The online Master of Arts in Education in Learning and Teaching Education Specialist program is delivered in two stages: the first is composed of six (6) 7-week foundations and methods courses. Upon successful completion of the first stage of the program, candidates advance to the second stage of Master’s research, student teaching coursework, and classroom instruction. Students may start the first stage of the program at several times during the year. Please contact Graduate and Professional Enrollment for details.
Required courses include Master Research and Student Teaching MALT 601A-EDSP 652B and Student Teaching EDSP 655A - EDSP 655B, with the option of EDSP 653 Internship. Please speak to an advisor regarding internship option requirements.
Please note: MALT 601 may be waived for students holding a multiple or single subject credential or those taking a workshop offered to Education Specialist candidates. MALT 603 and MALT 605 may be waived for students holding a multiple subject credential.
Introduction to the field of education; its history, major philosophies, socio-cultural context, diversity, pedagogy, educational psychology, legal issues, and educational reform. Integrates traditional educational thinking with culturally relevant perspectives based on current research on practice.
Critically examines the (dis)ability studies movement as it relates to our past, present and future political climate both in and outside of school. Explores the impact of othering. Develops awareness of tensions between (dis)ability studies and special education while practicing self-reflexivity and advocating for students with (dis)abilities. Equivalent to EDSP 510.
Focuses on pedagogical content knowledge and instructional methods in Science, Technology, Engineering, and Mathematics (STEM), and related content. Models project and problem-based learning incorporating digital resources with an emphasis on promoting research-based strategies.
Prerequisite: MALT 601.
Examines the relationship between language, power, and signifying practices from the perspective that literacies are multiple, distinctive, situated social practices. Considers the role of oral language, critical literacy, and situated literacy in a linguistically and culturally diverse society.
Prerequisites: MALT 601 and MALT 603.
Students will explore the ways in which they make sense of student behavior and will learn evidence-based instructional practices that are grounded in person-centered values. Students will become familiar with the application of Response to Intervention (RtI), Behavior Support Plans (BSP), Positive Behavior Interventions (PBI) and IEP goal-writing. Equivalent to EDSP 516.
This course addresses the design and implementation of reading, literacy, and communication assessments and interventions to meet the needs of a full range of learners. Candidates will learn how to use these assessments and interventions in the context of Response-to-Intervention and other pre-referral intervention models. Equivalent to EDSP 525.
Equips beginning researchers with the tools to conduct meaningful teacher research to inform classroom practice. Educational research is evaluated to understand the relationship between theory and practice when conducting inquiry. This is one of two courses for the MALT program capstone experience.
Completion of an inquiry-based project from MALT 610A that includes a research proposal, questions, research design, plan, and appropriate form of publication. Research agendas connect coursework to relevant community issues while emphasizing an exploration of a teacher-researcher identity.
Prerequisite: MALT 610A.
Culmination of the Education Specialist Teaching Credential Program. Consists of a series of topics designed to develop and further candidates’ professional preparation. Equivalent to EDSP 552A and EDSP 552B.
Culmination of the Education Specialist Teaching Credential Program. Consists of a series of topics designed to develop and further candidates’ professional preparation. Equivalent to EDSP 552A and EDSP 552B.
Supervised public school classroom experiences in mild/moderate delivery models and settings, K-12 through age 22. Full-day student teaching required for seven weeks, constituting a full-time job. Student teaching placements are arranged prior to student teaching by the Director of Fieldwork Experiences. Equivalent to EDSP 555A and EDSP 555B.
Supervised public school classroom experiences in mild/moderate delivery models and settings, K-12 through age 22. Full-day student teaching required for seven weeks, constituting a full-time job. Student teaching placements are arranged prior to student teaching by the Director of Fieldwork Experiences. Equivalent to EDSP 555A and EDSP 555B.
The internship program is an eighteen-week supervised public school classroom experience in mild/moderate delivery model and setting, K-12 through age 22. Open for application to those who earned a bachelor’s degree, have passed CBEST, CSET, or an approved waiver program and have met program pre-service requirements. Equivalent to EDSP 553.
Culminating Experiences and Graduating Requirements
When candidates demonstrate the required program competencies, including all coursework with a 3.0 or higher cumulative grade point average, they may begin their student teaching courses. During this portion of the program sequence, the two instructional cycles of the TPA are completed and evaluated. No candidate can be recommended for a teaching credential until both TPAs have been successfully completed. The MALT 610A and MALT 610B requirement may be completed prior to student teaching or after student teaching has been successfully completed.
