• 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 enable participants to 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;
• Basic principles of curriculum planning and implementation of a developmentally appropriate, comprehensive integrated classroom program;
• Learning strategies and models consistent with the developmental needs of elementary school children and reflective of proven educational practice and research;
• 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;
• 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;
• 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 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 &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) -- combined 790 -- AND Analytical Writing 3.0.

7. 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.

Field Experiences
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.


Candidates are asked to keep a reflective journal documenting the self-designed field experience. Completed journals will be submitted to the Cato School of Education 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. 

The following are the required courses for completion of the MAT and advanced licensure level 'M'.

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

  Total credit hours =9


Order of the Classes for Phase II
When you take the courses is dependent upon when you have completed your student teaching, a requirement for Phase I.

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.

When all these requirements are met, the MAT is conferred and the student may apply for advanced licensure level ‘M’.

• 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:
  •  Cumulative grade point average of 2.50 & 2.75 in the major
  •  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.

Who to Contact/More Information

Graduate Admissions
704 337-2313