Program Contact: Christina Pavlak 203-582-3199
The purpose of Quinnipiac’s graduate Master of Arts in Teaching program is to prepare teacher candidates with perspectives, knowledge and skills to become master educators. The School of Education recognizes that the concept of educator is three-dimensional, and that successful educators must be teachers, learners and leaders. Therefore, graduates of the Master of Arts in Teaching program are teachers who lead all students to learn, learners who continue to learn as they continue to teach, and leaders who influence the culture of their schools in ways that support best practices in teaching and learning.
The program reflects the spirit and mission of Quinnipiac with close attention to the teaching standards for the state of Connecticut and to the standards of the Council for the Accreditation of Educator Preparation (CAEP). The three values of “excellence in education, a sensitivity to students, and a spirit of community,” which are the heart of Quinnipiac’s mission statement, are woven throughout the program.
General Information
The Quinnipiac University elementary education curriculum is an intensive fifteen-month program of study consisting of core certification courses that provide eligibility for teacher certification, advanced coursework in literacy, numeracy and pedagogy to satisfy master’s degree requirements, and a unique internship/residency experience which provides pre-service teacher candidates the opportunity to learn about schools, students and teaching.
The graduate MAT program offers Quinnipiac teacher candidates a Master of Arts in Teaching degree leading to certification through the Connecticut State Department of Education. Consistent with the university’s mission, arts and sciences studies are integrated with professional studies to prepare graduates who have depth and breadth of content knowledge and strong pedagogical skills.
Internship/Residency
Candidates may participate in an internship or residency during the fall and spring semesters of the program. Quinnipiac University has developed collaborative partnerships with school districts throughout central and southern Connecticut to provide graduate candidates with guided, hands-on professional practice and to defray some costs of the program.
Candidates who are not employed by a school district will be placed as either an intern or a resident. These candidates will receive a reduction in tuition by means of a tuition remission for serving in such capacity.
- Interns serve in area schools in a variety of capacities and as substitute teachers with guidance from an on-site adviser and from a Quinnipiac faculty member. Each intern has the opportunity to participate in staff meetings and take part in all school operations, becoming a valued member of the school faculty.
- Residents spend the entire school year with one teacher in one classroom in the role of co-teacher. The classroom teacher and a Quinnipiac faculty member will provide guidance throughout the school year. Each resident can participate in staff meetings and take part in all school operations, becoming a valued member of the school faculty.
- School employees continue working in the capacity in which they were hired.
Classes are held in the evenings on the North Haven Campus.
After successfully completing one year of studies in the MAT program, a candidate can be hired as a teacher of record under a Resident Educator Certificate issued by the State of Connecticut while enrolled in the MAT program. After successfully completing the MAT program requirements, including passing all licensure tests, a candidate can apply for an Initial Certification under the State of Connecticut.
Elementary Education MAT Curriculum
To complete all requirements of the MAT program, a candidate must complete all coursework and successfully complete all performance tasks to qualify for teacher certification.
| Code | Title | Credits |
|---|---|---|
| Required Courses | ||
| ED 521 | Social and Philosophical Foundations of Education | 3 |
| ED 525 | Diversity in the Classroom | 3 |
| ED 535 | Graduate Seminar I | 1 |
| ED 544 | Developing Literacy in the Primary Grades | 3 |
| ED 545 | Research and Graduate Seminar II | 1 |
| ED 556 | Teaching Literacy in Grades 4-6 | 3 |
| ED 558 | Elementary School Science: Content and Pedagogy | 3 |
| ED 566 | Elementary School Social Studies: Content and Pedagogy | 2 |
| ED 568 | Teaching Mathematics in the Primary Grades | 3 |
| ED 569 | Teaching Mathematics in Grades 4-6 | 3 |
| ED 571 | Learning and Teaching the Developing Child | 3 |
| ED 572 | Advanced Learning and Teaching | 3 |
| ED 575 | Teacher Discourse: Language and Communication Issues in the Elementary Classroom | 3 |
| ED 577 | Teaching English Language Learners in the Mainstream Classroom | 3 |
| ED 614 | Research and Graduate Seminar IV | 1 |
| ED 615 | Graduate Seminar III and Career Development | 1 |
| SPED 552 | Teaching in the Inclusive Classroom | 3 |
| (Personalized pathway) Course determined by program director | ||
| ED 601 | Student Teaching | 3-6 |
| or ED 605 | Teacher Induction Support | |
| Total Credits | 45-48 | |
Student Learning Outcomes
The Master of Arts in Teaching program is structured around four key themes aimed at preparing effective educators and upon completion, teacher candidates will demonstrate the following competencies:
Theme 1: Teaching and Learning
Instructional Strategies
- Select and justify research-based instructional strategies and integrate technology to enhance the teaching and learning process.
