Master of Arts in Teaching
United States University is in the process of seeking program approval for Title IV funding for this program. While awaiting program approval, students may use other methods of payment such as Monthly Payment Plan, cash, scholarships, and outside private loans.
Tuition Rate:
$19,720
(including fees)
Monthly Payment Plan:
$415 per month
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), or have completed a commission-approved subject-matter program.
Admission requirements can be found here.
Please refer to the University Catalog for Tuition and Fees.
7 semesters/41 Semester Credit Hours (1 additional semester and total 52 semester hours with bilingual authorization)
Core Requirements:
The wide variety of students that any teacher will meet in their classrooms, schools and communities will be reviewed with a focus on social justice, equity and educational opportunity for all students. Students will examine research-based cross-cultural strategies necessary to ensure an inclusive classroom honoring individual differences.
This course provides students with an overview 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 overview of the history and legal requirements of Special Education in the American school system. Students will learn about 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.
Multiple Subject Credential Requirements:
Teacher Candidates will learn how to use and develop curriculum embedded in the California State Standards and Frameworks. Students will learn a variety of instructional methods and strategies to provide differentiated instruction to meet the needs of all learners.
This course is a continuation of EDU534. Teacher candidates will learn how to use and develop curriculum embedded in California State Standards and Framework. Students will apply a variety of instructional methods and strategies to provide differentiated instruction to meet the needs of all learners.
Approaches, methods, and techniques for teaching literacy skills will be explored. The assessment of literacy skills will be addressed in this course. The six components of literacy instruction (phonemic awareness, phonics, vocabulary, fluency, comprehension and writing) will be addressed throughout the course. This course meets the requirements of the California Education Code and will offer students support in preparation for the Reading Instruction Competency exam (RICA) required of all California Credential Candidates.
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 California Commission on Teacher Credentialing requirements. The clinical practice experiences provide candidates an opportunity to complete the Educative Teaching Performance Assessment (EdTPA). The EdTPA is structured around two, full instructional cycles based on the pedagogical sequence of “plan, teach and assess, reflect, and apply, each within a school placement.”
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. Synchronous (live) meetings via technology will be a requirement of 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 California Commission on Teacher Credentialing requirements. The clinical practice experiences provide candidates an opportunity to complete the Educative Teaching Performance Assessment (EdTPA). The EdTPA is structured around two, full instructional cycles based on the pedagogical sequence of “plan, teach and assess, reflect, and apply, each within a school placement.”
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. Synchronous (live) meetings via technology will be a requirement of this course.
Single Subject Credential Requirements:
The course is an overview 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 aligned with California State Framework for grades 6-12 with/and diverse student populations.
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 California Commission on Teacher Credentialing requirements. The clinical practice experiences provide candidates an opportunity to complete the Educative Teaching Performance Assessment (EdTPA). The EdTPA is structured around two, full instructional cycles based on the pedagogical sequence of “plan, teach and assess, reflect, and apply, each within a school placement.”
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. Synchronous (live) meetings via technology will be a requirement of this course.
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 California Commission on Teacher Credentialing requirements. The clinical practice experiences provide candidates an opportunity to complete the Educative Teaching Performance Assessment (EdTPA). The EdTPA is structured around two, full instructional cycles based on the pedagogical sequence of “plan, teach and assess, reflect, and apply, each within a school placement.”
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. Synchronous (live) meetings via technology will be a requirement of this course.
Optional Addition - Bilingual Authorization Requirements:
This course will study the historical, political, socio-cultural and pedagogical factors related to the acquisition of first and second language. Theoretical frameworks ill be examined with emphasis on identification, assessment, performance and placement of English Language Learners. Other topics covered will be the laws, legislation and litigation related to English Language Learners.
This course will explore the historical, cultural, and social characteristics of major Latino groups in the United States. This will include the Latino contributions, cultural conflicts, demographics, migration and immigration patterns. An analyzes of the legal, political, and social contexts that have shared the status and educational experiences of Latinos in the US will be covered.
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.