Our Secondary Teacher Education Program requires field-based learning and academic coursework. You will be eligible for certification after four consecutive quarters and meeting all other state and program requirements.
A hallmark of University of Washington (UW) teacher education, field-based learning provides significant work experience in school settings each quarter.
Spring: Most subject-specific methods courses are taught, at least in part, in urban partner school classrooms, which are public schools with high levels of socioeconomic, ethnic, and racial diversity.. Courses are often co-taught by expert teachers and UW faculty known for their cutting-edge work in curriculum and instruction. Students complete a practicum in a middle school classroom that matches their content area. UW coursework is tied explicitly to the context of the practicum placement.
Summer: You will learn to work with English Language Learners, to help students with reading and writing in your subject, and about multicultural education while working with groups of young people in a local high school summer bridge program for incoming freshmen.
Autumn: Students start their student teaching placement at the beginning in the new public school year. You will spend the first month immersed in your school, then continue to work with your cooperating teacher's classes, approximately half time, when the UW fall quarter starts. We follow a co-teaching model of student teaching, in which the cooperating teacher and teacher candidate (student) share teaching responsibilities. Candidate responsibilities gradually increase throughout the quarter. A full UW course load continues throughout autumn quarter.
Winter: During winter quarter, teacher candidate responsibilities increase, culminating in full responsibility for teaching the cooperating teacher's classes. There is also some UW coursework in adolescent development and learning. This is also when you will complete the edTPA, a national performance assessment required for program completion. The term ends with a Capstone Project.
All candidates in a given cohort take the same course sequence. Below is a sample schedule that is subject to change.
EDTEP 560 Teaching for Learning I (3 credits)
EDTEP 562 Adolescent Development I (2 credits)
EDTEP 580/582/584/586 or 588 Content-Area Methods I (5 credits)
EDTEP 566 Creating Classrooms for All Students (2 credits)
EDTEP 564 Working in Schools (2 credits; weekly Reflective Seminar)
EDTEP 591 One day per week plus one-week full-time placement (4 credits)
18 credits; approximately 60 hours in the field
EDTEP 575 Working with English Language Learners & Literacy Across the Curriculum (4 credits)
EDTEP 551 Multicultural Education (3 credits)
EDTEP 571 Topics & Tensions in Education (4 credits)
EDC&I 494 Issues of Abuse (1 credit)
EDC&I 485 Technology Workshop (2 credit)
EDTEP 592 Integrated Placement at Garfield HS Summer Bridge and Sammamish HS Starting Strong (3 credits)
17 credits; approximately 60 hours in the field
EDTEP 573 Assessment in Secondary Education (4 credits)
EDTEP 566 Creating Classrooms for all Students (2 credits)
EDTEP 581/583/585/587 or 589 Content-Area Methods II (3 credits)
EDTEP 564 Working in Schools (2 credits; three seminars plus school-site meetings)
EDTEP 593 Full-time placement from late Aug.-Sept.; part-time from Oct.-Dec. (5 credits)
16 credits; approximately 250 hours in the field
EDTEP 561 Teaching for Learning II (2 credits)
EDTEP 563 Adolescent Development II (2 credits; courses held one night per week)
EDTEP 564 Working in Schools (1 credit)
EDTEP 601 Full-time student teaching through late March; teacher candidates follow teacher contract hours (10 credits)
Capstone Project (2 credits)
Teacher Performance Assessment (TPA)
17 credits; approximately 350 hours in the field