Master of Arts in Teaching

Purpose

The Master of Arts in Teaching (MAT) 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.

The Master of Arts in Teaching 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 guidelines
  • Receive an Oregon Preliminary Teaching License upon completion of the program and passing scores on the appropriate standardized measures (NES Content Specific Examination for single subject licensure, ORELA for multiple subjects authorization, Protecting Students and Civil Rights exam and the State Assessment).

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.  

**Admittance to these endorsement areas is contingent on the University’s ability to provide the curricular support necessary.  These endorsements may not be offered some years.

Admission Requirements

Applicants seeking admission to the MAT program must hold a four-year baccalaureate degree 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 Feb. 1 for the full-time format, June 1 for the MAT @ Night format, and Oct. 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 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 36 hours 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 program is generally 1-2 years in length with 36 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, 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 elementary 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. The involvement in a year-long practicum experience 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, differentiation, assessment, 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.

Graduation Requirements

In order to graduate with a Master of Arts in Teaching degree students must:

  • Satisfactorily complete a minimum of 36 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).
  • Pass appropriate exams to be recommended for licensure
Expand All

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 (6 hours)

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.