Overview
The Master of Arts in Teaching (MAT) degree is designed for practicing educators who want to enhance their teaching skills, broaden their intellectual and professional understanding by interrelating educational theory and practice to promote lifelong learning efforts, and sustain their commitment as instructional leaders in the K-12 settings.
Program Outcomes
By the end of the MAT program, students are expected to be able to:
- Reflect on their own teaching practice;
- Build professional relationships/networks;
- Build learning communities within their school/classroom;
- Analyze cross-cultural educational issues;
- Identify, describe, and apply theories of curriculum as they relate to state approved standards;
- Implement standards-based assessment in the classroom, school and district;
- Use technology for research and teaching;
- Use multiple teaching models and assessment strategies;
- Implement, assess, and evaluate standards-based curriculum;
- Conduct action research in their teaching.
Requirements
(10 courses; 45 quarter units)
To receive a Master of Arts in Teaching, students must complete 45 quarter units of graduate work. A total of 4.5 quarter units of graduate credit may be granted for equivalent graduate work completed, as it applies to this degree and if the units were not used in earning another advanced degree.
Those holding National Board Certification qualify for a waiver of one of the following courses: MAT 641, MAT 642, MAT 643, or MAT 644.
Note: Students must have access to Microsoft Office on either a PC or Mac platform.
Core Requirements
(6 courses; 27 quarter units)
EDT 612 Creating Meaningful Learning with Technology
MAT 641 Cultural Democracy: Contemporary, Local and Global Issues
MAT 642 Program Design: Curriculum Theory, Design and Assessment
MAT 643 Models of Teaching, Theories, Applications and Practice
MAT 644 Foundations and Principles of Curriculum
MAT 640 Applications of Research for the Art of Teaching
(To be taken as the last course in the MAT program)
or
NBC 639 Applications of Research for the Art of Teaching
Capstone Project: The Accomplished Teacher-Leadership Portfolio*
(Only for students in the National Board Certified Teacher Leadership Specialization)
or
MAT 655 Leadership Impact: Synthesis of Theory and Practice *
(* Only for students in the Teacher Education Specialization)
or
MAT 640C Action Research for the Reading Specialization (Only for students in the Reading Specialization)
(Prerequisites: Successful completion of MAT 645, MAT 646, MAT 647A, & MAT 647B)
Applied Behavior Analysis (ABA) Specialization
(903)
Faculty Advisor: Bill Matthew, (661) 864-2360, wmatthew@nu.edu
The five course sequence in applied behavior analysis is designed to prepare candidates for the national certification examination sponsored by the Behavior Analyst Certification Board. Applicants for the Certification as a Behavior Analyst will have to meet additional requirements to qualify. All five ABA courses must be taken from National University in order to earn this certificate.
Note: Upon successful completion of this five course sequence, the candidate will receive a Certificate of Completion from National University. This is NOT professional certification by the Behavioral Analysis Certification Board, Inc. (BACB) and does NOT entitle the candidate to claim that they are certified behavior analysis or Board Certified Behavior Analysts. Candidates must take the national certification exam and apply for the professional certificate.
Candidates who are pursuing the Master of Arts in Teaching may qualify for the Certificate in Behavioral Analysis provided that the candidate requests the certificate prior to the completion of their degree program.
Prior to qualifying to take the national Board Certified Behavior Analyst exam, candidates must complete 1500 hours of fieldwork, which is supervised by BACB member. National University does not provide this supervision.
Required Courses
(5 courses; 22.5 quarter units)
ABA 601 Basic Behavioral Analytic Principles-I Assessment and Research Design
ABA 602 Basic Behavioral Analytic Principles-II Basic Processes
(Prerequisites: ABA 601)
ABA 603 Basic Behavioral Analytic Principles-III: Applications
(Prerequisites: ABA 601, ABA 602)
ABA 604 Advanced Applied Behavior Analysis: Application of Behavioral Principles in School Settings
(Prerequisites: ABA 601, ABA 602, ABA 603)
ABA 605 Advanced Applied Behavior Analysis: Applications of Behavioral Principles in the Technology of Teaching
(Prerequisites: ABA 601, ABA 602, ABA 603, ABA 604)
Autism Specialization and Certificate
(904)
This specialization is designed for those interested in working with and teaching students that fall within the Autism Spectrum Disorder. Completion of the specialization extends teaching authorization for students with ASD from 3 through 22.
Required Courses
(4 courses; 18 quarter units)
EXC 621 Introduction to Students with Autism Spectrum Disorders (ASD)
EXC 622 Assessment and Behavioral Applications in Autism
EXC 623 Evidenced-Based Intervention / Instruction for Students with Autism
EXC 624 Autism: Collaboration with Parents and Families
Additional Requirements for the Certificate and Application Information
After completing their coursework successfully, students must meet with a credential advisor to obtain completed paperwork for the certificate.
Best Practices Specialization
(744)
The Best Practices program implements research-based practices that accelerate student achievement. It involves the following effective teaching practices: vocabulary development, comprehensive strategies, accelerated English language learning, higher level questioning, differentiated and targeted instruction, student engagement strategies, cooperative grouping patterns, and standard-based instruction. Along with learning the strategies listed above, candidates will be taught how to create multidisciplinary standards-based lesson plans.
