Most Affordable Masters Program in Art Studies

Master Of Arts In Teacher Education With Initial Teacher Certification (MAT).

Shape the future by teaching them. Designed for individuals seeking a new career or pursuing a new college degree, the online MAT program at Middle Georgia State University is ideal for those with a bachelor degree from a Georgia Professional Standards Commission (GaPSC) accredited institution who are eager to obtain initial teacher certification in a specialized content area.

Spanning three semesters, the MAT program offers a pedagogy-focused curriculum tailored to address the critical need for highly qualified and effective schoolteachers in Middle Georgia and throughout the state. As part of a cohort, you'll benefit from off-site placements at partner school districts, gaining invaluable hands-on experience in real-world classroom settings.

The MAT program requires every applicant to submit the application and all required documents by the deadline.

2 Letters of Recommendation from a professional or academic source, must be on letterhead and physically signed.

Bachelor degree from an institutionally accredited college or university.

Master of Arts in Technical And Professional Writing (MATPW).

Master of Science In Nursing Adult Gerontology Acute Care Nurse Practitioner (MSN).

Certificate in Technical Writing Digital Communications (CTW).

Master of Arts in Teaching (MAT): Special Education.

The role of special educators in education and our school systems has never been important. It has even been named the #1 Most Affordable Online Masters in Special Education Degree Programs in the U.S. by Top Education Degrees.

Expand your opportunities for advancing your work in special education and effectively working with students who have unique needs.

Enjoy the flexible advantages of earning a degree 100% online, allowing you to work and maintain your personal and professional aspirations.

A person looking to expand their opportunities in special education.

Master of Arts in Teaching: Athletic Program Management.

Master of Arts in Teaching: English as a Second Language Education.

Master of Arts in Teaching: Middle Level Education.

Master of Arts in Teaching: Talented and Gifted Education.

Morningside University Graduate Education 1501 Morningside Avenue Sioux City, IA 51106.

Expand your opportunities in education by applying today.

Further your career as an educator with 13 Iowa-approved teaching endorsements, all 100% online.

Explore graduate education program financial aid and payment options fit for your life and budget.

Engaging online coursework prepares you to earn a MAT: Special Education degree and expand your career opportunities. Adding an endorsement to an Iowa teaching license is another great way to further your professional career as an educator.

Work is completed in two parts. Candidates must complete the 17 credits of professional foundations core and at least 15 credits of coursework in the field of special education or related to special education.

Candidates may transfer up to three credits from another institution or up to three credits from an educational partner as long as the content of the credit aligns with the focus area.

Morningside graduate education tuition is one of the lowest in the COUNTRY.

Fit for your budget, your time, and your life, the Morningside graduate program in education brings the value. Conveniently online, you can advance your career in education in a flexible way that doesn't place a hold on your personal life, professional aspirations, or budget.

Advance your career with a MAT in Special Education.

Courses based on the Standards for the Instructional Strategist I: K-8, Instructional Strategist I: 5-12, Instructional Strategist II: Behavioral Disorders Learning Disabilities, Instructional Strategist II: Intellectual Disabilities, and Special Education Consultant Endorsements per the Iowa Board of Educational Examiners (2017) and Council for Exceptional Children (CEC) Standards.

Learn the characteristics of learners, assessment, collaboration, and transition, along with methods and strategies for students identified with special education needs.

May advance you on your district salary schedule.

Steven has instructed at Morningside since 2011 and served as an assistant academic coordinator since 2017. He is an alum of Morningside, where he also earned six endorsements.

The Master of Arts in Teaching degree program (MAT) provides students a pathway to complete their California teaching credential preparation program while also pursuing a Masters degree. Students interested in teaching at the K-6 school level in the State of California must have completed a bachelors degree at a regionally accredited university, have passed the California Basic Education Skills Test (CBEST), and have the capacity to pass the California Subjects Examination for Teachers (CSET), or have completed a commission-approved elementary subject-matter program. Students interested in teaching at the 7-12 school level must have completed a bachelors degree at a regionally accredited university and have the capacity to pass the appropriate subject-matter examination (CSET), such as English, Mathematics, Music, Physical Education, Science, Social Science, World Languages (Spanish), Health Science, Art, Dance, and Theatre or have completed a commission-approved subject-matter program.

Multiple Subject students must also have passed the Reading Instruction Competency Assessment (RICA). This program requires students to have a full time intern teaching placement, on an internship credential, at a public school district while they are in the program. Students must be enrolled in the University to work on an Intern Credential. A leave of absence or break in attendance will cause the credential to be revoked.

