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Undergraduate Academic Policies and Information Graduate Academic Policies and Information
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Education
General Requirements for the Master of Arts in Teaching Requirements for the Accelerated Master of Arts in Teaching: Secondary/Special/Elementary Requirements for the General Master of Arts in Teaching: Secondary/Special/Elementary
Chair, Professor Jillian Lederhouse Coordinator, Associate Professor Laura Barwegen
The Master of Arts in Teaching (M.A.T.) program at Wheaton College has a bifold focus: (1) to prepare excellent educators for the contexts to which they are called to serve Christ and His Kingdom; and (2) to develop teacher-scholars who are able to use the rigorous knowledge in quantitative and/or qualitative research for the purpose of educating and leading for human flourishing. The Department of Education offers programs for those pursuing Elementary (K-9) certification, secondary (6-12) certification, and special (K-12) certification. There are two options by which candidates are admitted into the program. The first option is the Accelerated M.A.T. program, and is available to those students who are completing their undergraduate degree at Wheaton College and who apply for admission to the Graduate School by 1 March of their junior year. The Accelerated M.A.T. incorporates the undergraduate professional course work into students’ undergraduate years here at Wheaton. The second option is the General MAT program and is available for students who have received their undergraduate degree from another accredited institution. Candidates are encouraged to complete their application to the General M.A.T. program by 1 April, prior to the fall term. The Department of Education is committed to providing an experience-oriented program set within the framework of a liberal arts education that provides a broad background of knowledge, dispositions, and skills important for a person entering the teaching profession. The purpose of the program is to prepare candidates to serve as "Agents of Change" in roles as teachers in the public schools. It is also an ideal program for candidates considering teaching in private or religious schools, as well as international Christian teaching ministry. Our intent is to prepare candidates to integrate Christian values and implement ethical practices in the educational setting; develop a knowledge base within the field of education; understand the nature and development of the learner; develop competency in decision making and problem solving regarding educational matters; respect cultural diversity in the school and global community; become knowledgeable and responsive to the specific needs of at-risk learners; and become liberally educated with specialization in a discipline. To this end, the Department of Education offers teacher certification at the Secondary (6-12), Special (K-12), and Elementary (K-9) levels. The Master of Arts in Teaching (M.A.T.)/Secondary or Special Certification graduate degree is available for candidates who desire to combine an undergraduate discipline-specific bachelor's degree with secondary (grades 6-12) or special (grades K-12) teacher certification. The Secondary/Special M.A.T. certification program is available for the following disciplines: English/Language Arts, Foreign Language (French, German, or Spanish), Mathematics, Science (designation in Biology, Chemistry, Earth/Space Science, or Physics), and Social Science (designation in History). The Master of Arts in Teaching (M.A.T.)/Elementary Certification graduate degree is available for candidates who desire to combine an undergraduate discipline-specific bachelor’s degree with elementary teacher certification (K-9). The programs are approved by the Illinois State Board of Education (2007) and accredited by the National Council for the Accreditation of Teacher Education (NCATE). This accreditation covers Wheaton College's initial teacher preparation programs at both the undergraduate and graduate academic levels. General Requirements for the Master of Arts in Teaching Candidates who complete a bachelor's degree plus certification requirements are eligible for an Initial Teaching Certificate in the State of Illinois following successful completion of the Illinois Basic Skills Test, a content-area exam, and the Assessment of Professional Teaching. These exams are given numerous times a year at sites throughout the state. There is a fee for each exam. No candidate may attempt to pass the same Illinois certification test more than five times. Candidates planning to apply for certification in other states should check with the Department of Education for requirements in those states. Persons convicted of committing any sex, narcotics or drug offense, attempted first degree murder, first degree murder, or a Class X felony may be denied an Illinois teaching certificate. In order to be certified in Illinois, a candidate must either be a U.S. citizen or legally present and authorized for employment. To be admitted to WheTEP and the Graduate School, a candidate must have a minimum cumulative GPA of 3.0 in the major, in professional education courses, and cumulatively. The 3.0 minimum GPA must also be maintained after acceptance into the program. According to Illinois law, only major, professional, and concentration courses in which a grade of C or better is earned can be applied toward teacher certification. Additionally, all WheTEP candidates must take and pass the Illinois Basic Skills Test as administered by the Illinois Certification Testing System. All WheTEP candidates must complete the technology fluency assessment. The Department of Education screens its candidates for appropriate dispositions to teach through two means: (a) observations and cooperating teacher ratings during clinical experiences and (b) a screening process (including the WheTEP interview) completed by professors. Formal votes to affirm appropriate dispositions are taken at two points (admission to WheTEP and admission to student teaching) during the candidate’s preparation program. Additionally, a candidate’s dispositions to teach are carefully monitored during the student teaching experience. A