Earn an MAT Degree at Marygrove College Master in the Art of Teaching
Marygrove College empowers teachers with an MAT degree from a fully accredited teachers college.
Known for excellence in teacher education since 1914, Marygrove was one of the first colleges to offer the convenience and flexibility of a master's degree program in on-line, weekend on-site, and distance learning. Since the program's inception, over 24,000 teachers have become Master Teachers through the Marygrove MAT program. The high-quality outcomes that the program yields have been the subject of several journal articles. All program formats offer teachers the opportunity to study practice and reflect on skills based on the most recent educational research.
The structure of the master's program allows working professionals to earn a master's degree in 20 months. The program is designed to empower teachers in their classrooms by focusing on the knowledge and skills required to deliver effective instruction to diverse learners at all levels including those with special needs. The outcomes of the MAT program are consistent with the Five Core Propositions of the National Board for Professional Teaching Standards:
The on-line MAT program with a Reading focus follows the Reading First elements for the teaching of reading: phonemic awareness, phonics, fluency, vocabulary and comprehension by using engaging literature to support these components. The program also incorporates the Standards for Reading Professionals as outline by the International Reading Association (IRA).
The on-line MAT program with a Mathematics focus follows the national standards for the teaching of mathematics (set by the National Council of Teachers of Mathematics) which require that all instructional programs from pre-kindergarten through grade 12 should enable all students to represent, analyze and utilize concepts to solve problems in all of the ten major mathematical strands: Number and Operation, Algebra, Geometry, Measurement, Data Analysis and Probability, Problem Solving, Reasoning and Proof, Communication, Representation, and Connection.
The on-line MAT program with a Curriculum, Instruction, and Assessment focus follows the National Board for Professional Teaching Standards for the teaching of all subjects and all grade levels. Participants examine a variety of teaching and assessment strategies in light of the subjects and grades they teach.
By the end of the MAT program successful teachers will have submitted three Capstone Projects, in lieu of a master's thesis, which may serve as a foundation for National Board Certification and provide evidence of proficiency in:
The program consists of ten sequential cutting-edge courses, three semester hours each, for a total of 30 graduate credits. From the beginning to the end of the program, course work is designed for practical use in the classroom with each course building upon the previous one to strengthen concepts and skills, and to increase teaching effectiveness. Marygrove College offers four focus areas for the Master in the Art of Teaching degree:
1. MAT/ERL Elementary Reading and Literacy Focus
2. MAT/CIA Curriculum, Instruction & Assessment Focus
3. MAT/EMTH Elementary Mathematics Focus
4. MAT/MMTH Middle School Mathematics Focus
5. MAT/ET Effective Teaching for the 21st Century
6. MAT/SED Special Education
Internet study teams of three to fifteen participants receive instruction via streaming video, textbooks and collaborative on-line experiences. Students may also choose to form face-to-face cohorts and conduct their discussions off-line. Marygrove faculty mentors facilitate the learning process via email and telephone communication.
All On-Line Mode students take the six core courses listed below. They also take the four specialty courses in their area of focus (Elementary Reading and Literacy, Elementary Mathematics, Middle School Mathematics, or Curriculum, Instruction and Assessment).
Required Core Courses (18 credits)
EDU 568 Teacher as Leader (3)
EDU 622 Meeting the Needs of All Students (3)
EDU 570 Instructional Design (3)
EDU 618 Effective Assessment (3)
EDU 501 Teacher as Researcher (3)
EDU 5604 Evidence-Based Interventions (3)
EDU 698A Capstone A (0)
EDU 698B Capstone B (0)
EDU 698C Capstone C (0)
Elementary Reading and Literacy Focus, Grades K-6 (12 credits)
RDG 500 Foundations of Reading and Literacy (3)
RDG 510 Reading Diagnosis & Differentiated Instructionfor Diverse Learners (3)
SED 570 Students with Disabilities
SED 573 Assistive Technology in Special Education
SED 575 IEP Development
SED 565 Teaching Students with Disabilities
RDG 610 Reading in the Content Areas (3)
RDG 615 The Reading/Writing Connection (3)
Elementary Mathematics Focus, Grades K-5 (12 credits)
MTH 505 Problem Solving and Number & Operations, Grades K-5 (3)
MTH 515 Measurement and Geometry, Grades K-5 (3)
MTH 525 Algebra, Grades K-5 (3)
MTH 535 Data Analysis and Probability, Grades K-5 (3)
Middle School Mathematics Focus, Grades 6-8 (12 credits)
MTH 506 Problem Solving and Number & Operations, Grades 6-8 (3)
MTH 516 Measurement and Geometry, Grades 6-8 (3)
MTH 526 Algebra, Grades 6-8 (3)
MTH 536 Data Analysis and Probability, Grades 6-8 (3)
Curriculum, Instruction and Assessment, Grades K-12 (12 credits)
CIA 600 Research-Based Instructional Strategies (3)
CIA 605 Student-Directed Learning to Foster Motivation and Engagement (3)
CIA 610 Classroom Assessment for Today's Teacher (3)
CIA 615 Teacher as Everyday Hero (3)
Effective Teaching for the 21st Century
TFE 600 Classroom Technology Tools
TFE 620 Digital Literacy
TFE 640 Online Teaching and Learning
TFE 660 Technology Issues/Curriculum Planning
AIE 630 Creativity and Innovation
LLE 610 Cultural Literacy
SED 570 Students with Disabilities
SED 573 Assistive Technology in Special Education
SED 575 IEP Development
SED 565 Teaching Students with Disabilities
EDU 568: Teacher as Leader 3 credits
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.
