Elementary Education, MAT
School/College: School of Education
Degree(s) Offered: Master of Arts in Teaching
Graduate Coordinator: Kimberly Erwin Email: kderwin@ncat.edu Phone: 336-334-7848
Department Chair: Anthony Graham Email: agraham@ncat.edu Phone: 336-334-7850
The mission of the Master of Arts in Teaching (MAT) in Elementary Education (K-6) degree program is to prepare highly-qualified classroom teachers for the K-6 classroom. Through courses in elementary-grades mathematics, social studies, language development, diagnostic and prescriptive reading, and assessment and evaluation, candidates in the Master of Arts in Teaching, Elementary Education program develop knowledge, skills, dispositions, and professional attitudes that empower them to become lifelong learners and exemplary educational leaders inside and outside K-6 learning contexts. The MAT program in Elementary Education is aligned with professional standards commensurate with the Interstate Teacher Assessment and Support Consortium (InTASC), the National Council for the Accreditation of Teacher Education (NCATE), the North Carolina Department of Public Instruction (NCDPI), and National Board Professional Teaching Standards (NBPTS).
Additional Admission Requirements
- Two Page Double-Spaced Statement of Purpose or Intent
- Graduate Record Examination (GRE) Scores
Program Outcomes:
Candidates in the MAT Elementary Education program will: (1) demonstrate effective oral, written, and presentation skills appropriate for K-6 classrooms, (2) demonstrate effective knowledge, skills, and attitudes in diversity issues, learning theories, technological skills, and methods of instruction, (3) demonstrate the ability to implement developmentally-appropriate instruction aligned with the North Carolina Common Core and Essential Standards with K-6 students, and (4) demonstrate their ability to positively impact K-6 student learning through responsive instruction aligned with the North Carolina Common Core and Essential Standards, and (5) demonstrate their depth of content knowledge and breadth of content pedagogy for K-6 learners from diverse backgrounds.
Degree Requirements
The MAT in Elementary Education requires a total of 39 credit hours of coursework, submission of six (6) North Carolina-approved "Electronic Evidences" and the Praxis II Elementary Education examination (Test 0015). Students without an academic background in education may be required to complete prerequisite courses (e.g., SPED 661 Introduction to Exceptionalities, INST 605 Computers in Education, and other program-approved courses).
Phase I: Professional Core Courses (27 Credit Hours)
- ELED 610 Knowledge of the Elementary Learner in the Differentiated Classroom (3.0 credit hours)
- ELED 611 Balanced Literacy for Elementary Learners (3.0 credit hours)
- ELED 612 Mathematics Curriculum and Pedagogy (3.0 credit hours)
- ELED 615 Balanced Literacy for Elementary Learners (3.0 credit hours)
- ELED 616 Social Studies and Science Curriculum and Pedagogy (3.0 credit hours)
- ELED 617 Mathematics and Curriculum Pedagogy II (3.0 credit hours)
- ELED 618 Clinical Practices for 21st Century Elementary Classrooms (6.0 credit hours)
- ELED 620 Teaching through Multiple Intelligences (3.0 credit hours)
- ELED 704 Teacher Licensure Review (0.0 credit hours)
Phase II: Advanced Studies (12 Credit Hours)
- ELED 619 Action Research for the Elementary Classroom (3.0 credit hours)
- ELED 714 Standards and Accountability (3.0 credit hours)
- ELED 740 Diverse Learners in Differentiated 21st Century Classrooms (3.0 credit hours)
- ELED 755 Teacher as Leader (3.0 credit hours)
- CUIN 999 Thesis or Special Project (0.0 credit hours)
OPTION B: 33 Hours with National Board Certification
Phase I: Professional Education Core (15 hours)
- CUIN 711 – Research and Inquiry (3)
- ELED 714 Standards and Accountability (3)
- CUIN 728 – Integrating Technology into K-12 Classrooms (3)
- CUIN 740 Issues and Trends in Urban Education (3)
- CUIN 783 Current Research in Elementary Education (3)
Required Documentation at Phase I Conclusion:
- Planning contract
- 3.0 GPA
- Submission of TaskStream documentation
- Submission of North Carolina Teacher Evaluation from current academic year to Program Coordinator
Phase II: Content and Pedagogy (24 hours)
- ELED 719 Research in the Elementary Classroom (3)
- ELED 740 Diverse Learners in Differentiated 21st Century Elementary Classrooms (3)
- ELED 751 –Literacy for the 21st Century Elementary Classroom (3)
- ELED 752 – Science for the 21st Century Elementary Classroom (3)
- ELED 753 – Social Studies for the 21st Century Elementary Classroom (3)
- ELED 754 – Mathematics for the 21st Century Elementary Classroom (3)
Additional Details
At the conclusion of Phase I, candidates must have: (1) a minimum 3.00 Grade Point Average, and (2) passing scores on the Praxis II in Elementary Education (Test 0015), (3) submitted six state-approved "Electronic Evidences" and (4) submitted paperwork for a North Carolina initial teaching license. Candidates cannot move into Phase II of the degree program if these requirements are not satisfied.
