Education (MAT)

Summary

The Master of Arts in Teaching (MAT) program prepares graduate students for initial licensure as professional educators in 5-12 and K-12 classrooms.

This 34 credit MAT combines 6 credits of Research and Scholarly Writing with the Post-Bac Graduate Certificate (includes only the education coursework that covers the pedagogical standards for initial MN licensure; coursework covering content standards may be cover through undergraduate content courses approved by a content advisor).

Students may choose this program at the start of their teaching journey or may add this program after completing the Post-Bac GC. 

Catalog Year

2024-2025

Degree

Master of Arts in Teaching

Major Credits

34

Total Credits

34

Locations

Mankato

Online

Career Cluster

Education and Training

Accreditation

CAEP

Council for the Accreditation of Educator Preparation

Apply

Program Requirements

Common Core

* Courses in specific teaching areas may need to be completed to meet state licensure requirements (e.g., Art, English, History, Math, Music, TESOL).

Teacher candidates will develop skills to access information and integrate technology to improve learning for PK-12 students. Teacher candidates research, select, and evaluate information about diverse populations using a wide variety of instructional technology. The level of expected performance is in accordance with graduate level expectations.

Prerequisites: none

Study and application of developing positive relationships in diverse learning communities within social, historical and philosophical perspectives. Based on the premise that building a learning community and developing positive relationships with colleagues and learners is basic to teaching and learning.

Prerequisites: none

This course will allow the teacher candidate to critically reflect on the various cognitive, language, personal and social developmental factors involved in student learning. In addition, the teacher candidate will apply this knowledge into instructional decision-making for teaching in the inclusive classroom. Dispositions and skills of recognizing exceptionality in student learning, including learning disabilities, perceptual difficulties, and special physical or mental challenges, gifts, and talents and accommodating and accessing appropriate services and assistive technology will be developed. The level of expected performance is in accordance with graduate level expectations.

Prerequisites: none

Teacher candidates will further develop processes for creating and sustaining a classroom learning environment that fosters and enables success for all learners. Teacher candidates will develop communities of learners by constructing effective physical environments and interpersonal relationships. Teacher candidates will effectively communicate and interact with diverse families, school colleagues, and representatives from community agencies to support and enhance student engagement and learning. The level of expected performance is in accordance with graduate level.

Prerequisites: none

The course guides K-12 teacher candidates through the design, implementation, and assessment of a standards-based curriculum. Analysis of standards, creation of assessments, design and delivery of instruction are integrated with field-site placements. In order to understand the contextual considerations of instructional design and implementation, the course also examines the changing needs of middle and high school students in the context of best instructional practices and philosophies of successful middle and high schools. The level of expected performance is in accordance with graduate level expectations.

Prerequisites: none

The research process is one that is complicated, and nonlinear, and very often difficult for students to understand and see its strengths and weaknesses. This course will introduce students to research methodologies as applied to research and evaluation. The course will focus on developing skills and applying different methodologies in a research plan.

Prerequisites: none

In this course knowledge and skills are applied and assessed directly in a field setting. The course is designed to guide K-12 and 5-12 teacher candidates through the design, implementation, and assessment of a standards-based curriculum from the analysis of standards, creation of assessments, design and delivery of assessments in a field-site.

Prerequisites: none

Special teaching projects of an experimental or creative nature in the students' field of preparation.

Prerequisites: none

This course addresses literacy and differentiated instruction for diverse learners in an inclusive classroom. Students will build on existing knowledge for lesson planning, curriculum and assessment to address learner differences.

Prerequisites: none

This face-to-face and online seminar spans four semesters of the GTL program and will address professionalism and the overall teaching experience. Students register for this course during student teaching but will participate via D2L during semesters 1-3.

Prerequisites: none

For students completing a Masters or Specialist degree with the using the thesis option.

Prerequisites: none

Degree Plan

The Degree Plan is a model for completing your degree in a timely manner. Your individual degree plan may change based on a number of variables including transfer courses and the semester/year you start your major. Carefully work with your academic advisors to devise your own unique plan.
* Please meet with your advisor on appropriate course selection to meet your educational and degree goals.

