Master of Arts in Teaching
Offering Options in Secondary Education (Biology, Mathematics, or Spanish)
|Bonnie Lee Rabe
||Phone: (203) 837-3206|
|Ana Cangialosi, Dept. Secretary||Phone: (203) 837-8510|
|Fax: (203) 837-8413|
The Master of Arts in Teaching (M.A.T.) degree program is approved by the Connecticut State Department of Education (CSDE) and the Department of Higher Education.
WestConn’s M.A.T. 13-month program is designed for students who hold a bachelor of arts or bachelor of science degree, and who meet WestConn graduate shool entry requirements, who wish to work toward simultaneously qualifying for a Master of Arts in Education and teaching certification. This program is structured to appeal to career-changers and other candidates with a concentration in the field who desire teaching certification. Classes will be held in the evening and/or hybrid online with the exception of the student teaching semester, a 15-week experience in a public school setting.
Program Mission Statement and Objectives
The objectives of the M.A.T. program link with the unit’s program objectives in reflecting the unit’s conceptual framework.
Master of Arts in Teaching Program Objectives
- Demonstrate the connection of content with pedagogy in developmentally appropriate lesson design for elementary and secondary levels.
- Demonstrate leadership in the conceptualization, initiation, assessment and redesign of curricular and educational initiatives.
- Demonstrate the innovative use of web-based instructional and information technology in the classroom.
- Demonstrate differentiated instruction in effectively working with a range of students of varying backgrounds and abilities.
- Demonstrate knowledge of the education and development of exceptional, gifted, talented and disabled students in a regular classroom.
- Accurately assess and analyze student learning, reflecting on the adjustments needed for both instruction and assessment.
- Demonstrate the ability to be both a consumer and a producer of educational research through the use of inquiry, critical analysis, and synthesis in the investigation and implementation of action-based research.
- Demonstrate the construction of meaning in the collaborative cohort setting.
- A non-refundable $75 transcript evaluation fee.
- Official transcripts from all colleges/universities attended must be mailed to the Division of Graduate Studies.
- Combined Undergraduate GPA of at least 3.0 from all completed coursework
- If an applicant’s cumulative undergraduate grade point average (GPA) is below 3.0, the applicant must present a score rated at the 35th percentile or higher on the Miller Analogies Test, as indicated below:
Undergraduate Miller Analogies Test Required Scores:
3.0 or higher –– M.A.T. not required
2.57 to 2.99 35th percentile
2.47 to 2.56 45th percentile
2.37 to 2.46 50th percentile
Below 2.37 60th percentile
- Completion of at least two undergraduate general education mathematics courses with a grade of “B” or higher in each, as well as all content area courses to be determined by transcript evaluation.
- Passing score on Praxis I Pre-Professional Skills Tests or waiver from the CSDE.
- Passing score on content area Praxis II Subject Assessment(s).
- For Spanish candidates: Passing score on ACTFL; oral and written proficiency exams.
- Completed graduate application, mini-portfolio, three references and a non-refundable $50 application fee.
- Immunization Records if born after Dec. 31, 1956.
- A review of the application will be completed by the M.A.T. program admissions review committee.
- Qualified applicants will then be invited to interview.
Program Entry Interviews and Academic Planning
Each candidate must meet with the M.A.T. coordinator and department chair or representative. This is a 13- month cohort model providing the required coursework leading to teacher certification in the selected area and a master’s degree. Candidates are expected to take all courses in a specified sequence totaling 42 semester hours.
Program Completion and Eligibility for State Teacher’s Certification
Passing score or waiver on PRAXIS I examination, the appropriate passing scores on Praxis II, and ACTFL exams of oral and written proficiency are required for Connecticut state teacher certification. Once a student has completed all his/her teacher certification requirements, the university’s teacher certification officer will file with the Connecticut State Department of Education (CSDE) the necessary documents for the student’s receipt of CSDE teacher certification.
