Master of Arts in Teaching and
Fast Track Initial Licensure
The Master of Arts in Teaching (M.A.T.) .) and the fast-track initial licensure program are designed specifically for the adult who is changing careers to enter the teaching profession. Both programs build on the candidate’s solid bachelor’s degree in an appropriate field as required for teacher licensure. The M.A.T. focuses on developing and extending the pedagogical, leadership, and research knowledge, skills, and dispositions needed by beginning and experienced teachers. The fast-track initial licensure program focuses on developing the pedagogical and leadership knowledge, skills, and dispositions needed by beginning teachers.
Program
Descriptions
Phase One of the M.A.T. is
identical to the fast-track licensure program. Candidates take professional
education courses and any content-specific deficiency courses required for
initial licensure in their field. The culminating experience is a semester-long
full-time internship in a P-12 classroom to gain supervised teaching experience
in the licensure field. Successful completion of all requirements in Phase
One/fast-track initial licensure program leads to a recommendation for
We strongly recommend that candidates in the fast-track licensure program who wish to apply to the M.A.T. do so before completing their sixth graduate credit hour as a post baccalaureate student.
In Phase Two of the M.A.T., candidates are expected to be
employed as teachers in order to conduct the required action research and
leadership assignments. Successful completion of all requirements in Phase Two,
coupled with two years of successful teaching, leads to a recommendation for
advanced licensure in
Licensure
Fields, Associated Departments, and Graduate Coordinators
Fast-track initial licensure program
Office of Teacher Education Advising and Licensure
704-687-8725
Mr. Josh Avery, Licensure advisor
jdavery@email.uncc.edu
Art Education (K-12)
Department of Middle, Secondary, and K-12 Education
704-687-8875
Dr. Leslie Cook,
Fine & Performing Arts advisor
Lcook9@email.uncc.edu
and
Department of Art
704-687-2473
Dr. Roy Strassberg, Department Chair
rstrassb@email.uncc.edu
Dance Education (K-12)
Department of Middle, Secondary, and K-12 Education
704-687-8875
Dr. Leslie Cook,
Fine & Performing Arts advisor
Lcook9@email.uncc.edu
and
Department of Dance & Theatre
704-687-2482
Ms. Pam Sofras, Dance Education Coordinator
pasofras@email.uncc.edu
Elementary
Education (K-6)
Department of Reading and Elementary Education
704-687-8889
Dr. Sue McKinney, Program coordinator
semckinn@email.uncc.edu
French, German, and Spanish Education (K-12)*
*Spanish is offered in the fast-track licensure program only, not the M.A.T.
Department of Middle, Secondary, and K-12 Education
704-687-8875
Dr. Lan Quach, Program coordinator
lquach@email.uncc.edu
Middle
Grades Education (6-9)
Options: English/Language Arts,
Mathematics, Science, Social Studies
Department of Middle, Secondary, and K-12 Education
704-687-8875
Dr. Kim Hartman, Program Coordinator
khartman@email.uncc.edu
Music
Education (K-12)
Department of Middle, Secondary, and K-12 Education
704-687-8875
Dr. Leslie Cook,
Fine & Performing Arts advisor
Lcook9@email.uncc.edu
and
Department of Music
704-687-2472
Dr. Judith Sullivan, Music education co-coordinator
jasulliv@email.uncc.edu
Dr. Randy Haldeman, Music education co-coordinator
rkhaldem@email.uncc.edu
Special Education (K-12)
Options: Adapted
Curriculum or General Curriculum
Department of Special Education and Child Development
704-687-8772
Dr. Campbell-Whatley, Program coordinator
Gcambel@email.uncc.edu
Secondary Education (9-12)
Options: English, Mathematics, History/Comprehensive
Social Studies, Biology, Chemistry, Comprehensive Science, Earth Sciences,
Physics
Department of Middle, Secondary, and K-12 Education
704-687-8875
Dr. Kim Hartman, Program Coordinator
khartman@email.uncc.edu
Teaching English as a
Second Language (K-12)
Department of Middle, Secondary, and K-12 Education
704-687-8875
Dr. Theresa Perez, Program coordinator
tperez@email.uncc.edu
Theatre Education (K-12)
Department of Middle, Secondary, and K-12 Education
704-687-8875
Dr. Leslie Cook,
Fine & Performing Arts advisor
Lcook9@email.uncc.edu
and
Department of Dance & Theatre
704-687-2482
Mr. Matt Webster, Theatre Education coordinator
Program
Goals
Successful completion of
Phase One or the fast-track licensure program meets all
By the end of the Phase One of the M.A.T. program (the fast-track licensure portion), successful candidates will be able to meet the INTASC standards required of beginning teachers:
1) Content Pedagogy: The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
2) Student Development: The teacher understands how children learn and develop and can provide learning opportunities that support a child’s intellectual, social, and personal development.
