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:
- For MAT Special Educator Applicants: 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,
- For all other MAT applicants: 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:
- Forest Grove MAT Fifth-Year program, February 1
- Forest Grove MAT Flex program, October 1
- Forest Grove MAT Special Education program, October 1
- Eugene: all programs, May 1
- Woodburn MAT STEM/ESOL, February 1
Selection Process
For those seeking the elementary education 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 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 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.
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 13 will be accepted for transfer.
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:
- maintain good academic standing
- maintain a 3.00 minimum GPA 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 full-time student teaching with a grade of Pass
- complete requirements for edTPA and Teacher Inquiry Project. Requirements include preparation, assessment, teaching, and a satisfactory evaluation.
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