EDU 622: Meeting the Needs of All Students 3 credits
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.
EDU 570: Instructional Design 3 credits
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.
EDU 618: Effective Design 3 credits
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.
EDU 501: Teacher as Researcher 3 credits
Complete a project in an area of teaching that is of interest to you, where information can help inform your desire to make effective changes with your students and in your school or community.
EDU 5604: Evidence-Based Interventions 3 credits
This course is designed to help the classroom teacher develop methods to assess students who are not succeeding and indentify, implement, and assess interventions to help those students. 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.
EDU 698A: Capstone A 0 credits Prerequisites: none
This project is designed to help the candidate evaluate his or her own teaching and use that evaluation as a data source to improve classroom practice. This project includes videotaping in the classroom.
EDU 698B: Capstone B 0 credits Prerequisites: none
This project is the formal submission of the Action Research Project. This assignment follows clearly defined guidelines, and must also contain a way to publicly share the results of the research.
EDU 698C: Capstone C 0 credits
This project is a guided reflection that requires the master's candidates to reflect upon their personal growth throughout the entire program, and then submit student work samples and/or assessment data as evidence that their participation in the MAT program has improved student achievement.
This program focuses on developing instructional leaders and the content knowledge elementary teachers need to know to be effective teachers of reading and literacy. The degree prominently features the Reading First elements of phonemic awareness, phonics, fluency, vocabulary, and comprehension. It also incorporates the Standards for Reading Professionals as outlined by the International Reading Association (IRA).
RDG 500: Foundations of Reading and Literacy 3 credits
Obtain a comprehensive knowledge base in the reading process that includes reading strategies that are most effective for teaching students to read.
RDG 510: Reading Diagnosis & Differentiated Instruction for Diverse Learners 3 credits
This course examines formal and informal literacy assessments, identifies appropriate strategies for remediation of reading disabilities and plans differentiated instructional methods with emphasis on phonics, phonemic awareness, comprehension, fluency and vocabulary. This course also develops a comprehensive assessment vocabulary in order to administer, interpret, and evaluate assessment instruments. Field experience and a case study component will demonstrate integration of course knowledge and classroom practices.
RDG 610: Reading in the Content Areas 3 credits
Learn to use nonfiction texts with your students so that they can access each subject area of the curriculum. Use literature to support concept mastery in non-language arts subjects.
RDG 615: The Reading/Writing Connection 3 credits
Apply research-based instructional strategies to integrate writing in all subject areas. Learn to conduct mini-lessons that support the mastery of each stage of the writing process.
This program focuses on developing instructional leaders and the content knowledge elementary teachers need to know in order to be effective teachers of mathematics. The degree incorporates the Principles and Standards for School Mathematics as outlined by the National Council of Teachers of Mathematics (NCTM).
MTH 505: Problem Solving and Number & Operations (K-5) 3 credits
Develop deeper understanding of key concepts as you engage in mathematical discourse, problem solve, and share strategies.
MTH 515: Measurement and Geometry (K-5) 3 credits
Apply effective problem-solving strategies to real world problems, while continuing to deepen your understanding of mathematical concepts such as length, area, and volume, coordinate geometry, and geometric thinking.
MTH 525: Algebra (K-5) 3 credits
Develop true algebraic thinking as you engage in problem solving. Deepen your understanding of patterns, functions, and algebraic symbols to help students.
MTH 535: Data Analysis and Probability (K-5) 3 credits
Work through a real-life data analysis project that allows you to apply knowledge and skills from other mathematical strands to complete. Key concepts such as data collection, graphical representations of data, and measure of center are highlighted.
