Master of Arts in Teaching (M.A.T.)

An accelerated master’s degree program that leads to initial teacher certification in secondary education (grades 6-12)

A photo of a 91±¬ÁÏ student working with a student

Program overview

The Master of Arts in Teaching (MAT) degree is an accelerated teacher licensure program that leads to initial teacher certification in a designated content area and a master’s degree. It is designed for those already holding an undergraduate degree and interested in becoming a secondary school teacher. Content areas include: Math, Life Science, Physical Science, English, Social Studies, and World Languages. The 91±¬ÁÏ College of Education and Human Development’s teacher preparation programs are nationally accredited by , the Council for the Accreditation of Educator Preparation.

This page contains information for prospective students who already have a bachelor’s degree. 91±¬ÁÏ also offers an accelerated 4+1 M.A.T. program for current 91±¬ÁÏ System (UMS) undergraduate students. If you are a current UMS undergrad who would like more information about the 4+1 option, click here.

The MAT can be completed full-time in 15 months, May term though the end of the following Summer term, or part-time in an individualized program of study. A full-time program of study would include:

Initial Summer Semester

EHD501 – Social Context of Education (offered online)
EHD504 – Teaching and Assessing for Student Learning (offered online)
SED500 – Adapting Instruction for Students with Disabilities (offered online)
EHD522 – Educational Psychology (offered online)

Fall Semester

EHD657 – Educational Practicum (in-school setting)
Content Methods – one of ESS5511, ESC552, EMA505, MLC566, ERL541 (on-campus evening class)

Spring Semester

EHD693 – Educational Internship (in-school setting)
EDT520 – Technology in Education (offered online)

Final Summer Semester

EHD511 – Classroom Based Prevention and Intervention (offered online)

As well as 6-credit hours of content specific coursework. Content coursework can be completed online or on-campus depending on College of Liberal Arts and Science offerings.

The MAT path of study will result in 24 credit hours of education requirements, 6 credit hours of content requirements, and 6 credit hours of student teaching.

Faculty

Courtney Angelosante, PBIS Initiative Coordinator Rebecca Buchanan, Associate Professor of Curriculum, Assessment and Instruction
Kamal Chawla, Assistant Professor of Education and Applied Quantitative Methods
Janet Fairman, Professor of Education
Justin Dimmel, Associate Professor of Mathematics Education and Instructional Technology
Craig Mason, Professor of Education and Applied Quantitative Methods
Tammy Mills, Senior Lecturer of Education
Timothy Reagan, Professor Foreign Language Education
Shihfen Tu, Professor of Education and Applied Quantitative Methods


Staff

Erin Straine, Director of Academic and Student Services
Frank Page, Adjunct Faculty/Supervisor

The MAT program prepares graduates for teaching positions at the secondary school level (grades 6-12). Our faculty have expertise in a variety of educational disciplines and contexts, from social studies and STEM education to rural and urban school settings. No matter your education career goals, the MAT will help you achieve them.

Our curriculum is designed to help our alumni achieve the following skills and professional standards:

The Learner and Learning

  • Learner Development: The teacher 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.
  • Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
  • Learning Environments: The teacher 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.

Content Knowledge

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

Instructional Practice

  • Assessment: The teacher 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.
  • Planning for Instruction: The teacher 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.
  • Instructional Strategies: The teacher 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.

Professional Responsibility

  • Professional Learning and Ethical Practice: The teacher 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.
  • Leadership and Collaboration: The teacher 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.

These professional learning outcomes are adapted from the Interstate New Teacher Assessment and Support Consortium (InTASC), a group of state education agencies and national educational organizations dedicated to the preparation, licensing and ongoing professional development of teachers.

For current information about tuition and fees, please visit the Bursar’s office.

Applications are processed through the 91±¬ÁÏ Graduate School. A bachelor’s degree with a 3.0 GPA and three letters of recommendation are required for admission to the MAT.

Priority Deadline:

MAT applicants are encouraged to apply by March 1 in order to enroll for a Summer Semester start. It is possible to start the program in other semesters, but it may extend completion beyond one year.

Contact Us

For questions about applying to the program, please use the Graduate School contact form below. For general queries, coehd@maine.edu.