Skip to main content Skip to navigation
Washington State University Factsheets

Master in Teaching – Secondary

Faculty working with Students: 39
Students: 40
Students receiving assistantships or scholarships: 0%
Priority deadline:
  • Summer - (Pullman Campus) - November 15
  • Summer - (Spokane Campus) - November 15
  • Summer - (Tri-Cities Campus) - January 31
  • Spring - (Vancouver Campus) - September 15
Campus:
  • Pullman: Yes
  • Spokane: Yes
  • Tri-Cities: Yes
  • Vancouver: Yes
Tests required:
  • WEST-B or acceptable SAT, ACT, CBEST or Praxis 1 scores
  • WEST-E or NES (ACTFL for foreign languages)

Degree Description:

The MIT is intended for those who possess a bachelor’s degree in a field other than education and is designed to prepare students to become effective elementary or secondary education teachers. This program of study leads to a master’s degree and a State of Washington elementary or secondary education teaching certificate. The MIT degree is available to students the Pullman, Spokane, and Vancouver campuses; however the programs differ slightly from campus to campus. The programs at the Vancouver campus consist of 15 months of intensive study and internships, whereas the Pullman/Spokane program consists of 13 months of intensive study and internships. All of the MIT programs are cohort-based, forming a supportive network. The program consists of a wide range of pedagogy course work. Depending on the student’s focus (elementary or secondary education), these courses may include literacy, social studies, science, math, reading, health, fitness, or fine arts methods. Students also study diversity in schools and society, educational technology, the social context of education, and research-based effective practices. When successfully completed, the MIT program results in a master’s degree and teacher certification. Therefore all MIT students complete both certification and graduate research courses. All MIT students complete a research project and present the project results at the culmination of their program. The research projects are usually aimed at examining teaching and educational issues, with the focus on understanding the positive impact of education on student learning.

Admission Requirements:

Students must have a bachelor’s degree from an accredited institution and should have a minimum 3.0 cumulative GPA.  In addition, students need to complete and submit an MIT supplemental application in accordance with departmental deadlines and well as the WSU Graduate School application and supporting materials. Applicants must demonstrate knowledge in relevant subject areas. Applicants’ transcripts are evaluated to determine if prerequisite courses are needed. Applicants are required to take the WEST-B examination in reading, writing, and mathematics and obtain a passing score of 240 or higher on each section (SAT scores of 500 on reading/verbal, 515 on math and 490 on writing; ACT scores of 22 on reading and math, 8 on writing will substitute the WEST B). Admission to the program is competitive, and the most highly qualified candidates will be selected.

Student Learning Outcome:

All graduates will be able to:

  1. To prepare outstanding entry-level P-12 teachers with a focus on teacher research as a paradigm for practice.
    • Will use deep content and pedagogical knowledge to inform their teaching.
    • Develop relevant, rigorous, and developmentally appropriate curricula.
    • Modify curriculum and instruction based on the individual needs of their students.
    • Use assessment of their students’ learning and their own teaching to inform future planning and teaching.
    • Attend to the social and civic development of their students.
    • Work respectfully and collaboratively with colleagues and community to ensure quality instructional programs and stewardship of public schools.
  2. To guide students in their development as practitioner-researchers in P-12 school settings.
    • Locate, analyze, and synthesize research literature, and apply that synthesis to problems of practice.
    • Effectively communicate scholarly work through written, oral, and/or alternate formats.
    • Skillfully inquire into areas of program-related interest.
    • Develop scholarly habits of curiosity, inquiry, skepticism, and data-based decision making.
  3. To establish itself as a highly successful program that is recognized for the quality of its graduates and its national visibility.
    • Attracts, secures, and retains high quality students.
    • Graduates students who are satisfied with the professional preparation they have received.
    • Graduates students who attain teaching licenses and other appropriate credentialing.
    • Maintains an excellent on-time graduation record.
    • Is delivered by a high quality graduate faculty that actively contributes to the program and that participates in scholarship that adds to the knowledge base of  teacher and educator preparation.

Career Opportunities:

Secondary Education Teacher
School/Curriculum Leadership Positions
Agency Services Positions

Career Placements:

Secondary Education

Faculty Members:

Akmal, Tariq, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

1) how to improve pre- and in-service teacher quality in order to improve the learning experiences of all students, particularly at the middle level; and
2) how the educational reform and accountability movement affects middle schools.
He is especially interested in the practices of middle schools in relation to the issues surrounding grade level retention of students and other effects of educational “accountability.”