Dismissal from, Admission to, or Retention in Professional Teacher Education Program
Strict guidelines for admission to and retention in the teacher education certification programs include academic excellence. Students who fail to meet or maintain established admission and retention criteria will be dismissed from the program. The M.A.T. program oversight committee will recommend candidates for student teaching during the third cohort semester.
Dismissal from the Student Teaching Experience
Superintendents, school district facilitators, cooperating teachers, principals, university supervisors and faculty members of the E&EP department, in consultation with the appropriate arts and sciences, health education, or music education faculty members, reserve the right to remove a student teacher from any student teaching/clinical experience.
A recommendation for dismissal can be based on but is not limited to:
- An absence of five or more consecutive teaching days in a 15-week (75 full teaching days) assignment or three or more consecutive days in a seven week (35 full teaching days) assignment, without presenting a verified explanation.
- A failure to demonstrate the state-mandated teaching competencies during student teaching or any clinical experience.
- Evidence of abuse of alcohol or other drugs.
- Written recommendation from the PK-12 public school’s cooperating teacher, principal, the E&EP department chair and/or the coordinator of student teaching that the student teacher be removed from the clinical placement due to the student teacher’s failure to meet the school’s expectations.
- Non-professional behavior as documented by the PK-12 public school’s cooperating teacher, principal or department chair.
- Violation of the CSDE Code of Professional Responsibility.
- Allegation or conviction for sexual, physical or emotional intimidation, harassment or abuse of PK-12 students.
- Allegation or confirmation of a felony indictment.
When problems arise during a student teaching/clinical experience, the university supervisor notifies the coordinator of student teaching in a formal letter that clearly states both the concerns and the steps that have been taken to rectify the situation. The coordinator of student teaching then forwards this information to the chair of the E&EP department who, in turn, meets with involved parties –– the student teacher, the coordinator of student teaching, the university supervisor and the assistant dean/certification officer –– to investigate the situation, develop plans for improvement or to recommend dismissal of the student teacher from the program.
The chair of the E&EP department confirms all decisions of this meeting via a letter to the student teacher. The letter is signed by the chairperson of the E&EP department and the coordinator of student teaching; copies are sent to the dean and assistant dean of the School of Professional Studies.
The student teacher has the right to submit a written appeal within seven days of a notification of dismissal, to the chair of the E&EP department, the coordinator of student teaching and the university supervisor. The affected student also has the right –– within two weeks of the hearing date –– to appeal, in writing, his/her dismissal to the dean of professional studies.
|Core Curriculum for Secondary Cohorts|
|ED 500 Contemporary Educational Issues||3 SH|
|ED 502 Secondary Student Teaching (Grades 6-12) for the M.A.T. Program||6 SH|
|ED 503 Educational Psychology||3 SH|
|ED 514 Teaching Reading in the Content Areas||3 SH|
|ED 530 Curriculum Leadership in the Secondary School||3 SH|
|ED 532 Computer Literacy in Education||3 SH|
|ED 546 Inquiry in the Classrrom||3 SH|
|ED 571 Urban Education Experience||3 SH|
|ED 592 Capstone Project in Education||3 SH|
|ED 593 Standards, Mandates, and Legal Issues in Teaching||3 SH|
|EPY 509 Exceptional Learners: Children & Adolescents||3 SH|
|Secondary Education, Mathematics Option Content Courses|
|MAD 513 Topics in Secondary School Mathematics Education||3 SH|
|MAD 549 Teaching Mathematics in Secondary Schools||3 SH|
|Secondary Education, Science (Biology) Option Content Courses|
|ED/BIO 566 Teaching Science in Secondary Schools||3 SH|
|ED/BIO 605 Applied Research Techniques in Biology||3 SH|
|Secondary Education, World Language (Spanish) Option Content Courses|
|ED/SPA 567 Applied Linguistics in Spanish||3 SH|
|ED/SPA 568 Teaching Spanish in Secondary Schools: Content and Pedagogy||3 SH|