The Master of Arts in Teaching (MAT) is a 30-credit degree that incorporates work completed during the initial teacher preparation phase of candidates’ development while adding broad professional knowledge about innovative curriculum design, inclusive practices, and data-based decision making in teaching and learning. The program is open to candidates from Rider's Post-Baccalaureate Teacher Certification Program.
In addition to earning the MAT degree, candidates may apply coursework and credits to other Master's programs, endorsements, and/or professional development certificates offered through the Department of Graduate Education, Leadership, and Counseling.
Students can take much of the initial coursework for the MAT degree by completing one of the initial teacher certification programs through the Post-Baccalaureate Teacher Certification Program:
- Business Education/Marketing Education Comprehensive (K–12)
- Dance Education (K-12)
- Early Childhood Education (P-3)
- Elementary Education (K–6)
- English as a Second Language
- English Language Arts Education (K–12)
- Mathematics Education (K–12)
- Music Education (K-12)
- Science Education (K–12) (Biological Sciences, Chemistry, Earth Sciences, Physics)
- Social Studies (K–12)
- Theater Education (K-12)
- World Languages (K–12) (French or Spanish)
- MAT (Master of Arts in Teaching)
Kathleen M. Pierce, PhD
Professor & Director of Post-Baccalaureate Teacher Certification/Master of Arts in Teaching (MAT) Programs
Bierenbaum Fisher Hall 202
Associated Department: Department of Graduate Education, Leadership, and Counseling
Teaching (M.A.T.) Program Requirements
Complete one of the following teacher certification sequences and then complete the additional required courses:
- Bilingual Education
- Business Education/Marketing Education Comprehensive (K-12)
- Dance Education
- Early Childhood Teacher (Preschool - Grade 3)
- Elementary Education (K-6)
- English as a Second Language
- English Language Arts Education (K-12)
- Mathematics Education (K-12)
- Music Education (K-12)
- Science Education (K-12) (Biological Sciences, Chemistry, Earth Sciences and/or Physics)
- Social Studies (K-12)
- Theater Education
- World Languages (K-12) (French or Spanish)
|Additional Required Courses|
|CURR 531||Strategies for Curriculum Development, Innovation and Change||3|
|SPED 500||The Inclusive Classroom: Effective Practices for General Education Teachers||3|
|or CURR 538||Assessment of Curriculum and Instruction to Improve the Performance of Teachers and Diverse Learners|
|or CURR 548||Curriculum and Instruction for Diverse Learners|
|EDAD 521||Using Research Strategies and Analysis of Data to Make Decisions in Schools||3|
- Meet general master’s degree requirements;
- Successful completion of all academic requirements;
- Completion of 30 graduate credits with a minimum GPA of 3.00; and,
- Successful demonstration of professional dispositions and behavior.
Courses and Descriptions
CURR 531 Strategies for Curriculum Development, Innovation and Change 3 Credits
This course will address the importance of philosophy, historical precedents, learning theory, developmental theory, emerging social trends and issues, and recent trends in content knowledge as bases for designing and developing the K-12 curriculum. The articulation of curriculum aims and goals, the development and selection of learning experiences, the organization of learning experiences, and plans for evaluating curriculum outcomes are used as steps for developing the curriculum. Students investigate the roles teachers, teacher leaders, supervisors and administrators play in implementing curriculum designs in school settings. Students are expected to demonstrate course understandings through actual school applications and field experiences that are referenced to core curriculum content standards, professional development standards and national school leadership standards.
CURR 538 Assessment of Curriculum and Instruction to Improve the Performance of Teachers and Diverse Learners 3 Credits
This course establishes the implemented curriculum by establishing the relationship between curriculum goals and the instructional strategies needed to realize those purposes. Emphasis will be placed on analyzing and using various instructional models to meet the learning expectations embodied in curriculum goals and core curriculum content standards from pre-school to high school. Students will examine instructional strategies from the perspectives of assessing research findings on effective practices, realizing curriculum standards, adapting the classroom to diverse learner needs, establishing appropriate staff development agendas, and providing forms of supervisory support to optimize learning and achievement. Students will demonstrate course understandings through actual classroom and school applications that are referenced to state adopted core curriculum content standards and professional development standards, the Standards for School Leaders of the Interstate School Leaders Licensure Consortium, and the candidate proficiencies developed by the Educational Leadership Constituent Council.
Prerequisite(s): CURR 531.
CURR 548 Curriculum and Instruction for Diverse Learners 3 Credits
This course will examine the curricular and instructional issues that educational leaders must address in accommodating the school program to the needs and abilities of diverse learners. A historical perspective will be developed with an emphasis on how schools have responded to meet the needs of the exceptional child. Legal issues and programmatic trends will be examined and assessed since the inception of the Individuals with Disabilities Education Act. Multicultural issues will be introduced within the context of school and society. The responsibility of the educational leader in fostering a multicultural perspective pertaining to curriculum and instruction, governance, bias and prejudice and school climate and culture will be emphasized. Students will identify and develop curricular possibilities and solutions in school settings to accommodate learners’ diverse needs. Students will demonstrate course understandings through actual classroom and school applications that are referenced to state adopted core curriculum content standards and professional development standards, the Standards for School Leaders of the Interstate School Leaders Licensure Consortium, and the candidate proficiencies developed by the Educational Leadership Constituent Council.
EDAD 521 Using Research Strategies and Analysis of Data to Make Decisions in Schools 3 Credits
This course will develop the skills needed by educational leaders at all levels to interpret, use, and apply statistical concepts and research methodologies in critical administrative and supervisory functions. Statistical methodology will be used to further understanding of different research strategies. Students will interpret data and make informed decisions regarding the frameworks, implementation, and evaluation of instructional programs and practices designed to improve teaching and learning in school, district, and national settings. Course activities and field work will include: scenario and case study analyses; the use of critical friends’ discussion groups; the application and use of different technologies and software programs; and, the identification of appropriate problem solving and resolution strategies. Students will demonstrate course understandings through actual classroom and school applications that are referenced to state adopted core curriculum content standards, professional development standards and national school leadership standards.