Ardasheva, Yuliya, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

Contributions of individual differences to second language development and on the interplay between second language and academic development, language-minority education programs, effective instructional techniques for accelerating language and literacy development, content-based models to support language-minority education.

Banks, Susan Rae, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

Indigenous family involvement in education, early childhood special education, culturally responsive curriculum development and delivery, culturally responsive assessment, and Native teacher preparation and retention.

Barrio, Brenda, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

Disproportionality of culturally and linguistically diverse students in special education, culturally responsive teaching in the response to intervention framework, bilingual and multicultural special education, assistive technology, and pre- and in-service teacher preparation.

Bettis, Pamela J, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

Intersection of gender, youth cultures and schooling. Particularly interest in the common sense discourses of gender found in everyday social practices, such as use of the word “nice”, the meaning of masculinity in Star Wars, and how youth talk about gender in class.

Canty, June M, Ed.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

General and special education in rural education, teacher preparation/induction, and legal ramifications of admissions and dismissal decisions from professional programs, methods and means of support for beginning teachers and policy related to induction practices.

Cavagnetto, Andy, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

Dr. Cavagnetto’s research focuses on helping teachers provide greater opportunities for their students to engage in scientific practices in order to motivate learning of fundamental science concepts. This work has not only emphasized the use of inquiry approaches, but as importantly, the social aspects of science -specifically opportunities for students to engage in the construction and critique of evidence-based arguments.

Day-Wiff, Deanna, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

Literacy, Children’s Literature, Reader Response Theory and Comprehension strategies.

Dunn, Michael, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

Literacy skills/strategies and response to intervention, development of literacy skills/strategies in an intervention format, use of The Ask, Reflect, Text (ART) Strategy and artistic expression, how students use the strategy, and improvement in students skills.

Egbert, Joy, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

Learning environments, particularly as they involve English language learners and technology. Her most recent focus is on differentiation and engagement.

Ernst-Slavit, Gisela, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

Language and education in culturally and linguistically diverse settings using ethnographic and sociolinguistic perspectives, oral language development and academic literacy for emergent bilinguals.

Finley, Susan, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

Poverty and homelessness, systemic barriers to educational access and equity, social and environmental justice policy and practice. Recent projects focus on the politics of advocacy and community-based, participatory research.

Firestone, Jonah, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

Social Norms of Education on Beginning Science Teachers’ Understanding

Frost, Janet Hart, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

Qualitative research on mathematics instructional practices and professional development, influences on mathematics teachers practices and teacher change, conditions for and outcomes of innovative approaches in STEM education.

Guerrettaz, Anne Marie, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

Educational linguistics. Dr. Guerrettaz investigates language teaching materials and their deployment in classroom interactions, Indigenous language planning and bilingual education, including Yucatec Maya language teaching and revitalization in southeastern Mexico.

Homlund, Tamara, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

My research agenda reflects multiple questions related to the current call for STEM education and the inclusion of students typically underrepresented in STEM courses and careers. Some of the areas I explore are: 1) how various stakeholders conceptualize “STEM education”; 2) how teachers learn about, develop curriculum, and implement STEM education in both traditional and specialized STEM schools; 3) how students are engaged and supported in science and mathematics practices through project-based STEM learning opportunities; and, 4) the role of leadership in affording and constraining STEM education implementation.

Hsiao, Yun-Ju, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

Special education, including children/youth with autism spectrum disorder (ASD), students with emotional and behavioral disorders, and early childhood special education. Research focuses on families of children with disabilities and effective strategies for teaching students with ASD. Also interested in culturally responsive teaching preparation and practices in special education.

Jerald, Jensen

Serves as: member only on graduate committee

Johnson, Eric, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

Ethnographic approaches to language-minority education programs and language policies in public schools.
Language policy and planning, the application of policy as practice,
Immigrant communities, parent and community engagement, bilingual education, and Hispanic Serving Institutions.

Kelley, Jane, Ed.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

Dr. Kelley’s research is two-fold. First, she applies a critical multicultural analysis to children’s literature in order to bring the ideology of power as it is portrayed in children’s literature. Second, she investigates pedagogical strategies to introduce a critical multicultural analysis to pre-service teachers, service teachers, and graduate students.

Kucer, Stephen, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

The relationship between text processing and comprehension, understanding literacy and its instruction from a multi-dimensional perspective, and the use of thematic units for promoting both literacy and concept development.

Lesseig, Kristin, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

Mathematical knowledge for teaching and professional development related to promoting mathematical reasoning (i.e. conjecturing, generalizing and justifying) in middle and secondary mathematics classrooms.

