DETAILED OUTLINE OF MAT PROGRAM
Who:
What:
When:
How:
Individuals who already possess bachelor’s degrees in biology, chemistry,
English, mathematics, or a related field. (English and math cohorts will be first
to begin. Science comes later.)
The program leads to a Master of Arts in Teaching and initial certification.
The program could be completed in 15 months (1 summer, 2 semesters, and 1
more summer).
See below.

Admission:

Program Design:
SUMMER I
The Learner
Development,
Psychology, and
Diversity of the
Learner (3 hrs.)*
Practicum I (3 hrs.)
Content I (3 hrs.)
Content II (3 hrs.)
12 hours
There are two levels of admission.
1) Probationary admission to the program – For individuals who must
take additional undergraduate coursework to satisfy GPA and/or state
requirements and/or pre-requisites for the content area. These
individuals will take courses to satisfy these requirements before they
are admitted to candidacy.
2) Full admission – For individuals who have satisfied GPA and/or state
and/or pre-requisite content area requirements. Candidates will join a
cohort and begin to move through the 15-month program.
Table 1 – Coursework, Practica and Credit Hours
Four-Semester Schedule of Coursework
FALL
SPRING
SUMMER II
The Learner in
Teaching in Schools
The Teacher as a
Schools
Professional
Curriculum,
Content Area
Preparation and
Assessment, and
Methods II (3 hrs. –
Presentation of Action
Management (3 hrs.)*
Includes 3 hr. field
Research Project and
experience.)
Professional Portfolio
(3 hrs.)*
Content Area Methods Reflective Inquiry
I (3 hrs. – Includes 3
and Action Research
hr. field experience.)
(3 hrs.)*
Practicum II (3 hrs.)
Practicum III (6 hrs.) Content V (3 hrs.)
Content III (3 hrs.)
Content IV (3 hrs.)
Content VI (3 hrs.)
12 hours
15 hours
9 hours
TOTAL = 48
*Portions of these courses may be offered online or in alternative meeting formats (small groups or individual
interviews) as is appropriate by faculty with expertise in the field. For example, faculty with expertise in
educational psychology may assume primary responsibility for the developmental and psychology portions of The
Learner: Development, Psychology, and Diversity, while other faculty may assume responsibility for teaching
special needs and/or multicultural education issues.
MAT Outline
1

Candidates will move through the program in cohorts, beginning during the summer
session.
o Each cohort (English and math) will have approximately 25 candidates. It is therefore
anticipated that the program will begin with approximately 50 candidates. Once a
science cohort (of approximately 25 candidate) begins, and because new and finishing
cohorts will overlap, the program will maintain approximately 125 candidates.
o Candidates will take professional courses together, but split up into content-area groups
for methods course, content classes and the last two practica.
The Learner
Table 2 – Professional Course Topics
Detailed Course Topics
The Learner in School
Teaching in Schools
Human
Development (life
The Learning
Environment (school
Models of Content
Area Instruction II
span with emphasis on
adolescence and young
adulthood)
structure and culture,
classroom climate and
management)
(direct instruction, inquiry
lessons, management of
content area lessons)
Learning Theory and Curriculum and
Motivation
Assessment
Diversity (cultural,
Models of Content Area
language cognitive
Instruction I (studentability, gender, special
needs etc.)
The Teacher as a
Professional
Preparation and
Presentation of
Action Research and
Professional
Portfolio
Reflective Inquiry
Teacher as Researcher
centered and teacher-centered
instruction, groupings, peer
teaching episodes)
Table 3 – Practica Details
Focuses of Practica associated with each Course
SUMMER I
FALL
SPRING
The Learner: Experiential
Learning Project
Candidates work (mentoring,
tutoring, interviewing, etc.) with a
student of the appropriate age,
focusing on development, needs,
exceptionalities, diversity, and
learning styles.
MAT Outline
The Learner in Schools:
Field Experience I
The Teacher in
Schools: Field
Experience II
Candidates are assigned a field
placement in which they:
 Complete activities focused
on
o School structure and
culture
o Classroom management
o Observation of instruction
o Explore technology
available in school and its
management
o Assisting collaborating
teacher with non-
Candidates are assigned
a field placement in
which they:
 Assume full
responsibility for
teaching at least
one class
 Practice reflective
inquiry
 Design an action
research project
and collect data
SUMMER
II
NA
NA
2