Degree Plan Master of Arts in Teaching Single Subject CA Residents 16 MonthsDegree Plan Master of Arts in Teaching Single Subject CA Residents 24 MonthsDegree Plan Master of Arts in Teaching Multiple Subject CA Residents 16 MonthsDegree Plan Master of Arts in Teaching Multiple Subject CA Residents 24 Months.

This course provides students with an of the historical, cultural, philosophical, legal and political history of the American educational system. Learning theories as applied to classroom teaching and differentiation of instruction will be explored. The importance of equity and social justice in education will be covered.

This course provides students with an of the history and legal requirements of Special Education in the American school system. Students will learn response to intervention, qualification criteria for special education as well as the requirements of a teacher to support IEP goals and 504 accommodation plans to support students. Various models of support for students will be reviewed including inclusion, collaboration and co-teaching.

Students will be provided with research-based instructional strategies, as well as proven classroom routines and procedures that promote student mastery of curriculum by maximizing instructional time. Strategies for providing differentiated instruction as well as the integration of technology for learning will be covered. Assessment strategies will also be included.

Instructional models, strategies, approaches, assessment and placement of students in English as a second language and content based second language teaching will be explored. Instructional planning for the development of aural and oral language proficiency will be utilized. Research based strategies for teaching language will be applied.

In this course students will learn to engage in research to improve their teaching practice and address barriers to student success. A variety of research approaches that are common to the field of education will be introduced. Students will select a topic for their research proposal to be completed in EDU699 Capstone.

In this final course for the MAT students will address a concern or challenge that exists in the field of education to investigate and develop a research proposal to further add to the field. Students will demonstrate their knowledge of the field by applying evidence-based strategies, approaches and theories to their work in the classroom.

This course is a continuation of EDU534. Teacher candidates will learn use and develop curriculum embedded in California State Standards and Framework.

Approaches, methods, and techniques for teaching literacy skills will be explored. The assessment of literacy skills will be addressed in this course.

This full-time supervised clinical practice course requires 300 hours of in class student teaching at the school and grade level assigned. This course will guide candidates through their daily classroom instructional practice as a student teacher in a public elementary school. The sequence of clinical practice experiences includes multiple opportunities for interaction with diverse populations and communities such as English Language Learners and Special Needs students. All students are provided with experiences which are age and grade appropriate and are required and authorized by the credential they are seeking. Clinical practice is a critical component of the Teacher Preparation Program which combines theory to practice and is rooted in the Unites States University Mission and informed by the Teacher Performance Expectations (TPEs).

This course is designed to provide students with academic and professional support during their student teaching assignment. The courses are offered in a seminar format consisting of reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the on-site support provider. The course will also provide candidates assistance and support in the completion of the Educative Teaching Performance Assessment (EdTPA) instructional cycles, to include implementation, guidance, and remediation.

This course is designed to provide students with academic and professional support during their student teaching assignment. The course is offered in a seminar format consisting of reflective discussions that evolve around events in the classroom, field experiences, supervised teaching and collaboration between the candidates, university personnel. Support for candidates in the completion of the Educative Teaching Performance Assessment (EdTPA) instructional cycles, to include implementation, guidance, and remediation will also be included.

The course is an of curriculum and California State Frameworks and Subject Specific Standards, and district performance standards. It includes classroom procedures, instructional planning, lesson plan delivery skills, English Language Development (ELD), and Specially Designed Academic Instruction in English techniques for grades 6-12 with and diverse student populations.

This course is designed to provide opportunities for prospective teachers to observe, develop, and practice a variety of methods to create positive learning environments, effective discipline, and traditional and alternative assessments. Emphasis is placed on strategies used for students with widely ranging linguistic and academic abilities, diverse learning styles and varying cultural backgrounds. Methods and content are aligned with California State Framework for grades 6-12 with and diverse student populations.

This course will focus on the theoretical basis of literacy and approaches to teaching reading across content areas. It will cover methods and techniques for teaching literacy skills in diverse urban school settings with linguistically diverse students. The course also explores literacy processes and assessment in secondary school curricula. Methods and content are focused in diverse student populations and aligned with State Frameworks for grades 6-12.

