Teaching, Special Education, MAT

Degree Requirements

An intensive teacher education program is offered for those seeking preliminary licensure in special education. Candidates complete academic requirements for the Oregon Preliminary Teaching License while also completing requirements for the Master of Arts in Teaching degree.

In order to qualify for degree completion and for licensure, candidates must pass all subject area tests and performance assessments required by TSPC.

• SPED 500 - Foundations of SPED 2 credit(s)
• SPED 505 - Exceptionalities 2 credit(s)
• SPED 510 - Behavior Management SPED 3 credit(s)
• SPED 515 - Case Management & Collaboration in SPED 3 credit(s)
• SPED 520 - Assessment & Evaluation SPED 3 credit(s)
• SPED 530 - Curr&Mthds Stdnts w/Dis: Acad 3 credit(s)
• SPED 535 - Curr&Mthds Stdnts w/Dis: Func 3 credit(s)
• SPED 541 - Technology for Teacher Productivity 1 credit(s)
• SPED 542 - Assistive Technology 1 credit(s)
• SPED 550 - Practicum - Special Education 1-6 credit(s) *
• SPED 575 - Student Teaching & Seminar 2-15 credit(s) *
• SPED 576 - Seminar 1-3 credit(s) (2 credits are required)
• EDUC 604 - Adv Educ Psych, Development, & Learning 4 credit(s)
• EDUC 600 - Learning Communities - SPED 1 credit(s)

• (3 credits are required)

• EDUC 602 - Teacher As Researcher I 1 credit(s)
• EDUC 603 - Teacher As Researcher II 1 credit(s)
• EDUC 620 - Language Acquisition in Children 2 credit(s)
• ESOL 544 - Educational Linguistics ESOL Teachers 3 credit(s)

• * Students are required to complete either 8 credits of SPED 575, or 3 credits of SPED 550 AND 5 credits of SPED 575.

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:
    • An immediate supervisor in an educational or social agency who can attest to the applicant’s ability to work with persons with disabilities and/or school-aged children or youth in volunteer or paid work experiences and as a team member in a professional or educational setting
• 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

Selection Process

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.

Progam Length: 2 years

Learning Outcomes

The competencies listed below are integrated into the learning objectives of the Teaching, Special 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.

Licensure 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