Master of Arts in Education, Learning and Teaching (MALT)

The School of Education offers Multiple Subject (elementary), Single Subject (secondary) and an Education Specialist Teaching Credential Programs integrated with a Master's degree in a consolidated 16-month delivery designed for working professionals in Redlands, Riverside, Rancho Cucamonga, and Temecula. The programs are accredited by the California Commission on Teaching Credentialing (CCTC). The program is designed for individuals who have earned their Baccalaureate degree.

An innovative master's program preparing students to teach in a K-12 public or private setting. Features student teaching, internships, and the use of theory to inform educationally just practices and create confident and competent teachers.

Master of Arts in Education, Learning and Teaching (MALT)

The University of Redlands School of Education's Master of Arts in Learning and Teaching (MALT) degree blends a master's in education with a teaching credential to prepare you for K-12 teaching upon graduation. An innovative program integrating research and practice, the MALT curriculum addresses new approaches that respond to the complexities of teaching in the modern world. 

Developing Confident, Experienced Teachers

An innovative master's program, the MALT degree prepares students to teach in the K-12 setting, and its curriculum features student teaching, internships and the use of theory to inform educationally just practices and create confident and competent teachers. 

Why the MALT Degree?

With three different pathway, Multiple Subject (elementary), Single Subject (secondary), and an Educational Specialist teaching credential, the Master of Arts in Learning and Teaching degree lays the foundation for a fulfilling career in education. 

The curriculum builds expertise from theory and inquiry to action, with challenging and rewarding coursework that is accented by full-time student teaching in a school placement. Students in the MALT program gain knowledge of fundamental teaching methods in instructional design and foundations of learning in order to better serve their own future students.

The School of Education is a leading force in the world of education, and all the teacher preparation programs are accredited by the California Commission on Teacher Credentialing (CCTC).

Campus Locations Offering the MALT degree

The MALT program is offered at the following University of Redlands Campus Locations:

  • Redlands (Main Campus)
  • Regional Campuses:
    • Marin
    • Rancho Cucamonga
    • Riverside
    • Temecula

Learn more about the School of Education campus locations.

Online Master of Arts in Learning and Teaching Degree, Educational Specialist

This program is available online as a Master of Arts in Learning and Teaching (MALT) with an Educational Specialist California Credential (EDSP).

This degree prepares aspiring teachers to teach students with mild to moderate (dis)abilities in K-12 settings through age 22.   

Program Overview and Learning Objectives

The Master of Arts in Learning and Teaching program is an integrative blend of a teaching credential and a master's degree. Combined, the MALT program consists of 36-39 units and can be completed in eighteen months or two years, depending on the start term. 

An innovative program based in research and practice, the degree caters to aspiring K-12 teachers who want to concurrently earn their master's degree while meeting the State of California requirements for the Preliminary Teaching Credential in a single subject, multiple subject, or educational specialist preliminary credential. 

Career Outlook with a MALT Degree

The Redlands School of Education, through the MALT degree, is dedicated to developing and mentoring compassionate, influential teachers who are driven to contribute to something greater than themselves. The degree pathways allow students to find the specialization for their interests and future success as a teacher.  

The MALT degree also lays the foundation for a long term future in education, not only as a teacher but also in leadership roles as well. Teaching experience is the first step to becoming a department head, administrator, or principal that can shape educational access and equity for a school and the greater community. 

Launch Your Career as an Educator at Redlands

The Redlands Master of Arts in Learning and Teaching degree develops teachers and educational leaders who are paving the way for academic innovation. Interested in taking the next step in your own career? Explore the MALT degree admission requirements, or get started on your application today!

 

Admission Requirements

Masters of Arts in Education: Learning and Teaching (Multiple and Single Subject)

  1. 1. Completed application 
  2. 2. Evidence of a bachelor's degree from a regionally-accredited institution 
  3. 3. One (1) official transcript issued by the Registrar of each institution attended, sent directly to the Office of Graduate and Professional Enrollment. 
  4. 4. Two (2) letters of recommendation from faculty or professionals who know your work.  
  5. 5. Minimum cumulative GPA of 2.75 
  6. 6. Certificate of Clearance, for CCTC issue, to be cleared through the DOJ and FBI 
  7. 7. Evidence of negative TB test results within the last two years 
  8. 8. Evidence of 50 hours of observation or work with children, preferably in a public school setting or equivalent
  9. 9. Completion of Child Development or Human Growth and Development course, CLEP exam, workshop, or equivalent (workshops available through the University). 
  10. 10. Meet the Basic Skills Requirement 
Individuals may satisfy the basic skills requirement by one of the following methods:  
  • - Pass the CBEST  
  • - Pass the CSET: Multiple Subjects Plus Writing Skills Examination. 
  • - Pass the CSU Early Assessment Program or the CSU Placement Examinations  
  • - Achieve Qualifying Score on the SAT or ACT  
  • - College Board Advanced Placement (AP) Examinations  
  • - Pass a Basic Skills Examination from Another State 
  1. 11. Evidence of subject matter competency by completing one of the following: 
  2.         - For multiple subject applicants, passage of the CSET or registration for the CSET, with the understanding that students cannot student teach or intern until all sections of the CSET are passed. 
            - For single subject applicants, completion of a waiver program, passage of applicable CSET exam, or registration for the CSET, with the understanding that students cannot student teach or intern until all sections of the CSET are passed. 