3) Diverse Learners: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
4) Multiple Instructional Strategies: The teacher uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
5) Motivation and Management: The teacher uses understanding of individual and group motivation and behavior to create a learning environment that encourages social interaction, active engagement in learning, and self motivation.
6) Communication and Technology: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
7) Planning: The teacher plans based upon knowledge of subject matter, students, the community, and curriculum goals.
8) Assessment: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
9) Reflective Practice: Professional Growth: The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
10) School and Community Involvement: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being.
By the end of the second phase of the program, successful candidates will be able to demonstrate the advanced competencies in their licensure fields, summarized in the following objectives:
1) Educational research and assessment. Teachers will demonstrate knowledge of, skills in, and application of educational research and assessment, including instructional modifications for diverse learners.
2) Advanced
pedagogy. Teachers will demonstrate advanced levels of pedagogical
knowledge and skills which involve appropriate responses to variations in
students’ learning needs and learning styles as well as the curriculum
expectations of
3) Advanced content knowledge. Teachers will demonstrate advanced levels of knowledge in their academic discipline.
4) Professional Growth and Leadership. Teachers will demonstrate self-directed, self-reflective professional behavior and collaborative leadership skills that are focused on the improvement of educational practice and students’ learning.
5) Students’ Learning. Teachers will demonstrate a positive impact on students’ learning in P-12 classrooms.
Program Requirements
The Master of Arts in Teaching requires a total of 39 hours of coursework in professional education and the content field. Elementary and special education do not have a content field requirement. The fast-track licensure program requires from 18 to 27 hours of coursework, depending on the licensure track.
Additional coursework in Phase One of the M.A.T. (the fast-track licensure program) might be required to satisfy background requirements in the content field. Candidates must have the appropriate degree and specific coursework in the required competency areas within the intended content field of teaching. Candidates will be notified of any such additional requirements with their acceptance letter.
These new M.A.T. and fast-track initial licensure programs
respond to licensure requirements established by the North Carolina Department
of Public Instruction and to recent federal guidelines established through the
No Child Left Behind legislation. Because these programs are evolving, a
Advising
Each candidate will have an assigned advisor within the
department associated with their licensure field. In the middle grades,
secondary and K-12 fields, this advisor will collaborate with faculty in the
appropriate department in the
Licensure
At the end of Phase One, the candidate will apply for the
Admission
Requirements for the Master of Arts in Teaching
(Forms available at http://education.uncc.edu/mat )
1) A bachelor’s degree from an accredited college or university:
a. For middle grades, secondary education, and K-12 education in art, dance, music, theatre, French, or German, the bachelor’s degree should have a major or equivalent in the content area of the licensure field selected.
b. For elementary and special education, the bachelor’s degree should have strong breadth in the liberal arts associated with any major.
2) An undergraduate GPA of 2.75 overall and 3.0 in the junior/senior years
3) A score at the 30th percentile or higher on the Graduate Record Exam (GRE) or Millers Analogies Test (MAT)
4) A satisfactory essay providing a statement of purpose
5) Satisfactory recommendations from three professionals able to judge the applicant’s potential for working with children and youth
Capstone
Experience
M.A.T. candidates will have a choice of a comprehensive portfolio or master’s research project, both of which are supported by a series of seminars in ELED, MDSK, or SPED 6691. The candidate’s graduate committee will assist in the development of the final product of this capstone experience and will participate in evaluating that product according to established rubrics.
Assistantships
There are limited
opportunities within the departments of the
Admission
Requirements for the Fast-Track Initial Licensure Program
(Forms available at http://education.uncc.edu/mat )
1) A bachelor’s degree from an accredited college or university:
a. For middle grades, secondary education, and K-12 education in art, dance, music, theatre, French, German, or Spanish, the bachelor’s degree should have a major or equivalent in the content area of the licensure field selected.
b. For elementary and special education, the bachelor’s degree should have breadth in the liberal arts associated with any major.