candidate may be denied admission to any phase of the program or be denied certification if, in the judgment of the faculty members, he/she does not exhibit the appropriate dispositions to teach. For more information on the screening process, please see the department. Accelerated Master of Arts in TeachingWheaton College undergraduate students desiring to pursue an M.A.T. need to decide no later than their junior year whether to follow the bachelor's certification program or the M.A.T. certification program. For those following the M.A.T. program, formal applications to the Graduate School and the Wheaton Teacher Education Program (WheTEP) must be submitted by March 1 of the junior year. An Application to Student Teach must be filed by October 1 of the senior year. By the time an M.A.T. candidate completes the bachelor's degree requirements, 100 hours of clinical experiences are required. This includes the courses EDUC 515L, 521L, 505L, and 527L or 525L or 511L. The 507L course or other experiences may also count toward the 100 hours with Education Department approval. Requirements for the Accelerated Master of Arts in Teaching: Secondary/Special Certification degree are 38 hours including EDUC 515, the appropriate teaching methods course from the candidate’s major department, EDUC 525L or 527L, 531, 541, 542, 521, 506, 506L, 587, 594, 596, and 598; BITH 521; an additional four-hour Bible/Theology course from the approved graduate program's Category I listing; and an Action Research Paper or thesis to be completed within five years of the first term as a full M.A.T. student. Candidates also must have completed an additional 12 credits in their undergraduate major, and the courses comprising these 12 credits must be approved by the major department. The outline of the program is as follows:
Requirements for the Accelerated Master of Arts in Teaching: Elementary Certification degree are 39 hours including EDUC 511, 511L, 515, 529, 531, 541, 542, 521, 563, 587, 594, 596, and 598; BITH 521; an additional four-hour Bible/Theology course from the approved graduate program’s Category I listing; and an action research paper or thesis. The outline of the program is as follows:
General Master of Arts in TeachingWhile the M.A.T. was designed as a joint B.A./M.A.T. program, persons who have already earned a bachelor's degree from an accredited college can now enroll in the program as well. Because some of the professional education course work may not have been completed during the undergraduate program, the General MAT course work includes undergraduate course work in addition to graduate course work. As part of admission, applicants must provide evidence of passing scores on both the Illinois Certification Testing System Basic Skills Test and the content-area test (for secondary and special K-12 applicants). Requirements for the General Master of Arts in Teaching: Secondary/Special Certification degree are 16 hours of possible undergraduate and 36 graduate hours including EDUC 515, EDUC 525L or 527L, 531, 541, 542, 521, 506, 506L, 587, 594, 596, and 598; BITH 521; an additional four-hour Bible/Theology course from the approved graduate program's Category I listing; and an Action Research Paper or thesis to be completed within five years of the first term as a full M.A.T. student. Candidates also must have completed an additional 12 credits in their major beyond that required for the undergraduate degree, and the courses comprising these 12 credits must be approved by the major department. The outline of the program is as follows:
Requirements for the General Master of Arts in Teaching: Elementary Certification degree are 24 hours of possible undergraduate and 38 graduate hours including EDUC 511, 511L, 515, 521, 529, 531, 541, 542, 563, 587, 594, 596, and 598; BITH 521; an additional four-hour Bible/Theology course from the approved graduate program’s Category I listing; and an Action Research Paper or thesis to be completed within five years of the first term as a full M.A.T. student. The outline of the program is as follows:
Education Courses (EDUC)EDUC 505L. Learning Differences Practicum. The candidate will observe and work with students with special needs in a school or recreational setting for approximately 30 hours. Concurrent with EDUC 311L or 324L or 335L. Graded pass/fail. (0) EDUC 506. Classroom Communication and Curriculum Integration. Covers the communication processes germane to the teaching profession, which include the development of techniques in speaking, writing, and reading skills. Includes methodologies for teaching reading and writing across the curriculum with particular emphasis in middle school curriculum, as well as theory and practice for interpersonal communications, listening skills, public speaking, and instructional strategies (lecturing, questioning techniques, group processes and dynamics). Concurrent with departmental methods class, EDUC 305, and 305L, 527L or 525L. Prerequisites: 515L, 225, 521L, and admission to WheTEP and M.A.T. program. EDUC 506L. Content Reading Practicum. Secondary candidates work in content specific middle school classrooms or with other district personnel to determine means of teaching reading and writing in the content area. Graded pass/fail. (1) EDUC 507L. Middle Grade Practicum. An optional teacher-aiding experience in the middle grades for a full-time, five-day period when the College is not in session, usually completed during the winter or spring break. Pre-approved middle grade projects required. Graded pass/fail. (0) EDUC 511. Theories and Methods of Teaching Elementary and Middle School Students. An introduction to general methods of teaching elementary and middle school students, including units on the nature and curriculum of elementary and middle schools, classroom management, lesson and unit planning, adapting instruction for individual differences, and assessment. Additional study for graduate students includes professional and political roles of teaching. Concurrent with EDUC 312, 315, 317, 321, 305L, 511L, SCI 322. Prerequisites: EDUC 515L, 225, 521L, 305, MATH 125, admission to the M.A.T. program, and admission to WheTEP $15 field trip fee. (2) EDUC 511L. Methods Practicum for Elementary and Middle School. This