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Master of Arts in Teaching

Master of Arts in Teaching

 



 

OBJECTIVES

The School of Education offers a Masters of Arts in Teaching (MAT) Program designed to prepare graduate students as certified secondary classroom teachers.   This program includes theory, pedagogy, research, and an intense practicum and internship. Students may be admitted as a cohort each Fall semester with applications accepted until September 01.

 

MAT Student Learning Outcomes (InTASC standards)

Standard #1: Learner Development. The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. 

Standard #2: Learning Differences. The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard #3: Learning Environments. The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Standard #4: Content Knowledge. The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content. The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Standard #6: Assessment. The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Standard #7: Planning for Instruction. The teacher candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies. The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. 

Standard #9: Professional Learning and Ethical Practice. The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration. The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

 

Prerequisite:
  1. Meet all University requirements stated under Academic Regulations.
  2. A degree in a field outside of Education. Fifteen (15) units of coursework (6 of which must be upper division  credits)  in  the  content  area  in  which  certification  is  being  sought.  Content  areas  include: Language Arts, Math, Science, Social Studies, Health/PE, World Language, Business, and Consumer Family Science. REQUIRED TRANSCRIPT ANALYSIS FORM COMPLETION AND EVALUATION.
  1. Praxis I scores of 176 Reading, 173 Writing and 170 Math AND Praxis II Content scores which meet
  2. GCEC score requirements in the specified content area. 
  3. Two letters of recommendation that speak to the applicant’s scholarly knowledge in the content area and aptitude to work with youth.
  4. A written statement of accomplishments, interests, and goals relating to teaching.
  5. Admission interview.   Entry into the program is contingent on passing this interview with the MAT chair.  The MAT Program trains students to work in middle and high school public and private settings.  Because participants will teach minors in very sensitive settings, it is crucial that those who are admitted and graduated from this program have integrity and competency.

 

Continuing Requirements:
  1. Maintain a cumulative minimum GPA of 3.00 for all coursework in the program.  Graduate courses with grades less than a  B  require written program faculty and administration approval to continue in the program.
  2. Maintain an electronic teaching portfolio aligned with the SOE Conceptual Framework, INTASC, NBPTS and GTPS standards to be reviewed each semester by the student’s committee. The portfolio will be used as a  basis for assessment and advisement throughout the graduate studies experience and will be closely monitored at major decision points such as admission to candidacy, midpoint, and exit.
  3. Praxis II scores which meet Guam Teacher Certification requirements in Learning and Teaching (PLT) after the completion of 27 credits and at least one semester before graduation. This is the Comprehensive examination for the degree. REQUIRED BEFORE INTERNSHIP.

 

 

Specialization Courses: (27 credit hours) 

Foundations/Professional Knowledge 

Course

Course Title

Credits

ED605

Foundations of Secondary Education

3

ED606

Child & Adolescent Development

3

ED607

Learning Theories

3

ED655

Principles and Practices in Special Education

3


Methods/Pedagogical Knowledge 

Course

Course Title

Credits

ED641

Middle/Secondary Reading and Writing in Content Areas

3

ED683

Classroom Management

3

ED608

Classroom Assessment

3

ED609

Instructional Technology in the Secondary classroom

3

ED616

Secondary Teaching Methods

3

 

Field Experience: (6 credit hours)

Course

Course Title

Credits

ED698

Teaching Internship

6

Students choose either a Research preparation and a Practitioner preparation

 

Project Track: (9 credit hours) 

Course

Course Title

Credits

ED617

Action Research

3

ED690

Special Project

6

 

or

Practitioner Track: (9 credit hours) 

Course

Course Title

Credits

ED692

Practicum

1/1/1

ED615

Diversity in Education

3

ED617

Action Research

3

 

TOTAL: 42 CREDIT HOURS

Schedule Format

Courses are taught in terms with the length of each term. The first year of the program (Certification courses) mixes theory and practice with both philosophical foundations and field experiences in secondary classrooms. Coursework begins with three eight-week terms (October – May) and two four-week terms during the summer (June

– August). Students must complete a ten-hour field experience requirement each term that is aligned with the courses each term. In addition, all courses are a blend of face-to-face and online interaction. The second year of the program follows the traditional UOG calendar for Fall and Spring semesters which focuses on the final Teaching Internship  with  the  MAT  student  employed  as  teacher  with  a  University  faculty  supervising  the  classroom instruction periodically throughout the term. Sound and ethical research practices are also introduced this term.

 

AY 2015-2017 COURSE SCHEDULE

 

YEAR 1

Required Orientation: Oct 03, 2015, 9:00am SOE

 

Term 1      Oct 10 – Dec 05, 2015

Course

Course Title

Credits

ED605

Foundations of Secondary Education

3

ED683

Classroom Management

3

 

Term 2      Jan 09 – February 27, 2016

Course

Course Title

Credits

ED607

Learning Theories

3

ED616

Secondary Teaching Methods

3

 

Term 3     March 12 – May 07, 2016

Course

Course Title

Credits

ED655

Principles and Practices in Special Education

3

ED608

Classroom Assessment

3

 

Term 4      May 31 – July 01, 2016

Course

Course Title

Credits

ED606

Child & Adolescent Development

3

ED609

Instructional Technology in the Secondary classroom

3

 

