The Master of Arts in Teaching (M.A.T.) program prepares candidates to teach in P-12 schools. With a focus on professional and pedagogical knowledge and skills, candidates build on the content expertise developed in their undergraduate program and through life experiences. The M.A.T. program begins with a strong foundational understanding of learners and learning, culture and diversity, language and language development, and socio-political and social justice issues. Candidates then develop proficiency in curriculum, instruction and assessment, with an emphasis on literacy and cultural responsiveness across the curriculum. Field and student teaching experiences throughout the program allow candidates to immediately see connections between, and apply, theory to practice. Graduates earn an Oregon preliminary teaching license in addition to the master’s degree.
Candidates seeking elementary or secondary teaching positions may add an endorsement in reading or English for Speakers of Other Languages (ESOL). Secondary teaching candidates may add up to two content area endorsements. Each of these plans involves additional cost and will lengthen the program.
Applying for Admission
The Education Department has a responsibility to students, families and communities to identify and admit candidates who have the potential to become professional educators who demonstrate excellence in teaching, passion for equity, courage in advocacy and collaboration with community. In addition, the Education Department has an ethical responsibility to ensure that candidates have a clear understanding of the teaching profession and demonstrate basic knowledge, skills and dispositions necessary to be an effective teacher before offering an invitation to the program. Therefore, candidates can expect a thorough application and interview process. Candidate selection is based on academic potential without regard to race, creed, color, gender, sexual orientation, national origin, age or physical handicap. A bachelor’s degree granted by a regionally accredited college or university is required for admission but is not itself sufficient.
For detailed application instructions, please contact the Office of Admissions.
- Marylhurst University Application for Admission
- Official, sealed transcripts from each college or university where a degree was earned
- Minimum GPA for graduate admission is 3.00
- Student must have conferred bachelor’s degree before starting the program
- Statement of intent
- Essay/writing sample
- Recommendations (2)
- Fingerprint verification
- Admissions interview with department faculty
Application Deadline and Process
Applications for admission are accepted for fall term. Completed applications are requested by March 1. Applications completed by this date will be given priority; applications received after this date will be reviewed on a case-by-case basis. Applicants will be notified in writing of the decision of the admission committee.
Transfer credit is not normally accepted into the program; however, a maximum of 12 transfer credits may be applied toward the degree with department approval.
Program Learning Outcomes
The M.A.T. program outcomes are from TSPC requirements for teacher licensure (OAR 584-018-0105). Candidates must demonstrate proficiency in all areas to earn the M.A. in Teaching and an Oregon teacher’s license.
- Learner Development: The teacher understands how children learn, 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. [InTASC Standard #1]
- 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. [InTASC Standard #2]
- 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. [InTASC Standard #3]
- 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. [InTASC Standard #4]
- 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. [InTASC Standard #5]
- 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. [InTASC Standard #6]
- 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 learners and the community context. [InTASC Standard #7]
- 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. [InTASC Standard #8]
- Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his or 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. [InTASC Standard #9]
- Leadership and Collaboration: The teacher demonstrates leadership by taking responsibility for student learning and by collaborating with learners, families, colleagues, other school professionals, and community members to ensure learner growth and development, learning and well-being. [InTASC Standard #10]