MAT
with a focus on: Curriculum, Instruction, and Assessment
(K-12)
The Master in the Art of Teaching
with a Focus on Curriculum, Instruction & Assessment
(MAT–CIA) is a degree program that provides classroom teachers
access to research-based strategies that will empower them
to become teacher leaders. By the end of this program,
participants will embody commitment to their students,
their colleagues, and their school communities.
Additionally, the program as a whole incorporates the 5
Core Principles of Teaching as described by the National
Board of Professional Teaching Standards (NBPTS). It is an
expectation that upon completion of this degree, teachers
actively apply these principles:
1. Teachers are committed to students and learning.
2. Teachers know the subjects they teach and how to teach
those subjects to students.
3. Teachers are responsible for managing and monitoring student
learning.
4. Teachers think systematically about their practice and
learn from experience.
5. Teachers are members of learning communities.
Each of the MAT degrees consists of 10 courses, made up
of core courses and specialty courses. Six core courses focus
on content that all teachers need to know regardless of grade
level and/or subject area and four specialty courses that
focus on the content specific to each program. Descriptions
for each of the courses are listed below:
| Attention MI Educators: Michigan Middle School and
High School Special Education teachers completing the
Marygrove MAT with a Curriculum, Instruction and Assessment
focus may use their degree as a demonstration of competence
and evidence that they are highly qualified for their
teaching assignment. |
Courses
> EDU 568 Teacher as
Leader
As the first course in the MAT program, Teacher as
Leader establishes foundational knowledge and introduces
participants to current research related to teacher
leadership. A growing body of evidence seems to show
that teacher leaders can initiate positive school reform
and actually sustain it. This course focuses on these
teacher leaders and examines the specific characteristics
of successful teachers. Participants become reflective
practitioners as they study the current state of education
and many of the leading reform efforts. They learn
leadership strategies, and then apply them in their
classrooms, schools, and communities. Participants
set personal goals outlining ways they can strengthen
their commitment to student learning and achievement.
Course Outcomes
Participants will be able to:
- Articulate a personal vision and philosophy of teacher
leadership
- Utilize skills for self-assessment as effective practitioners
of pedagogical, curricular, and technological expertise
through reflective practice
- Collaborate productively and positively within a
professional learning community to be more effective
practitioners
- Use their communication skills to build a positive
climate in schools and a sense of community
> EDU 569 Understanding
Teaching and Learning
This course focuses on the intricacies of how people
learn. It establishes a firm foundation necessary for
instructional leaders to make intelligent decisions
about the types of teaching strategies and instructional
plans they utilize in their classrooms. The course
covers recent research related to theories of learning
and cognition. Participants are asked to apply these
theories in their classrooms so that they will use
their knowledge of learning theory to strengthen their
instructional practices and commitment to student learning
and achievement.
Course Outcomes
Participants will be able to:
- Learn to make intelligent decisions about effective
teaching strategies
- Develop a critical perspective on learning and cognition
regarding educational equity for all students in matters
of gender, ethnicity, and culture
- Apply learning theory to instructional practices
- Strengthen their commitment to student learning and
achievement
> EDU 570 Instructional
Design
This
course establishes a comprehensive way for teachers
to engage in unit planning and instructional design.
Based on the intensive backwards-design model (Understanding
by Design) of Wiggins & McTighe, teachers learn
to "create" curriculum rather than "cover" it.
Participants integrate assessment into their planning
and create a sequence of learning experiences that
logically and meaningfully help students meet required
learning goals. In addition, participants learn how
to align their instructional design to state and local
standards.
Course Outcomes
Participants will be able to:
- Examine the three stages of the Understanding by
Design (UbD) model
- Compare and contrast the UbD framework with the one
they are currently using
- Support the meaningful context of a lesson by identifying
the "essential questions" students will focus
on
- Complete a unit plan that incorporates all three
stages of the UbD framework
> EDU 618 Effective Assessment
Because today's educational climate demands attention
to national, state, and district standards, high-stakes
testing is part of the educational landscape that all
teachers must learn to navigate. This course grounds
teachers in effective ways to assess their students,
and how to use this information to modify their instructional
practices. Beginning with understanding the many types
of assessment methods, participants examine the specific
purposes of each and how best to use different assessments
in their classrooms. Participants learn how to design
effective assessments to meet the particular needs
of their students and teaching situations. Techniques
to involve students in their own assessment are also
included.
Course Outcomes
Participants will be able to:
- Identify and define different assessment methods
according to three categories: Assessment of Learning,
Assessment for Learning, and Assessment as Learning
- Examine different grading systems and apply one that
best communicates student progress and achievement
to others
- Analyze multiple sources of data to identify patterns
in student learning and knowledge
- Draw conclusions, and change or modify teaching practices,
based upon assessment data
> EDU 501 Teacher as
Researcher
This course provides the opportunity for teachers
to: reflect on and assess their teaching; explore and
test new ideas, methods, and materials; assess the
effectiveness of the new approaches; share feedback
with others; and make decisions about which new approaches
to include in their classroom practices. Participants
complete an individual research project aimed at a
particular problem specific to their classroom situation
that addresses student achievement. Next, participants
engage in action research, data analysis, and creation
and implementation of a plan of intervention based
upon their research findings.