 

Masters of Arts in Education: Learning and Teaching (Educational Specialist)

  1. 1. Completed application 
  2. 2. Evidence of a bachelor's degree from a regionally-accredited institution 
  3. 3. One (1) official transcript issued by the Registrar of each institution attended, sent directly to the Office of Graduate and Professional Enrollment. 
  4. 4. Two (2) letters of recommendation from faculty or professionals who know your work.  
  5. 5. Minimum cumulative GPA of 2.75 
  6. 6. Certificate of Clearance, for CCTC issue, to be cleared through the DOJ and FBI 
  7. 7. Evidence of negative TB test result within the last two years 
  8. 8. Evidence of 50 hours of observation or work with children, preferably in a public-school setting or equivalent. 
  9. 9. Completion of Child Development or Human Growth and Development course, CLEP exam, workshop, or equivalent (workshops available through the University). 
  10. 10. Meet the Basic Skills Requirement 
Individuals may satisfy the basic skills requirement by one of the following methods:  
  • - Pass the CBEST  
  • - Pass the CSET: Multiple Subjects Plus Writing Skills Examination. 
  • - Pass the CSU Early Assessment Program or the CSU Placement Examinations  
  • - Achieve Qualifying Score on the SAT or ACT  
  • - College Board Advanced Placement (AP) Examinations  
  • - Pass a Basic Skills Examination from Another State 
  1. 11. Evidence of subject matter competency by passage of the CSET or registration for the CSET, with the understanding that students cannot student teach or intern until all sections of the CSET are passed. See more from CTC on Education Specialist subject-matter competence. 

 

Program Overview

The Master of Arts in Learning and Teaching program is an integrative blend of a teaching credential and a master's degree. Combined, the program totals 36-39 units and can be completed in eighteen months or two years, depending on start term. This program adds technology sophistication and addresses the Common Core standards in depth. Candidates engage in curriculum design related to their subject areas and grade levels and learn new approaches to respond to the complexities of teaching in the 21st century. Our underlying philosophy derives from social justice principles; all of the work you will do as a student is informed by these perspectives.

Three tracks to meet your needs:

Master of Arts in Education: Learning and Teaching, Multiple Subject prepares students to teach multiple-subjects in K–12 schools.  

Master of Arts in Education: Learning and Teaching, Single Subject prepares students to teach single-subjects in K–12 schools.  

Master of Arts in Education: Learning and Teaching, Education Specialist prepares students to teach mild to moderate disability special education students with autism spectrum disorders in K–12 settings through age 22. 

Fieldwork Options:

Teacher candidates have two options for fulfilling the fieldwork requirement. 

Student-teaching

During student-teaching, teacher candidates will be paired with a cooperating teacher in one of our partnered school districts, full-time for at least 70 days. Student-teachers are supported every other week by a university supervisor.

Internship

Interested students may be eligible for a teaching internship to fulfill their fieldwork experience. As an intern, the student is a full-time employee of a district with a classroom of their own. It is the student’s responsibility to secure a full-time position in their credential field. The University of Redlands will oversee the student for at least 90-days in this position. Students must be prepared to take on this immense responsibility and it is only recommended to those who have prior teaching experience. Interns are supported weekly by a district-assigned mentor and a university supervisor.

Campuses

Redlands (University Main Campus)

Marin Campus

Regional Campuses:

Rancho Cucamonga

Riverside 

Temecula

Learn more

 

Learning Outcomes

  1. Candidates will demonstrate the ability to engage and support diverse learners through equitable planning and differentiated instructional learning experiences

 

  1. Candidate will exhibit critical consciousness in reading and writing as evidenced by research-based projects that have a social justice lens

 

  1. Candidates will analyze patterns and trends in the assessment of student learning in order to construct evidence-based equitable practices​.

Coursework & Pathway: Multiple Subject

MALT 601 Foundations of Learning (3)  

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. 

MALT 603 Multiple Subjects Methods I: STEM Methods (3)  

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. 