This full-time supervised clinical practice course is intended to guide candidates through their daily classroom instructional practice as a student teacher in a public secondary school. The sequence of clinical practice experiences includes multiple opportunities for interaction with diverse populations and communities such as English Language Learners and Special Needs students. All students are provided with experiences which are age and grade appropriate and are required and authorized by the credential they are seeking. Clinical practice is a critical component of the Teacher Preparation Program which combines theory to practice and is rooted in the Unites States University Mission and informed by the Teaching Performance Expectations (TPEs).

This full-time supervised clinical practice course is intended to guide candidates through their daily classroom instructional practice as a student teacher in a public secondary school. The sequence of clinical practice experiences includes multiple opportunities for interaction with diverse populations and communities such as English Language Learners and Special Needs students. All students are provided with experiences which are age and grade appropriate and are required and authorized by the credential they are seeking. Clinical practice is a critical component of the Teacher Preparation Program which combines theory to practice and is rooted in the Unites States University Mission and informed by the Teacher Performance Standards (TPEs).

This course is designed to provide students with academic and professional support during their yearlong internship teaching assignment. The courses are offered in a seminar format consisting of reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the on-site support provider. The course will also provide candidates assistance and support in the completion of the Educative Teaching Performance Assessment (EdTPA) instructional cycles, to include implementation, guidance, and remediation. All students on an approved intern credential are required to successfully pass four terms on Internship Supervision and Support.

This course is designed to provide students with academic and professional support during their yearlong internship teaching assignment. The courses are offered in a seminar format consisting of reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the on-site support provider. The course will also provide candidates assistance and support in the completion of the Educative Teaching Performance Assessment (EdTPA) instructional cycles, to include implementation, guidance, and remediation. All students on an approved intern credential are required to successfully pass four terms of Internship Supervision and Support.

This course is designed to examine the factors that contribute to and influence the academic performance of emergent bilinguals within the public school system. Insight into the background, assets, and learning needs of Bilingual Learners will be given with a focus on providing culturally and linguistically appropriate learning activities. Understanding create and maintain a welcoming, supportive, and intercultural classroom climate will be emphasized. Students will examine state and national mandates, and theories of second language acquisition, focusing on an assets-based and racially sensitive approach to teaching.

This course is designed to support developing and strengthening the skills needed to construct learning experiences that help build bilingualism and biliteracy skills. Students will examine the cognitive and metacognitive effects of bilingualism, biliteracy, and translanguaging to understand implement research-based practices that speak to the needs of all their students. Students will gain insight into the purpose, characteristics, and appropriate uses of different types of content and language assessments.

The focus of the course will be strategies and methodologies in Spanish language development, reading readiness, and beginning reading in the primary language. Special emphasis will be on the current trends and social issues affecting bilingual programs including program models, instructional approaches, bilingualism and illiteracy and selection and use of primary language materials.

The Warner online graduate programs provide quality instruction from a Christian perspective. Our programs prepare students to model competence and Christian character in the workplace.

Upon completion of the program, students should have gained sufficient depth of education, specialized skills, and a sense of creative independence that will allow them to practice in and contribute to the business profession.

The Master of Arts in Education (M.A.Ed.) program is for active educators who want to improve their abilities in the classroom and provide leadership to the education profession. The program is designed to provide the opportunity for current teachers and educators to complete the requirements for the degree in two years while maintaining full-time employment. This program consists of 30 graduate credit hours and is delivered online.

The Master of Ministry degree is a 30-credit-hour degree designed for pastors, ministers, and other lay leaders who desire to strengthen their skills in biblical interpretation, missional leadership, innovation, spiritual formation, conflict resolution, and community building.

The Master of Business Ministry and Management degree is a 30-credit-hour degree designed for pastors, ministers, and other lay leaders who desire to strengthen their skills in church leadership, ministry management and the inter-workings of the Church business.

Graduate Programs are online only and are not I-20 Visa Eligible.

The Master of Arts in Teaching (M.A.T.) program is a 32-credit, online graduate studies program designed for people who have a non-teaching bachelor degree and are interested in entering the teaching profession as a secondary teacher in the areas of Social Studies, Science, Mathematics, English, Physical Education, and Health. The online MAT program offers flexibility and affordability for adult learners.

The M.A.T. program is standards-based to support secondary teacher certification requirements of the North Dakota Standards and Practices Board and is designed to support the development of teacher-leaders.

The staff are the best part being a student in the MAT program. They have been so kind and supportive. I am a mother of three and I work full time. They made me feel so supported and care for. My university supervisor during my teaching mentorship was especially supportive.

The program has done an excellent job of preparing me for a career in education. It taught me think outside the box and consider all types of learners.

