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Master of Arts in Teaching Degree

Program Description

For the Master of Arts in Teaching Program, Columbia College and the Education Faculty have endorsed national certification of teachers, and have adopted the core proposals of the National Board for Professional Teaching Standards as goals of the program. When conducting best practice, teachers:
  1. Are committed to students and their learning;
  2. Know the subjects they teach and how to teach those subjects to students;
  3. Are responsible for managing and monitoring student learning;
  4. Think systematically about their practice and learn from experience; and
  5. Are members of learning communities.

To help students reach these goals, Columbia College believes that truly effective teaching must be modeled, not just taught. Therefore faculty are encouraged to engage students in active learning, problem solving, interactive dialogue and questioning, and constant exploration of what is and what could be. Students are supported in their efforts: to identify and evaluate relevant issues as they relate to various aspects of teaching and learning; to engage in critical and creative thinking with colleagues, peers and professors; to develop as whole persons, valuing individualism, uniqueness and diversity of others; to consistently use reflection and research as the foundation for decision making; and, to value and promote professionalism and a commitment to learning that is never ending.

Students who are seeking teacher certification and do not meet graduate admission requirements may qualify for the Undergraduate Post-Baccalaureate Certification Program offered at select campuses. In addition to Columbia College admission requirements, the state of Missouri requires a minimum grade point average (GPA) in certification content area, professional education coursework, and overall. Official admission to the Teacher Certification Program (TCP) requires an overall GPA of 2.75, a content area GPA of 3.0, and a professional education GPA of 3.0 (on a 4-point scale). Once admitted to the TCP, students are reviewed on a yearly basis until they complete or withdraw from the program. Areas for review could include GPA, conduct, and student progress. Note that teacher certification is not available online.

Add-On Certificates (available for Main Campus in-seat students only)

Mild/Moderate Cross Categorical Special Education, Gifted Education, and Reading Specialist add-on certificates are available to students who are certified teachers. Students wishing to pursue an add-on certificate need to work closely with their academic advisors to fulfill certificate requirements.

Columbia College offers Teacher Certification Programs in:

Click here to view additional information about our certification programs.

MAT Degree Program Requirements

  1. Students must meet the satisfactory academic progress requirements of the College.

  2. Students must complete a minimum of thirty-six graduate semester hours. The program is comprised of a core of three courses and three courses in each of the three areas of curriculum and instruction, psychological and philosophical foundations, and measurement and evaluation.

  3. Transfer credit for courses already completed before admittance to the program may be substituted for required courses upon recommendation of the Education Department. After being admitted, the student must complete all course work at Columbia College, unless specific permission is obtained from the MAT Graduate Program Coordinator. A maximum of nine graduate hours may be accepted in transfer. Petitions for consideration of transfer credit must be made prior to the successful completion of 12 hours of graduate course work at Columbia College.
  4. To complete the program, students are expected to do the following:
    1. Within the first session on campus, meet with an advisor to discuss course selection and plans for degree completion.b. Complete EDUC 500 Research Design, and EDUC 504 Curriculum Design and Evaluation as early in the program as possible and define a final project topic area early in the course of study and direct course work toward the topic area throughout the program.
    2. Complete EDUC 500 - Research Design, and EDUC 504 - Curriculum Design and Evaluation as early in the program as possible.
    3. Students may not register for EDUC 508 - Integrative Project until they are within one session of completion of the MAT and have the approval of their advisor and course instructor. Students who register for EDUC 508, but do not complete the course in one session, will receive a grade of Incomplete. Subsequently, students must enroll in EDUC 508E - Integrative Project Extension each session with the fee of $100 per enrollment until the project is completed and accepted. Continuous enrollment in EDUC 508E is mandatory and is capped at the maximum extension of three consecutive terms.
    4. Clinical experiences are available for a maximum of six hours of graduate credit. The purpose of clinical experiences is to provide an opportunity to do field research or to conduct professional practice; the experience must not duplicate previous experience or be a part of a regular teaching assignment.

  5. Completion of the degree means more than the accumulation of the required course hours. Students must be aware that the integrative project requires acceptance as demonstrated by a satisfactory oral presentation before a jury of faculty and peers.