First Year

Fall - 9 Credits

Study and application of developing positive relationships in diverse learning communities within social, historical and philosophical perspectives. Based on the premise that building a learning community and developing positive relationships with colleagues and learners is basic to teaching and learning.

Prerequisites: none

This course will allow the teacher candidate to critically reflect on the various cognitive, language, personal and social developmental factors involved in student learning. In addition, the teacher candidate will apply this knowledge into instructional decision-making for teaching in the inclusive classroom. Dispositions and skills of recognizing exceptionality in student learning, including learning disabilities, perceptual difficulties, and special physical or mental challenges, gifts, and talents and accommodating and accessing appropriate services and assistive technology will be developed. The level of expected performance is in accordance with graduate level expectations.

Prerequisites: none

Teacher candidates will further develop processes for creating and sustaining a classroom learning environment that fosters and enables success for all learners. Teacher candidates will develop communities of learners by constructing effective physical environments and interpersonal relationships. Teacher candidates will effectively communicate and interact with diverse families, school colleagues, and representatives from community agencies to support and enhance student engagement and learning. The level of expected performance is in accordance with graduate level.

Prerequisites: none

Spring - 9 Credits

The course guides K-12 teacher candidates through the design, implementation, and assessment of a standards-based curriculum. Analysis of standards, creation of assessments, design and delivery of instruction are integrated with field-site placements. In order to understand the contextual considerations of instructional design and implementation, the course also examines the changing needs of middle and high school students in the context of best instructional practices and philosophies of successful middle and high schools. The level of expected performance is in accordance with graduate level expectations.

Prerequisites: none

In this course knowledge and skills are applied and assessed directly in a field setting. The course is designed to guide K-12 and 5-12 teacher candidates through the design, implementation, and assessment of a standards-based curriculum from the analysis of standards, creation of assessments, design and delivery of assessments in a field-site.

Prerequisites: none

This course addresses literacy and differentiated instruction for diverse learners in an inclusive classroom. Students will build on existing knowledge for lesson planning, curriculum and assessment to address learner differences.

Prerequisites: none

Summer - 5 Credits

Teacher candidates will develop skills to access information and integrate technology to improve learning for PK-12 students. Teacher candidates research, select, and evaluate information about diverse populations using a wide variety of instructional technology. The level of expected performance is in accordance with graduate level expectations.

Prerequisites: none

The research process is one that is complicated, and nonlinear, and very often difficult for students to understand and see its strengths and weaknesses. This course will introduce students to research methodologies as applied to research and evaluation. The course will focus on developing skills and applying different methodologies in a research plan.

Prerequisites: none

Second Year

Fall - 9 Credits

This face-to-face and online seminar spans four semesters of the GTL program and will address professionalism and the overall teaching experience. Students register for this course during student teaching but will participate via D2L during semesters 1-3.

Prerequisites: none

Special teaching projects of an experimental or creative nature in the students' field of preparation.

Prerequisites: none

Policies

Admissions Standards

Applications are accepted on a rolling basis for fall start. Applications are reviewed as they are completed and until the cohort is full. Applications received before June 1 will be prioritized.  To complete the online application, you will need to submit the following:

  • Personal Statement – 6 writing prompts
  • Three letters of recommendation
  • Resume or vita
  • One essay response
  • Transcripts for institutions that you’ve attended

Bachelor's degree from an accredited university. Students with an undergraduate cumulative GPA of 2.75 or above will be most competitive for admission to the program.

Progression Standards

Students will work collaboratively with advisors to develop an individual program of study that includes meeting MN licensure requirements for both teaching and learning courses and content area courses in the relevant departments. Field experience and student teaching in K-12 schools are required components of this program (we have a job-embedded option for students who are currently teaching while seeking licensure). To be classified as full time, students need to complete 6 credits/2 classes each semester fall and spring. 

Students must make adequate yearly progress toward degree completion and must know the MSU, Mankato, Graduate College policies and course requirements and adhere to time limits for program completion. Students are strongly encouraged to complete in two to three years and inform their advisor if they are unable to enroll in classes during a given academic year.

Completion/ Graduation Standards

To obtain their degree, teacher candidates must complete all required courses, field experiences, and complete a graduate capstone project.