Term 5      July 05 - Aug 06, 2016

Course

Course Title

Credits

ED641

Middle/Secondary Reading and Writing in Content Areas

3

 

YEAR 2 

Term 6      Aug 17 – Dec 16, 2016

Course

Course Title

Credits

ED698

Teaching Internship

6

ED617

Action Research

3

 

 

Term 7      Jan 18 – May 19, 2017 

Course

Course Title

Credits

ED690

Special Project

6

ED615

Diversity in Education

3

 
Commencement: May 21, 2017

 

 

GRADUATE CERTIFICATE IN TEACHING

 

OBJECTIVES

The School of Education offers a Certificate in Teaching designed to prepare graduate students as certified secondary classroom teachers.  This program includes theory, pedagogy, and an intense practicum and internship. Coursework toward Teacher certification is completed in 16 months. The student enrolls at UOG as a Graduate, Non-degree seeking student. The student must be admitted into Graduate School following all university policies and procedures. All coursework must be completed to receive a UOG Endorsement recommendation. Coursework can be applied to the UOG Masters in Teaching (MAT) program in accordance with UOG Graduate School rules and regulations.

 

Prerequisite:
  1. Meet all University requirements stated under Academic Regulations.
  2. A degree in a field outside of Education. Fifteen (15) units of coursework (6 of which must be upper division credits) in the content area in which certification is being sought. Content areas include: Language Arts, Math, Science, Social Studies, Health/PE, World Language, Business, and Consumer Family Science. REQUIRED TRANSCRIPT ANALYSIS FORM COMPLETION AND EVALUATION.
  3. Praxis I scores of 176 Reading, 173 Writing and 170 Math AND Praxis II Content scores which meet GCEC score requirements in the specified content area.
  4. Two letters of recommendation that speak to the applicant’s scholarly knowledge in the content area and aptitude to work with youth.
  5. A written statement of accomplishments, interests, and goals relating to teaching.
  6. Admissions interview. Entry into the program is contingent on passing this interview with the MAT chair. The MAT Program trains students to work in middle and high school public and private settings. Because participants will teach minors in very sensitive settings, it is crucial that those who are admitted and graduated from this program have integrity and competency.

 

Continuing Requirements:
  1. Maintain minimum of 3.00 GPA for all coursework in the program.  Graduate courses with grades less than a B require written program faculty and administration approval to continue in the program.
  2. Maintain an  electronic teaching  portfolio aligned  with  the  SOE  Conceptual Framework, INTASC, NBPTS and GTPS standards to be reviewed each semester by the student’s committee. The portfolio will be used as a basis for assessment and advisement throughout the graduate studies experience and will be closely monitored at major decision points such as admission to candidacy, midpoint, and exit.
  3. Praxis  II  scores  which  meet  Guam Teacher Certification requirements in  the  content area  in  which certification is being sought by admission to the program and no later than completion of twelve (12) credits.
  4. Praxis II scores which meet Guam Teacher Certification requirements in Learning and Teaching (PLT) before enrolling in ED698 Internship. This is the final examination for the certificate. REQUIRED BEFORE INTERNSHIP.

 

COURSE REQUIREMENTS: 

Course

Course Title

Credits

ED605

Foundations of Secondary Education

3

ED607

Learning Theories

3

ED608

Classroom Assessment

3

ED616

Secondary Teaching Methods

3

ED641

Middle/Secondary Reading and Writing in Content Areas

3

ED655

Principles and Practices in Special Education

3

ED683

Classroom Management

3

ED698

Teaching Internship

6

TOTAL: 27 CREDIT HOURS

 

 

Schedule Format 

Courses are taught in terms with the length of each term varying. The first year of the program (Certification courses) mixes theory and practice with both philosophical foundations and field experiences in secondary classrooms. Coursework begins with three eight-week terms (October – May) and two four-week terms during the summer (June – August). Students must complete a ten-hour field experience requirement each term that is aligned with the courses each term. In addition, all courses are a blend of face-to-face and online interaction.

Term five focuses on the final Teaching Internship with the student employed as teacher with a University faculty supervising the classroom instruction periodically throughout the term.

 

AY 2015-2016 COURSE SCHEDULE YEAR 1

Required Orientation: Oct 03, 2015, 9:00am SOE

 

Term 1      Oct 10 – Dec 05, 2015

Course

Course Title

Credits

ED605

Foundations of Secondary Education

3

ED683

Classroom Management

3

 

Term 2        Jan 09 – February 27, 2016 

Course

Course Title

Credits

ED607

Learning Theories

3

ED616

Secondary Teaching Methods

3

 

Term 3      March 12 – May 07, 2016 

Course

Course Title

Credits

ED655

Principles and Practices in Special Education

3

ED608

Classroom Assessment

3

 

Term 4      May 31 – July 01, 2016

Course

Course Title

Credits

ED606

Child & Adolescent Development

3

 

YEAR 2 
Term 5      Aug 17 – Dec 16, 2016

Course

Course Title

Credits

ED698

Teaching Internship

6

University of Guam

Assistant Professor, Secondary Education (Program Coordinator – Undergraduate Secondary Education; MAT); Division Chair

Office Location: SOE Bldg., 2nd Flr., Rm. 208E
Mailing Address: UOG Station, Mangilao, Guam 96923
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