• provide opportunities for the teacher to develop insights into the understandings 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; and
• promote increased understanding of advanced computer skills and integrate technology into the curriculum

Objectives of the MAT Program

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 classroom 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.

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Admission to the MAT Program

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

1. Hold a baccalaureate degree in a major other than education
from an 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 &Adult 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 the Graduate & Adult Admissions Office with two
letters of reference.

6. Submit satisfactory scores on the Graduate Record
Examination (GRE). Verbal 380/Quantative 410 (combined 790)
AND Analytical Writing 380 or 3.0.

8. Schedule a personal interview. Please call 704.337.2314
for an appointment.

9. International students must also submit the following
documents submit the following documents:

• Test scores of 550 or higher on the Test of English as Foreign Language (TOEFL) Examination.
• Certified English translation of all prior academic records for work that corresponds to the bachelor's degree in the United States.
• Bank statements stating that funds, in US currency, are available for the student's education. Students and their families should be prepared to bear all expenses involved in obtaining an education in the United States since there are no federal or state financial aid resources for foreign students.

• Two courses in composition
• Literature
• World Civilization Since 1650
• The United States Since 1877
• One course in college mathematics
• General Psychology
• Principles of Sociology
• One laboratory science course
• One economics course
• One additional social science course, preferably political science
• Two additional liberal arts courses chosen from different disciplines, (i.e. music, art, drama, foreign language, speech, philosophy)

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 t

  •  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.

In addition, candidates will design and complete a 10-hour-minimum field placement at an elementary school of their choice. The purpose of this experience is to broaden candidates’ knowledge and enable them to pursue their interest in the variety of elementary school configurations. A field experience proposal must be submitted and approved by the division prior to beginning the self-designed field experience. Forms for this purpose are available from the Education Division.

Candidates are asked to keep a reflective journal documenting the self-designed field experience. Completed journals will be submitted to the Education Division prior to the internship semester.

• Curriculum, Instruction & Assessments (test code 0011)
• Elementary Education: Content Area Exercises (test code 0012)

Phase II
The course of study for Phase II is designed to extend NCDPI competencies, build on and align with the National Board propositions for experienced teachers, and matches the core competencies required for advanced licensure. Candidates are classroom teachers in Phase II.

Hours     Course No.     Title
  3           EDUC 503        Educational Research and Evaluation (Fall)
  3           EDUC 525        Diversity in Schools (Spring)
  2           EDUC 551        Teacher as Researcher (Fall)
  1           EDUC 552        Seminar in Reflective Practice (co-requisite EDUC 551) (Fall)

  Total credit hours =9

MAT conferred; apply for advanced licensure level ‘M’.

Other Phase II Requirements:

• Action Research Project  
• Teaching Portfolio
• Comprehensive Examination

•  The Action Research Project is a culminating activity for Phase II EDUC 551 Teacher as Researcher. Candidates conduct original research, report it as a publishable paper, and present it at an Action Research Symposium.
•  The Teaching Portfolio Presently, the NCDPI requires initially licensed teachers to advance through a performance-based licensure (PBL) process. The purpose of the ‘Teaching Portfolio’ is to assist candidates as they work through this process.

• It is the responsibility of the candidate to keep the coordinator aware of his/her status as a candidate.

Admission to Student Teaching

Students must apply for student teaching in the term preceding their planned student teaching semester. All Phase I professional course work must be completed before the student teaching semester. Minimum criteria for admission to student teaching are:
  •  a cumulative grade point average of 2.50
  •  recommendation by the major department
  •  approval of the Education Division and Teacher
      Education Committee

Retention

Retention in the program is based on the expectation that candidates demonstrate the characteristics of, and conduct themselves as members of, the teaching profession. Students may be removed from the program upon showing professional incompetence. A deficiency in one or more of the following areas is evidence of professional incompetence:

• knowledge of the subject taught,
• ability to impart that knowledge,
• the manner and efficacy of discipline in the classroom,
• rapport with students, as well as parents, faculty, administration and staff,
• physical and mental ability to perform the essential functions of a teacher.