Lupinacci, Johnny, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

Focuses on how people, specifically educators, learn to both identify and examine destructive habits of modern human culture. His work proposes that, through education, teachers can be leaders in confronting dominant assumptions about existing as individuals separate from and superior to the greater ecological systems to which we belong.

Mabry, Linda, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

Specializing in the assessment of K-12 student achievement, program evaluation, and qualitative research methodology.

McDuffie, Amy Roth, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

Amy Roth McDuffie conducts research on the professional development of prospective and practicing teachers in mathematics education. Specifically, she focuses on supporting teachers learning in and from practice in the areas of teachers’ use of curriculum resources and culturally relevant pedagogies as part of developing equitable instructional practices.

McMahon, Donald, Ed.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

Universal Design for Learning, Assistive Technology, Augmented Reality, Virtual Reality, Wearable devices, Mobile Devices, Mobile Learning, and Instructional technology.

Miller, Darcy E, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

Special education issues and policies, areas such as Fetal Alcohol Syndrome, technology, multicultural special education, reading, juvenile delinquency, risk/resilience, and behavior/emotional disorders in children and adolescents.

Morrison, Judy, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

Assessing students’ understanding of science concepts in the classroom, in using science notebooks as a formative assessment tool, and in using scientists in the professional development of science teachers.

Newcomer, Sarah, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

Focus on how language policies are implemented and negotiated in schools, bilingual education, and the development of literacy and biliteracy. Her interests also include how educators, families and other stakeholders create empowering learning practices, both inside and outside of schools, as well as the development of school community agency.

Petersen, Sara Sorenson

Serves as: co-chair or member on graduate committee

Research Interests

Focus on special education law, litigation and policy. She is also interested in Universal Design for Learning and accessibility in higher education, and international special education practices and policies.

Price, Paula Groves, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

Issues of equity, looking for solutions to the problems of inequalities in schools and society. Equity, broadly defined, includes fairness, social justice, and equality of both access and opportunity.

Puzio, Kelly, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

With a focus on literacy, Dr. Puzio’s investigates ways that teachers can provide differentiated and culturally relevant instruction.

Rakha, Shameem, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

Focus on urban education, culturally relevant pedagogy, and educational equity.

Rud, A.G., Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

A.G. Rud is nationally known for his expertise in the philosophical dimensions of education. His research focuses on the cultural foundations of education, with particular emphasis on the moral dimensions of teacher education, P-12 educational leadership, and higher education. Dr. Rud is president elect of the John Dewey Society and edited its peer-reviewed international journal, Education and Culture, 2004-2010.

Salsbury, Tom, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

Tom Salsbury conducts research in second language acquisition. He studies vocabulary acquisition in content areas and is collaborating with colleagues to develop better measures of lexical (vocabulary) proficiency. His data come from longitudinal studies of children and adult English language learners. His work is published in research journals such as Language Learning and Second Language Research as well as applied research journals for teachers such as English Teaching Forum and Teaching Education Journal.

Sawyer, Richard, Ed.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

Studies K-20 curriculum change for teachers and higher education faculty in high stakes contexts, which include content (e.g., multi-culturalism), certification (alternate route and college-based), collaboration, and individual. Furthermore, he examines elements of professional support for these changes. He is completing work on a 12-year longitudinal study comparing curriculum making and curriculum change of teachers prepared through either alternate route certification or college-based preparation.

Slavit, David, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

Teacher development, particularly in collaborative professional contexts, teacher understanding and instruction STEM schools, the ways in which K-12 students develop understandings of algebraic ideas, particularly mathematical functions, and educational technology.

Ward, Barbara, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

Research interests pertain to gender and literacy. She is particularly interested in the identity of readers and the incorporation of children’s and young adult literature in today’s classrooms. Culturally responsive pedagogy is at the heart of her teaching and research agendas.

Watson, Francene, Ph.D.

Serves as: chair, co-chair, or member on graduate committee

Research Interests

School and community gardens, which is inspired through place-based education, critical pedagogy, the arts, and community action research

Contact Information:

Dan Overbay
VUB 307
14204 NE Salmon Creek Avenue
Vancouver, WA 98686
(360) 546-9673
(360) 546-9040
WSU Pullman College of Education
Cleveland Hall 70
PO Box 642114
Pullman, WA 99164-2114
(509)-335-9195 or (509)-335-7016
Fax: (509)-335-9172
WSU Tri-Cities College of Education
Helen Berry, Academic Coordinator
2710 Crimson Way
Richland, WA 99354-1671
(509) 372-7394