instructional duties
Team-teach and shadow-teach
Practice teach
Table 4 – Technology
Integration of Technology with Professional and Content Area Methods Courses
Semester I
Semester II
Semester III
Semester IV
Power Point Presentation on
some aspect of educational
foundations.
Summaries, reflections, and
conclusions regarding
Experiential Learning Project
using word processing
application.
Explore and reflect on
integration of adaptive and
assistive technologies into
instruction for students with
special needs.
Internet research for and
evaluation of relevant literature
to professional course topics.
Development of professional
web page.
Use of online courseware,
including email and discussion
board, as appropriate.
Internet research on content
area standards, Georgia
QCC’s, and lesson plans and
other teaching resources.
Evaluation of content area
software and Internet sites.
Integration of technology
into instruction and
analysis of impact on
student learning.
Use of analytical software
as appropriate to action
research project.
Development of
electronic
portfolio.
Use of technology
in presentation of
portfolio and
action research
project.
Explore and reflect on
available technologies, their
impact and management, in
field experience placement.
Internet research for and
evaluation of relevant
literature to professional
course topics.
Use instructional technology
in peer teaching episode and
reflect on its impact.
Use of online courseware,
including email and
discussion board, as
appropriate.
Internet research for and
eval. of relevant literature
to prof. course topics and to
action research project.
Use of online courseware,
including email and
discussion board, as
appropriate.
Use of online
courseware,
including email
and discussion
board, as
appropriate.
Table 5 – Multicultural Education
Integration of Multicultural Education Objectives into Professional Courses
Objective (from EDUC 3310)
MAT Course
Assignment
Understand how differences in EDUC 6100/L Development,  Ethnocultural Heritage
ethnicity, class, gender,
Psychology, and Diversity of
Power Point
religion, language and
the Learner and Practicum
 Cultural Immersion
exceptionality affect the work
Experience
of schools and teachers in a
EDUC 6200/L Curriculum,
 Teaching for Reflection
multicultural society
Assessment, and Classroom
 Research Article Reviews
Management
 Experiential Learning
Project
EDUC 6251, 6251, 6351,
 Classroom management
and 6352 Content Area
and parent conferencing
Methods Courses
vignettes
 Classroom procedures,
MAT Outline
3



Apply understanding of race,
class, and gender to curricular
and instructional planning and
implementation.
EDUC 6100/L, EDUC
6200/L, EDUC 6300/L
Reflective Inquiry and
Action Research
EDUC 6251, 6251, 6351,
and 6352 Content Area
Methods Courses










Examine scholarship in the
field of education as related to
concepts of multiculturalism
and global perspectives
MAT Outline
EDUC 6100/L, EDUC
6300L






routines, rules, and
relationships
Standardized Test Score
Analysis
Impact on Student
Learning Analysis
Field experience activities:
at-risk students, school
diversity, classroom
diversity, observations in
special education classes,
team, shadow, and solo
teaching experiences
Lesson Plans
Unit Plans
Web of Support
Teaching for Reflection
Classroom management
and parent conferencing
vignettes
Classroom procedures,
routines, rules, and
relationships
Unit Plan
Standardized Test Score
Analysis
Impact on Student
Learning Analysis
Field experience activities:
at-risk students, school
diversity, classroom
diversity, observations in
special education classes,
team, shadow, and solo
teaching experiences
Lesson Plans
Unit Plans
Web of Support
Research Article Reviews
ISLA
Field experience activities:
at-risk students, school
diversity, classroom
diversity, observations in
special education classes,
4
Exhibit a commitment to
teaching in a multicultural
world
EDUC 6100/L
EDUC 6251, 6251, 6351,
and 6352 Content Area
Methods Courses








team, shadow, and solo
teaching experiences
Lesson Plans
Unit Plans
Ethnocultural Heritage
Power Point
Cultural Immersion
Web of Support
Teaching for Reflection
Experiential Learning
Project
Field experience
professionalism
Table 6 – Content Courses (ENGL AND MATH ONLY AT THIS POINT)
Existing
English*
ENGL 7750 English Studies in the Schools
ENGL 7701 Topics in Literature
ENGL 7721 Author Studies
ENGL 7731 Language Studies in English
ENGL 7735 Introduction to Comp. Studies
ENGL 7741 Technology and Media in Engl. and Lang. Arts
Mathematics*
MATH 7700 Elementary Set Theory
MATH 7712 Discrete Mathematics
MATH 7713 Statistics and Data Analysis
MATH 7714 Geometry from Multiple Perspectives
MATH 7717 Elementary Number Theory
MATH 7718 Functions and Analytic Techniques
*These are existing courses for M.Ed. candidates.
MAT Outline
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