MAT Course Descriptions

Each MAT degree consists of an identical 36-semester-credit sequence of core courses and field experiences. While MAT formats may differ somewhat in course load and sequence, every George Fox graduate earns the MAT degree through the same cohesive and well-articulated program of courses.

Master of Arts in Teaching

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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 (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.
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.

Master of Arts in Teaching Plus ESOL Endorsement

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

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.
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 the fundamental elements, processes, and patterns of oral and written language for the teacher of English to speakers of other languages. Topics include phonetics, phonology, sociolinguistics, pragmatics, morphology, orthography and writing conventions, syntax, semantics, and discourse analysis. English is the primary focus of the course, with reference to other languages commonly spoken by students in Oregon classrooms.
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 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.

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

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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.
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.

Master of Arts in Teaching Plus Reading Endorsement

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

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.
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.

Reading Endorsement

Complete the following:
Thoughtful classroom practice depends on sound theory. This course examines some current competing theories, looks at the implications of various literacy theories as they impact classroom decision making, and, through reading and discussion, develop a personal understanding of literacy processes. The linguistic framework of reading and its place in the language arts will also be explored.
Classroom teachers become acquainted with a wide variety of methods for assessing student progress in reading and writing. Administration and scoring of these tests will be explored. Information about how testing results can facilitate teaching and learning is the goal.
This course focuses on current methods and materials for reading/literacy instruction. The strategies used by proficient readers will be explored and teaching methods will be modeled and implemented. Methods of assessment and strategies for remediation will also be explored.
This course focuses on the issues related to public and school-based concerns about literacy learning. The discussion of issues will lead to research-based applications that can be translated into the classroom practice at the elementary, middle, or high school level.
The content of this course includes: the organization of reading programs within the context of state and federal regulation and within the structure of the school-wide program; the types of testing used to diagnose and monitor student progress; the methods that can be used to involve parents, paraprofessionals, and volunteers; and the methods available to assess program effectiveness. Observations in a variety of school settings will be organized.

Master of Arts in Teaching Plus SPED Endorsement

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

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.
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.

SPED Endorsement

Complete the following:

This course prepares candidates to meet the needs of school students with high incidence learning disabilities in general education classrooms. Develops curricular modifications and adaptations to evaluate content curriculum, and to provide assistance to general education teachers. Develops knowledge and skills to adjust curriculum content using Common Core State Standards (CCSS) and informal assessments to provide information on student progress in the general education curriculum.
This course prepares candidates to meet the needs of school students with low incidence disabilities. Candidates explore, discuss and learn how to plan and implement curriculum that includes CCSS as well as informing disability eligibility decisions as well as instruction in academic and functional low incidence disabilities including: intellectual disability, hearing impairment, visual impairment, deaf/blindness, communication disorder, emotional disturbance, orthopedic impairment, traumatic brain injury, autism spectrum disorder, and other health impairments. Functional living skills are incorporated into content planning.
This course addresses assessment and evaluation as the means for informing special education disability decisions as well as instructional decisions. The candidate will learn and practice multiple ways of assessing students. These include informal assessment, progress monitoring, formal evaluations, and standardized achievement tests. Candidate will learn to write formal reports that emphasize proper administration of assessments and ethical complications of the evaluation process to synthesize all that data to create a cohesive picture of the student’s standing, and continue to use the appropriate assessment tools to generate the information needed to make curricular and program decisions.
This course will focus on developing candidates’ ability to evaluate technological and assistive supports and determine appropriateness for exceptional learners. Candidates will design and develop assistive technology tools for use in academic and functional settings.
Candidates will gain knowledge and skills in writing effective, compliant Individualized Education Programs (IEPs) and acquire communication and collaboration strategies to facilitate IEP meetings and interactions with families. Candidates will identify key issues that could lead to litigation. Course content includes communication, organization, compliance and administrative management.
This course will focus on the families, individuals, and community supports for individuals with disabilities ages birth - 21. Candidates will identify age-appropriate services such as Head Start, early intervention, vocational educational programs, community experiences, employment and other post-school adult living objectives, acquisition of daily living skills, if appropriate, and access to state and federal services. Candidate will also learn all required federal/state requirements for secondary transition plans. They will learn how to apply and develop an individual Education Plan for students of transition age.
This practicum will be completed at either early childhood elementary, or elementary middle, or middle level and high school, in settings with students identified with mild to moderate disabilities. Candidates will complete a work sample during this practicum. Candidates will complete a minimum of 90 hours of clinical practice in a mild to moderate disability placement.
This practicum will be completed at either early childhood elementary, or elementary middle, or middle level and high school, in settings with students identified with moderate to severe disabilities. Candidates will complete a minimum of 90 hours of clinical practice in a moderate to severe disability placement.