At the conclusion of Phase II, candidates must complete a Master's Comprehensive Portfolio/Master's Action Research Project.
Comprehensive Exam: Not Required
Licensure requirements: Required
Assistantships
Graduate Research Assistantships and Graduate Teaching Assistantships may be available to graduate students enrolled in the Master of Arts in Teaching degree program. Assistantships are only available to full-time graduate students (i.e., enrolled in at least 9.0 credit hours during the academic semester). Candidates who apply for a graduate assistantship position must work 20 hours per week. Please contact the department chairperson to inquire about assistantship availability.
Internships
Candidates enrolled in the Master of Arts in Teaching program must complete a full-time 15-week teaching internship in an approved public school. Internship placements are conducted by the Field Experience and Internships Office within the School of Education. Candidates are formally observed by trained University supervisors and K-6 public school teachers.
Clinical Field Experiences
Throughout coursework in Phase I of the MAT program, candidates may be required to satisfy clinical field experience hours that vary in length (e.g., 10 hours per semester, 20 hours per semester, and so on). It is the candidate's responsibility to structure his or her calendar to satisfy these hours. These hours are non-negotiable.
Advising
Candidates enrolled in the Master of Arts in Teaching degree program are advised by the program coordinator. Please email or call the program coordinator to receive additional information regarding the program. If the program coordinator is unavailable, please contact the department chairperson.
Licensure
Candidates enrolled in the Master of Arts in Teaching program must satisfy programmatic requirements to achieve an initial teaching license in the state of North Carolina. These requirements include coursework, an appropriate grade point average, passing scores on the state-required Praxis II examination, passing scores on state-approved Electronic Evidences, and satisfactory completion of a full-time teaching internship in an approved public school classroom.
Program Certification/Accreditation
The Master of Arts in Teaching (MAT) program in Elementary Education is an accredited program by the National Council for the Accreditation of Teacher Education (NCATE) and by the North Carolina Department of Public Instruction (NCDPI).
Directory of Faculty
- David Boger, Professor, B.S., Livingston College; M.S., New Mexico Highlands University; Ph.D.., University of New Mexico
- Tyrette S. Carter, Assistant Professor, B.A., University of Virginia, M.Ed., Averett College, Ph.D.., University of Virginia
- W. V. Cobitz, Assistant Professor, B.S., M.S., North Carolina A&T State University; Ph.D.., Virginia Polytechnic Institute and State University
- Elizabeth Jane Davis, Associate Professor, B.A., Duke University; M.Ed., University of Virginia; Ph.D.., University of North Carolina at Greensboro
- Charlesetta Dawson, Assistant Professor, B.A., M.A., University of Northern Iowa; Ph.D.., University of North Carolina at Greensboro
- Kimberly Erwin, Clinical Faculty, B.S., M.S., North Carolina A&T State University
- Loury Floyd, Associate Professor, B.S., North Carolina A&T State University; M.S., University of Wisconsin-LaCrosse; Ph.D., The College of William and Mary
- Anthony Graham, Associate Professor and Interim Chairperson, B.A., University of North Carolina at Chapel Hill; M.Ed., Ph.D.., University of North Carolina at Greensboro
- Karen D. Guy, Assistant Professor, B.S., North Carolina A&T State University; M.Ed., North Carolina Central University; Ed.D., University of North Dakota
- Vivian Hampton, Associate Professor, B.A., North Carolina Central University; M.Ed., Howard University; Ph.D.., University of Maryland
- Pamela I. Hunter, Associate Professor, B.A., Livingston College; M.Ed., University of North Carolina at Greensboro; Ph.D.., Ohio State University
- Sharon Hunter, Clinical Faculty, B.S., North Carolina A & T State University; M.A., University of North Carolina at Charlotte
- Ioney James, Assistant Professor, B.A., University of West Indies, M.S., Central Connecticut State University, Ph.D., University of Albany
- Muktha Jost, Associate Professor, B.A., Madras University; M.S., University of Kansas; Ph.D.., Iowa State University
- Cathy Kea, Professor, B.A., North Carolina Central University; M.S., University of Wisconsin-LaCross; Ph.D.., University of Kansas
- Dorothy D. Leflore, Associate Professor, B.S., Mississippi Valley State University; M.S., University of Oregon; Ph.D.., University of Oregon
- Stephen McCary-Henderson, Associate Professor, B.S., North Carolina A&T State University; M.Ed. University of Southern Mississippi; Ph.D.., Union Institute and University
- Barbara Mosley, Assistant Professor, B.A., M.S., North Carolina A&T State University; Ph.D.., Virginia Polytechnic Institute & State University
- Thomas J. Smith, Assistant Professor, B.A., Manchester College; M.S., Indiana University; Ph.D.., University of South Carolina
- Karen Smith-Gratto, Professor, B.A., Christopher Newport College; M.A., Ph.D.., University of New Orleans
- Dawn C. Waegerle, Assistant Professor, B.A., M.A., Oral Roberts University; Ed.D. College of Williams and Mary
- Ereka Williams, Associate Professor, B.S., M.A.; Fayetteville State University; Ph.D.., University of North Carolina at Greensboro
