M.A.T | Master’s of Arts in Teaching

The Master of Arts in Teaching is skillfully designed for students seeking to complete educational research and earn a multiple subject or single subject teaching credential for use in public or private school. Taught by scholar-practitioners who possess both academic and practical experience, this one evening a week program efficiently covers 42 units of teaching preparation courses. Built around a cohort model, candidates in the program quickly bond and grow as they learn together. Approved by the California Commission on Teacher Credentialing. We offer credential programs for Multiple Subject, Math, and English.

Quick Facts

Credits Time to Complete Format Admissions Cost Accreditation
42 UNITS The M.A.T. is a 42 unit, one-night-a-week, cohort program which can be completed in as few as 20 months.
  • Classroom Cohort
  • Hybrid-Cohort
No GMAT Required, GPA > 3.0 $495 per unit (Financial Aid available. Yellow Ribbon College for Veterans) WASC Senior College & University Commission
California Commission on Teacher Credentialing (CTC)

MAT Sample Schedule

Possible Careers

  • High school teacher
  • Elementary school teacher
  • Teach Abroad
  • Corporate Trainer
  • Professional Development
  • Prep for a Doctoral Program

Message from the Dean

Welcome,

It seems like everyday I hear about the unmet demand for teachers in public, private and international schools. The Master of Arts in Teaching (M.A.T.) program allows you to earn a California Teaching credential and a master’s degree in an accelerated one-night-a-week cohort model.

Our knowledgeable and dedicated faculty and staff are committed to your success. They will partner with you from your initial questions to program completion and beyond. You can expect a program with purposeful coursework, fieldwork, and character development that culminates in a thesis. This program prepares you to be an effective teacher who understands how to utilize research and reflect on your preparation and instruction with the goal of improving student learning.

You might ask why character development is important. We believe effective teachers demonstrate an authentic care and love for students, instruction, curriculum, and others. Think of your favorite teachers, they were most likely people of exceptional character. That is why in the M.A.T., you not only explore knowledge for your head and the skills for your hands, but also character for your heart!

I encourage you to review our Master of Arts in Teaching program website and/or call 844‐JESSUP‐U.

Sincerely,
Tim Gillespie
Dean, School of Education

Courses

EDU501. Educational Foundations (3)

This is a course designed to introduce and explore the educational paradigm historically and philosophically. Candidates survey curriculum practices, teacher effectiveness and the concepts and issues related to K-12 education. Development of personal knowledge base and understanding of the following areas will be enhanced: 1) the competing purposes and values of schools in our society, 2) the nature of the teaching profession, 3) the related impact of local, state, and federal government policies on schools, 4) current educational issues related to health, safety, laws, and protection and 5) effective instructional design. Field experience will be required in the area of observation. The candidates will be introduced to the vital character traits associated with effective teachers.

EDU572. Research Methods (3)

This course is designed to provide an in-depth view of quantitative and qualitative research methods in the social sciences. Topics covered include: (1) hypothesis formulation and theory construction; (2) the measurement and evaluation of sociological variables; (3) data collection techniques – experimental, survey, and observational; (4) and data analysis using sophisticated tools. By the end of this course, you should be able to conceptualize a research problem and develop a number of complementary designs, measurement, and data collection approaches to bring evidence to bear on the problem. You should be able to prepare a research proposal, and critically evaluate the quality of evidence in published research. Furthermore, candidates should appreciate both the strengths and the limitations of sociological research techniques and will hopefully have a solid foundation for beginning to conduct research on their own.

EDU507. Social Cultural Foundations (3)

This course enables future teachers to examine a broad overview of concepts and issues of multicultural education and the pedagogical implications for teachers in a pluralistic society. Candidates will learn concepts and strategies for infusing cultural understanding across all subject areas and grade levels into the classroom. Candidates will reflect upon the new knowledge acquired to develop a multicultural perspective. This course prepares teachers to provide subject specific and developmentally appropriate teaching practices, to provide equal access for all students, to educate English language learners, and to create a professional English language development plan.

EDU570. Initial Fieldwork (1)

Serving as a classroom assistant, the candidate will learn about the dynamics of classroom preparation and instruction. The candidate will demonstrate specific pedagogical skills for subject matter instruction, the interpretation and use of assessments, making content accessible to students, developmentally appropriate teaching practices, and effective teaching for English learners. The Subject Specific Pedagogy Teaching Performance Assessment Task will be prepared and submitted. A passing score of 3 or 4 is required.

