Master of Arts in Teaching

The Master of Arts in Teaching (MAT) is designed to offer realistic, practical preparation for enriched classroom teaching through a balanced program of liberal arts and professional studies. All courses are team-taught by graduate faculty members and classroom teachers who serve as “teaching partners.” Courses throughout the program focus on inquiry — the processes by which students and teachers ask questions, study, and learn about the human experience.

Program coursework includes requirements for initial teacher licensure in the areas of Elementary Education (PK–6), Middle Education (6–8), Secondary Education (6–12), Special Education – General Curriculum (K–12), and English as a Second Language (ESL). To be recommended for teacher licensure, students must complete all relevant program requirements and receive the MAT degree. The MAT program offers close contact with faculty members and advisors and extensive observation and hands-on experience in the classroom.

Practicum Requirement
The practicum experience is designed for MAT students who are preparing to teach as a career. Students have the opportunity to observe and assist teachers in the classroom and to discuss their experiences with the instructor and other students. Students are required to complete 140 clock hours of practicum experience. Through this experience, students become familiar with the dynamic culture of schools and classrooms and their curricula, teaching strategies, and organizational and management features.

Students learn more from the practicum experience if they actively assist in the classroom. The student should confer with the cooperating teacher regarding graduate course assignments to be completed in the practicum and plan how the MAT course assignments can best be accomplished. In the practicum, students work under the supervision of an experienced teacher and begin to apply the knowledge and skills gained in MAT courses in the context of today’s classrooms. The practicum requirement also includes completion of a practicum journal, documenting the student’s actual time in the classroom (clock hour form) as well as activities and reflections upon the classroom experiences. Students should refer to the “Graduate Practicum Handbook” available on the myMBU School of Education tab for additional information on this requirement.

Required GPA of 3.0 and minimum credit hours: 35

Additional Requirements:

  • Students must meet the requirements of the Levels of Teacher Education Program Progression
  • Any additional content courses or co-requisite requirements for specific endorsement areas 
  • Students seeking an ESL endorsement must complete the equivalent of a spoken modern foreign language through the intermediate level prior to applying for the ESL endorsement
  • Minimum GPA of 3.0 in the program
  • To be processed for licensure, students must earn a B- or better in Student Teaching
  • Satisfactory oral and written language skills
  • Satisfactory performance on the professional qualities and dispositional traits evaluation standards
  • Participation in required student and program evaluations
  • Passing scores on applicable standardized tests required by the Commonwealth of Virginia, which, depending on licensure sought, may include: Praxis II, VCLA, RVE (taken prior to 9/1/22), or Teaching Reading: Elementary (effective 9/1/22)
  • Successful completion of certification or training in emergency first aid, hands-on cardiopulmonary resuscitation (CPR), and the use of automated external defibrillators (AED)
  • Successful completion of Virginia State and Local Civic Education module (for Elementary, Middle History and Social Science, and Secondary History and Social Science endorsements only)
  • Computer Technology Competency which is embedded in the courses leading to teacher licensure 
  • Successful completion of the following modules: Child Abuse Recognition and Reporting, Cultural Competency (or take ED 646), Dyslexia Awareness, Regulations Governing the Use of Restraint and Seclusion in Elementary and Secondary Schools in Virginia, Special Education Meaningful IEP Training and Building a More Inclusive School Community, and the Professional Ethics Module