Marygrove College's Master in the Art of Teaching (MAT) Program strives to develop teacher leaders who effectively serve all students. The six core courses described below are required to fulfill the MAT degree. As well, three capstone projects are also required. The Capstone portion of your degree program will lead you through a process of examining your personal beliefs about teaching, learning, effective curriculum, instruction, assessment and reflection. The Capstone consists of three parts: A, B and C, which are graded on a Pass/Fail basis. More detailed information about Capstone requirements, assessment and support are described below.
Each MAT Capstone has very specific requirements and important differences from other MAT courses. The Capstone project consists of three parts:
CAPSTONE A – Video & Self-Analysis
A reflective process consisting of three parts where you:
CAPSTONE B – Culmination of Action Research Project
An analysis of the Action Research you started in EDU 501. You will:
CAPSTONE C – Summarizing Your Contributions
Capstone C is all about you. To complete this capstone you will:
Completion of Capstone work is self-paced. There are no course calendars or weekly deadlines as there are in your MAT core and specialty courses.
Your assigned instructor will remain with you until your Capstone requirement is met, indicated by a "P" grade. Reminders will be sent to you at appropriate times by your instructor to assist you.
The Capstone instructor is:
Keep your capstone instructor's contact information so you can correspond freely.
This course provides an overview and examination of the foundational knowledge, current practices, and research related to teachers as leaders. The course addresses application and practices that develop competencies and behaviors that teachers need to become teacher leaders. Participants become reflective practitioners as they study the current state of education and many of the leading reform efforts. They learn and apply leadership strategies in their classrooms and communities. Participants explore theories as they may relate to the forces reshaping their schools. Topics such as organizational models, characteristics of leadership, change systems, vision development, and school design may be investigated. Participants set personal goals outlining ways they can create lasting change within the education profession through strengthening their instructional practice and commitment to student learning and achievement.
This course focuses on planning and organizing for meeting the differentiation needs of students in the mixed ability classroom. It takes seriously that students have different means for acquiring information, processing information, and developing products to show what they have learned. Participants study the differentiating instruction model of lesson content, the processes used in lessons, and the products of lessons within the context of students learning preferences, readiness, and interests. Course participants apply differentiation strategies in their classrooms to strengthen their instructional practices and commitment to meeting the diverse learning needs of their students.
This course establishes a comprehensive way for teachers to engage in unit planning and instructional design. Participants integrate assessment into their planning and crate a sequence of learning experiences that logically and meaningfully help students meet required learning goals. In addition, participants align their instructional design to state and local standards.
This course begins with the basics of classroom assessment, then goes on to discuss the principles behind using assessment to differentiate instruction. Participants create a variety of assessments to evaluate different types of student work and inform teacher's instructional practices to improve student learning.
This course provides the opportunity for teachers to: reflect on and assess their teaching; explore and test new ideas, methods and materials; assess the effectiveness of the new approaches; share feedback with others; and make decisions about which new approaches to include in their classroom practices. Participants complete an individual research project aimed at a particular problem specific to their classroom situation that addresses student achievement. Next, participants engage in action research, data analysis and creation and implementation of a plan of intervention based upon their research findings.
This course is designed to help the classroom teacher develop methods to assess students who are not succeeding and identify, implement and assess interventions to help those students. This course also builds upon content introduced in EDU 622 Meeting the Needs of All Students to prepare participants to assess effects of instruction on student performance. Emphasis is placed on theories and practical concepts related to differentiation of instruction and assessment in order to meet the needs of a wide range of learners, including those in special education. Response to Intervention (RTI) will be discussed in terms of structuring individual, small group and whole group instruction.