The MAT program was established at Wesley College where it was accredited by CAEP. The program was adopted by Delaware State University as a part of the July 1 acquisition and maintains CAEP accreditation.
The goal of the Master of Arts in Teaching program at Delaware State University in the Department of Education is to prepare highly qualified classroom teachers from diverse backgrounds who are change agents in Delaware schools. Currently the program offers three pathways:
- The two-year traditional masters program: This program is for candidates who have earned a bachelor’s degree in a content taught at the middle and/or high school level.
- The 4 +1 MAT program: This program is for those students currently matriculating at Delaware State University in a major that includes content taught at the middle and/or high school level. These students begin the MAT coursework as early as their junior year of studies in their undergraduate program.
- The Alternative Route to Certification (ARTC) MAT program: This program is for students who have earned a bachelor’s degree in a high needs content area taught at the middle and/or high school level. ARTC candidates are able to secure employment immediately as a classroom teacher while also pursuing their MAT degree at Delaware State University. Their status as teacher of record in the second year of the program will count as their teacher residency.
All pathways consist of the same coursework in curriculum, instruction, assessment, learning development, and learning environment and conclude with a full-year teacher residency experience where the theory gained in coursework can be applied in a classroom setting. This program leads to certification in the state of Delaware in a secondary teaching field.
The goals of the program are as follows:
- To prepare highly qualified classroom teachers for employment in Delaware schools.
- To prepare highly qualified classroom teachers in teacher shortage areas identified by Delaware DOE.
- To recruit and retain diverse teacher candidates by building a community of support with LEA partners, college faculty and staff, and DOE resources.
- Promote classroom teaching as a viable career option for students within the college in non-teaching areas of study.
STUDENT LEARNING OUTCOMES
Delaware State University commits itself to preparing highly qualified classroom teachers for employment in Delaware schools. Through 18-credits of coursework, students will gain theoretical perspectives on teaching and learning that can be applied during their 12-credits full-year teacher residency. During the program, students will gain knowledge of the following: child development and different learning theories; skills for planning for instructional delivery; understanding standards, curriculum and curricular resources; research-based instructional practices; various assessment strategies; and different strategies for establishing and maintaining an environment conducive to learning. Throughout the program, students will have opportunities to engage in self-reflection, specifically by completing the PPAT and an action research project on a problem of practice during the teacher residency, as well as numerous professional learning experiences.
Delaware State University graduates will be able to:
- Program SLO1: Use their knowledge of learner development, individual differences and diversity to create inclusive learning environments that enable each student to achieve at high levels.
- Program SLO2: Work with colleagues to create supportive and collaborative learning experiences that promote prosocial interactions, active engagement and self-motivation to learn.
- Program SLO3: Implement content specific pedagogical practices that make the discipline accessible and meaningful for all learners that encourage mastery of the content.
- Program SLO4: Create opportunities that engage learners in experiences that promote critical thinking, creativity, and collaborative problem solving related to issues relevant to their lived experiences.
- Program SLO5: Understand, use and create multiple methods of assessment to engage learners in self-assessment, to monitor learner progress in achieving academic expectations, and to guide the teacher’s and learner’s decision making.
- Program SLO6: Plan instruction that supports every student in meeting rigorous learning goals.
- Program SLO7: Use a variety of instructional strategies, including the use of technology, that encourage deep comprehension of the content, its connections within the content and to other disciplines, as well as to build learners’ skills to apply knowledge in meaningful ways.
- Program SLO8: Actively engages in ongoing professional learning and reflective practice leading to continuous evaluation of his/her practice and its impact on others. Adapts practice based on feedback, professional learning experiences and reflection to address the needs of each learner in the classroom.
- Program SLO9: Pursues appropriate leadership opportunities that encourage responsibility for student learning, opportunities for collaboration with members of the school community (students, families, and colleagues), that ensure learner growth, and that advance the teaching profession.
ADMISSION DEADLINES AND DEGREE REQUIREMENTS for MAT PROGRAM
- Applications are received on a rolling basis.
Educators who wish to seek admission in our program are required to submit the following for consideration of unconditional admission:
- Official transcripts showing completion of a bachelor’s degree in an appropriate content area from an accredited university or college and a grade point average of 3.00.
- Official copies of passing Praxis II scores (DE) in your content area.
- Resume and statement of philosophy of teaching and learning.
- Two letters of recommendation, one of which must be an evaluation of the applicant’s instructional ability and attitude toward the teaching/learning process. Applicants who lack teaching experience should ask for a recommendation from a college instructor in their major discipline or an employer familiar with their teaching potential.
To earn a Master of Arts in Teaching degree, students must meet the following requirements:
- Complete 30 graduate credit hours of coursework.
- Complete a 12 credit hour full-year teacher residency under the direction of a cooperating teacher or as the teacher of record for the ARTC pathway.
- Pass the PPAT with Delaware passing scores.
- Maintain a GPA of 3.00.
Students are required to:
- Complete a two-semester teacher residency under the direction of a cooperating teacher or as the teacher of record for the ARTC pathway. .
TRANSFER OF CREDITS:
Applicants who have earned a grade of “B” or higher in graduate courses taken at an accredited institution and related to their proposed Program of Study can request consideration for transfer of credit. These courses will be evaluated on an individual basis by the respective Graduate Program. Applicants admitted to Master of Arts in Teaching programs may transfer a maximum of 6 graduate credits from another accredited institution toward the master’s degree provided these credits have not been used to meet the requirements of a degree previously earned.
Applicants must provide supporting documentation, as may be required by the Coordinator, Master of Arts in Teaching Program, at the time of admission. The Coordinator, Master of Arts in Teaching Program, will review all the submitted documentation and note the allowable course waivers in the program’s recommendation to the Dean, School of Graduate, Adult and Extended Studies, who will approve the hours allowed to be transferred.
The Department of Education’s distinguished faculty members include nationally and internationally known authors, researchers and academicians. The faculty members have achieved notable distinction in their respective fields. The faculty combines academic expertise with direct experiences in the field of education. Their knowledge, skills and experience enable them to offer practical guidance and mentorship, helping students adapt to the professional world and make wise career choices.
- Dr. Tina Mitchell, Visiting Assistant Professor
- Dr. Robert Marsteller, Visiting Assistant Professor