- Design and facilitate learning experiences in which PK-12 learners collaborate, problem-solve, and apply disciplinary knowledge in authentic tasks or contexts.
Learner Development
- Plan and deliver instruction that responds to PK-12 learners’ strengths and needs by differentiating and scaffolding based on evidence of learning.
Content Knowledge
- Apply disciplinary concepts in lessons and unit plans justifying instructional decisions using current research and professional learning.
Assessment
- Design and use multiple assessment methods to monitor learning, support PK-12 leaner self-reflection, and adjust instruction based on evidence.
Theme 2: Inquiry and Reflection
Reflection
- Demonstrate reflective practice through openness to constructive feedback and self-assessment.
Research-Informed Practice
- Engage with relevant scholarly and/or practitioner knowledge to inform professional practice.
- Analyze data to inform instruction.
Theme 3: Professionalism and Ethical Practice
Ethical Practice
- Apply identified professional standards to instructional and professional decisions.
Professionalism
- Demonstrate professional responsibility in coursework and clinical experiences.
Collegiality
- Participate in collaborative planning and professional dialogue by contributing respectfully to shared problem-solving.
Theme 4: Leadership
Advocacy
- Identify opportunities to advocate on behalf of their PK-12 learners and school community.
Communication
- Effectively use various forms of communication with PK-12 learners, colleagues and families.
- Consistently and effectively communicate content, instructions and feedback to PK-12 learners.
Collaboration
- Engage in continuous professional learning with peers, mentors, and practitioners.
- Collaborate with families, colleagues, and community members to help PK-12 learners succeed.
Admission
Applicants are accepted for admission to the summer semester only and are expected to enroll as full-time graduate students. To ensure admission into the program with a placement in an internship/residency, applicants should complete the application process as early as possible. Admission to the graduate MAT program is based on a holistic review by MAT program faculty of the following admission requirements:
- A 3.00 minimum overall undergraduate GPA (from all colleges and universities attended) with a subject area major or appropriate interdisciplinary major.
- A transcript review that indicates a B or better performance in courses related to mathematics as well as English/language arts. (Students whose transcripts do not meet this criteria will be required to provide proof of basic math/reading competencies as determined by the MAT program director.)
- At least two written recommendations from individuals who have recent knowledge (within the last two years) of the applicant’s suitability as a prospective educator.
- Evidence of strong basic skills in math, reading and writing. Evidence can be provided through SAT or ACT scores. Alternatively, evidence may also be provided through completion of the Praxis Core Academic Skills Test. SAT, ACT or Praxis Core results will be reviewed by the program director. Any MAT candidate whose scores indicate an area of weakness will be required to participate in a non–credit bearing remediation program that addresses any area of underperformance in math, reading or writing. Once completion of the remediation process is done by the candidate, the status of the candidate will be reviewed. All candidates will be considered probationary status until the improvement of basic skills is documented and remediated.
- A formal interview during which the applicant is expected to demonstrate: an ability to communicate clearly, a demeanor appropriate to the teaching profession, and a maturity and attitude necessary to meet the demands of the MAT program.
- Effective July 1, 2010, Connecticut law requires all teacher candidates to undergo a criminal background check prior to being placed in a public school setting for field study, internship and student teaching. Because a clinical experience is an integral part of each semester, failure to abide by this law will make an applicant ineligible for admission to the program. The School of Education has procedures in place to assist candidates in obtaining the background check. The cost of the background check is the responsibility of the teacher candidate.
Retention
Teacher candidates in the MAT program at Quinnipiac are expected to demonstrate the professional behaviors and dispositions articulated in both the School of Education’s Professional Attributes and Dispositions document and the CT Code of Professional Responsibility for Teachers. Candidates must maintain a GPA of 3.00 or higher for graduate courses in each semester with at least a B- or better in any education course. A grade of C+ or below in any education course (including the graduate content area courses) requires the candidate to retake the course at their expense and earn the minimum B- grade.
If the candidate, once formally accepted into the MAT program, fails to maintain the minimum GPA, that candidate may be allowed to remain in the program for a single semester on probationary status. If a candidate on probation fails to meet the minimum GPA by the end of the single probationary semester, that candidate is dismissed from the program. Granting of probationary status is subject to the director’s approval and is neither automatic nor guaranteed.
Candidates failing to meet professional standards in the program may be subject to suspension or dismissal. In addition, candidates who exhibit a lack of effort or responsibility in the program, or who reveal interpersonal skills unsuited or inappropriate for teaching, will be required to meet with the MAT program director to discuss continuation in the program.
The School of Education is fully accredited by the Council for the Accreditation of Educator Preparation (CAEP). The U.S. Department of Education recognizes CAEP as a specialized accrediting body for schools, colleges and departments of education.
Note: Because the education program is subject to state review on a regular basis, prospective and current students are advised to see the School of Education for up-to-date program information.