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.
All students must apply to the Cato School of Education for admission to the Teacher Education program (TEP). Students may only take five EDUC courses before being admitted to the TEP. Applications to the TEP can be obtained in the School of Education Office in Jernigan 203.
Requirements for TEP Admission:
- Completed TEP Application
- TEP Application Essay
- Overall GPA of 2.5 and Major GPA of 2.75
- Two Positive Faculty Assessments of Disposition
- Passing Scores on ACT, SAT or Praxis I Core Academic Skills for Educators Test
- Registration and Payment in Foliotek - five year subscription
- Approval of the Teacher Education Committee
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:
The course of study for Phase I provides candidates with teaching competencies identified by The North Carolina Department of Public Instruction (NCDPI).
EDU 504 Classroom Management & Conflict Resolution
EDU 510 Educational Psychology
EDU 513 Mathematics Methods in Elem Ed
EDU 514 Educational Technology
EDU 518 Foundations & Curriculum in Elem Ed
EDU 524 Diagnosis & Correction of Reading Difficulties
EDU 527 Teaching Reading & Other Language Arts
EDU 533 Science Methods in Elem Ed
EDU 540 Social Studies Methods & Materials in Elementary Schools
EDU 548 Content and Vocabulary Development in Elem Ed
EDU 499A Professional Internship Elementary Or EDUC 498A Supervised Internship
Additional Requirement for initial licensure:
Acceptable scores on the NC Foundations of Reading and General Curriculum Tests
Submit Technology Portfolio
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 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.
EDU 503 Educational Research and Evaluation
EDU 525 Diversity in Schools
EDU 551* Teacher as Researcher
EDU 552* Seminar and 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.