Master of Arts in Teaching Plus ESOL Endorsement with Dual Language Specialty

Purpose

The Master of Arts in Teaching (MAT) Plus ESOL Endorsement with Dual Language Specialty program is designed to provide a future teacher with the content and methods necessary to be an effective teacher. Thematic strands such as critical thinking, curriculum, classroom management, cultural proficiency, action research, and technology are integrated throughout the curriculum. The themes add qualities to the program that are not reflected in single courses but are interwoven throughout the curriculum. The form of the teacher education program includes a purposeful use of current research findings on the education of teachers as translated into practical experiences and methodologies.  Bilingual candidates desiring to add a Dual Language Specialty while earning the ESOL/Bilingual Endorsement at the same time as the initial license can do so within the Master of Arts in Teaching program. Bilingual teachers who have already earned the initial license and ESOL Endorsement desiring to add a Dual Language Specialty can do so as a stand-alone program.

The Master of Arts in Teaching Plus ESOL Endorsement with Dual Language Specialty program may be completed in one of three ways:

  1. MAT Full-time: a three-semester full-time format
  2. MAT in Your Community: a two-semester part-time, plus two-semester full-time format
  3. MAT @ Night: a five-semester part-time format (the last semester is full time)

The program is available to individuals who have completed an undergraduate BA or BS degree in a field other than education.

Program Objectives

Educational Objectives

To enable students to:

  • Build on their knowledge of subject matter as they develop pedagogical skills and research methodologies
  • Gain knowledge about the psychological, sociological, historical, and philosophical foundations of education
  • Apply these understandings in early childhood, elementary, middle, and secondary classrooms
  • Successfully meet the challenges of classroom teaching
Professional Objectives

To enable students to:

  • Meet the federal government's "No Child Left Behind" definition of a "highly qualified teacher"
  • Earn the ESOL or ESOL/Bilingual Specialist Endorsement
  • Receive an Oregon Preliminary Teaching License upon completion of the program and passing scores on the appropriate standardized measures (Praxis Specialty Examination for secondary and middle-level licensure, ORELA for elementary licensure and middle-level authorization, and California Basic Educational Skills Test)

The Preliminary Teaching License may bear endorsements in the following areas: advanced mathematics, agriculture, art, basic mathematics,* biology, business, chemistry, drama,* family/consumer sciences, French, German, health education, integrated science,* Japanese, language arts, marketing, music, physical education, physics, Russian, social studies, speech communications,* Spanish, and technology education.

* These subjects may be added to another endorsement for high school applicants; integrated science and basic math may stand alone for elementary/middle school applicants.

Admission Requirements

Applicants seeking admission to the MAT Plus ESOL Endorsement with Dual Language Speciality program must hold a four-year baccalaureate degree program from an accredited college or university, with a minimum GPA of 3.0 in the last two years of coursework. In addition, applicants must complete the following to be considered for admission to the program:

  • Master of arts in teaching application and application fee
  • Submit one official transcript from each college/university attended
  • Completion of the character reference statement required by Oregon TSPC
  • Three recommendations
  • A group assessment with the MAT Admission Committee

If accepted into the program, a $200 enrollment deposit is required. Deadline for application is February 1 for the full-time format, June 1 for the MAT @ Night format, and October 1 for MAT in Your Community. Applications may be reviewed after those dates on a space-available basis. Preference will be given to those candidates who have had experience in schools working with students in their desired authorization level as well as to those candidates who have passed the appropriate ORELA exam.

Prior to full-time student teaching, students must have taken and passed the appropriate ORELA exam.  If a student has not completed this requirement, she/he may apply for an exception; however, if an exception is granted and the student does not pass the required exams prior to graduation, the director will not sign any official documents recommending the student as a candidate for licensure in Oregon or any other state.

Transfer Credit

No transfer credit is allowed toward the MAT Plus ESOL Endorsement with Dual Language Specialty program. Transferability of credits earned at this institution and transferred to another is at the discretion of the receiving institution. Consult the Registrar's Office for information on eligibility of transfer credit.  

Residence Requirements

All 57 hours required for the MAT Plus ESOL Endorsement with Dual Language Specialty program must be taken in resident study at George Fox University. Reinstatement to the program after withdrawal requires Admissions Committee action and may subject the student to additional requirements for the degree.

Course Requirements

The Master of Arts in Teaching Plus ESOL Endorsement with Dual Language Specialty program is generally 1-2 years in length with 57 semester hours of course work required as a minimum for graduation. Of those hours, 19 are in prescribed core education courses, 6 in the area of specialization, 10 in ESOL endorsement courses, 11 Dual Language Specialty courses, and 11 practicum hours.

Other Degree Requirements

The program structure will be characterized by:

Cohort Model
Students will work in cohorts of 15 to 18 students. Cohorts will include early childhood, elementary, middle, and secondary levels. Cohorts are both blended- and authorization-specific. Although they are separate cohorts, they will be blended together for certain experiences and courses.