EDU506. Psychological Foundations for Education (3)

This course focuses on explanations of how people learn, including people of ethnic and cultural diversity. Theories and research are included with emphasis on practical applications, such as methods used to improve learning and teaching, and how learning relates to motivation, personality, development, creativity, and perception. The appropriate developmental needs associated with child, adolescent, and young adult years within grades PreK-12 will be evaluated. Current brain-based research and its application are reviewed.

EDU505. Literacy Instruction Across the Curriculum (3)

This foundational course prepares the candidate to assess students’ language level, make appropriate lesson plans, develop methods to help the student learn to read and write, and evaluate the student’s progress toward being able to read and write the English language. The historical significance of vocabulary will be discussed; including Greek, Latin, and Anglo-Saxon roots. The candidate will learn to make these applications for students with different grade and age levels. This course helps all subject area and grade level teachers to implement reading and writing across the curriculum.

EDU508. Curriculum and Instruction I: Designing and Assessing Instruction (3)

This course is designed for teaching candidates to learn methods and curriculum planning for teaching and learning in public/private elementary, middle, and high schools. The primary focus will be placed on learning best practices with designing instruction, universal access, and evaluation. Each candidate will be required to demonstrate how language arts will be taught across the curriculum. Multiple subject candidates will focus their curriculum and content design in math and science (including statistics and probability). Single subject candidates will focus their curriculum and content design in their selected credential area.

EDU509. Curriculum and Instruction II: Creating and Maintaining Effective Environments (3)

This course is designed for teaching candidates to learn methods and curriculum planning for teaching and learning in public/private elementary, middle, and high schools. The primary focus will be placed on learning best practices with maintaining effective learning environments and classroom management within the subject area(s). Each candidate will be required to demonstrate how language arts will be taught across the curriculum. Multiple subject candidates will focus their curriculum and content design in visual and performing arts, social science, history, physical education, and health. Single subject candidates will focus their curriculum and content design in their selected credential area.

EDU575. Student Teaching I (6)

This course will allow candidates to practice and demonstrate how to appropriately design instruction and design, implement, and analyze assessments within a variety of grade levels and subject areas. The latest research on effective research will also be evaluated. The course will provide support and sharing of best practices among student teachers where strategies and value added experiences can be collaborated. Connected to the course is the seven week full-day student teaching field experience. Candidates will teach under the guidance of a Jessup supervisor with the cooperation of a credentialed master teacher in a traditional classroom. In the field candidates should experience preparation, instruction, assessment, cumulative files, STAR results, IEPs, SSTs, RTI, PLC, faculty meetings, and a variety of educational experience relevant to the individual school or district. At least one of the student teaching placements must be in a Title I diverse school/district. Multiple subject candidates are required to have one placement in a lower elementary (K-3) grade and another in an upper elementary (4-8) grade that is self-contained. Single subject candidates must have two separate placements within their desired subject area that require a separate grade level or prep. The course is open to multiple subject and single subject credential candidates who have met all requirements according to the student teaching application and the student teaching handbook. The candidate will prepare the Designing Instruction Task and the Assessing Learning Task of the California Teaching Performance Assessments. Candidates must pass the each TPA by a score of 3 or 4.

EDU576. Student Teaching II (6)

This course will allow candidates to practice and demonstrate how to appropriately design instruction and design, implement, and analyze assessments within a variety of grade levels and subject areas. The latest research on effective research will also be evaluated. The course will provide support and sharing of best practices among student teachers where strategies and value added experiences can be collaborated. Connected to the course is the seven week full-day student teaching field experience. Candidates will teach under the guidance of a Jessup supervisor with cooperation of a credentialed master teacher in a traditional classroom. In the field candidates should experience preparation, instruction, assessment, cumulative files, STAR results, IEPs, SSTs, RTI, PLC, faculty meetings, and a variety of educational experience relevant to the individual school or district. At least one of the student teaching placements must be in a title 1 diverse school/district. Multiple subject candidates are required to have one placement in a lower elementary (K-3) grade and another in an upper elementary (4-8) grade that is self-contained. Single subject candidates must have two separate placements within their desired subject area that require a separate grade level or prep. The course is open to multiple subject and single subject credential candidates who have met all requirements according to the student teaching application and the student teaching handbook. The candidate will prepare the Culminating Teaching Experience of the California Teaching Performance Assessments. Candidates must pass this TPA by a score of 3 or 4.

