Teaching
The Master of Arts in Teaching (MAT) program is an accelerated program with a 100% online option that will prepare you to apply your experience to make a difference from your first day in the classroom, whether you're teaching in-person, remotely or both. The content areas being served by the MAT program are:
- Secondary Math, Science, Social Studies, and English;
- Middle Grades Math, Science, Social Studies, and Language Arts;
- English as a Second Language;
- Special Education;
- Technology Education and Elementary Education.
The NC Department of Public Instruction has conferred accreditation to the graduate programs in Teacher Education and Learning Sciences. The College of Education is approved any the Council for the Accreditation of Educator Preparation (CAEP).
Admission Requirements
Applicants must have:
- a four-year degree from a college or university that holds regional accreditation, such as SACS;
- 3.00 GPA or higher in prior work, as required by the Graduate School;
- an undergraduate degree in the content area/discipline or 24 semester hours/credits in content relevant to the area in which you wish to teach (if you have fewer than 24 hours in a relevant content field, or if your course work does not prepare you adequately to teach the North Carolina curriculum, you may be assigned additional course work to overcome the deficiency).
Applications require original transcripts, 3 letters of recommendation (one of which should speak to teaching potential), a personal essay stating applicant’s background and goals, GRE scores are only required if undergraduate GPA is below 3.0 (and TOEFL if you have international citizenship), and a completed online application.
Master's Degree Requirements
A total of 30-33 credit hours must be earned for completion of the degree, depending on the particular licensure area. These hours include student teaching for non-lateral entry students.
Student Financial Support
Financial aid is available.
Degrees
- Teaching (MA)
- Teaching (MA): Elementary Education Concentration
- Teaching (MA): English as a Second Language Concentration
- Teaching (MA): English Education Concentration
- Teaching (MA): K-12 Reading Concentration
- Teaching (MA): Math Education Concentration
- Teaching (MA): Middle Grades English Language Arts Education Concentration
- Teaching (MA): Middle Grades Math Concentration
- Teaching (MA): Middle Grades Science Concentration
- Teaching (MA): Middle Grades Social Studies Concentration
- Teaching (MA): Science Education Concentration
- Teaching (MA): Social Studies Education Concentration
- Teaching (MA): Special Education Concentration
- Teaching (MA): Technology Education Concentration
Faculty
Full Professors
- Margaret R. Blanchard
- Aaron C. Clark
- Jere Confrey
- Cathy L. Crossland
- Krista Dawn Glazewski
- Karen Hollebrands
- M. Gail Jones
- Hollylynne Stohl Lee
- John Kelly Lee
- Soonhye Park
- Edward J. Sabornie
Associate Professors
- K.C. Busch
- Sarah Carrier
- Cesar Delgado
- Cameron D. Denson
- Chu-Jen Huang
- Jessica Hunt
- Meghan Manfra
- Angela Wiseman
- Carl A. Young
Assistant Professors
- Robin Anderson
- Sunghwan Byun
- Marissa Marie Sloan Franzen
- Michael Andre Jarry-Shore
- Tamecia Jones
- Erin Krupa
- Crystal Lee
- Paula McAvoy
- Amato Nocera
- Jamie Pearson
- Samantha Marshall Pham
- Daniela Castellanos Reyes
- William Reynolds
Practice/Research/Teaching Professors
- Drinda Elaine Benge
- Vandna Gill Bindra
- Sarah Cannon
- Cyndi Edgington
- Nolan Edward Fahrer
- Micha Jennine Jeffries
- Jill Jones
- Joanna Greer Koch
- W. Matt Reynolds
- Jared Stewart-Ginsburg
Emeritus Faculty
- Candy M. Beal
- Valerie Faulkner
- Ruie J. Pritchard
- Edward J. Sabornie
Courses
CURRICULUM AND INSTRUCTION
To increase students' knowledge of persons with high incidence disabilities (i.e., learning disability, mild intellectual disability, and serious emotional disability), and how to manage the behavior of all pupils in educational environments. Characteristics of students with high incidence disabilities will be emphasized , as well as strategies to reduce the likelihood of problem behavior of all pupils in the classroom.
Typically offered in Fall, Spring, and Summer
Education
Students will explore and apply the major philosophical and historical influences to current educational context as they relate to issues of diversity. Focus will be placed on theoretical and practical issues of diversity in classroom settings, especially related to culture, race, gender, ethnicity, language, and socio-economic levels. (Field-based experiences will be required).
Typically offered in Fall, Spring, and Summer
Designed to enable students to understand and use appropriate classroom assessment practices by applying knowledge of pedagogy and development to high-quality strategies for formative and summative assessment. Students will explore best practices using developmentally-appropriate assessment strategies including authentic assessment, portfolios, and electronic portfolios, real-time feedback, open-and closed-ended formal assessments, and standardized testing. Particular attention will be paid to examining the rationale for assessment, and the implications of assessment.
Typically offered in Fall, Spring, and Summer
A supervised teaching experience requiring a minimum of 10 consecutive full-time weeks in an appropriate school classroom. Designed to develop the knowledge, skills, and dispositions necessary for teaching at the elementary, middle and/or secondary level. Includes regularly scheduled clinical observations and conferences. Requires successful completion of at least 21 hrs. in the MAT program and approval by specialty area faculty. Student responsible for transportation to placement site.
Typically offered in Fall and Spring
Provides a brief introduction to educational research focusing specifically on classroom action research. Requires admission to MAT; completion of 6 hours in the program.
Typically offered in Fall, Spring, and Summer
Builds on earlier course work (ED 570) preparing students to refine an action research proposal, collect data in a school setting, write a report, and to identify resources and activities that will support their ongoing professional development; requires 9 hours of graduate credit in the MAT curriculum.
Typically offered in Fall, Spring, and Summer
This course explores the multiple contexts, roles, and approaches to teacher leadership in classrooms, schools, communities, and professional organizations. Requires at least 30 credit hours in the MAT program.
Typically offered in Fall and Spring