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Master of Arts in Teaching

Evening and online classes designed for working adults


Turn your dream of teaching into a reality

Candidates who complete Simpson’s Master of Arts in teaching or transition to teaching coursework will earn a secondary teaching license for the state of Iowa, setting them on the path to success. 




"I HAVE to recommend the MAT program for anyone who is looking into switching their career path to teaching and already holds a degree.

I cannot say enough about how great the staff is. They have honestly changed my life for the better and I’m so grateful to all of them!” – Jenna Karpuk, ’18 MAT

Both programs are highly respected and offer candidates a 5th-12th grade licensure upon completion of the required coursework. There are, however, two key differences:

  1. In addition to the licensure, those who complete the MAT program will also earn a master’s degree. Candidates in the Transition-to-Teaching program will simply receive the licensure.
  2. MAT candidates must complete a Master’s Project, worth an additional 4 credits, after student teaching to finish their program.

Additional information about the MAT and Transition-to-Teaching programs can be found in the drop boxes below.


"I HAVE to recommend the MAT program for anyone who is looking into switching their career path to teaching and already holds a degree.

“Joining the Simpson MAT program was one the best decisions I’ve ever made. Without [it], I probably would have never pursued my true career passion of teaching and coaching.” – Kristin Meyer, ’07 MAT


EDUC 500: Foundations of Education
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 graduate students through a reflective critique of our current educational system and its significance to our society. In addition, the course focuses on the needs and problems of pubescents and adolescents within the school setting. Students are introduced to the use of student data and professional research to guide instructional decision-making. There is a ten-hour field experience requirement. Orientations to the Teacher Education Program and the ePortfolio are included in this course. Candidates are required to pay for, and pass, a State DCI background check prior to beginning field experience in the schools. Candidates who plan to continue in the Graduate Teacher Education Program are required to apply for, and be admitted to Level II of the program before taking additional education coursework. Level II requires the purchase of a Chalk and Wire account (for the creation of the electronic portfolio), and they must take the C-BASE test (there is a fee for the C-BASE test). Please see the Graduate Teacher Education Program page on the Education Department’s website for a complete list of requirements for Level II admission. 4 credits

EDUC 506: Adolescent Growth and Development
Explores typical and atypical growth of pubescent and adolescent youth. Relevant research and learning theory are examined and 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. Educ 506 must be taken after, or concurrent with, Educ 500. 2 credits