioral health program that is comprehensive, utilizes best practices, and advances the mission of the school or agency.
• Use their knowledge of pedagogy, child development, individual differences, learning barriers and Washington state learning requirements to support student and client learning. They work effectively with other educators/staff to monitor and improve student and client success.
• Use a variety of research based counseling or intervention strategies to provide prevention, intervention and responsive services to meet the academic, personal/social and career needs of all student/clients.
• Understand cultural contexts in a multicultural society, demonstrate fairness, equity and sensitivity to every student/client and advocate for equitable access to instructional programs/therapeutic practices.
• Collaborate with colleagues, families and community members to establish and foster an inclusive, nurturing and physically safe environment for students, clients, staff and families
• Engage in continuous and professional growth and development and advocate for appropriate school and behavioral health counselor identity roles. They adhere to ethical practices and to the Washington state and federal policies, laws and legislation relevant to school counseling and behavioral health.

Master of Education Counseling Studies 

This program includes 37 credits focused on counseling strategies and techniques for school-aged children.  The courses include content supporting legal and ethical issues, social and cultural issues, and action research.  The M.Ed. in Counseling Studies is designed for individuals who are interested in the field of working with school aged children, but who do not complete the requirements to become a certified school counselor. 

M.Ed. Montessori

Kathryn Picanco (Program Director)

In partnership with Montessori Northwest and in affiliation with the Association Montessori Internationale (AMI), the Master of Education, in Montessori can be earned simultaneously with an AMI diploma. The AMI diploma coursework is completed at a Montessori Northwest training site in California, Oregon or Spokane. The remaining education courses to complete the master’s degree can be taken online or on campus. 

ADMISSION REQUIREMENTS:

• No application fee required.
• Students admitted to Montessori Northwest who hold a bachelor’s degree or master's degree from an accredited institution of higher education will be admitted to the Concurrent Enrollment Master’s program upon completion of the Whitworth application. Testing and exam alternatives are not required. 
• International students must also have a transcript evaluation through World Education Services (WES) or Academic and Credential Records Evaluation and Verification Services (ACREVS) indicating a bachelor’s degree equivalency earned, an English Language Proficiency exam (if applicable), and verification from the International Education office that the country of home residence is eligible for online education. Additional requirements for International students are also required related to financial responsibility. For additional information, see  https://www.whitworth.edu/cms/administration/admissions/international-students/admissions-process/.
• Students admitted to Montessori Northwest can request for their academic records to be sent to Whitworth for the completion of their application file. These items include the three letters of recommendation, essay, transcripts and official transcript evaluations and the résumé.
• Students enrolled in the Washington State Teacher Certification track or certification only program need to complete additional requirements and external exams and a performance-based portfolio as a part of certification. Requirements include the Pre-Residency Clearance process with the Office of Superintendent of Public Instruction and completion of the Professional Growth Plan.  Exams include the WEST-B or record of taking the SAT/ACT and the NES designated content exams prior to practice teaching.  Students will also need to complete the Pedagogy Performance Assessment portfolio to complete assessment requirements.
• Students enrolled in the Washington State Teacher Certification program may have unlimited credential specific coursework waived or accepted for transfer credit upon transcript review. 
• Students in the Montessori Teacher Certification program (non-degree) can have their MACTE accredited American Montessori Society or Association Montessori Internationale diplomas qualify for the methods prerequisites for credentialing for the state of Washington. Advance credit will be awarded for the diploma coursework for credentialing purposes.
• Approximate additional costs: In addition to tuition, students can expect to have the approximate added expense of $1,500 for books/materials/office supplies/AMI membership.

Student Learning Outcomes for M.Ed. in Montessori, Elementary and Early Learning Programs:

•  Students demonstrate a foundational knowledge of skills and concepts in education.
•  Students demonstrate mastery of Montessori instructional strategies.
•  Students demonstrate an understanding of the School of Education Conceptual Framework and the mission of the university, including faith integration.
•  Program of study is completed successfully.
•  The capstone project reflects depth of understanding of program concepts.
•  Students demonstrate understanding student diversity and inclusive practices for the classroom community. 

Student Learning Outcomes for M.Ed. in Montessori, Teacher Certification Program:

• Instruction and Assessment: Plan for instruction and assessment using research proven strategies. 
• Instruction and Engagement: Effectively engage in self-reflection to support continued improvement in instructional practices.  
• Assessment Strategies: Employ effective assessment strategies throughout planning, instruction and reflection cycle. 
• Academic and Reflective Discourse: Engage K-12 learners in academic and reflective discourse for the purposes of eliciting student voice and providing opportunity for student self-assessment/progress monitoring. 
• Faith and Learning: Articulate one's own faith tradition or principles of one's worldview and alignment to professional practices.  
• Sociocultural Linguistic Context: Candidate will identify and describe the role that human development and social, cultural, linguistic, physical and community context plays as related to the learner; apply theories and concepts/strategies for culturally responsive pedagogy to promote inclusive communities.  

M.Ed. Social Emotional Learning

Renee' Schoening (Program Director)

This program is designed for teachers and community members interested in enhancing children and adolescent learning and reducing behavioral concerns using social and emotional learning. Students will attain a unique knowledge in the area of youth development, complex trauma, neurobiology, social and cultural considerations, the uniqueness of giftedness, and behavioral intervention. Students will engage in an action research project in order to evaluate effectiveness of their social and emotional strategies and practice. 

Master in Teaching Program

www.whitworth.edu/mit

The Whitworth Master in Teaching (MIT) Program was initiated in 1989 as a result of the Washington State Legislature calling for alternative teacher-education programs. It was the first such program in the state. Part of a nationwide movement to strengthen America’s corps of teachers by putting successful members of society’s workforce into teaching positions, MIT programs provide schools with mature teachers who understand the demands of the real world and whose teaching reflects these realities.

