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Each core and capstone course in the program includes in-person field experiences. In addition, the program culminates in a full-time, on-site teaching internship of at least 80 in-school days (approximately 19 calendar weeks), which you complete under the supervision of a mentor teacher who is certified in your content area and a university supervisor.

Take the following courses in the order listed:

Foundation Course

• Orientation to Graduate Studies at t ��������(0 Credits, UCSP 615)
  

This course must be taken within the first 6 credits of study (if required). The UCSP 615 requirement may be waived if you previously earned a graduate degree from a regionally accredited institution. For more information, contact your academic advisor. 

Core Courses

• Foundations of Teaching for Learning (6 Credits, EDTP 600)
  
  Preparation for effective entry into the classroom as a teacher. Topics include teaching in the contemporary school; human development; approaches to learning, diversity, and collaboration beyond the classroom; learners with exceptional needs; curriculum, instruction, and assessment; teaching in the content area; and synthesis and application. Course materials and assignments focus on documents created and/or typically utilized by school systems and incorporate current school district initiatives. School district personnel may participate as guests.
  
• Adolescent Development and Learning Needs (6 Credits, EDTP 635)
  
  (Prerequisite or corequisite: EDTP 600.)  Preparation to support the unique development of adolescents from various backgrounds, with varying beliefs, and with varied abilities. Learners are examined from the standpoint of developmental characteristics; social, cultural, racial, and gender affiliation; socioeconomic status; religious influences; learning styles; special needs; and exceptionality. Adolescents are also examined from biological, psychological, cognitive, and social perspectives; within the tapestry of their family and community; and through the influences of societal and cultural norms. Discussion covers theories and concepts associated with human growth and development across the lifespan, focusing on typical and atypical development of the adolescent.
  
• Reading and Multiple Literacies (6 Credits, EDTP 639)
  
  (Formerly EDRS 610. Prerequisite: EDTP 600 and EDTP 635.) A study of the essentials of literacy for middle and high school classrooms, including design principles for guided inquiry, self-directed learning, collaboration, and effective use of media to meet the needs of diverse learners in the 21st century. Discussion covers purposes and types of reading; assessment; cognitive strategies in reading; reading strategy instruction for constructing meaning from text; and intrinsic and extrinsic motivational strategies. Topics include essential competencies for teaching and learning content area reading and the new literacies and for applying and adapting them to diverse learners and learners with exceptionalities. Competencies developed include use of evidence-based instructional strategies, formative and summative assessment, critical thinking, technology as a tool for learning, and literate environments. Focus is on the importance of research, collaboration, and self-assessment for the professional development of teachers.
  
• Subject Methods and Assessment (6 Credits, EDTP 645)
  
  (Prerequisite: EDTP 600 and EDTP 635.  Course only offered in Fall and Spring terms.) An introduction to instructional strategies and curriculum for teaching secondary content that emphasizes effective instruction based in understanding assessment and how assessment informs effective instruction. Topics include development of comprehensive assessment strategies and their interrelationships with creation of learning objectives, selection of instructional techniques, and preparation of instructional plans. Current trends in secondary school structures, issues of traditional and authentic assessments, and teacher effect on student achievement are explored. Focus is on meeting individual needs and use content knowledge to inform instructional practice by drawing on knowledge gained through previous study and knowledge bases that reflect current research and best practices in secondary content areas.

Professional Internship

• Professional Internship and Seminar (6 Credits, EDTP 650)
  
  (Prerequisites: EDTP 600, EDTP 635, EDTP 645, and EDRS 610 or EDTP 639. Course only offered in Fall and Spring terms.)  An opportunity to apply the concepts, techniques, methods, and theories learned in previous course work and field-based experiences through a professional internship. Internship activities require completing observations, activities, and clinical practice in an approved secondary classroom appropriate for the selected content area certification, under the supervision of school-based mentor teacher and university field supervisor. An ongoing seminar establishes a learning community that assures a continuing support system and provides a forum for feedback and discussion of common readings, experiences, questions, and issues.

Master's Requirements

• The MAT program requires that students earn grades of 80 percent (B) or better on major assignments. Students must complete each course with a grade of B or better to advance to the next course.
• Students must obtain department permission to enroll in more than one course at a time.
• The course syllabus will explain options for and consequences of requesting an Incomplete.
• Before proceeding to the professional internship, students must earn a qualifying score on the for their discipline. To graduate, students must also complete the university-required pedagogy assessment.
• Please review the catalog from the year in which you began the program for overall master's degree requirements and program admission requirements for that year.

Technology Requirements

Field Experiences

States and local school districts have varying regulations and policies regarding field experiences and student teaching. We recommend students familiarize themselves with the requirements for their state and locality, including the procedures for arranging classroom observations and student teaching within the school district(s) in their geographical area. UMGC will assist students with securing field placements, but we cannot guarantee that all out of state school districts will grant MAT students permission to enter the classroom.

Admission Requirements

Please review the catalog from the year in which you began the program for the program admission requirements for that year.

Students taking the Praxis exams should use the following code to send transcripts directly: UMGC Praxis code RA5406

Transition Points

Program transition points exist to ensure candidate progress and meet candidate requirements in a timely manner. Transition points enable analysis of program progression and enable graduation projection and determinations of eligibility for program completion and certification. For candidates to pass through transition points, they must meet the following criteria.

MAT Program Entry

• Apply to UMGC and meet university graduate admission requirements
• Meet additional program-specific admission requirements:
  • Completion of a major or 30 credits of content coursework in the specific subject area in which certification is being sought.
  • Cumulative GPA of 2.75 in content area coursework.
  • Minimum cumulative GPA of 3.0 in the most recently completed degree or, alternatively, submission of an on the Praxis Core Series or Praxis I, SAT, GRE, or ACT.
  • Submission of Letter of Intent and MAT Recommendation Form.

MAT Candidacy

• Receive a 3.0 in the first course or earn a 3.0 GPA in the term during which the first course is taken.
• Complete Orientation to Graduate Studies at t ��������(0 Credits, UCSP 615) within the first 6 credits of the program.
• Complete required field experiences in each course.

MAT Entry to the Professional Internship

• Complete the first 24 credits in the program, including all field experiences, with a GPA of 3.0 or higher or be placed on probation.
• Pass the 

MAT Eligibility for Graduation

• Complete all MAT course requirements with a GPA of 3.0 or higher.
• Successful completion of full-time internship
• Complete the required pedagogy assessment

Kentucky

Please be advised that t �������� does not admit students residing in Kentucky into UMGC's Master of Arts in Teaching program unless approved on a case-by-case basis. UMGC students residing in Kentucky would not be permitted to complete the program's field and clinical requirements in Kentucky public or nonpublic schools. For more information about Kentucky licensure, please visit the website. Please email us for further information regarding UMGC's MAT program. Link to

U.S. Department of Defense Schools

If a student resides on an overseas military installation or in a state in which UMGC is not currently accepting students and the student is eligible to complete the program's field and clinical requirements at a Department of Defense Education Activity school, the student may email us to discuss options for enrollment in the MAT program.

Professional Licensure

This program is designed to help prepare students to obtain initial certification as a teacher in Maryland in the field of secondary education in a specific subject area.

Learn more about . If you are seeking licensure in another state, you are advised to contact the appropriate licensing board in that state and confirm that the specific subject area you wish to pursue is available for licensure in that state.