Master of Arts in Teaching: Elementary Education Emphasis

If you're looking for a different kind of master's degree in elementary education, UNC may have the program that's right for you!

The Master of Arts in Teaching is a graduate degree program designed to provide elementary teachers with the knowledge, abilities, and dispositions needed to further their own professional development. Teacher Participants determine much of the curriculum in collaboration with their UNC Professors based on topics and issues that are of interest and concern to them and the school district in which they teach. A comprehensive examination that is a synthesis of skills and content learned throughout the program is taken after completing all coursework in-lieu of writing a master’s thesis. Faculty serve as facilitators of learning who guide you in the process of designing and implementing three major Learning and Assessment Projects (LAPs): a curriculum development project, a teacher research project, and a professional development portfolio. The Master of Arts in Teaching program focuses on empowering elementary teachers as school leaders for the purpose of improving student learning through the development of meaningful curriculum, authentic instruction, and performance-based assessment. Our master's degree is founded upon a set of fourteen program outcomes developed from the National Board for Professional Teaching Standards (NBPTS), National Council for the Accreditation of Teacher Education (NCATE), Association for Childhood Education International (ACEI), and the Performance-Based Standards for Colorado Teachers. Graduates of the M.A.T. program in elementary education

are responsive to the needs and experiences of individual students – based on culture, economics, language, innate learning abilities, and exceptionalities – when developing and implementing curriculum, instruction, and assessment.
use theory and research in child development to design age-appropriate curriculum and learning experiences that support students' acquisition of knowledge, skills, and dispositions.
cultivate students' abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world.
know and use major concepts and tools of inquiry from the academic disciplines to create meaningful, integrative, value-based, challenging, and authentic learning experiences for students.
design and adapt curriculum, instruction, and assessment based on knowledge of students, learning theory, subject matter, curriculum standards, and community resources to teach students who are diverse in their development, back grounds, and approaches to learning.
use a variety of different curricula, instructional strategies, and assessment techniques to develop students' critical thinking, problem-solving and decision-making skills in ways that transfer to real-world situations.
use effective verbal, non-verbal, and media communication techniques to foster inquiry, collaboration, and a positive classroom environment in which students feel free to take risks in their learning.
apply knowledge of individual behavior and group dynamics to motivate self-directed learning and active engagement in cooperative learning.
use formal and informal assessment strategies to evaluate student learning and strengthen instruction that promotes continuous development of the whole child in a standards-based curriculum.
are professional problem solvers who make decisions by reflecting on their practice in the light of theory and research in education.
continually evaluate the effects of their decisions and actions on students and parents in collaboration with other school professionals
are lifelong learners who cultivate this disposition in students; teachers model lifelong learning for others by taking advantage of opportunities to learn and grow professionally.
collaborate with colleagues, administrators, and other professionals to improve school effectiveness by providing leadership in the areas of curriculum development, professional staff development, and as mentors for novice teachers.
establish and maintain positive collaborative relationships with members of the community and families to promote students' intellectual, social, emotional, and physical growth.

FREQUENTLY ASKED QUESTIONS

What should I expect to learn from my graduate experience in the field of elementary education through UNC?

The Master of Arts in Teaching program is designed for elementary teachers who want to increase their classroom effectiveness by developing knowledge, dispositions, and abilities derived from current theory and research in education. “Classroom effectiveness” is considered in terms of success at increasing student learning. A vision of accomplished practice articulated by way of fourteen program outcomes guide participants as they complete a series of learning and assessment projects that include a curriculum development project, teacher research study, and professional development portfolio. Critical reflection, systematic inquiry, and collaborative research are emphasized throughout the program, abilities which lend coherence to teachers' efforts in learning to scaffold their own professional development. Faculty members are committed to building a program that is responsive to the needs and interests of teachers who work in a variety of different classroom contexts by making meaningful connections between theory and practice in support of powerful teaching and learning. Our goal is to cultivate the kind of professional wisdom associated with the art of teaching and intelligent use of practical knowledge for the purpose of helping all students achieve high-quality learning outcomes.

How long will it take me to complete the program and get my Master's degree?

This depends on how many classes you take each semester. I suggest that you take at least one course each semester until you finish the program. There are ten courses in the program (3 credit/semester hours each for a total of 30 semester hours). If you took two courses each semester – summer, fall, and spring – you could complete the program in less than two years. Note, however, that because of UNC's "continous enrollment policy" you should make the commitment to enroll in at least one class each semester.

When it's time to register for classes should I just do this myself or should I first get advisement?

Please see Dr. Fertig before registering for classes so that he can coordinate your plan of study with other students and courses. Course offerings are subject to changes that you may not be aware of, so schedule an appointment with Dr. Fertig before registering for classes. Also, to ensure that you get the classes you need you will want to register during the first week of registration. Classes fill up quickly, so please be aware of when you can begin registering for the next semester!

Do I need to take courses in the M.A.T. program in a specific order or sequence?

Yes, there is a "curriculum scope and sequence" for the M.A.T. program. You should begin the program with EDEL 612: Elementary School Curriculum and take EDEL 640: Instruction in Elementary School Language Arts and Literacy before taking EDEL 645: Assessment in Elementary School Language Arts and Literacy. The last class you take is EDEL 601: Practicum and Capstone Seminar in Elementary Education in preparation for the comprehensive exam (this is in-lieu of writing a Master's Thesis) and during which you complete and present your three Learning and Assessment Projects "LAPs" to your friends, families, and colleagues. These three LAPs include your Professional Development Portfolio, Curriculum Development Project, and Teacher Research Project.

I see that I can take 9 semester hours of elective credit (i.e., 3 courses) – which ones should I take?

These three courses should be selected in consultation with your advisor to ensure that they make a significant contribution to your education and which apply to your graduate degree program requirements. Elective credits may be taken at either the 500 or 600 levels!

Are classes ever offered "on-line" or through correspondence?

Our faculty values a hands-on, experiential, activities-based curriculum. This philosophy of teaching and learning does not lend itself well to long-distance, electronic delivery systems. Moreover, courses offered on-line or through correspondence with individuals provide teachers with a less personal and collaborative learning experience. Instead, we make use of after school, evening, and weekend formats to make this program "do-able" for busy teachers.

What is the cost of tuition and what are the admission requirements?

Colorado residents at the University of Northern Colorado pay significantly lower tuition rate compared to non-resident tuition. For Colorado residents, graduate tuition on the Greeley campus is $250 per credit hour – this includes all student fees. You may apply to the M.A.T program through the Graduate School's Admissions page or call the Graduate School to request an application form at 970-351-2831.

What are the Financial Aid options?

Students in MAT program are eligible for graduate student aid. They should apply by March 1. They may be eligible, if a Colorado resident and in certain programs, for a state Graduate Grant. We award those to high need, on-time grad students within certain majors. They must be attending full time (9 hours) to receive. In addition, grad students are eligible for work-study, Perkins Loan if on-time applicants. Stafford Loans are available for up to $20,500 depending on the cost of attendance, i.e., a CO resident budget is less than that, so they would not qualify for the full $20,500. They should also complete the scholarship app by March 1 for Grad School scholarship consideration.

For further information, please contact
Office of Financial Aid
Phone 970-351-2502
Fax 970-351-3737
Carter Hall Room 1005
Greeley, CO 80639

For further information or to ask questions about the program, please contact Dr. Gary Fertig, Program Coordinator at 970-351-2440 or via email at gary.fertig@unco.edu.