2) An undergraduate GPA of 2.5 overall
OR
Passing scores on Praxis I tests and a GPA of 3.0 in one of the following: (a) the undergraduate major, (b) all coursework in the senior year, or (3) 15 licensure-related credit hours completed within the last 5 years
3) Satisfactory recommendations from three professionals able to judge your potential for working with children and youth
Courses specific to the Master of Arts in Teaching
and Fast-Track Initial Licensure Programs
The courses described below are specifically designed for
Phase One of the M.A.T. and the fast-track initial licensure programs. Other graduate courses included in Phase Two
of the M.A.T. are described with the respective M.Ed. programs, with lists of
general graduate courses in Education, and in the content fields in the
Art Education Courses
ARTE 5121. Art Education Methods I (K-12). (3) Prerequisite: Admission to MAT
or Fast-track Licensure Program. Analysis of learning theories as related to
growth and development in visual arts; organization of tools, media and
materials; curriculum design in planning art units and lesson plans; evaluation
and motivation techniques. Approximately 40
hours of clinical/classroom-based field experience required. Studio/Lecture course. Six contact hours. (Fall,
Spring)
ARTE 5122. Art Education Methods II (K-12). (3) Prerequisites: ARTE 5121 and 3 credit hours of ARTE 6021
with a “B” or better grade. Development of objectives for art education based on personal and
historical references, philosophy, and psychology. Relationship of the arts
and artists to contemporary society.
Curriculum design,
classroom management, and approximately
40 hours of clinical/classroom-based field experience required. Studio/Lecture course.
Six contact hours. (Fall, Spring)
ARTE 6021. Topics: Graduate Art
Studio. (3) Prerequisite: Admission to MAT or Fast-track Licensure Program and consent of instructor. Supervised individual
creative research of artistic problems in a particular discipline with
appropriate documentation of resulting research. Six contact hours. May be repeated for credit. (Fall, Spring)
ARTE 6923. Advanced Art Education Methods. (3) Prerequisite: Grade of B or better in ARTE 5121 and ARTE 5122, and MAT Phase Two standing. Understand and demonstrate knowledge of art education research, art content, advanced pedagogy, and leadership through selected readings, presentations, and research paper. Continue work on Master’s Research Project or Master’s Comprehensive Portfolio. Studio/lecture course. Six contact hours. (On demand.)
Dance Education Courses
DANC courses under development
Elementary Education Courses
ELED 5100. Intensive Orientation to Teaching. (6) Major instructional, organizational, management, and assessment approaches within models of teaching. Theories and research about child development and diversity. North Carolina Standard Course of Study (NCSCOS), state and local assessment programs, teacher accountability, school laws and responsibilities of teachers, teacher evaluations and high stakes accountability, and working with other stakeholders in the education process. Modern day contexts, issues, and problems of schools with reference to educational history and philosophy. Requires extensive clinical experience.
ELED 5200. Teaching Literacy. (3) Basic methodology in teaching reading and language arts, including the use of children’s literature. Examination of the K-6 literacy curriculum and instructional materials with reference to developmental stages of learning and the impact of diversity in literacy instruction and curriculum integration. Emphasis on basic, effective teaching strategies and organizational patterns expected to be used in the schools. Requires extensive clinical experience.
ELED 5201. Teaching Mathematics. (3) Basic methodology in teaching mathematics from a constructivist perspective, with examination of other perspectives related to major models of teaching. Examination of the K-6 mathematics curriculum and instructional materials with reference to curriculum integration and to developmental stages of learning and the impact of diversity in mathematics instruction. Emphasis on basic, effective teaching strategies and organizational patterns expected to be used in the schools. Includes attention to prospective teachers’ mathematical knowledge. Requires extensive clinical experience.
ELED 5300. Assessing, Modifying, and Integrating Literacy Instruction. (3) Assessment of student learning, evaluation of effectiveness of instruction, and modification of methods and materials for diverse learners. Closer examination of performance expectations by grade level, EOG testing, and effective instruction for struggling learners. Continued expectation for curriculum integration and use of models of teaching as an organizer for understanding instruction, assessment, and modifications. Applications of technology in literacy instruction. Design, implementation, and evaluation of literacy lessons and brief literature-focused integrated unit. Requires extensive clinical experience.
ELED 5301. Assessing, Modifying, and Integrating Mathematics Instruction. (3) Application, refinement, and expansion of pedagogical knowledge gained in the first mathematics pedagogy course, with focus upon assessment of student learning, evaluation of effectiveness of instruction, and modification of methods and materials for diverse learners. Closer examination of performance expectations by grade level, EOG testing, and effective instruction for struggling learners. Continued expectation for curriculum integration and use of models of teaching as an organizer for understanding instruction, assessment, and modifications. Applications of technology in mathematics instruction. Design, implementation, and evaluation of math lessons and brief mathematics-centered integrated unit. Requires extensive clinical experience for non-lateral entry teachers.
