Teaching, M.A.

Program Description

The Master of Arts in Teaching program is tailored to serve students who have completed a bachelor’s degree with little or no previous coursework in education, and who wish to obtain a teaching license in Elementary Education (K-6) with an Early Adolescence (5-8) Specialty, Early Adolescence/Young Adult (5-12), or Elementary/Early Adolescent/Young adult (K-12). The program is designed for both the recent graduate with a bachelor’s degree who subsequently decides to pursue a teaching career, or the person who may wish to make a career change and enter the teaching profession.

The program is based on the standards required by the Minnesota Professional Educator Licensing and Standards Board. All standards and requirements must be satisfactorily completed prior to recommendation to the state for licensure.

Students are asked to demonstrate preparation in a specialty, or content area, which is determined by undergraduate coursework. Specialty areas include Communication Arts and Literature, Mathematics, Social Studies, Science (Life, Chemistry), Music (Vocal, Instrumental), Visual Arts or World Languages and Cultures (Spanish).

MAT-Winona, Elementary Education track - is no longer accepting new students as of Spring 2022.

Program Outcomes

Consistent with the mission of Saint Mary’s University of Minnesota, the Minnesota Standards of Effective Practice, and the educational outcomes for the School of Graduate and Professional Programs, the Master of Arts in Teaching program expects its graduates to be able to do the following:

1. Plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
2. Provide learning opportunities that support a student’s intellectual, social, and personal development.
3. Create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities.
4. Encourage student development of critical thinking, problem solving, and performance skills through the use of a variety of instructional strategies.
5. Create learning environments that encourage positive social interaction, active engagement in learning, and self motivation.
6. Foster active inquiry, collaboration, and supportive interaction in the classroom through the use of effective verbal, nonverbal, and media communication techniques.
7. Create learning experiences that make the central concepts, tools of inquiry, and structures of the disciplines taught meaningful for students.
8. Evaluate and ensure the continuous intellectual, social, and physical development of the student through the use of formal and informal assessment strategies.
9. Reflect on and evaluate the effects of personal choices and actions on others, including students, parents, and other professionals in the learning community, and actively seek out opportunities for professional growth.
10. Communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being.
11. Evaluate and synthesize research related to educational practice.
12. Evaluate critical teaching and learning issues and practices based on diverse educational philosophies and approaches.

Program Structure and Delivery

All students will be required to present evidence of successfully completing content area courses that fulfill the state requirements for content area competence. Documentation may include syllabi, course descriptions, or other evidence that can detail the student’s competence. Content courses completed with a grade of C or above may be submitted as evidence of competence. Students will be required to retake coursework completed with a grade of CD or lower. Content courses must be completed and documented - by submitting an official transcript - before placement for student teaching.

The program director, in consultation with content faculty, will complete a transcript analysis during the application process to determine whether content area coursework is needed. Preferably the student will have completed the content area coursework as an undergraduate. However, students may complete content coursework while enrolled in the master’s program.

Courses held through the Twin Cities campus meet in a remote format (synchronously, virtually) during weekday evenings (a two to three year program), while courses held at the Winona campus meet full-time during the day (a one year program).  In addition to time spent in class, students are expected to spend a significant amount of time in K-12 schools in conjunction with their coursework.