Department

Degree Requirements

A. Required MAT Core Courses 21 sem. hrs
EDUC 500View Syllabus Research Design 3 hrs
EDUC 504View Syllabus Curriculum Design and Evaluations 3 hrs
EDUC 508View Syllabus Integrative Project 3 hrs
EDUC 555View Syllabus Development, Gender and Cultural Differences 3 hrs
EDUC 560View Syllabus Theories of Learning 3 hrs
EDUC 560View Syllabus Theories of Learning 3 hrs
EDUC 505View Syllabus Instructional Theory and Techniques or 3 hrs
EDUC 512View Syllabus The Integrated Curriculum 3 hrs
EDUC 512View Syllabus The Integrated Curriculum 3 hrs
EDUC 542View Syllabus Law, Ethics and Education or 3 hrs
EDUC 544View Syllabus Current Issues and Philosophical Precedents 3 hrs
EDUC 544View Syllabus Current Issues and Philosophical Precedents 3 hrs
B. Support Courses in each area 18 sem. hrs
EDUC 507View Syllabus Alternative Certification Portfolio 3 hrs
Psychological and Philosophical Foundations 6 hrs
EDUC 515View Syllabus Language Development of the Exceptional Child 3 hrs
EDUC 516View Syllabus Reading and Writing Across the Curriculum 3 hrs
EDUC 518View Syllabus Literature Across the Curriculum 3 hrs
EDUC 521View Syllabus Language, Literature, and the Creative Arts for Elementary and Middle Schools 3 hrs
EDUC 523View Syllabus Critical and Creative Problem Solving 3 hrs
EDUC 525View Syllabus Educating Exceptional Individuals 3 hrs
EDUC 526View Syllabus Teaching and Supervising Pre-Service and In-Service Teachers 3 hrs
EDUC 527View Syllabus Introduction to Mild to Moderate Cross-Categorical 3 hrs
EDUC 528View Syllabus Methods of Teaching Mild/Moderate Cross-Categorical Students 3 hrs
EDUC 529View Syllabus Curriculum and Instruction for Gifted Students 3 hrs
EDUC 530View Syllabus Administration and Super-vision of the Gifted Program 3 hrs
EDUC 531View Syllabus Survey of the Gifted and Talented 3 hrs
EDUC 532View Syllabus Technology in Education 3 hrs
EDUC 533Syllabus Not Available Topics 1 - 3 hrs
EDUC 535Syllabus Not Available Teaching Creative Arts and Movement to Children 3 hrs
EDUC 537Syllabus Not Available Teaching Language Arts in Middle and Elementary Schools 3 hrs
EDUC 542View Syllabus Law, Ethics and Education 3 hrs
EDUC 543View Syllabus History of American Education 3 hrs
EDUC 546View Syllabus Perspectives on Families, Community, and Political Involvement in Public Schools 3 hrs
EDUC 547View Syllabus Career Counseling Including Children With Special Needs 3 hrs
EDUC 548View Syllabus Communications-Counseling Conferencing, and Confronting 3 hrs
EDUC 550View Syllabus Human Development 3 hrs
EDUC 551View Syllabus Comparative and International Education 3 hrs
EDUC 556View Syllabus Emotional Disorders in Children and Adolescents 3 hrs
EDUC 558View Syllabus Advanced Techniques of Reading Methods 3 hrs
EDUC 562View Syllabus Behavior Management Techniques 3 hrs
EDUC 563View Syllabus Management of the Classroom Environment 3 hrs
EDUC 564View Syllabus Classroom Management 3 hrs
EDUC 570View Syllabus Statistics for the Behavioral Sciences 3 hrs
EDUC 572View Syllabus Individual Ability/Intelligence Testing 3 hrs
EDUC 574View Syllabus Evaluation of Individual Achievement and Aptitude 3 hrs
EDUC 578View Syllabus Adolescent Literacy Theory and Technique 3 hrs
EDUC 579View Syllabus Language Acquisition and Emergent Literacy Theory and Techniques 3 hrs
EDUC 580View Syllabus Methods of Effective Academic Evaluation 3 hrs
EDUC 582View Syllabus Evaluation of Teaching Effectiveness 3 hrs
EDUC 590View Syllabus Analysis and Correction of Reading Disabilities 3 hrs
EDUC 600View Syllabus Education Seminar for Teacher Candidates 3 hrs
EDUC 688View Syllabus Graduate Paraprofessional Student Teaching 9 hrs
EDUC 698View Syllabus Graduate Student Teaching 9 hrs
EDUC 698View Syllabus Graduate Student Teaching 9 hrs
EDUC 698View Syllabus Graduate Student Teaching 9 hrs
EDUC 698View Syllabus Graduate Student Teaching 9 hrs
C. Elective or emphasis courses 9 sem. hrs
Course 1 3 hrs
Course 2 3 hrs
Course 3 3 hrs
D. Elective or emphasis courses 9 sem. hrs
E. Elective or emphasis courses 9 sem. hrs

Assessment

The five core propositions of the National Board for Professional Teaching Standards (NBPTS) provide the goals for the Master of Arts in Teaching Program. These core propositions are:
  1. Teachers are committed to students and their learning.
  2. Teachers know the subjects they teach and how to teach those subjects to students.
  3. Teachers are responsible for managing and monitoring students learning.
  4. Teachers think systematically about their practice and learn from experience.
  5. Teachers are members of learning communities.
Students completing the MAT program document their professional growth and accomplishment of the propositions through a portfolio. The portfolio is evaluated by a committee of two faculty members. The portfolio must also be presented orally to the committee. A grade of B or better is required. Outcomes data are collected in various courses and in an exit interview. These data are used to guide appropriate changes and improvements in the MAT program in order to better meet students’ needs for course scheduling, course offerings, learning activities for the accomplishment of course objectives, use of technology, etc.

Locations

The Master of Arts in Teaching degree is available at the following locations:

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