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The purpose of the Master of Arts in Teaching (MAT) is to offer a Master’s Degree level alternative teacher certification pathway.
To be considered for the Master of Arts in Teaching an applicant must:
Please consult your advisor for the sequence of coursework.
Courses in MAT Program - Special Education Early Intervention: Birth - 5
Classroom Readiness Training
| ECE 601 | 3 hours |
| SPED 682 | 3 hours |
| SPED 689 | 3 hours |
| SPED 680 | 3 hours |
| SPED 688 | 3 hours |
Methodology and Teaching
| SPED 683 | 3 hours |
| SPED 685 | 3 hours |
| MAT 631 | 3 hours |
Reading Courses
| EDUC 657 | 3 hours |
| EDUC 677 | 3 hours |
| EDUC 678 | 3 hours |
| Residency Student teachers take SPED 690 and 699. Interns take two consecutive semesters of SPED 693. |
6 hours |
Program Total - 39 hours
Please consult your advisor for the sequence of coursework.
Courses in MAT Program -Multiple Level
Classroom Readiness Training
| EPSY 603 | 3 hours |
| EPSY 605 | 3 hours |
| MAT 630 | 3 hours |
| MAT 631 | 3 hours |
| SPED 600 | 3 hours |
Methodology and Teaching
| EDUC 651 | 3 hours |
| EDUC 654 | 3 hours |
| EDUC 678 | 3 hours |
| EDUC 679 | 3 hours |
Reading Courses
| EDUC 657 | 3 hours |
| EDUC 664 | 3 hours |
| Residency Student teachers take MAT 682 and 692. Interns take two consecutive semesters of MAT 688. |
6 hours |
Program Total - 39 hours
Courses in MAT Program - Grades K - 12 with Focus Area
Art, Health and Physical Education, French, Spanish, Music (Instrumental), and Music (Vocal)
Classroom Readiness Training
| EPSY 603 | 3 hours |
| EPSY 605 | 3 hours |
| MAT 623 | 3 hours |
| MAT 630 | 3 hours |
| MAT 631 | 3 hours |
| SPED 600 | 3 hours |
| EDUC 664 | 3 hours |
Methods course as appropriate to certification area
| EDUC 651 (PE), EDUC 654 (Art, French, Spanish), EDU 655 (Music - Instrumental and Music - Vocal) | 3 hours |
Learning Methods
| MAT 650 | 3 hours |
| MAT 660 | 3 hours |
| MAT 661 | 3 hours |
| Residency Student teachers take MAT 682 and 692. Interns take two consecutive semesters of MAT 688. |
6 hours |
Program Total - 39 hours
Courses in MAT Program - Secondary Grades 6 - 12 with Focus Area
Biology, Business Education, Chemistry, English, Mathematics, Physics, Social Studies, and Speech
Classroom Readiness Training
| EPSY 603 | 3 hours |
| EPSY 605 | 3 hours |
| MAT 623 | 3 hours |
| MAT 630 | 3 hours |
| MAT 631 | 3 hours |
| SPED 600 | 3 hours |
| EDUC 664 | 3 hours |
Methods course as appropriate to certification area
| EDUC 651 (Social Studies), EDUC 654 (English, Speech), EDU 679 (Biology, Chemistry, Mathematics, Physics), ETEC 620 (Business) | 3 hours |
Learning Methods
| MAT 650 | 3 hours |
| MAT 660 | 3 hours |
| MAT 661 | 3 hours |
| Residency Student teachers take MAT 682 and 692. Interns take two consecutive semesters of MAT 688. |
6 hours |
Program Total - 39 hours
Courses in MAT Program - Special Education, Grades1 - 5
Classroom Readiness Training
| EPSY 605 | 3 hours |
| MAT 631 | 3 hours |
| SPED 600 | 3 hours |
| SPED 603 | 3 hours |
| SPED 608 | 3 hours |
| SPED 612 | 3 hours |
| SPED 663 | 3 hours |
Methods course
| EDUC 654 | 3 hours |
| EDUC 661 | 3 hours |
| EDUC 677 | 3 hours |
| EDUC 679 | 3 hours |
| Residency Student teachers take MAT 682 and 692. Interns take two consecutive semesters of MAT 688. |
6 hours |
Program Total - 39 hours
Courses in MAT Program - Special Education, Grades 6 - 12 with Focus Area
Biology, Chemistry, English, Mathematics, Physics, and Social Studies
Classroom Readiness Training
| EPSY 605 | 3 hours |
| MAT 631 | 3 hours |
| EDUC 658 | 3 hours |
| EDUC 664 | 3 hours |
| SPED 600 | 3 hours |
| SPED 603 | 3 hours |
| SPED 608 | 3 hours |
| SPED 612 | 3 hours |
| SPED 613 | 3 hours |
| SPED 663 | 3 hours |
Methods course as appropriate to certification area
| EDUC 651 (Social Studies), EDUC 654 (English), EDU 679 (Biology, Chemistry, Mathematics, Physics) | 3 hours |
| Residency Student teachers take MAT 682 and 692. Interns take two consecutive semesters of MAT 688. |
6 hours |
Program Total - 39 hours
A person desiring to become a teacher must maintain academic standards and demonstrate qualifications for successful teaching including satisfactory performance in field experiences. Therefore, the College of Education at Southeastern Louisiana University reserves the right to recruit, admit and retain in the Professional Program in Teacher Education only those students who show evidence of being capable of performing in an acceptable professional manner. Enrollment in the professional program does not guarantee that a student will receive the degree or certification sought simply because he/she completes a number of courses or is in the field the required number of hours.
