Master of Arts in Teaching Elementary Education K-6
During PHASE I of the program post-baccalaureate courses allow candidates to complete the requirements for an initial NC teaching license in Elementary Education K-6, including student teaching. At the completion of PHASE I and the candidate’s passing scores on the Pearson Required Tests in Elementary Education, the individual is eligible for the “A” (initial) NC teaching license. Should the individual choose not to proceed to PHASE II, he/she has completed the requirements for the initial teaching license in Elementary Education K-6 only.
The individual choosing to receive the MAT degree in Elementary Education K-6 must apply for graduate candidacy and be admitted to PHASE II of the program. In PHASE IIthe candidate enrolls in an additional 9 hours of graduate coursework in order to complete the remaining requirements for the MAT degree and to be eligible for the “M” level NC license in Elementary Education K-6. Coursework includes research methods, educational leadership, and curriculum development. The Elementary Education Comprehensive Examination is also required at the completion of these 9 hours.
Master of Arts in Teaching Elementary K-6 (MAT) Phase I
| Course Number | Course Title | Semester Hours |
|---|---|---|
| Elementary Core Courses: (12 Hours) | ||
| EDU 5010 | Advanced Instructional Technology for the 21st Century | 3 |
| EDU 5040 | Diversity in Education: Societal and Organizational Perspectives | 3 |
| EDU 5050 | Classroom Organization and Management | 3 |
| EDU 5080 | Advanced Educational Psychology | 3 |
| Instructional Courses: (18 Hours) | ||
| EDU 5130 | Numerical Representations and Number Concepts in Elementary Mathematics | 3 |
| EDU 5135 | Diagnosis and Assessment in the Teaching of Reading | 3 |
| EDU 5133 | Integrated Principles of Science and Social Studies Instruction | 3 |
| EDU 5134 | Foundations of Reading Instruction | 3 |
| EDU 5166 | Using Data for Instructional Improvement | 3 |
| EDU 5229 | Clinical Internship in Elementary Education I | 3 |
| Elementary Capstone Experience: (6 hours) | ||
| EDU 5230 | Clinical Internship in Elementary Education II | |
| EDU 5300 | Product of Learning | 3 |
| Total Hours | Initial License in Elementary Education Awarded after Completion of Phase I and Passing Licensure Exams and EdTPA | 36 |
Master of Arts in Teaching Elementary K-6 (MAT) Phase II
| Course Number | Course Title | Semester Hours |
|---|---|---|
| Students May Choose One Specialization Area (STEM or Literacy) for Phase II (9 hours) | ||
| STEM Specialization | ||
| EDU 5137 | Integrating STEM Instruction into the Elementary Classroom | 3 |
| EDU 5232 | STEM Infused Principles of Robotics and Technology | 3 |
| EDU 5233 | Connected Systems and Interdependence in Science | 3 |
| Literacy Specialization | ||
| EDU 5132 | Foundations of Writing Instruction | 3 |
| EDU 5136 | Content Area Literacy | 3 |
| EDU 5131 | Multimodal Literacies with Trade Books | 3 |
| Total MAT Program | 45 | |
Goals and Objectives
Goal 1: To provide an M.A.T program in Elementary Education that provides candidates with the experiences needed to become 21st century professionals.
- To provide the candidate opportunities to investigate research and best practices in elementary education and teacher leadership, both theoretical and practical across all areas of content.
- 1.2 To provide opportunities for the candidate to gain knowledge about the learning environment through global connections and real‐world context.
- 1.3 To assist the candidate in developing the skills needed for ongoing personal and professional reflection to extend student learning and overall school improvement.
Goal 2: To facilitate the M.A.T in Elementary Education candidate’s acquisition of the 21st century knowledge, skills, and dispositions needed to produce globally competitive P-12 students.
- To assist the candidate in the development of knowledge of the core subjects and the interconnectedness across disciplines.
- To assist candidates in developing and using assessment tools for both formative and summative assessment systems in the elementary classroom.
- 2.3 To assist the candidate in incorporating 21st century content and skills such as Creativity, Critical Thinking and Problem-Solving, Communication, Collaboration, Information Literacy, Media Literacy, ICT Literacy, and Leadership into the elementary school curriculum.
Goal 3: To help prospective M.A.T teachers to develop the leadership skills needed to effectively collaborate, facilitate change and innovation, and make informed decisions which impact student success.
- To provide candidates opportunities to develop skills in communication, collaboration, and leadership those positively impact the elementary school environment.
- To provide candidates with opportunity to read and analyze research regarding teacher leadership and innovative programs in elementary schools.
- To provide candidates with opportunity to read and analyze research regarding teacher leadership and innovative programs in elementary schools.
- To make candidates aware of the decision making process within a school environment.
Goal 4: To promote the MAT Elementary Education candidate’s understanding of how to develop a learning environment that is nurturing, inclusive, healthy, and safe.
- To assist candidates in developing a global awareness which promotes understanding, tolerance, and acceptance of ethnic, cultural, religious and personal differences as they play out in the classroom and community.
- To assist candidates in gaining strategies for classroom management that prepares them to maintain a safe educational learning environment.
- To help candidates gain awareness regarding issues of poverty, and the needs of varying student populations as they affect the learning process.
The PREPARE Teacher Residency Program is a TQP federal grant which is funded by the US Department of Education. PREPARE is a partnership between High Point University, North Carolina Agricultural and Technical University, Guilford County Schools and the College Preparatory and Leadership Academy Charter School. This partnership was formed out of the necessity to recruit and retain highly effective, diverse teachers who have the desire to teach STEM education in high-need areas and schools.
The grant provides funding for recruiting, educating and retaining 100 teacher residents over the next five years. New cohorts of 25 participants are recruited each spring, begin their coursework at either university in the summer with the year-long residency starting in August. Teacher residents will have the opportunity to complete a MAT (Masters of Art in Teaching) in Elementary Education K-6 with a STEM concentration from High Point University, the MAT in Math Education (9-12) or the MAT in Special Education: General Curriculum (K-12) from N.C. A&T State University.
The residency program is designed to facilitate peer mentoring, networking and professional collaboration. Residents will complete a 12-18 month program, which consists of rigorous, graduate-level coursework and a full-time clinical residency, which culminates in full licensure and a master’s degree.