OBJECTIVES 

The School of Education offers a Master of Arts in Teaching (MAT) Program designed to prepare graduate students as certified elementary or secondary classroom teachers. This program includes theory, pedagogy, research, and an intense practicum and internship. Students may be admitted as a cohort each Fanuchånan semester with applications accepted until Sept. 1.

Prerequisite

1. Meet all University requirements stated under Academic Regulations.

2. A degree in a field outside of Education and a completed Transcript Analysis Form. For Secondary Education: Fifteen (15) units of coursework (6 of which must be upper division credits) in the content area in which certification is being sought. Content areas include: Language Arts, Math, Science, Social Studies, Health/ PE, World Language, Business, and Consumer Family Science.

3. Praxis Core scores of Reading 156, Writing 162, and Math 150. Additionally required: Praxis Subject Assessment scores that meet GCEC score requirements in the specified content area.

4. Two letters of recommendation that speak to the applicant’s scholarly knowledge in the content area and aptitude to work with youth.

5. A written statement of accomplishments, interests, and goals relating to teaching.

6. Admission interview. Entry into the program is contingent on passing this interview with the MAT chair. The MAT Program trains students to work in either the elementary or middle and high school public and private settings. Because participants will teach minors in very sensitive settings, it is crucial that those who are admitted and graduated from this program have integrity and competency.

Continuing Requirements

1. Maintain a cumulative minimum GPA of 3.00 for all coursework in the program. Graduate courses with grades less than a B require written program faculty and administration approval to continue in the program. Maintain a professional disposition and be aware that this professional disposition will be assessed throughout the program and will have bearing on decisions made regarding eligibility to complete in a successful manner.

2. Maintain an electronic teaching portfolio aligned with the SOE Conceptual Framework, InTASC, and GTPS standards to be reviewed each semester by the student’s committee. The portfolio will be used as a basis for assessment and advisement throughout the graduate studies experience and will be closely monitored at major decision points such as admission to candidacy, midpoint, and exit.

3. Praxis, Principles of Learning and Teaching (PLT) scores which meet Guam Teacher Certification requirements after the completion of 24 credits and at least one semester before graduation. This is the Comprehensive examination for the degree. REQUIRED BEFORE INTERNSHIP.

PROGRAM LEARNING OUTCOMES (InTASC standards)

The Master of Arts in Teaching follows the Interstate Teaching Assessment Support Consortium’s InTASC Model Core Teaching Standards and will be referred to as the InTASC Standards. The standards outline what teachers should know and be able to do to ensure every PK-12 student reaches the goal of being ready to enter college or the workforce in today’s world. This “common core” outlines the principles and foundations of teaching practice that cut across all subject areas and grade levels and that all teachers share. These ten InTASC Standards serve as the Program Learning Outcomes (PLO) for the Master of Arts in Teaching program. In addition to mastery of the PLO's, students are required to complete an internship in a school classroom that provides sustained opportunities to synthesize and apply the knowledge and skills identified in the PLO's. The InTASC Standards which serve as the program's PLO's are listed below: 

1. Learner Development. The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

2. Learning Differences. The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

3. Learning Environments. The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

4. Content Knowledge. The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

5. Application of Content. The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

6. Assessment. The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

7. Planning for Instruction. The teacher candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

8. Instructional Strategies. The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

9. Professional Learning and Ethical Practice. The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

10. Leadership and Collaboration. The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.