ELED 5400. Teaching and Integrating Science. (3) Reviews and extends models of teaching from ELED 5100 as applied to the teaching of science. Examines the K-6 science curriculum and instructional materials with reference to curriculum integration, developmental stages of learning, and the impact of diversity in science instruction. Emphasis on basic, effective teaching strategies and organizational patterns expected to be used in the schools. Includes attention to prospective teachers’ background knowledge as well as teaching competencies in all aspects of the K-6 NC science curriculum. Applications of technology in science instruction. Design, implementation, and evaluation of science lessons and brief science-centered integrated unit. Evaluation of student learning and strategies for instructional modifications for diverse learners. Requires extensive clinical experience for non-lateral entry teachers.
ELED 5401. Teaching and Integrating Social Studies. (3) Reviews and extends models of teaching from ELED 5100 as applied to the teaching of social studies. Examines the K-6 social studies curriculum and instructional materials with reference to curriculum integration and to developmental stages of learning and the impact of diversity in social studies instruction. Emphasis on basic, effective teaching strategies and organizational patterns expected to be used in the schools. Includes attention to prospective teachers’ background knowledge as well as teaching competencies in all aspects of the K-6 NC social studies curriculum. Applications of technology in social studies instruction. Design, implementation, and evaluation of social studies lessons and brief social studies-focused integrated unit. Evaluation of student learning and strategies for instructional modifications for diverse learners. Requires extensive clinical experience for non-lateral entry teachers.
ELED 6470. Elementary Education Clinical Experience. (3-6) Prerequisite: completion of all coursework required for the “A” license and department approval. Application required one semester in advance. Full-time internship in an approved K-6 school setting. (Fall, Spring)
French, German, and Spanish
Education Courses
FORL 5200. Secondary Methods—Foreign Languages. (3) Prerequisite: Admission to the fast-track initial licensure program or the Master of Arts in Teaching. Current trends and practices in teaching foreign and second languages in the middle school and high school, with emphasis on practical applications. Addresses state-mandated competencies. Required for licensure in the teaching of foreign language. (Fall) (Evenings)
FORL 5201. Foreign Languages in the Elementary School Methods. (3) Prerequisite: Admission to the fast-track initial licensure program or the Master of Arts in Teaching. Current trends and practices in teaching foreign and second languages in the elementary school, with emphasis on practical applications. Addresses state-mandated competencies. Required for licensure in the teaching of a foreign language. (Spring) (Evenings)
Other FORL courses under development
Middle, Secondary, and K-12 Education Courses
EDUC 5100. Diverse Learners. (3) Strategies for adapting instruction to meet the learning needs of all members of middle or secondary classrooms, including students at risk for school failure, individuals from culturally and linguistically diverse backgrounds, gifted students, and students with disabilities. Suggested prerequisite: MDSK 6162. Extensive clinical experience required.
ENGL 5254. Teaching English/Communications to Middle/Secondary School Learners. (3) Designing integrated approaches that develop and enhance students’ abilities to write, speak, listen, interpret texts, think critically, and explore new technologies. Developing rationales for integrated teaching; planning, design, and implementation of lessons, units, and course; methods of teaching a variety of genres; and other specialized concerns. Prerequisite: MDSK 6162. Extensive clinical experience required.
MAED 5132. Teaching Math to Middle School Learners. (3) Preparation to teach mathematics at the middle school level with emphasis on problem solving, mathematical connections, manipulatives, cultural diversity, and assessment, including school-based field experiences. Prerequisite: MDSK 6162. Extensive clinical experience required.
MAED 5251. Teaching Math to Secondary School Learners. (3) Preparation to teach mathematics at the secondary school level with emphasis on problem solving, mathematical connections, manipulatives, cultural diversity, and assessment, including school-based field experiences. Prerequisite: MDSK 6162. Extensive clinical experience required.
MDLG 5130. The Middle Grades Experience. (3) Current curricular and instructional programs and their impact on the learning of contemporary adolescents. Reform efforts currently underway in American schools that attempt to address issues surrounding these and other current practices. Developmental characteristics of the early adolescent learner. Extensive clinical experience required.
MDSK 5251. Teaching Science to Middle and Secondary School Learners. (3) Comprehensive overview of both science education and the nature of science. Planning and implementing effective learning experiences and assessment for both the number and the diversity of learners in a middle or secondary science classroom. Extensive clinical experience required.
MDSK 5253. Teaching Social Studies to Middle and Secondary School Learners. (3) Comprehensive overview of history and social studies education with an emphasis on providing opportunities for history and social studies teachers to create relevant, stimulating, content specific lessons for the diversity of students in middle or secondary schools. Extensive clinical experience required.