field experience will provide an opportunity to integrate theory and practice through observation and use of the concepts and strategies developed in the professional block of methods courses and to understand the culture of elementary and middle schools through observation in various school settings and an additional extended full-time experience within a particular school setting. The elementary M.A.T. major works with a cooperating teacher over a four-week period in the spring. Concurrent with EDUC 312, 315, 317, 321, 305L, 511, SCI 322. Prerequisites: EDUC 515L, 225, 521L, 305, MATH 125, admission to the M.A.T. program, and admission to WheTEP. Graded pass/fail. (1) EDUC 515. Learning and Culture. An examination of current beliefs about education and the evolution of educational institutions in tandem with culture. Why is consideration of culture important to analyses of education and what do we learn from such analyses that can apply to educational policy decisions? Prerequisite: Admission to M.A.T. program. Diversity course. (2) EDUC 515L. Multicultural Tutoring Practicum. A tutoring experience with students from cultural settings different from that of the graduate student’s background. Graded pass/fail. (0) EDUC 521. The Psychology of Human Learning. Review and analysis of learning, learning processes, and moral development as they relate to instruction, educational issues, and educational problems. Further study of theory and research concerning the nature of adolescent development and the implications for classroom teachers. Prerequisites: Admission to M.A.T. program and EDUC 225. (2) EDUC 521L. Teacher Aiding Practicum. A teacher aiding experience in a local school during the semester. Concurrent with EDUC 225. Graded pass/fail. (0) EDUC 525L. Mathematics Methods Practicum—Middle and High School Students. A practice of the concepts and skills acquired in the mathematics teaching methods course. Candidate works in local schools for 30 hours in mathematics. Concurrent with departmental methods class, EDUC 305, and 305L. Prerequisite: Admission to M.A.T. program. Graded pass/fail. (1) EDUC 527L. Secondary and Middle Education Practicum. A practice of the concepts and skills acquired in the departmental methods course. Concurrent with departmental methods class, EDUC 305, 305L. Prerequisite: Admission to WheTEP and the M.A.T. program. Graded pass/fail. (1) EDUC 529. Literacy Assessment. This course is designed to explore specific problems in the teaching of the language arts beyond those covered in EDUC 312. It deals with diagnosis and recommendations for providing supportive contexts for individual differences. Prerequisites: EDUC 587, 594, 596. (2) EDUC 531. Ethical Perspectives on Teaching. An examination of ethical issues related to education, such as value conflicts between cultural groups, the nature of democracy in schools, allocation of limited resources, and implications of curricular decisions applicable to the candidate’s area of teaching. Concurrent with EDUC 541 and 542. Prerequisite: Admission to M.A.T. program, and EDUC 596 or consent of instructor. (2) EDUC 541. Statistics in Education. A study of the techniques needed for understanding, analyzing, and interpreting data with an emphasis on descriptive and inferential statistics including correlational, t-test, and analysis of variance. Concurrent with EDUC 531 and 542. Prerequisite: Admission to M.A.T. program, and EDUC 596 or consent of instructor. (2) EDUC 542. Research Methodologies in Education. The study and application of skills used in preparing, executing, reporting, and utilizing educational research in order to become critical consumers and producers of research. Candidate designs a curricular project that can be used during the induction year of teaching. Concurrent with EDUC 531 and 541. Prerequisites: Admission to M.A.T. program, and EDUC 596 or consent of instructor. (2) EDUC 563. Advanced Curriculum in Elementary Education. Designed to enable the elementary educator to acquire a foundational knowledge of curriculum, develop perspective on the various roles within the curriculum field, and become acquainted with its literature in order to formulate and evaluate curricular decisions. Prerequisites: EDUC 587, 594, and 596. (2) EDUC 587. Philosophical Foundations of Education. An examination of the philosophical foundations of education from 1635 to the present. Emphasis is on a comparison of philosophical ideas in education and on the development of a personal philosophy of education. Candidate studies literature of a chosen educational theorist. Concurrent with EDUC 594 and 596. Prerequisites: 515L, 225, 521L, and admission to M.A.T. program. Course fee: $310. (3) EDUC 594. The Craft of Teaching. An exploration of the complexities of the teaching profession within the context of student teaching. Candidates will examine their experiences within the framework of readings which will inform their methods of teaching and effective interaction with students. The course will also demonstrate how research can be done within the classroom as a means to answering some of the questions which arise from the student teaching experience. Focus is on implementing classroom research. Concurrent with EDUC 587 and 596. Prerequisite: Admission to M.A.T. program. (2) EDUC 595. Independent Study. (1-4) EDUC 596. Student Teaching. A twelve-week teaching internship focusing on the candidate’s major area of scholarship and beginning classroom research. Usually student teaching is done within a 15-mile radius of the campus. Candidates complete their student teaching in their major teaching areas. Concurrent with EDUC 587, 594.
EDUC 598. Action Research Paper. A research paper focusing on an area of scholarship based on on-site experience during the induction year of teaching. The candidate defines, designs, and implements an original classroom research project. Prerequisites: Admission to M.A.T. program, EDUC 541, 542, 594, 596, and induction year of teaching. (2) EDUC 599. Action Research Continuation. See M.A. Thesis/Applied Thesis/Action Research. (0) EDUC 699. Thesis Continuation. See M.A. Thesis/Applied Thesis/Action Research. (0) Revision Date: June 1, 2012
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