The Master of Arts in Teaching (MAT) is designed to offer North Carolina licensure in Elementary Education to those who have undergraduate degrees in majors other than Education. Queens University of Charlotte has a long-standing commitment to provide educators with the skills needed to deal with the complexities of today's classroom setting. Candidates earning their licensure at Queens commit themselves to a productive career and a noble life in teaching. They recognize the vital role of the educator in guiding, nurturing and shaping the lives of children.

GOALS

The MAT program will:

• Provide opportunities for the teacher to develop insights into the understanding of the theoretical and philosophical bases for educational practices in the elementary school, the elementary curriculum, the interrelationship of subjects and major curriculum movements and trends
• Develop the teacher's understanding of the nature of the learner, the learning process and the evaluation of learning
• Assist the teacher in gaining insights and skills in the use of techniques of research and in designing and carrying out research projects
• Provide the teacher with a concentrated study of the instructional areas of the elementary curriculum
• Develop the teacher's ability to synthesize information and resources to provide a developmentally appropriate living/learning environment for elementary children
• Promote increased understanding of advanced computer skills and integrate technology into the curriculum

OBJECTIVES

The MAT program will:

• Develop knowledge and understanding of theories and principles of human growth and development and learning and their implications for providing learning environments appropriate to the physical, cognitive, social and emotional needs of elementary school children
• Develop an understanding of the basic principles of curriculum planning and implementation of a developmentally appropriate, comprehensive integrated class room program
• Develop knowledge of learning strategies and models consistent with the developmental needs of elementary school children and reflective of proven educational practice and research
• Develop knowledge of effective instructional practices and assessment strategies which apply language and literacy research and theory to the planning of an integrated literature and communication process throughout the curriculum
• Develop knowledge and understanding of the mathematical concepts and processes and their implications for developing learning environments which focus on the importance of learning through concrete and manipulative experiences and on fostering positive attitudes towards Mathematics
• Develop knowledge of science concepts, principles, and experiences that will enable teachers to provide integrated, discovery-centered, teacher-facilitated classroom science programs which are developmentally appropriate for elementary school children

ADMISSION TO THE PROGRAM

Application Requirements

To be considered for admission to the MAT program, an applicant must:

1. Hold a baccalaureate degree in a major other than education from a regionally accredited institution
2. Submit a completed graduate application form, including the non-refundable $40 application fee
3. Submit official transcript(s) of all post-secondary academic course work. It is the applicant's responsibility to have ALL transcripts sent directly from each institution attended to the Graduate Admissions Office
4. Have a cumulative grade point average of at least 2.500 or better on a 4.000 scale on all post-secondary academic course work
5. Provide a written statement describing professional and personal goals and objectives.

INTERNATIONAL STUDENT ADMISSION

International students applying to a graduate program must meet all academics requirements as well as any additional requirements as outlined by the individual program. If transferring credit from a college or university outside the U.S., you must submit a course-by-course evaluation from World Education Services (WES, www.wes.org). Queens accepts the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS) in place of the SAT. A minimum score of 550 (written test), 213 (electronic test), or 79 (internet based test) on the TOEFL is required for admission. A minimum composite score of 6.5 on the IELTS is required foradmission. Also, in lieu of the TOEFL, Queens will accept successful completion (level 12) of the ELS Language Centers English language program.

For more information on the MAT program or an application, contact the Graduate Admissions Office
at (704) 337-2313.

STUDENT STATUS

Full Graduate Status
Is accorded applicants who have met all admissions requirements, including a satisfactory undergraduate grade point average, acceptable GRE scores and the satisfactory completion of any required preparation or licensure required courses.

Preliminary Graduate Status
Is accorded applicants who have not yet completed the required licensure courses or preparatory requirements. Students should notify the graduate office when all preliminary course work has been completed to receive full graduate status. Students must be at full graduate status before the student teaching internship experience.

Probational Acceptance
Students accepted on probation must meet the requirements as outlined in their acceptance letter in order to continue enrollment at Queens. Students who are conditionally admitted to the University must meet the requirements for full acceptance in order to continue taking courses at Queens. Conditional acceptance is typically granted to a student who is missing one or more admissions requirement but shows academic promise.

REQUIREMENTS FOR THE MASTER OF ARTS IN TEACHING

Professional Course Work
The MAT is a two phase program consisting of 42 hours of graduate professional education course work in Phase I and 9 hours of graduate professional education course work in Phase II. All students must earn a grade of C or better in all education courses. A 12 credit hour student teaching internship in the Charlotte-Mecklenburg School System (CMS) is required. This experience is the capstone of Phase I. Enrollment in EDUC 499 Professional Internship takes place only after the completion of all Phase I professional course work.