Theory-Into-Practice Links
Practicum experiences will be a large component of the program, beginning with either an enrichment program planned and implemented by the students or a specific volunteer experience. The involvement in a variety of practicum experiences will provide preservice teachers with opportunities to apply learning from coursework. University faculty, cooperating teachers, and administrators from local districts will be involved in collaborative efforts to plan links between coursework and application in classrooms.

Action Research
A research strand will be woven throughout the program. Students will design an action research project that will be shared at an action research symposium at the completion of the program.

Thematic Strands
Major strands, such as cultural proficiency, values, action research, and decision making, will be incorporated throughout the professional courses. Other topics such as classroom management and technology will also be integrated with several of the professional courses.

Study of the Subject Matter Knowledge and Structure
Students will research and discuss the nature and structure of the subject areas while concentrating on their major subject. They will engage in interdisciplinary discussions that will allow them to discern relationships between the subject areas.

Reflection
The ability to reflect on learning about teaching and on the practice of teaching will be developed in small- and large-group discussions, in journal entries, in papers, and in conferences with supervisors and cooperating teachers.

Endorsement Courses
Endorsement courses are completed concurrently with MAT cohort courses. Three courses are taken throughout the MAT cohort program and two courses are taken in May/June after Commencement. The endorsement courses blend with some MAT formats better than others.

Graduation Requirements

In order to complete a Master of Arts in Teaching Plus ESOL Endorsement with Dual Language Specialty students must:

  • Satisfactorily complete a minimum of 57 semester hours with a cumulative GPA of 3.0 or above.
  • Achieve no grade lower than a B in all core courses. If a grade of a B- or lower is received in a designated course, that course must be retaken (for more specific information, please refer to the student handbook).
  • Complete ESOL endorsement milestone project.  
  • Complete a successful ESOL endorsement practicum experience.
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Curriculum Plan

Complete the following:

Note: Students will register for MATG 560 according to the license they plan to pursue: Single Subject or Multiple Subjects.
This course focuses on the historical foundations and purpose of education, educational law, policy, and ethics. Foundational knowledge necessary to understanding exceptionalities of all kinds is built. Reflection upon professional identity and dispositional development will be facilitated.
This course introduces a multiplicity of student needs. It provides a framework steeped in cultural humility for approaching diverse students and communities. Specific skills for facilitating learning for all students from an asset based perspective is foundational. Issues surrounding race, ethnicity, culture, and qualities needed for cultural competency, and inclusion are explored. IEP’s and 504 information as well as ELL foundations and supports will be foundational in this course.
This course prepares candidates to meet the curricular and instructional needs of all students including exceptional learners. Candidates learn lesson design and instructional planning. Differentiated curriculum and instructional strategies are explored. Accommodations and modifications are made operational in unit and lesson design.
This course focuses on training in best practices in assessment design and implementation. Study is focused on using student data to create valid and reliable assessments with a focus on developing plans for differentiation and intervention.
This course examines human development with developmental psychology, learning theory, and theoretical and practical aspects of human development-birth through adolescence. Foundations in learning theory and their connections to developmental psychology and learning theory are explored. Foundational knowledge of exceptionalities is built.
This course incorporates the design and implementation of an action research project for the practicum(s) using a variety of data collection and analysis methods. Designing, teaching, assessing, and interpreting results in an effort to enhance instruction are analyzed.
This course incorporates the design and implementation of an action research project for the practicum(s) using a variety of data collection and analysis methods. Designing, teaching, assessing, and interpreting results in an effort to enhance instruction are analyzed.
This course is designed to introduce the concepts of literacy as defined by the integrated processes of reading, writing, speaking, listening, and interacting with oneself and others. An emphasis on ELL, language acquisition, assessment, RTI, and Sped with emphasis on high incidence disabilities in language development are explored.
This course studies positive learning environment strategies including procedures, routines, and clear expectations that allow educators to shape context with students in the clinical practice. Problem solving simulations are grounded in both observations and educational theory.

Complete the following:

This practicum will be completed at either multiple subject or single subjects endorsement area. Candidate demonstrates success in multiple performance assessments.
This practicum will be completed at either multiple subject or single subjects endorsement area. Candidate demonstrates success in multiple performance assessments.
This course provides reflective opportunities to analyze individual and group management strategies, behavior analysis, modifications of environment, preventative strategies and positive behavioral support systems for all students within the context of the practicum experience.
A seminar focusing on issues related to current trends and questions in education, classroom organization and management, and ethics/values in teaching. Classroom observations in minority, cross-cultural, and alternative school settings. Professional induction topics will include resume writing, job-search strategies interviewing skills, and PLC’s.

