Graduate Catalog: 2020-21

Teaching MA

Master of Arts in Teaching

The fully online Master of Arts in Teaching (MAT) degree will lead to licensure in Middle Level and/or Secondary Education by the State of Indiana within two years or less of program entry, and is aimed at three primary audiences:

  • USF undergraduates majoring in a recognized content area but seeking to earn an MAT and earn licensure beginning their senior year at USF. This audience would complete their studies and preparation in the year following graduation
  • Non-traditional BA/BS degree-holding students seeking licensure while still working part- or full-time in their present profession.
  • Educators who wish to advance their professional career opportunities by earning a master’s degree. A non-licensure track is also available for those who may want to use their pedagogical skills in a non-school setting.

For those candidates who may not be interested in pursuing a Master of Arts degree, a shorter Transition to Teaching in Secondary Education Initial Licensure option is available. Search Transition to Teaching in the Graduate Catalog

Programs

  • Master of Arts in Teaching
    • Initial Secondary Education – Grades 5-12
    • Non-licensure
  • Transition to Teaching (licensure only)
    • Transition to Teaching in Secondary Education – Grades 5-12

Student Learning Outcomes

Learner and Learning Environments

  • Learner Development: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. (INTASC Standard 1)
  • Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. (INTASC Standard 2)
  • Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. (INTASC Standard 3)

Planning, Instruction, and Assessment

  • Instructional Practice: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. (INTASC Standard 6
  • Planning for Instruction: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. (INTASC Standard 7)
  • Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. (INTASC Standard 8)

Content and Content Pedagogy Knowledge

  • Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. (INTASC Standard 4)
  • Application of Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. (INTASC Standard 5)

Professionalism

  • Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. (INTASC Standard 9)
  • Leadership and Collaboration: The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. (INTASC Standard 10)

Licensure or Certification Eligibility

Upon successful completion of program requirements and specific content area tests and developmental pedagogy licensure tests, Master of Arts graduates and Transition to Teaching in Secondary Education completers seeking an initial teaching license will be licensable in their specific secondary education (grades 5-12) content area.

Degree Requirements

  • Master of Arts in Teaching requires 33 credit hours
  • Transition to Teaching in Secondary Education requires 18-24 credit hours

Program of Studies

Master of Arts in Teaching

Course Credits
SPED 602 Diverse Learners in Today’s Classrooms 3
READ 611 Literacy in Content Areas 3
EDUC 505 Integrated Classroom Technology 3
EDUC 525 Collaborative Classrooms & Schools 3
EDUC 568 Responsive Classroom Management 3
EDUC 606 Inclusive Content Assessment 3
EDUC 607 Methods for Secondary Instruction 3
EDUC 609 Diagnosis & Differentiation 3
Choose one Elective: SPED 613, SPED 615, READ 602, EDUC 500, EDUC 677 (2 credits), EDUC 678 (2 credits) 2-3
Licensure Candidates:
EDUC 674 Transitional Clinical Practicum 3
EDUC 676 Transitional Clinical Internship 3
Non-Licensure Candidates:
EDUC 685 Clinical Practicum Or Advisor Approved Elective: SPED 613, SPED 615, READ 602, EDUC 500 3
EDUC 687 Clinical Internship Or Advisor Approved Elective: SPED 613, SPED 615, READ 602, EDUC 500 3

Transition to Teaching in Middle Level and/or Secondary Education

Course Credits
SPED 602 Diverse Learners in Today’s Classrooms 3
READ 611 Literacy in the Content Areas 3
EDUC 525* Collaborative Classrooms & Schools 3
*Candidates are eligible to test out of this pre-requisite
EDUC 568 Responsive Classroom Management 3
EDUC 606 Inclusive Content Assessment 3
EDUC 607 Methods for Secondary Instruction 3
EDUC 674 Transitional Clinical Practicum 3
EDUC 676 Transitional Clinical Internship 3

Admission Requirements

Progression Point 1

There are two options in the Master of Arts in Teaching Degree program, a middle level and/or secondary education teacher licensure track and a non-licensure track. The non-licensure track is for individuals who wish to work in teaching and training outside of a P-12 school setting.

In addition to university admission requirements, the Department of Education requires the following:

The Master of Arts in Teaching – Secondary Education Teacher Licensure Track and Transition to Teaching Track

  • Hold a baccalaureate degree* from an accredited postsecondary educational institution in the subject candidates wish to license in with an overall Grade Point Average (GPA) of 3.0/4.0; or
  • Hold a baccalaureate degree* from an accredited postsecondary educational institution in the subject candidates wish to license in with a 2.5/4.0 GPA and with five (5) years professional experience; or
  • Hold both a baccalaureate degree from an accredited postsecondary educational institution and proof of passing approved CORE content area exam(s) in the subject area. [NOTE: This option requires passing a content assessment before TTT admission whereas the first two do not. This option does not require a bachelor’s degree in the licensure area.
  • Official Bachelor’s Degree Transcript
  • National Sex Offender check.
  • Candidate Statement: Professional Background and Goals/Interest in this Program
  • Free online Virtual Campus Application

The Master of Arts in Teaching Non-Licensure Track

  • Baccalaureate degree from a regionally accredited institution.
  • Undergraduate GPA of 2.75 or 2.5 with 5 years of professional experience.
  • Official Bachelor’s Degree Transcript
  • National Sex Offender check.
  • Candidate Statement: Professional Background and Goals/Interest in this Program
  • Free online Virtual Campus Application

A maximum number of 9 credit hours can be transferred to the MAT program. A maximum number of 6 credit hours can be transferred into the Transition to Teaching program.

Progression Requirements

Candidates must meet the following criteria to be accepted into the Clinical Practicum and /or Clinical Internship phase of the program (Progression Point 2):

  • Prior to the field placement, complete Formal Declaration of Licensure/Non-Licensure track.
  • Submit the completed Request for Practicum Placement (if desired).
  • Submit the completed Application for Clinical Internship (if desired).
  • Submit an Expanded Criminal History check.
  • Clearance of National Sex Offender check.
  • Maintain a cumulative GPA of 3.0.

Graduation Requirements

Progression Point 3:

  • Successful completion of Clinical Practicum and /or Clinical Internship including Field Evaluation.
  • Successful completion of all required courses and program assignments.
  • Maintain an overall GPA of 3.0.
  • Submit the Application for Graduation Form.

Post Program Licensure Requirements

To apply for an Indiana Secondary Education Teaching license, the following criteria must be met:

  • Pass Indiana required Pearson CORE Content Knowledge Test(s) in the appropriate licensing area(s).
  • Pass the appropriate Indiana required Pearson Developmental (Pedagogy) Test (006).
  • Submit proof of Certification from either an American Red Cross or an American Heart Association approved program in cardiopulmonary resuscitation (CPR) and automated external defibrillators (AED) at the adult and child levels with the online application.
  • Submit proof of a research-based Suicide Prevention Training.
  • Submit the online Application for an Indiana Teaching License in LVIS on the Indiana Department of Education website which includes an application fee.