This program focuses on developing instructional leaders and the content knowledge middle school teachers need to know in order to be effective teachers of mathematics. The degree incorporates the Principles and Standards for School Mathematics as outlined by the National Council of Teachers of Mathematics (NCTM).
MTH 506: Problem Solving and Number & Operations (Grades 6-8) 3 credits
Learn to engage students in relevant problem solving that helps to deepen mathematical understanding of key concepts such as fractions, decimals, percents, place value, and number theory.
MTH 516: Measurement and Geometry (Grades 6-8) 3 credits
Explore geometric attributes of length, area, and volume, and apply informal deduction skills to solve real-world problems. As your mathematical content knowledge deepens, you will be able to support the learning of your students more effectively.
MTH 526: Algebra (Grades 6-8) 3 credits
Algebra is more than solving equations and graphing functions. Focus on key algebraic concepts, and engage in problem solving with real-life connections that makes the learning of seemingly intangible concepts meaningful and relevant.
MTH 536: Data Analysis and Probability (Grades 6-8) 3 credits
Develop an in-depth understanding of the data analysis process that your students are expected to learn. Increase the effectiveness of your mathematics instruction to reach even the most challenging learners.
This program focuses on developing strong classroom leaders by providing teachers access to research-based strategies that will empower them to become teacher leaders. By the end of this program, participants will embody commitment to their students, their colleagues, and their school communities.
CIA 600: Research-Based Instructional Strategies (Grades K-12) 3 credits
This course is based upon a body of research that identifies specific instructional practices that improve student achievement. Participants will explore the results and classroom implications of this research by analyzing the instructional practices in real classrooms, and customize the use of the strategies to their own teaching situations.
CIA 605: Student-Directed Learning to Foster Motivation and Engagement (Grades K-12) 3 credits
This course digs deeper into concepts and theories introduced in prior courses and focuses on helping students develop the skills necessary to thrive in and out of the classroom. Participants learn strategies for helping all their students develop flexible knowledge, as well as problem solving, cooperative learning and self-motivation skills.
CIA 610: Classroom Assessment for Today's Teacher (Grades K-12) 3 credits
The course focuses on authentic assessment techniques teachers can use to measure the academic achievement, progress, and effort of their students. This course will also examine how to implement school-wide and classroom based interventions.
CIA 615: Teacher as Everyday Hero (Grades K-12) 3 credits
The final course of the program, this class is a culmination of many strands covered throughout the program and strikes a balance between the macro and micro concepts of instructional planning. Participants examine the case studies of inspirational teachers who have transformed the lives of student while at the same time linking proven educational theory to practice.
In this program, participants will learn that technology is no longer a standalone course or set of courses. Today’s technological innovations are a set of tools, which, when taught in an appropriate sequence, support core subjects and prepare the student for the world of the future.
TFE 600: Classroom Technology Tools
This course introduces common and emerging technology tools a teacher in the 21st Century will use in the classroom. The tools include productivity tools, online tools, web-based communications tools, data-driven decision making tools, and emerging tools such as Facebook, Twitter, and blogs.
What is the content of the 21st Century framework?
How can different technology tools be integrated into content areas?
TFE 620: Digital Literacy
This course introduces different media tools a teacher in the 21st Century will use in the classroom. The participants will study the production and integration of media tools to help with their teaching and student learning.
TFE 640: Online Teaching and Learning
This course prepares school teachers to design and teach an online course in their subject area. This course explores design and delivery strategies of online courses. Online pedagogy, content, assessment, collaboration, management and human issues are investigated.
TFE 660: Technology Issues/Curriculum Planning
This course will study ways technology can be integrated into content areas. Participants will design lessons and units to reflect the best practice in technology integration. Social and cultural issues in using technology will also be studied.
AIE 630: Creativity and Innovation
The focus of this course will be on teaching participants effective ways to integrate the arts (music, movement/dance, theater, visual representation) into core content areas to increase student engagement and foster problem solving.
LLE 610: Cultural Literacy
The question often raised is: Who gets to decide which parts of which cultures are worth teaching? Rather than engage directly in this debate, the focus of this course will be on teaching participants effective pedagogy to enable children in their classrooms to develop the skills needed to thrive in a multicultural world. The emphasis will be on helping participants and their students to recognize and negotiate cultural influences throughout life. Stories are often carriers of culture; therefore, this course will use the technique of digital storytelling to give participants and their students an opportunity to express their growing cultural literacy in a 21st Century format.