Certification requirements are specified by the State Legislature and/or the Board of Elementary and Secondary Education and coordinated by the State Department of Education. These requirements are subject to periodic modification, which may not occur at times appropriate for inclusion in the annual publication of the University Catalog. It is the responsibility of the students to make periodic checks for such changes with their academic advisers and/or department head.
To be considered for full SARTE status to the Master of Arts in Teaching degree program, an applicant must:
Ongoing screening of each student utilizing the standards of the Professional Program in Teacher Education will occur each semester of a student’s enrollment.
Students demonstrating inappropriate behaviors or dispositions for being successful in the teaching profession will be referred for a Professional Performance Review. A review may result in:
Students wishing to become employed while working on certification may apply for a Practitioner License. Practitioner Licenses are issued for one school year, renewed annually and held a maximum of three years while the holder completes an approved alternate program.
For a Practitioner License 1 (PL1) applicants must be admitted to and remain enrolled in a State-approved Practitioner Teacher Program, and fulfill all coursework, teaching assignments, and prescribed activities as identified by the University. Please contact the Office of Teacher Clinical Practice and Residency.
Requirements beyond the Master’s Degree may be necessary if the student is deficient in certification requisites. Other certification areas may be added the MAT certification area with further coursework. Students desiring to pursue add-on certifications should consult with their faculty advisor or Department Head for requirements.
As part of the College of Education focus on performance-based outcomes, portfolios will be incorporated into the assessment system for students enrolled in an approved Teacher Education Program.
The portfolio will allow the students to demonstrate, through reflections, their understanding of how the artifacts contained in the portfolio meet the program outcomes; provide a process by which a student can become a reflective practitioner to foster continuous improvement; and document a student’s growth in the program. The portfolio will consist of artifacts, documents, and evidence which demonstrate that the student has met the requirements for knowledge, skills, and dispositions described by the program indicators for teaching observations and professional dispositions that meet the state requirements for initial certification. Students will submit a Proficiency Level Portfolio as a prerequisite for the student teaching residency or internship year. Successful completion of the Residency 1 and Residency 2 Level Portfolios and oral defense are required for graduation.
The State Department of Education regulations for certification of teachers require that students do their student teaching residency under the control and supervision of the institution from which they expect to be graduated. To be eligible for student teaching residency, students must:
The student teacher resident will follow the school district’s calendar and will report to the school in the summer when teachers arrive for the school year (or December for the spring student teacher resident). This will be prior to the first day of class on the University academic calendar. The student teacher resident reports at the designated time for school district teachers each day, and he/she will remain at the school for 80% of the instructional time for the first semester. Student teaching residency for the second semester is 100% of the instructional time, and the student teacher resident will remain at the school until regular dismissal of teaching personnel.
The student teacher resident will be assigned to complete his/her student teaching residency away from the campus community; therefore, student teacher residents must expect that they may be asked to make arrangements to be away from the campus for part of the time during their first semester and full time during their second semester of their residency. The Director of Clinical Practice and Residency will make the assignments for each student teacher resident.
The student teacher resident may take other classes with their residency during the first semester. The MAT-level student teacher resident may schedule only one course with the second semester of residency. Any course scheduled in addition to second semester of student teaching residency must not conflict with their full time participation in the school. The hours involved in second semester student teaching residency will be approximately 7:00 a.m. to 3:30 p.m. (i.e., whatever are the school hours for the residency school), Monday through Friday.
In order to remain in the student teaching residency, the student teacher resident is expected to meet and maintain desirable professional, physical, and moral standards consistent with their positions in the public schools. The student teacher resident must also demonstrate proficiency in instruction, management, and planning.
A student teacher resident who fails or is directed to withdraw from student teaching residency must complete a Professional Improvement Plan (Monitored by the Coordinator of the Teacher Development Program) prior to a second student teaching residency experience. A student may not attempt a student teaching residency a third time.
An internship may be approved in lieu of the student teaching residency. An internship consists of two consecutive semesters of teaching at an approved school site at the appropriate grade level and in the area of certification. Internships must be completed in a school approved by Southeastern. Principals at participating schools must sign an Internship Agreement with Southeastern.
To qualify for an internship, a student must meet all of the requirements for the Student Teaching Residency, and provide:
Note: The candidate is responsible for submitting the above documents the semester prior to beginning the internship. A complete packet should be submitted rather than item by item. Authorization to register for an internship will not be granted until all documents have been submitted.
To receive the Master of Arts in Teaching degree, a student must:
ACADEMICS
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