Wednesday, March 5, 2014
Pioneer Conference Room
Wednesday, May 7, 2014
West Des Moines Campus
Admission Requirements for the Master of Arts in Teaching (MAT) and Transition to Teaching Program (T-to-T):
This is an initial licensure program designed for those who want to teach students in the 5th-12th grades, the MAT program’s affordable evening and weekend courses offer a convenient schedule for earning your degree.
Candidates who have a bachelor’s degree in the area in which they intend to teach may complete all courses in as few as 18 months and be prepared to student teach in the spring of their second year.
While all of the education coursework is in the evening, at least 80 clock hours of daytime classroom field experience will be spread over the school year. This will allow candidates to observe teaching concepts in practice and work with Simpson’s master teachers in the field.
Student teaching is a full-time, 15 week experience. All student teaching placements will be within a 40-mile radius of Indianola.
Candidates may need to complete additional courses in their teaching majors to satisfy state and college requirements (math competency and competency in physical and biological science as well as other liberal arts requirements).
For more info, check out the MAT/T-to-T FAQ!
MAT and T-to-T course schedule
Fall Year 1
Candidates will take two classes which meet on the same night once a week over the course of the semester. Some Saturdays.
Educ 500: Graduate Foundations.
An introduction to public education and to the profession of teaching. By examining the historical, philosophical, and sociological aspects of American public education, the course leads candidates through a reflective critique of our current educational system and its significance to our society. Includes 10 hours of daytime classroom observation. Four credits.
Educ 506: Adolescent Development and Learning.
Explores typical and atypical growth of pubescent and adolescent youth. Relevant research and learning theory are examined, especially as they relate to a teacher’s ability to provided learning opportunities that support the physical, cognitive, emotional and social development of adolescents. An emphasis is placed on individual and group behavior and motivation, active engagement in learning, and self-motivation. Pre/co-requisite: Educ 500. Two credits.
Spring Year 1
Educ 508: Assessment, Planning, and Teaching.
Candidates gain knowledge about the assessment, planning, teaching, evaluation sequence for teaching with an emphasis on understanding the “whys” of the process. A wide variety of teaching models and instructional strategies are presented as a means to encourage student’s critical and creative thinking, problem-solving abilities, and the application of knowledge and skills. The goal is for candidates to be able to create an environment that encourages positive social interaction and engaged student learning. Includes 10 hours of daytime classroom observation. Pre-requisites: Educ 500 and 506. Two credits.
Educ 516: Secondary Education.
Focuses on instructional strategies and techniques well-supported by research in the field of middle school and secondary education. Includes 30 hours of daytime classroom field experience where the student will teach one lesson or more. Pre-requisites: Educ 500 and 506. Co-requisite: Educ 508. Four credits.
Summer Year 1
It is recommended that candidates take at least one of the following two courses in the summer of year 1. If a candidate does not take one of the following courses in the summer however, they will be able to also take it in the fall of year 2, during the day.
Educ 521: Human Relations in Teaching.
Participants become aware of and understand the various values, life styles, history, and contributions of various identifiable subgroups in our society. Recognize and deal with dehumanizing biases against such groups, particularly in the school setting. Four credits.
Educ 512: Exceptional Learners (PK through High School).
An introduction to the wide range of abilities and needs of exceptional learners, including but not limited to talented and gifted students, those challenged in the areas of physical, emotional, social, cognitive and career as well as English Language Learners, students who are at-risk, mobile students and families. The goal is to identify educational strategies that will provide optimal learning experiences for all students. The legal bases for special education are presented, and the models of collaborative problem solving, differentiated instruction and co-teaching are emphasized. Four credits.
Fall Year 2
Educ 541-546: Content-Specific Strategies and Practicum.
These are a series of courses aimed at strategies specifically applied to the candidate’s endorsement areas and taught by master teachers of those content areas. Candidates pursuing additional endorsements must take all of the appropriate sections of Educ 541, 542, 543, 544, 545 and 546. Includes 30 hours of daytime classroom practicum in the school where the respective master teacher works. The candidate will teach one lesson or more. Two credits.
Spring Year 2
Educ 588: Student Teaching.
Candidates will work for at least 15 weeks with a secondary or middle school teacher in the candidate’s major endorsement area and possibly in other endorsement areas if the candidate is seeking an additional endorsement. Fifteen credits.
Educ 589: Student Teaching Seminar.
Candidates will meet to discuss topics of interest from their student teaching and to apply their previous instruction to the student teaching experience. One credit.
Summer Year 2
Educ 573: Master’s Project.
This is the capstone course to be taken upon successful completion of the graduate core coursework, student teaching, and recommendation for licensure. Graduate candidates will take a comprehensive examination and complete an additional scholarly project that must be approved by the MAT Coordinator. Graded pass/fail, and both projects must receive a “pass” for credit to be awarded. For MAT candidates only. Four credits.