Degrees and Requirements
Master of Arts in Teaching
The Master of Arts in Teaching (MAT) program is intended for individuals who have earned a bachelor’s degree in any area and would like to earn initial teaching certification at the graduate level. The MAT program is meant to prepare graduate students for a career as a highly qualified teacher in Pennsylvania, skilled to teach any core subject at the 4th-6th grade level and skilled to teach a specific subject area (English/Language Arts and Reading; Mathematics, Science, or Social Studies) at the 7th-8th grade level. To earn state teaching certification, graduates of the MAT program must meet all of the teaching competencies and certification requirements set by the Pennsylvania Department of Education. MAT program completers will be eligible for Grades 4-8 Teaching Certification in Pennsylvania.
Requirements for Program Entry:
• BA or BS degree from an accredited college or university
• Minimum 3.0 overall undergraduate GPA
• Security Clearances within the past six months:
o PA Child Abuse History Clearance
o PA State Police Criminal Record Check
o FBI Fingerprinting Check
Pre-requisite credits (6):
- 3 credits of Educational Psychology or Developmental Psychology (Child/Adolescent)
- 3 credits of Supporting Multilingual Learners in the Classroom - EDUC2000 at LRU
- EDUC2000 may be taken at La Roche during the first semester of the graduate program
Content specialization:
Passing score on 7th/8th grade content certification exam for Pennsylvania Middle Level Certification
--OR--
15 undergraduate and/or graduate credits within one of the following content areas:
- English/Language Arts/Reading (including English or Literature)
- Math (including Mathematics or Computer Science)
- Science (including Biology, Chemistry, Earth Science, or Physics)
- Social Studies (including History, Geography, or Political Science)
LA ROCHE REQUIREMENTS: To successfully complete the Master of Arts in Teaching, the following graduate coursework is required:
- 9 credits of Accommodations and Adaptations for Students with Disabilities in an Inclusive Setting
- 12 credits of Instructional Methods and Research
- 9 credits of Student Teaching
Summary of Requirements
Graduate Course Requirements: 30 credits
EDSP5010CONTEMPORARY ISSUES IN EDUCATION
Credits (Min/Max): 3/3
The purpose of this graduate course is to prepare MAT candidates to be well-informed educators by investigating current trends and issues in education. A core set of topics will be explored in depth, including developments in curriculum and instruction, legal policies, new technology, ethical principles, and standards for practice. Additional content may be added in response to new issues or student expressed interests. MAT candidates will prepare to become informed consumers of eductional research by learning to evaluate the strength of the research articles and analyzing research trends to identify effective practices for working with all young adolescents.
EDSP5020ASSESSMENT FOR DATA BASED
Credits (Min/Max): 3/3
The purpose of this graduate course is to prepare MAT candidates to use data to guide their instruction, with valid and reliable assessment practices to promote equitable learning environments for all students. This course will focus on designing and implementing assessments to evaluate the effectiveness of instructional practices and programs, including the procedure for creating and maintaining Individualized Education Plans (IEPs).
EDSP6010LITERACY INSTRUCTION FOR DIVERSE
Credits (Min/Max): 3/3
PREREQUISITE: EDSP5020, GRADE OF C OR BETTER This graduate course focuses on how processing differences affect literacy, and how to provide the explicit, systematic instruction needed by diverse learners. The course will provide research-based recommendations for instruction in writing and the five essential components of reading as well as measures to assess and monitor students' progress. MAT candidates will learn to evaluate instructional effectiveness and adapt instruction, how to differentiate instruction for diverse groups of students, and how to provide differentiated instruction through a Response to Intervention and Instruction (RTII) model. Practice opportunities will be provided for application of course concepts.
EDUC5000CHARACTERISTICS OF EFFECTIVE
Credits (Min/Max): 3/3
This graduate course provides an overview of the philosophy of middle level education and the characteristics of developmentally responsive instruction. This course will critically examine specific structures and practices that support the unique needs of adolescent learners.
EDUC5025CREATING POSITIVE LEARNING
Credits (Min/Max): 3/3
The purpose of this graduate course is to prepare MAT candidates to create and maintain supportive learning environments that promote the healthy development of all adolescents. This course will focus on effective adolescent behavior strategies and appropriate organizational techniques for the classroom.
EDUC6000INSTRUCTIONAL STRATEGIES ACROSS
Credits (Min/Max): 3/3
PREREQUISITE: EDSP5020, GRADE OF C OR BETTER This graduate course provides an in-depth exploration of evidence-based instructional strategies, including the use of technology and other classroom materials, across the core disciplines of language arts, mathematics, science, and social studies. MAT candidates will design lessons to motivate students within the context of each subject and will create learning opportunities that reflect an understanding of adolescent development.
EDUC6025PROFESSIONALISM AND ACTION
Credits (Min/Max): 3/3
COREQUISITE: EDUC6050 This graduate course is intended as a co-requisite for student teaching in teh MAT program, so that teacher candidates can utilize research and data-based decision making to fully participate in collaborative school structures as a professional educator.
EDUC6050MIDDLE LEVEL STUDENT TEACHING
Credits (Min/Max): 9/9
PREREQUISITE: EDUC6000, GRADE OR C OR BETTER This culminating graduate course provides MAT candidates with the opportunity to implement the middle level curriculum for all learners during a twelve week supervised student teaching placement in a 4th-8th grade classroom. Under the direct supervision of a cooperating teacher and a university supervisor, the student teacher will demonstrate the pedagogical cycle of planning, managing, instructing, assessing, and reflecting on student growth within the content areas.