Master of Arts in Teaching
Awakening the Teacher Within

Course of Study

EDU 510 — Foundations of Teaching (3 hours)
This course is an introduction to the characteristics of the effective educator in today's society. Topics include the program's conceptual framework as well as the Earlham College Community Principles and Practices and their infusion in the M.A.T. Program; also included are INTASC and IPSB standards, and the construction and value of portfolios. Other topics include foundations of educational practice, history, law, philosophy and sociology of education and their relationship to teaching. (IPSB is the Indiana Professional Standards Board, which regulates teacher education in Indiana. INTASC is the Interstate New Teacher Assessment and Support Consortium which sets teaching standards for many teacher education programs.)

EDU 520— Human and Moral Development (3 hours)
In this course students read and discuss texts in contemporary psychological theory and research as a way of better understanding the behavior, thought processes, and experiences of the contemporary adolescent. In the second part of the course, students explore the crucial, and often controversial, task of moral education. Moral education can be defined as the training of the heart, mind, and will toward the good. Students discuss the strategies, techniques, potential pitfalls, and ethical issues involved in this enterprise.

EDU 530 — Literacy: Tools for Inquiry (3 hours)
This course is an introduction to literacy and reading problems in secondary schools, and the issues associated with non-readers. Candidates also learn strategies to help students increase their literacy skills, including developing inquiry, interpretation, and analysis skills through the use of Socratic Seminars.

EDU 590 — The Teacher as Researcher I (3 hours)
Introduction to the classroom teacher as a reflective researcher is presented. This class focuses on learning to read data, both qualitative and quantitative, using published educational research on current and relevant classroom topics, and employing various reflective practices, to effect educational change in the classroom. Basic design for a research project is also presented.

EDU 560 — Practicum I (2 hours)
M.A.T. candidates observe classroom teachers and work with students on a one-to-one and small group basis. Possible sites include local summer schools and remedial summer school programs. Includes the initial elements of portfolio construction.

Fall Semester
15 credit hours

EDU 591 — Teacher as Researcher II (2 hours)
The design and construction of an action research project is the focus of this class. Candidates continue to develop research skills and learn how to implement pedagogical and professional changes using data. Evaluation and assessment of student learning, the abilities and needs of diverse learners, and the effectiveness of classroom practices are studied. Candidates design an action research project during this course.

EDU 522 — Learning Theories into Classroom Practice (4 hours)
Turning learning theories and current practices into classroom strategies for teaching and learning is explored. Considerable time is also spent on the exceptional learner and differentiated instruction. The course also explores the current theories of brain research and the associated teaching applications and classroom practices.

EDU 580 — The Professional Educator I (2 hours)
This course is used as the introduction to candidates of teachers as professional educators. Classroom teachers, school administrators, and College faculty describe and demonstrate the most current and practiced methods, materials and programs in all subject areas as used in today's classrooms. Topics also include other areas needed by professional educators for today's classrooms including classroom management, diversity, school safety, inclusion, and other current and timely topics as requested by the students and/or faculty.

EDU 531 — Curriculum, Instruction and Assessment (3 hours)
The course invites candidates to think about what we are teaching (curriculum), how we are teaching (instruction), and whether students have learned (assessment). Also included is the development of Work Sample I. Topics include the nature of content knowledge, essential understandings and habits of mind.

EDU 540, 541, 542, 543, 544 —
Current Practices in Content Areas (1 hour)
Candidates are placed in their desired teaching content areas to meet with current and former classroom teachers for the purpose of focusing on specific teaching methods in their content areas.

EDU 561 — Practicum II (3 hours)
Observation and teaching in a secondary classroom is the primary focus. The course offers an opportunity to plan, implement and evaluate the Work Sample I. Students continue portfolio construction.

Spring Semester
12 credit hours

EDU 581 — The Professional Educator II (1 hour)
This offering continues Professional Educator I, with particular focus and emphasis on issues related to the candidate's student teaching experience. Instruction includes student teaching, portfolio development, and classroom management using the Earlham College Community Principles and Practices.

EDU 592 — Teacher as Researcher III (1 hour)
This course includes the design and implementation of an action research project related to the classroom. Candidates learn how to implement pedagogical and professional changes using data. Candidates present their research project, their findings, and their reflections in a symposium.

EDU 562 — Practicum III (10 hours)
In full-time supervised student teaching, pre-service candidates teach and evaluate lessons, assess student achievement and evaluate themselves. Work Sample II is implemented and evaluated. Students conclude portfolio construction.

Fall Semester
2 credit hours

EDU 582 — The Professional Educator III (2 hours)
For completion of the master's degree, this course is designed to help in the transition from full-time candidate to full-time teacher. Through regular meetings and electronic communication candidates consult individually and collectively on teaching methods, materials and programs. Topics include Implementing Classroom Management, Assessing Classroom Needs, Understanding and Working with Your School's Community and Culture.