M.A.T. in Secondary Education
Teaching is an intellectually, emotionally and physically demanding profession, one that needs individuals to embrace it with wholehearted enthusiasm, a commitment to excellence for themselves and for students, and an interest in being a lifelong learner. The classroom teacher meets, each morning, a room that is at once a community called "class" and a collection of individuals of differing personal, and academic achievements, talents, needs, and problems. The excellent teacher will make hundreds of decisions in orchestrating the teaching day to advance the skill and knowledge of each student in the classroom.
In preparation for the daily engagement with the complex phenomena of the classroom, teacher education recognizes the need for teachers to be knowledgeable of learners and their characteristics, of educational contexts including the character of communities and cultures, of subject matter, of themselves, of general pedagogy and subject-specific pedagogy, and of the purposes and values of education including its philosophical and historical roots. Rhode Island College has designed, for holders of baccalaureate degrees, the Master of Arts in Teaching program to prepare teachers to meet successfully the challenges and joys of teaching.
The program graduate enters the profession as a reflective teacher, one who can plan and direct classroom instruction and one who will modify instructional practice and curriculum through systematic reflection and self-assessment. The reflective teacher:
- understands teaching as encouraging the development of active learners;
- provides a rationale for instruction from research and practice and develops conceptual frameworks for instruction;
- recognizes and identifies elements extrinsic to the classroom practice;
- establishes classroom relationships and classroom environments that support growth and learning;
- appreciates the importance of developing in learners an understanding of the nature of subject matter.
The Master of Arts in Teaching program begins with the selection of candidates who already possess a baccalaureate degree and who have potential for success in rigorous academic studies and in classroom teaching. The program moves to a carefully designed and coordinated sequence of courses and concludes with an intensive semester of student teaching. These studies and integrated clinical experiences are designed and sequenced to permit the candidate to increase knowledge and understanding of teaching in a systematic fashion, with each program phase based upon prior learning. These learning outcomes align with the Specialty Professional Associations (SPA) Standards and the Rhode Island Professional Teaching Standards (RIPTS).
Successful candidates will be able to:
- explain the Conceptual Framework of the FSEHD, the RIPTS, and relevant Rhode Island Dept. of Education initiatives, and describe their connection and impact to teaching in the public schools;
- describe and apply the roles and responsibilities of how reflective teachers think and act;
- construct, teach, and reflect upon lessons and units that model developmentally appropriate practices consonant with professional teaching standards, including the Conceptual Framework of the FSEHD, SPA Standards and the RIPTS;
- select and utilize formal and informal assessment strategies with individuals and groups of students to determine the impact of instruction on learning, to provide feedback, and to plan future instruction;
- describe the role and purposes of collaborative relationships with family and community, and plan and apply techniques for involving family in the learning process;
- describe the importance of lifelong professional development and demonstrate competence in accessing information from relevant professional organizations and journals available for continued professional growth opportunities, with an emphasis on using available technology.
Because of the wide variety of MAT programs offered through the Feinstein School of Education and Human Development, applicants need to request the application portfolio in person. Please contact Mrs. Dottie Grady at 401-456-8822 or firstname.lastname@example.org to schedule an appointment. Mrs. Grady will review the application process with you and direct you to the appropriate faculty member for more information.
|Course No.||Course Title||Credits|
|CEP 552||Psychological Perspectives on Learning and Teaching||3|
|FNED 546||Contexts of Schooling||4|
Professional Education Component
|SED 406||Instructional Methods, Design, and Technology||3|
|SED 407||Instructional Methods, Design, and Literacy||3|
|SED 411||Content and Pedagogy in Secondary Education||4|
|SED 412||Field Practicum in Secondary Education||2|
|SED 421||Student Teaching in the Secondary School||10|
|SED 422||Student Teaching Seminar in Secondary Education||2|
|SPED 531||Universal Design for Educating All Students||3|
Academic Disciplines Component
|Fifteen credit hours of courses at the graduate level in the academic field in which certification is sought. Students should contact the department that provides course work in the anticipated area of certification||15|
|The capstone experience is incorporated into SED 422 (student teaching seminar)||0|
Total Credit Hours