Outcomes for the Specialization
By the end of the Best Practices specialization, candidates are expected to be able to:
- Use Best Practice teaching strategies across the curriculum.
- Integrate Best Practices for standards-based instruction across content areas.
- Apply to their teaching the framework of Teach, Practice and Apply using Best Practice teaching strategies.
- Implement Best Practice teaching strategies for the development of vocabulary, math, reading comprehension, and interdisciplinary learning.
- Integrate Best Practices in multimedia-interactive classroom instruction.
- Demonstrate a repertoire of differentiated instructional strategies.
Required Courses
(4 courses; 18 quarter units)
MAT 670 The Theory of Research-Based Best Practice Instruction
MAT 671 Applied Best Practice Strategies in Classroom Instruction
MAT 672 Integrating Multimedia-Interactive Technology in Best Practice Instruction
MAT 673 Differentiated Instruction and Target Teaching
Early Childhood Education Specialization/Certificate
(741)
Outcomes for the Specialization/Certification
Upon completion of the ECE specialization/certificate courses, candidates will be able to:
- Analyze and evaluate teaching strengths
- Develop a plan for continued growth in accordance with CTC Professional Growth Manual Guidelines
- Analyze and discuss the strengths, challenges and importance of addressing key transitions
- Create a plan for addressing transition issues that includes all stakeholders: the child, primary caregivers, teachers, administrators, and policy makers.
- Analyze and articulate the strengths and challenges of current research and theory of how children learn upon classroom practice.
- Propose further, action based research that will contribute to the existing research base.
- Modify existing curriculum to include both intentional and differentiated instructional strategies, so that it is developmentally appropriate, integrates content across the core content areas, and includes the appropriate standards and means of assessment.
Required Courses
(4 courses; 18 quarter units)
ECE 650 The Early Childhood Teacher
ECE 651 Promoting Child Development and Learning: Transitions
ECE 652 Understanding Young Children: Cognition and the Growing Child
ECE 653 Effective Teaching Strategies for Young Children
Early Childhood Special Education Specialization
(898)
This specialization is designed for individuals who have completed Level II coursework in special education and hold a Professional Specialist Credential, Mild/Moderate or Moderate/Severe disabilities. Completion of the specialization extends teaching authorization from birth through 22.
Prerequisites
Completion of Level II coursework in either Mild/Moderate, Moderate/Severe Education Specialist credential, Learning, Handicapped or Severely Handicapped credentials, and experience in early childhood development with a concentration in infants, toddlers, and preschoolers. Professionals in other fields should schedule an appointment with lead faculty in special education for admission.
Required Courses
(6 courses; 27 quarter units)
EXC 603 Typical and Atypical Development in Young Children
EXC 605 Assessment in Young Children
EXC 606 Family Systems & Partnership
EXC 607 IFSP Process: Collaboration & Consultation
EXC 608 Interventions for Young Children with Disabilities
EXC 609 Field Experience
Additional Requirements for the Certificate and Application Information
After completing their coursework successfully, students must meet with a credential advisor to complete the exit paperwork and application for the certificate to the CTC.
Educational Technology Specialization
(745)
Required Courses
(4 courses; 18 quarter units)
EDT 605 Technology and Educational Theories and Practices
EDT 610 Teaching in the Online and Hybrid Environment
EDT 660 Multimedia and Interactive Technologies
EDT 671 Curriculum Design for Online Learning
National Board Certified Teacher Leadership Specialization and Certificate
(897)
Lead Faculty Advisor: Ronarae Adams, (858) 642-8352, radams@nu.edu
The School of Education and National Board Certified Teacher Center provide the following services, opportunities, and program enhancements for new, practicing, and retired practitioners. The five-course sequence is designed to meet the needs of two groups of teachers:
- Those who want to improve their teaching and prepare themselves to achieve National Board Certification sometime during their career
- Those who are active NBCT candidates and want to earn graduate level credit as they develop the required portfolio in response to submission deadlines.
The Specialization/Certificate provides:
- Support and Assistance for Candidates and School Districts
- Access to Resources
- Teacher Leader and Administrator Opportunities
- University Credit
- Celebration and Sharing of Accomplishments.
Goals for the Specialization/Certificate
The NBCT Leadership specialization supports and activates the following goals:
- Teachers focus on student learning through systematic study and reflection of their own teaching practices and share their knowledge to form local learning communities.
- Teachers are committed to educating all students by examining cross-cultural educational issues and relating those to enhancing student learning.
- Teachers know how to teach their learners by effectively accessing and using research based learning theories, assessment strategies, teaching models, technology, and classroom management strategies to educate all learners.
Required Courses
(4 courses; 18 quarter units)
(NBC 639 is the capstone course and replaces the general MAT 640 required for the Master of Arts in Teaching.)