Course Outcomes
Participants will be able to:
- Examine the theoretical foundations of action research
and develop an action research plan
- Compare and contrast qualitative and quantitative
data collection techniques
- Analyze and interpret data according to proven processes
- Share and critique action research projects
> EDU 622 Meeting the
Needs of All Students
This course provides teachers with proven strategies
to help them reach all of their students regardless
of ability, language development, race, socioeconomic
status, gender, and/or learning challenges. Practical
and ethical techniques to meet the needs of special
student populations are included. Participants learn
how to apply strategies to increase student engagement,
address students' individual learning styles, and verify
the effectiveness of the strategies used. Strategies
for strengthening partnerships with parents to facilitate
academic achievement of students are also explored
and implemented.
Course Outcomes
Participants will be able to:
- Explain and demonstrate what it means to teach responsively
- Deepen understanding of student variance, and apply
strategies to support cognitive impairments, difficulties
attending to task, learning disabilities, English language
learners, above-average abilities, and students who
are at risk of failure
- Identify, examine, and apply the nine attitudes and
skills of teaching that help all learners
- Employ classroom management techniques that allow
for flexible instruction and support responsive teaching
> CIA 600 Research-Based
Instructional Strategies
Research-Based Instructional Strategies supports the
pursuit of developing true teacher leaders by focusing
on research-based teaching strategies that result in
improved student achievement.
This course is based upon a body of research by Robert
Marzano and colleagues at Mid-continent Research for
Education and Learning (McREL) that identified specific
instructional practices that improve student achievement.
Participants will explore the results and classroom
implications of this research by analyzing the instructional
practices in real classrooms, and customize the use
of the strategies to their own teaching situations.
Course Outcomes
Participants will be able to:
- Examine the latest research and practical application
of instructional strategies to enhance student learning
- Apply clear guidelines for identifying how and when
to use these high-impact strategies-tailored to grade
level and content area(s)-to fully leverage student
learning
- Develop a long-term plan for continued improvement
in using these strategies effectively
> CIA 605 Student-Directed
Learning to Foster Motivation and Engagement
Self-Directed
Learning and Student Engagement digs deeper into concepts
and theories introduced in prior courses. Now that
the participants have common understanding of backward
design (Wiggins & McTighe, 2006), effective
assessment, and how to meet the needs of all students,
they are ready to hone in on ways to motivate their
students to be more self-directed in their learning.
This course focuses on helping students develop the
skills necessary to thrive in and out of the classroom.
Participants learn strategies for helping their students
develop flexible knowledge, as well as problem-solving,
cooperative learning, and self-motivation skills. Special
attention is given to ways to engage all students in
opportunities to examine and evaluate their own work
and learn from the work of their peers.
Course Outcomes
Participants will be able to:
- Examine the latest research on student motivation
and the classroom implications of this research
- Implement instructional strategies that enable students
to be more self-directed
- Plan and incorporate consistent peer tutoring
- Develop tools to involve students in evaluating their
work
> CIA 610 Classroom Assessment
for Today’s Teacher
Classroom Assessment for Today’s Teacher focuses on ways teachers can efficiently and judiciously assess student’s learning so that a positive and supportive learning environment is created and maintained. With a focus on three key areas of assessment—grading practices, authentic assessment techniques, and Response to Intervention (RTI)—this course introduces strategies that enable teachers to fine-tune their assessment practices while maintaining high expectations for all students.
Course Outcomes
Participants will be able to:
- Develop a variety of assessments that provide structure and a supportive learning environment
- Apply the principles of data-driven assessment to adjust instructional methods that support classroom interactions and learning
- Implement Response to Intervention strategies
- Effectively represent student achievement to parents and school personnel
> CIA 615 Teacher
as Hero
The final course of the program, Teacher as Hero, is a culmination of many strands covered throughout the degree. This course strikes a balance between the macro- and micro- concepts of teaching. Participants will have the opportunity to demonstrate how they are no longer just surviving as teachers but thriving as teacher leaders. Throughout Teacher as Hero, participants examine case studies of truly inspirational teachers who have transformed the lives of their students. Through the use of biographies, narratives, profiles, and interviews with top educators and scholars, participants explore and reflect on the problems and satisfactions of teaching, which culminates in the writing of their personal teacher story.
Course Outcomes
Participants will be able to:
- Examine the tangible effects inspirational teachers
have had on students
- Compare and contrast the characteristics of inspirational
teachers
- Complete a self-evaluation of experience in the program
and personal growth as a teacher leader
- Create a personal teacher story as part of their ongoing professional and personal development
If you would like a complete listing
of all the degree programs and course descriptions, please click here. |