Specialization

Choose one of the following:

Complete the following:
Note: Secondary/Mid-Level Authorization students will enroll in MATG 555 Secondary Content Pedagogy according to their specific content area: art, biology, business, chemistry, family and consumer science, mathematics, music, integrated science, physics, social studies, technology education, German, Japanese, or Russian.
A study of instructional strategies and the design, implementation, and evaluation of curriculum for content-specific secondary classrooms. The pattern of course topics presented includes the nature of content knowledge, general pedagogical methods, subject-specific pedagogical methods, and integrated pedagogical methods. Inclusion emphasis. For single subject endorsement candidates, this course offers an intensive exploration of pedagogical practices within the content area.
A study of instructional strategies and the design, implementation, and evaluation of curriculum for content-specific secondary classrooms. The pattern of course topics presented includes the nature of content knowledge, general pedagogical methods, subject-specific pedagogical methods, and integrated pedagogical methods. Inclusion emphasis. For single subject endorsement candidates, this course offers an intensive exploration of pedagogical practices within the content area.
A study of structures, strategies, issues, designs, and possibilities for the organization of middle schools and implementation of curriculum to meet the specific needs of mid-level students. Inclusion emphasis.
Complete the following:
This course focuses on the pedagogies of science and STEAM (science, technology, engineering, arts, and mathematics) education at the EC/EL and EL/MS levels. The science pedagogy assists teacher candidates in how to navigate the three-dimensional, inquiry-based learning aspect of the Next Generation Science Standards and implement strategies and assessments for fostering student centered learning and inclusive classroom environments. The STEAM pedagogy equips teacher candidates in developing content and pedagogical content knowledge, integrative STEAM strategies, and efficacy to plan, apply, and evaluate STEAM challenges using project-based learning.
This course is a study of instructional strategies and the design, implementation, and evaluation of language arts curriculum for multiple subjects/elementary classrooms. The pattern of course topics presented is the nature of content knowledge, general pedagogical methods, subject-specific pedagogical methods, and integrated pedagogical methods. Emphasis will be placed on ELL, Dyslexia, RTI and Inclusion.
553 Multiple Subjects Level Pedagogy in Mathematical Thinking This course seeks to integrate effective mathematics teaching and learning pedagogies within the framework of the common core state standards. The development of personal understanding of mathematical concepts and processes is emphasized; this process requires the student to expand his/her own learning beyond the course assignments to examine the relationships between mathematical concepts and the real world. Teaching mathematics effectively to diverse learners is emphasized. The course is interactive and dependent upon student participation.

ESOL Endorsement

Complete the following:
Examines various factors, concepts, and theories about first and second language acquisition processes and their interrelationships. The course also focuses on the application of this knowledge in ESOL classes for maximizing ESOL students' language development and academic achievement. Prerequisite or concurrent enrollment in EDFL 570.
Examines the diverse and dynamic role of culture in the ESOL students' language development and academic achievement. The course also emphasizes the application of this knowledge for instruction and the involvement of community and its resources for maximizing ESOL students' academic achievement. *Students who have successfully completed a Master of Arts in Teaching degree at George Fox University are not required to take ESOL 572 for this endorsement.
Examines strategies for planning, managing, and teaching English as a second language and discipline-focused content to ESOL students. Emphasis is placed on curriculum, teaching, and learning approaches that accommodate a diverse population within the classroom. This course also focuses on strategies for collaborating with educators and community members in order to provide comprehensive, challenging educational opportunities for ESOL students.
Examines principles, issues, and approaches useful for assessing the English competencies of ESOL students. Emphases are placed on developing appropriate assessment tools for the ESOL classroom and on properly interpreting tests that are used for program placement.

Dual Language Specialty

Complete the following:
This course, taught in Target Language, examines the fundamental linguistic structures (phonology, morphology, syntax, semantics) of English and Target Language. Topics include comparative and contrastive analysis of both languages, linguistic transfer, linguistic basis for literacy, and discourse analysis of English and Target Language.
This course examines principles, research and applications that strengthen school and community relations to construct a supportive and inclusive learning environment for all students. Emphasis is on improving communication with Target Language families and considering parents as assets and partners in the education of their children.
This course, taught in Target Language, examines issues related to the interaction between language, society and school, with a particular focus on Target Language population in the United States. It emphasizes topics such as language policy, bilingual education, linguistic identity, language choice, and pedagogical use of Target Language in dual language classrooms. It also examines the socio-cultural and historical forces that affect cross-cultural interaction; including social injustice that Target Language populations have experienced.
This course, taught in Target Language, focuses on current methods and materials for English - Target Language biliteracy instruction. Strategies used to teach reading and writing in the content area will be explored, and biliteracy teaching methods will be modeled and implemented. Emphasis is on biliteracy reading and writing trajectories, holistic bilingual assessment, bridging, and Target Language children's literature texts.
This practicum will be completed in either a self-contained multiple subjects classroom or in a single subject content area classroom, in settings with dual language instruction. Candidates will complete a teacher performance assessment during this practicum. Candidates will complete a minimum of 90 hours of clinical practice in a dual language placement.