The program is outstanding, and you will feel very supported by the staff. The program is a great value, and you will emerge prepared to take on a career as a professional educator.

The courses are challenging, and you will feel proud with every project and course completion. When you receive your degree, you have something to really be proud of.

The courses were very thorough and allowed me to master relevant topics of study for the teaching field. Communication was always prompt.

This is a program that you will be successful at and will prepare you for the classroom.

Master of Education Seeking Additional Or Professional Licensure.

The Master of Education (M.Ed.) is designed for individuals seeking:.

Upon completion of the course of study, candidates must also pass a content area test for Massachusetts licensure. To obtain the Reading Specialist License, candidates must have taught a minimum of one year under the initial teaching license.

Students in this program have completed a baccalaureate degree in a liberal arts field or its equivalent in an appropriate content field. The candidates already possess the Initial License or its equivalent and are pursuing the M.Ed. degree and or an additional license.

The College reserves the right to alter program requirements as necessary to remain in compliance with Massachusetts Elementary and Secondary Education licensure standards.

The Master of Arts in Teaching (MAT) is designed for people who have completed a four-year degree in a field other than education who are interested in obtaining a teacher license. Graduates will be in a position to create positive change in the profession by advocating for students, promoting professional growth, and working collaboratively with peers.

Birth-Kindergarten Education (BKE) leads to certification in Birth through Kindergarten Education.

Middle Grades Education (MGE) leads to certification in either English, language arts, science, or mathematics.

Special Education (SPE) leads to licensure in the area of Special Education: General Curriculum.

An individual who completes the MAT program at WSSU is eligible to earn a certificate or license in another state or jurisdiction.

The Educator Preparation programs of CASBE.

The agreement facilitates the mobility of educators among the states and other jurisdictions that are members of NASDTEC and have signed the Agreement. An individual who completes an approved Educator Preparation program at WSSU is eligible to earn a certificate or license in another state or jurisdiction including all 50 states, District of Columbia, Guam, Ontario and the Defense. While each state entity may affirm the credentials earned by a WSSU program completer in Educator Preparation, the educator may have to complete additional requirements, such as coursework, assessments, or classroom experience, before receiving a full professional certificate in the new state.

I came to the US in 2013 to teach at Konnoak Elementary School. Getting my MAT at WSSU put me in touch with great campus events such as evening lectures, sports events, musical and visual arts events. I plan to return to China in the future to make an impact on teaching and the quality of education there.

Admission to the MA in Art Education has been suspended.

Enhance your professional skills as an educator and grow as an artist. Our Art Education graduate program gives you the courses you need to advance in both.

Designed to help you develop your artistic, pedagogical, research and leadership skills, the Art Education master program gives you an in-depth study of studio, art history and art education theory. The program can be applied toward doctoral study, national board certification and state educator licensure.

You'll examine art education theory and research, as well as grow in a variety of art areas, including painting, printmaking, sculpture, ceramics, graphic design and photography. The skills you gain will strengthen your capacity in teaching a dynamic K-12 visual arts program.

Coursework for the master program is broken into two parts:.

Graduate Studio Core. You'll earn 23 credit hours of studio courses and an advanced capstone studio project.

Graduate Art Education and Art History Core.

Missouri StateChemistry and Biochemistry DepartmentChemistry Education PathwayMaster of Arts in Teaching (Chemistry Education Pathway).

Master of Arts in Teaching (Chemistry Education Pathway).

Your actual schedule may vary.

Missouri State is committed to helping you graduate on time.

Be sure to pass the Missouri Content Assessments, also known as MoCA, prior to being fully admitted in to the Master of Arts in Teaching (MAT) program.

If content area coursework is needed, it should be done before starting the MAT core in the summer.

The pathway includes a bachelor degree in chemistry (non-comprehensive) and other certification requirements.

Programs of Distinction Honors, STEM Fellows and .

The programs call for future teachers and administrators to perceive their roles in education as developers of community. The learning community is within classrooms and schools, as well as outside their walls. Not only do education graduates work toward building community with students, families, and members of the local community, but they see a purpose of education to be the development of individuals who assume responsibility for building a healthy community locally, nationally, and globally. Grounded in a Benedictine, liberal arts tradition, the program advocates that the goals and means of the educative process are complementary and seek the pursuit of human dignity and social responsibility.

EDUC-5542 Current Trends Practices in Teaching (3).

Program of Study for the M.Ed with ESOL.

EDUC-5565 Instructional Strategies and Materials for Teaching ESL Students (3).