MDSK 6161. Research and Analysis, K-12 Teaching. (3) Prerequisite:
completion of all coursework required for the “A” license and department
approval. Concepts, methods, and
practices used by effective teachers in their daily classroom routines,
including systematic observation skills, interpretation of observation data,
and application of research-based findings. Requires a full-time, 10 to 15 week
internship experience of teaching (lateral entry employment or placement with a
licensed teacher) in the area for which you are seeking licensure. Includes formal observations in the intern’s classroom by
university faculty and/or school-based supervisors. Application
required.
MDSK 6162. Planning for K-12 Instruction. (3) Introduction to the systematic process of planning for effective classroom instruction and assessment. Special attention will be given to the related use of technology in the development of effective and systematic learning environments. It is a recommended pre-requisite for EDUC 5100 and most of the methods courses, as you will need lesson planning skills to be successful in most of your other courses. Extensive clinical experience required.
READ 5255. Integrating
SECD 5140. The Secondary School Experience.
(3) Overview of the developmental characteristics of the adolescent
learner and their relationship to instruction.
Context of
Music Education Courses
MUED 5140. Secondary Choral Methods.
(2). Pre-requisite:
Admission to the MAT or to the Fast-Track Licensure Program. Rehearsal
techniques, repertoire, and administration of junior and senior high school
choral groups. Includes mixed concert choirs, male and female choirs,
and techniques for show/jazz choir. Six hours of field work required. Three contact hours. (Fall)
MUED 5195. Secondary Instrumental
Methods. (2). Pre-requisite: Admission to the MAT or to
the Fast-Track Licensure Program. Musical, organizational,
and administrative aspects of teaching middle and secondary school bands and
orchestras. Methods,
materials and literature for teaching instrumental music. Five hours of
field work required. (Spring)
MUED 5137. Vocal Pedagogy. (3) Pre-requisite: Admission to MAT or Fast-Track
Licensure Program. A methodology course
designed to present the physiological and acoustical bases for a coherent
approach to the teaching of singing.
Areas of vocal technique to be studied include the physiology of the
voice, which includes posture, breathing, onset of sound, articulation
, vocal registration , and other related areas. (Fall)
MUSC 5001. Topics in Music. (1-6) Pre-requisite: Admission to MAT or MME and
permission of the instructor. Special
topics in music; may be repeated for credit.
Specific topics courses will be field-tested and modified to become
permanent courses. (Fall, spring)
MUED 5194. Elementary
Instrumental Methods. (2) Pre-requisite:
Admission to MAT or Fast-Track Licensure Program and consent of the
instructor. Study and
analysis through individual evaluation and in-class group performance of
current elementary instrumental; method books and teaching strategies. Field work required. Two contact hours. (Fall)
MUED 5151. Computer
Skills for the Music Educator.
(2) Pre-requisite:
Admission to MAT or Fast-Track Licensure Program and consent of the instructor. The study of contemporary
MUSC 5170. Graduate
Survey of Music History. (3) A survey of the materials of Western music and an overview of the
historical development and relationships of musical styles.
MUSC 6601. Graduate
Seminar in Music History. (3) Prerequisite: MUSC 5170 or consent of the
department. Individual
or group investigation of a selected style period, composer, genre, or topic of
current interest in music history. This course provides an introduction
to research methods, documentary sources, and critical analysis that will
culminate in a formal research paper worthy of scholarly presentation and/or
publication. (Spring)
Special Education Courses
See descriptions of SPED courses under Special Education
Teaching English as a Second Language Courses
READ 6204. Teaching
TESL 5103. Methods in Teaching English as a Second Language. (3) For current and future teachers of English as a Second Language (TESL) to master a variety of approaches, methods, and techniques of teaching ESL and other competencies prescribed by the State of North Carolina. (Fall)
TESL 5104. Authentic Assessment. (3)
For current and future teachers of English as a Second Language
(TESL) to develop multiple criteria assessment models as TESL diagnosticians
and to master other competencies prescribed by the State of North Carolina. (Spring)
TESL 6204. Multicultural Education. (3) Assists teachers and other school personnel acquire skills in multicultural curriculum design and delivery. Examines issues that impede poor and minority children from reaching their full potential in today’s public schools, and addresses the need to develop instructional practices that speak to their low level of attainment. Emphasizes culture and language acquisition instruction for teaching in a pluralistic society.
TESL 6470. Internship in Teaching English as a Second
Language. (3) Prerequisite: Application and permission of
department. Program of experiential learning activities in an
approved K-12 setting. Requires a full-time, 10 to 15
week internship experience of teaching English as a Second Language (lateral
entry employment or placement with a licensed teacher). Includes formal observations in the intern’s classroom by
university faculty and/or school-based supervisors. (Fall, Spring)
Theatre Education Courses
THEA courses under development