Teaching M.A.T.

Required Core Courses (27 Hours)

• EDT 685 - Initial Practicum (3)
• EDT 610 - Gen Mthds of Teaching and Classroom Management (3)
• ED 609 - Data Literacy & Assessment (3)
• EDT 620 - Educational Psychology (3)
• EDT 625 - Educating the Exceptional Child (3)
• EDT 600 - Foundations of Education (3)
• ED 599 - Education Capstone (1)
• EDT 695 - Final Clinical Experience (3) or
• EDT 696 - Internship (8)

Concentrations (36-70 hours if applicable)

See MAT concentrations for course requirements.

Secondary Education Concentration (9 hours)

• ED 518 - Advanced Special Methods (2-4)
• ED 575 - Reading Strategies & Interventions in the Content Areas I (3)
• ED 576 - Reading Strategies & Interventions in the Content Areas II (3)

Middle School Education Concentration (9 hours)

• ED 518 - Advanced Special Methods (2-4)
• ED 575 - Reading Strategies & Interventions in the Content Areas I (3)
• ED 576 - Reading Strategies & Interventions in the Content Areas II (3)

Elementary Education Concentration (29 hours)

• ED 506 - Creative Activities & Physical Movement (3)
• ED 507 - Geometry for Elementary & Middle School Teachers (3)
• ED 508 - Math Methods for Elementary Teachers (3)
• ED 530 - Children’s Literature (3)
• ED 537 - Elementary Social Studies Methods (3)
• ED 540 - Elementary Science Methods (2)
• ED 541 - Foundations of Literacy & Language Development (3)
• ED 543 - Language Arts Methods (3)
• ED 570 - Assessment & Remediation of Reading Problems (3)
• ED 586 - Advanced Elementary Practicum (2-3)

Special Education Concentration (43 hours)

• ED 506 - Creative Activities & Physical Movement (3)
• ED 507 - Geometry for Elementary & Middle School Teachers (3)
• ED 508 - Math Methods for Elementary Teachers (3)
• ED 530 - Children’s Literature (3)
• ED 537 - Elementary Social Studies Methods (3)
• ED 540 - Elementary Science Methods (2)
• ED 541 - Foundations of Literacy & Language Development (3)
• ED 543 - Language Arts Methods (3)
• ED 553 - Analysis & Characteristics: Cross Categorical (4)
• ED 558 - Methods & Curriculum: Cross Categorical (2-4)
• ED 561 - Language Acquisition & Development (3)
• ED 563 - Educational Assessment (3)
• ED 564 - Consultation, Collaboration & Family Engagement: Special Education (1)
• ED 567 - Transition/Career Education (2)
• ED 570 - Assessment & Remediation of Reading Problems (3)

K-12 Education Concentration (7 Hours)

For students seeking Art, PE, or Music.

• ED 518 - Advanced Special Methods (2-4)
• ED 575 - Reading Strategies & Interventions in the Content Areas I (3)

Criteria for Admission

School of Education Master’s Program Policies

Admission Requirements

The admission requirements for graduate programs in the School of Education can be found on the Admissions page. Students must also meet the following:

• Have a grade point average of 3.0 or higher on a 4.0 scale for all undergraduate or graduate-level coursework. Students with a GPA of less than 3.0 or at least a 2.75 may be admitted provisionally. Students admitted provisionally to the program must achieve a 3.0 GPA on the first nine credits in their program of study.
• The admissions committee will consider all applications to evaluate any additional prerequisite courses needed.
• Submit official transcript/s of the bachelor’s degree.
• Student Status within the Graduate Program

Student in Good Standing

• Has successfully met all entrance requirements.
• Has maintained an overall GPA of 3.0 or better with no grade below “C” (only one course with a “C” grade is allowed; students may retake a class with a grade below a “C” once). 

Probationary Status

• A student may change status from “Student in Good Standing” to “Student on Probation” if any of the following criteria are met: overall GPA falls below 3.0 or student receives a grade of “C” or lower in any course.
• Students on probation due to GPA have six credit hours to return their GPA to 3.0 or above to regain “Good Standing”. Failure to raise the GPA may lead to dismissal from the program.

Outcomes

• The candidate will use theoretical knowledge, research, and culturally responsive practices to create a positive learning environment that promotes the intellectual, social, and personal development of all students.
• The candidates will apply principles, theories, and methods of effective curriculum design, instruction, and assessment to promote learning, critical thinking skills, and social responsibilities of all student populations.
• The candidate models professionalism through effective internal and external communication, self-reflection and professional growth, and productive and effective collaboration with students, colleagues, and stakeholders.
• Alignment matrices showing the relationship between Conceptual Framework Outcomes and Missouri Teacher Standards and Quality Indicators are available in the School of Education office. Individual course syllabi show the ways the courses address and evaluate University Wide Outcomes, and the Missouri Teacher Standards and Quality Indicators.

Assessment

Conceptual Framework outcomes and Missouri Teacher Standards and Quality Indicators are assessed through:

• Advancement processes for Teacher Candidacy and Final Clinical Experience
• Performance on course assignments and signature assessments, as indicated on course syllabi
• Performance evaluations in field-based clinical work
• Performance on state certification exams

Note

This degree is largely a re-packaging of current Graduate Certificate courses. All DESE requirements and program outcomes are met.