Those pursuing this option include professionals who are changing careers, those who are reentering the workforce, and recent graduates of undergraduate institutions. The professors teaching in the program are from both the higher-education level and K-12 public schools. Coursework and assignments are integrated and are both theoretical and practical. Upon successful completion of the program, candidates earn a Residency Teacher Certificate and a master in teaching degree.

This progressive, performance-based, cohort teacher certification and master’s degree program extends over 13 months of full-time coursework and a yearlong school practicum. This rigorous program is characterized by 1) integration of academic work with an ongoing field experience; 2) programmatic coherence both from course to course and from on-campus to field work; 3) systematic study of classroom practice; and 4) individual self-reflection and renewal. All teacher candidates design a teacher work sample (TWS). Through this performance assessment, MIT candidates provide credible evidence of their ability to facilitate and improve student learning. Because of the significance of the TWS, most of the courses in the program address specific standards of the TWS.

The student learning outcomes of this program prepare students to:

• Plan for effective instruction and assessment using research-based methods that include differentiation for all learners.
• Employ effective assessment strategies (formal and informal) throughout the learning cycle to support analysis of student learning and provide informed feedback to students on their progress.
• Engage K-12 learners in academic and reflective discourse for the purposes of eliciting student voice regarding content understanding and to provide opportunities for student self-reflection.
• Effectively engage in self-reflection to support continued improvement in instructional practices.
• Integrate faith and learning by articulating one’s personal faith tradition or principals of one’s personal worldview; examining how professional practices are aligned to or challenge one’s own faith or worldview perspectives; and evaluating one’s own positions and choices using faith/worldview perspectives as a framework.
• The teacher candidate will identify and describe the role that human development and social, cultural, linguistic, physical and community context play as related to the learner and the learning enterprise; and apply theories, concepts and strategies for culturally responsive pedagogy to promote inclusive communities for learning that foster the values and gifts of each member.

Admission Requirements

• Evidence of successful work with children or youth.
• Bachelor’s degree in an approved teaching endorsement area from a regionally accredited college or university.
• Grade-point average of 3.0 for the last half of college. Graduate coursework and/or work history will be considered.
• Completion of online application available at www.whitworth.edu/mit, where applicants will complete the following:
  • $35 application fee.
  • A written two- to three-page statement on why the candidates have chosen teaching as a profession and why they have selected the MIT program at Whitworth University for professional preparation.
  • A current resume.
  • Submission of three recommendations, requested via online forms once the application process is initiated.
  • Submission of the character-and-fitness supplement.
• Official transcripts from all colleges attended.
• An interview with the MIT faculty, which will be scheduled after all application documents are submitted.
• Basic-skills test: WEST-B (click to register online). There are three sections to this test. The test must be taken prior to the start of the program. SAT and ACT scores can be accepted in lieu of the WEST-B.
• NES/WEST-E subject-matter test (click here to register online). The NES/WEST-E must be taken prior to the start of the program for provisional admission. All sections of the NES/WEST-E must be passed by the end of Fall Term (December) for full admission.

All admissions to the MIT program are conditional. Full admittance is granted upon successful completion of summer and fall coursework and passage of all NES/WEST-E and WEST-B tests.

Applications for the program will be accepted through April 1 or until program capacity is reached. It is advisable to apply as early as possible.

Please note: 530 series courses are taken by all MIT students. 540 series are taken by elementary track students, and 550 series courses are taken by secondary track students.

Master of Education in Educational Studies

The Master of Education in Educational Studies Program is designed for individuals who are interested in the field of education, but who do not complete the requirements to become a certified teacher.

This program of 38-40 credits is housed within the Master in Teaching (MIT) program. Students will complete all required academic and classroom-based courses, associated teacher work samples, one semester of part-time student teaching during the Fall Term, and one half of the full-time student teaching in the Spring Term along with the intercultural field experience. This degree does not meet the requirements for teacher licensure in Washington state. Students will only be accepted into this program from the MIT cohort upon recommendation from the MIT faculty and director. 

Dean

RON JACOBSON

Associate Dean Graduate Counseling & Leadership

MICKI ABERCROMBIE-DONAHUE

Associate Dean Graduate Teacher Education

MOLLY QUICK

Administrative & Nonprofit Leadership Program Director

SPENCER GRAINGER

Applied Behavior Analysis Program Director

FLINT SIMONSEN

Applied Behavior Analysis Program Verified Course Sequence Coordinator

MEGAN GRIFFIN

Center for Gifted Education Director

REBECCA O'BRIEN

Education Administration Program Director

GOLDY BROWN

Marriage and Family Therapy Program Director

DOUG JONES

Master in Teaching Director

MOLLY QUICK

Montessori Program Director

KATHRYN PICANCO

School Counseling Director and Social Emotional Learning Director

RENEE' SCHOENING

Special Education Director

FLINT SIMONSEN

Teaching & Learning Program Director

DEBBIE TULLY

Professors

KATHRYN PICANCOMOLLY QUICK

Associate professors

MICKI ABERCROMBIE-DONAHUEMEGAN GRIFFINDOUG JONESDOREEN KELLERFLINT SIMONSENTAMRA STAMBAUGHDEBBIE TULLY

Assistant Professors

GOLDY BROWNCYNDI CANIGLIAHORATIUS GITTENSREBECCA O'BRIENRENEE' SCHOENINGANNE WILCOX

Lecturers

NATE GARDNERSHARON NEVILLE-MITCHELLGARY SPENCERJESSICA THOMAS