NBC 680 Measuring and Informing Quality Teaching and Learning:Research, Standards, Portfolio and Assessments
NBC 681 Membership in Learning Communities: Professional Contributions, Colleagueship, Partnerships, and Continuous Growth
NBC 682 Evidence of Student Learning – Entries and Documentation Based on Videotapes
NBC 683 Evidence of Student Learning – Entries and Documentation Based on Student Student Work Samples and Knowledge of Subject Matter
Reading Specialization and Certificate
(740)
Lead Faculty Advisor: Marilyn Moore, (858) 642-8301, mmoore@nu.edu
This five-course sequence is designed to meet the needs of teachers who already have a valid teaching credential and want to attain a specialty in assessing student reading capabilities and provide appropriate reading instruction in response to those assessments. (MAT 640C is the capstone course and replaces the general MAT 640 required for the Master of Arts in Teaching.)
Required Courses
(4 courses; 18 quarter units)
MAT 645 Developing Fluency in Reading
MAT 646 Comprehension Strategies and Procedures
MAT 647A Field Based Language Arts Assessment and Instruction I
(Prerequisites: MAT 645, MAT 646)
MAT 647B Field Study: Language Arts Assessment and Instruction II
(Prerequisites: MAT 645, MAT 646, MAT 647A)
Completion of the reading specialization qualifies the candidate for a state of California Reading Certificate. Upon successful completion, the candidate should contact their credential advisor for the reading certification application procedures. All courses must be taken at National University No coursework is accepted from another university for this program and no substitutions are allowed.
Special Education Specialization
(747) (5 courses; 18 quarter units for students seeking a CA Level II Education Specialist Credential)
(905) (4 courses; 18 quarter units for students not seeking a CA Level II Education Specialist Credential)
Individuals who desire to obtain the Level II Education Specialist Credential (CA) must complete the following five courses:
EXC 655A Professional Induction Seminar (3 quarter units)
EXC 656 Best Practices for Special Needs Students
EXC 657 Community Resources and Transition
EXC 658 Advanced Specialization in Mild/Moderate Disabilities
or
EXC 659 Advanced Specialization in Moderate/Severe Disabilities
EXC 655B Exit Seminar (1.5 quarter units)
Individuals who are not seeking the Level II Education Specialist Credential (CA) should complete the following three courses and choose one elective from the below list:
EXC 656 Best Practices for Special Needs Students
EXC 657 Community Resources and Transition
EXC 658 Advanced Specialization in Mild/Moderate Disabilities
or
EXC 659 Advanced Specialization in Moderate/Severe Disabilities
Elective:
EXC 615 Technology for Persons with Disabilities
EXC 620 Supporting Positive Behavior
EXC 644 Reading Methods for Special Education
EXC 650 Consultation and Collaboration for Special Education
Teacher Leadership Specialization
(899)
Lead Faculty Advisor: Sid Castle, (858) 642-9351, scastle@nu.edu
This five-course specialization comes from the Advanced Learning Press' Center for Performance Assessment, which offers a unique master's degree program that provides teachers with the skills and theories to be leaders in their classrooms and schools. It is a collaborative effort with Advanced Learning Press, which already offers a ten course master's degree in educational leadership. All the courses will be offered online. Similar to the National Board Specialization, the capstone is an alternative course to MAT 640 Applications of Research for the Art of Teaching. The capstone course is MAT 655 Leadership Impact: Synthesis of Theory and Practice.
Required Courses
(4 courses; 18 quarter units)
MAT 651 Developing and Assessing Educational Leaders
MAT 652 Leadership for Student and System Accountability
MAT 653 Leadership Impact on Morale and Motivation
MAT 654 Advanced Seminar in Issues of Poverty, Race, and Class
Teaching and Learning in a Global Society Specialization
(746)
The Teaching and Learning in a Global Society Specialization is geared to provide candidates with knowledge, skills, and dispositions to effectively teach the increasingly diverse students in our society.
Outcomes for the Specialization
By the end of the Teaching and Learning in a Global Society specialization, candidates are expected to be able to:
- review the literature on the social use of language, critical pedagogy as it relates to the education of students in a diverse classroom, and multicultural literature;
- examine the social factors that produce language varieties and the role of communication (verbal and non-verbal) between cultures;
- critique the major types of attitudes and behaviors towards language and language variations and the speakers of those languages;
- compare and contrast the interaction of language in the home and in the school;
- compare and contrast the changes in societal norms and how that affects the educational and economic success of diverse populations;
- examine historical educational assumptions and the impact of research on new teaching methodologies in a diverse society;
- identify models of community, school and university articulations that counter school resistance by building community;
- begin to work with the ideas of racism, privilege and transforming Whiteness in the classroom;
- conduct scholarly research and writing on issues of multicultural literature, language, race, gender, ethnicity and cultural perspectives.
- describe the social and psychological value of reading multicultural literature and develop ideas for the use of literature in providing children with positive multicultural experiences and cross cultural understanding;
- compare and contrast children's and young adult multicultural literature in relation to the values of various world societies;
- evaluate and discuss effective strategies and classroom applications of current literature in the development of a living literature classroom.
Required Courses
(4 courses; 18 quarter units)
TED 665 Cognition, Language and Culture
TED 666 The Cultural Foundations of Linguistics
TED 667 Diversity and Change: A Critical Pedagogy
TED 668 Survey of Children's Multicultural Literature