Sep 28, 2022  
Academic Catalog 2022-2023 
    
Academic Catalog 2022-2023

Teaching, General Education, MAT


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Introduction

The Master of Arts in Teaching - General Education program is an immersive and rigorous teacher education program for teacher candidates seeking preliminary teacher licensure for service in PreK-12 schools. During the program, teacher candidates complete academic requirements for the Oregon Preliminary Teaching License while also completing the Master of Arts in Teaching (MAT) degree. Students may pursue the M.A.T. through the Full-Time Program or the Hybrid/Part-Time Program. In order to qualify for degree completion and for licensure, candidates must pass pertinent subject area content knowledge assessment(s) and performance assessments required by TSPC.

Additional Admission Requirements


  • Completed checklist of TSPC character questions.
  • Strong evidence of academic content
  • Three recommendations, including one from each of the following:
    • A university or college professor with direct knowledge of applicant’s academic abilities
    • An employer with direct knowledge of applicant’s professional habits
    • An immediate supervisor in an educational or social agency who can attest to the applicant’s competence and enthusiasm to work with school-aged children or youth in volunteer or paid work experiences
  • Ability to write clearly and cogently as demonstrated in a 2-3 page essay on an educational issue or topic of the candidate’s choice

Application Deadlines & Program Start Dates

Selection Process

For those seeking the general education elementary multiple subject endorsements, preference is given to applicants who have taken a broad range of courses as part of their undergraduate experience. Preferred courses include, but are not limited to, literature, writing, science (preferably biology), U.S. history, cross-cultural courses, mathematics sequence for elementary teachers, and courses in art and music.

For those seeking specific general education content endorsements to teach in middle school and high school settings, preference is given to applicants who have completed a major in the subject area in which they wish to teach. Other majors closely aligned to specific content endorsements may be considered.

For the Special Educator program, preference is given to candidates who have a background in working with individuals with disabilities in either a school-based setting or non-school setting, or who have taken coursework related to working with persons with disabilities (e.g., psychology, sociology) as a part of their undergraduate experience. Strong interpersonal skills and the ability to work as a member of a team in an educational setting are a must.

Initial selection is based on the minimum requirements for admission and the following criteria: depth and breadth of undergraduate preparation, experience with children or youth, strength of recommendations, written communication skills as assessed in essay, and critical thinking skills as assessed in essay. Selected applicants are invited for a personal interview and asked to complete a timed writing sample at that time. Applicants are notified of their status by email or mail.

Transfer of credits into a preliminary licensure program is considered and evaluated on a case-by-case basis, although typically not more than 10 will be accepted for transfer. Only graduate credits qualify for transfer.

Program Length: 1-2 years

Learning Outcomes

The competencies listed below are integrated into the learning objectives of the Teaching, General Education, MAT curriculum, and serve as the goals for student learning outcomes within the program.

  • Understands how learners grow and develop through the ability to recognize patterns of learning and development within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. 

  • Uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

  • Works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

  • Understands the central concepts, tools of inquiry, and structures of the discipline(s) they teach and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

  • Connects concepts and uses differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

  • Uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

  • Plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

  • Uses a variety of instructional strategies to encourage learners to develop deep understandings of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

  • Uses evidence to continually evaluate their practice, particularly the effects of their choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

  • Seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Lincensure Requirements

Students must meet Preliminary License Standards defined by TSPC which include successful completion of: edTPA, content knowledge assessment(s), and student teaching. Students must demonstrate: knowledge of U.S. and Oregon civil rights laws and professional ethics, and knowledge of subject area and curriculum standards.

Policies

Master of Arts in Teaching students in the College of Education are held to the policies listed in the School of Learning & Teaching Policies section of this catalog, the College of Education handbook, as well as those immediately below.

Continuation in the Program

Candidates must satisfactorily:

  • maintain good academic standing
  • maintain a 3.00 minimum GPA at the end of each term in all professional education coursework with no grade lower than a C; a C- does not fulfill degree requirements
  • pass all required coursework and all tests required for licensure before student teaching
  • complete required practica and/or full-time student teaching with a grade of Pass
  • complete requirements for edTPA and Teacher Inquiry Project

Policies


Master of Arts in Teaching students in the College of Education are held to the policies listed in the School of Learning & Teaching Policies section of this catalog, the College of Education handbook, as well as those immediately below.

Continuation in the Program

Candidates must satisfactorily:

  • maintain good academic standing
  • maintain a 3.00 minimum GPA at the end of each term in all professional education coursework with no grade lower than a C; a C- does not fulfill degree requirements
  • pass all required coursework and all tests required for licensure before student teaching
  • complete required practica and/or full-time student teaching with a grade of Pass
  • complete requirements for edTPA and Teacher Inquiry Project

Degree Requirements: General Education, MAT


The Master of Arts in Teaching program is an innovative and rigorous teacher education program for teacher candidates seeking preliminary teacher licensure for service in PreK12 schools. During the program, teacher candidates complete academic requirements for the Oregon Preliminary Teaching License while also completing the Master of Arts in Teaching (MAT) degree. Students may pursue the M.A.T. through the Full-Time Program or the Hybrid/Part-Time Program.

All teacher candidates may become qualified for endorsements in one or more of the following areas: elementary -multiple subjects, art, business education (high school only), drama, world languages (French, Chinese, German, Spanish Japanese* and Russian*), health, language arts, marketing, mathematics (basic and advanced), music, physical education, science (biology, chemistry, integrated science, and physics), and social studies. It is expected that teacher candidates seeking specific endorsements will have completed an undergraduate major or equivalent that enables passing the appropriate subject test(s) required by TSPC.

If teacher candidates wish to earn an endorsement in Russian or Japanese, their transcripts will be evaluated during the admissions process to determine if they will be allowed to pursue the endorsement. In addition, in order to establish speaking and writing proficiency prior to licensure for Russian and Japanese endorsements, TSPC requires that teacher candidates  seeking these endorsements to take the American Council on the Teaching of Foreign Languages (ACTFL) tests Oral Proficiency Interview (OPI) and Writing Proficiency Test (WPT) administered by Language Testing International (LTI). The minimal level of proficiency required for both the Russian and Japanese tests must be Advanced Mid or Higher. Tests must be passed prior to student teaching.

Required Credits


  • Elementary Education Multiple Subjects Track: 41 credits
  • Elementary-Multiple Subjects/Foundational Secondary-Single Subject Track: 43 credits
  • Other Single Subject Area Endorsements: 35 credits

Select one of the following Tracks


Secondary-Single Subject Track


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