Comprehensive Examination
A comprehensive written examination is required. The examination is taken at the end of Phase II when all other program requirements are satisfied. Students must successfully complete the examination before they are awarded the degree. The exam is evaluated on a pass/fail basis.

Program of Study
The MAT program is designed to offer North Carolina licensure in elementary education to those who have undergraduate degrees in majors other than education. The program is structured in two phases. At the end of Phase I, candidates apply for initial "A" level licensure. Courses in Phase II cannot be taken prior to finishing Phase I or prior to obtaining the "A" initial level license. At the end of Phase II, candidates earn the MAT and upgrade to an advanced masters "M" level license.

Suggested Course Sequence

Students may begin the MAT program in any term - spring, summer, or fall. A sequence of courses can be developed for individual students by the Education Advisor. The following are suggestions to make the program more meaningful.

• EDUC 518 Foundations and Curriculum in Elementary Education should be taken as early in the program as possible
• EDUC 527 Teaching Reading & Other Language Arts should be taken before EDUC 524 Diagnostic and Corrective Reading Techniques

Application for Student Teaching
MAT students must apply for student teaching in the term preceding their planned student teaching semester (EDUC 499). All Phase I professional course work must be completed before the student teaching semester.

To be accepted a student must:

• Have positive recommendations by two Queens faculty members;
• Have a cumulative grade point average of 2.500;
• Have a major grade point average of 2.75;
• Earn a grade of C or better in all education courses;
• Have acceptable Student Disposition Forms from both student and faculty;
• Be in good standing at the University; and
• Receive the approval of the School of Education faculty and the Teacher Education Committee.

Print, complete and return to the Cato School of Education the appropriate application:

• Elementary Education Student Teaching application

PHASE I
The course of study for Phase I provides candidates with teaching competencies identified by The North Carolina Department of Public Instruction (NCDPI).
EDUC 504 Classroom Management and Conflict Resolution
EDUC 510 Educational Psychology
EDUC 516 Math/Sci Methods in Elementary Education I
EDUC 514 Educational Technology
EDUC 518 Foundations and Curriculum in Elementary Education
EDUC 524 Diagnostic and Corrective Reading Techniques
EDUC 527 Teaching Reading & Other Language Arts
EDUC 517 Math/Sci Methods in Elementary Education II
EDUC 540 Social Studies Methods/Materials in the Elementary School
EDUC 548 Vocabulary and Content Study of Reading
EDUC 499 Professional Internship (12 Hrs.) OR EDUC 498 Supervised Internship for Lateral Entry Teachers

Additional Requirement for initial licensure:

• Pass appropriate PRAXIS II Tests
• Submit Technology Portfolio

Field Experiences
In conjunction with course requirements, the program requires field experiences in a variety of grade levels in the CMS System. Field experiences related to methods courses will be arranged with the course instructor. Each candidate is responsible for completing the field hours required in the methods courses. Each field experience placement consists of opportunities for candidates to:

• Observe students and teachers in a learning environment
• Assist teachers with professional responsibilities
• Provide direct teaching and management experience in one-on-one or small group Settings

PHASE II
Phase II courses may not be taken before the completion of Phase I. Only candidates who have been recommended for licensure by Queens and who have received A level licensure may enroll in Phase II. The course of study for Phase II is designed to extend NCDPI competencies and match the core competencies required for advanced licensure.
EDUC 503 Educational Research and Evaluation
EDUC 525 Diversity in Schools
*EDUC 551 Teacher as Researcher
*EDUC 552 Seminar in Reflective Practice
*NOTE: EDUC 552 is a co-requisite to EDUC 551. Students enroll in 551 and 552 in the fall semester, however, these classes continue through the spring semester and final grades are awarded at completion of these courses in May. The MAT is conferred once 551/552 are complete. Once the degree is conferred a student then applies for advanced level M licensure.

Additional Phase II Requirements:

• The Action Research Project is the culminating activity for Phase II. Candidates conduct original research as part of EDUC 551 Teacher as Researcher and report it as a publishable paper, and present it at an Action Research Symposium.
• The Comprehensive Examination allows candidates to demonstrate their ability to synthesize program knowledge. The examination is evaluated on a pass/fail basis.