EDU675. Data Analysis and Statistics (3)

This course is designed to provide an understanding of quantitative and qualitative data analysis techniques in the social sciences. Topics covered include (1) organizing and cleaning data for analysis, (2) descriptive and inferential statistics, (3) data analysis using sophisticated tools (SPSS), (4) data interpretation, and (5) presenting and describing results. The course covers basic statistical tests including z-test, t-test, correlation, regression, analysis of variance, and nonparametric tests. During this course, candidates will simultaneously finalize chapters one and two of the thesis in coordination with their thesis mentor as part of the thesis course. By the end of this course, students will complete their thesis methodology (chapter three) and be prepared to defend your thesis proposal.

EDU676. Thesis (5)

In this course, candidates will complete the thesis, collaborate with their research site, and coordinate with their thesis mentor. In coordination with EDU6xx Data Analysis and Statistics, this independent study course guides students through the process of designing and defending their thesis research proposal (at the mid-semester mark). After successfully defending the thesis proposal (chapters one to three), Candidates will complete chapters four and five of the thesis and successfully defend their completed thesis project and paper. Working directly with the assigned thesis mentor and structured on each candidate’s individual abilities, topics may include idea organization and development, research methodology, data analysis and statistics, and writing techniques (word choice, advanced grammar, etc.). Plagiarism and citation of sources are also covered. Individualized attention is an integral part of the course.

Frequently Asked Questions

Q: Will this credential allow me to teach in public schools?
A: Yes. Our program meets the requirements of the State of California Commission on Teacher Credentialing.


Q: What credential can I earn through WJU?
A: We offer the Multiple Subject credential and Single Subject in Math or English.


Q: How can I find out the State requirements for credentialing?
A: Check the website of the State of California Commission on Teacher Credentialing (CTC).


Q: How long will it take me to finish the credential?
A: 16 months.


Q: Can I just do the credential program and not the masters degree?
A: Yes. Our program is designed to enable you to complete the requirements for the credential first, then the master’s thesis portion. After completing the credential you may “opt out”. You have seven years to return and complete the remaining units for the master’s degree.


Q: May I transfer in units from another program?
A: We allow up to nine (9) units to transfer in from an approved credential program. This is determined at the discretion of the graduate admissions committee.


Q: How many units are in the program?
A: The Master of Arts in Teaching is 42 units. The credential work is completed in the first 34 units.


Q: How long will it take to complete the Master of Arts in Teaching?
A: 21 months.


Q: What is the cost of tuition?
A: The Master of Arts in Teaching costs about $26,000 in total. The cost per unit is $495.


Q: Is there financial aid available?
A: Yes. Government loans are available to qualified individuals who complete the FAFSA and are enrolled in a minimum of four units per semester. In addition, the university offers the Church Partnership grant to any student who attends a church who is one of our partners. A list of church partners is on the financial aid page of our website.


Q: How long is each course?
A: Most courses are seven weeks. A few are five weeks long.


Q: What is a cohort?
A: A cohort is a group. You will be going through each class with the same group of people.


Q: How many students are in a typical cohort?
A: We average 15 – 20 students in a cohort.


Q: How much homework will there be each week?
A: Courses are designed for 10-12 hours per week of work. Some students may work more quickly. Others may require additional time.


Q: Will I be required to do group work?
A: Groups assignments are not the norm. However, in every course you will be expected to participate in online discussions.


Q: At the end will there be a thesis required, or final project?
A: Yes. The Master of Arts in Teaching degree requires a thesis at the end of the coursework. You will have a mentor to advise you through this process.

Admission Requirements

Admission decisions are made by full-time faculty in the School of Education using a combination of factors, including academic degree(s), records and experiences. Applicants will be admitted to the program based upon enrollment availability and their ability to meet the following minimum recommended entrance requirements.

Download the 2016-2017 MAT Admission Requirements PDF

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