MALT 605 Multiple Subjects Methods II: English Language Arts (3) 

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. 

MALT 611 Foundations of Literacies (3)  

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. 

MALT 607 Multiple Subject Methods III: Multicultural Social Studies (3 Credits) 

Evidence-based strategies for planning, implementing, and assessing K-8 history-social science curriculum. Emphasis on developing analytic thinking skills while providing insights into historical periods and cultures. Focuses on critical educational perspectives, comprehension, and creation of complex relevant texts, and integration of diverse media and technology in classrooms.   
Prerequisites: MALT 601, MALT 603, and MALT 605. 

MALT 609 Multiple Subject Methods IV: Literacy and Assessment (3 Credits) 

K-8 curriculum development, assessment strategies and literacy instruction. Emphasis on the study and design of research-based assessment and instruction to support the needs of all learners.  
Prerequisites: MALT 601, MALT 603, MALT 605, and MALT 607. 

MALT 653A Student Teaching I (5)  

Supervised classroom experiences in Pre–K through grade 12. Full-day student teaching required for even weeks, constituting a full-time job. Student teaching placements are arranged prior to student teaching by the Director of Field Experiences.  

Prerequisites for Multiple Subject: MALT 601, MALT 603, MALT 605, MALT 607, MALT 609, CalTPA I and CalTPA II passed, and all CSETs passed.  

Co-requisite: MALT 652. 

MALT 653B Student Teaching II (5) 

Supervised classroom experiences in Pre–K through grade 12. Full-day student teaching required for even weeks, constituting a full-time job. Student teaching placements are arranged prior to student teaching by the Director of Field Experiences.   

Prerequisites for Multiple Subject: MALT 601, MALT 603, MALT 605, MALT 607, MALT 609, CalTPA I and CalTPA II passed, and all CSETs passed.  

Co-requisite: MALT 652. 

MALT 654 Internship (13) 

The Internship Program is an eighteen-week placement, supervised weekly in a public school classroom. Open for application to those who have earned a bachelor’s degree and have passed both the CBEST and the applicable CSET or an approved waiver program. Separate internship application required.  

Prerequisites for Multiple Subject: MALT 601, MALT 603, MALT 605, MALT 607, MALT 609, CalTPA I and CalTPA II passed, and all CSETs passed.  

Co-requisite: MALT 652. 

MALT 610 A Foundations of Inquiry: Research, Assessment, and Evaluation in Schools (3)  

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. 

 

MALT 610 B Foundations of Inquiry: From Inquiry to Action (3) 

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. 

 

MALT 652 Foundations of Teaching: Teaching Seminar (3)  

Culmination of the Teacher Credential Program. Consists of a series of topics designed to further develop candidates’ professional preparation. Serves also as a summary of course and field experience. Provides time for candidates to link theory to daily practice and prepares them for seeking a position in a school district.  

Prerequisites for Multiple Subject: MALT 601, MALT 603, MALT 605, MALT 607, MALT 609, TPA I and TPA II passed, and all CSETs passed. 

Co-requisite: MALT 653A and MALT 653B (or MALT 654). 

Masters + Credential

The coursework and the field experience segments of the program are delivered in a prescribed sequence.

Pathways are recommended for timely program completion. 

MALT Multiple Subject Pathway

 

Coursework & Pathway: Single Subject

MALT 601 Foundations of Learning (3)  

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. 

MALT 602 Single Subject Methods I : Critical Pedagogy and Instructional Design (3)  

Engages candidates in the creation of culturally responsive curricula with an understanding that diversity differences affect learning. Teacher candidates investigate effective and meaningful instruction and assessments based on subject matter knowledge, content standards, and use of technology through the theoretical lens of social justice and critical theory.  

Prerequisite: MALT 601. 

MALT 604 Single Subject Methods II: Literacies for Diverse Learners (3) 

This course examines factors related to classroom-based work with at-risk learners, including ELL’s, special needs students and others whose profiles require care. Topics include language development, assessment, curriculum development, leadership, and research based on the needs of such learners. A critical theory lens is adopted in viewing relevant critical issues.   

Prerequisites: MALT 601 and MALT 602. 

MALT 611 Foundations of Literacies (3)  

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. 

MALT 606 Single Subject Methods III: Content Area Teaching (3)  

Development of methodology and strategies related to curriculum and instructional methods, assessment and diagnostic strategies pertaining to the content areas in secondary schools. Focus includes inclusive teaching, content area literacy and assessment methodology through the theoretical orientation of critical theory. Field experience required.  

Prerequisites: MALT 601, MALT 602, and MALT 604. 

MALT 608 Single Subject Methods IV : Content Area Literacy and Assessment (3) 

Explores principles, and practices related to curriculum design, assessment and methods applicable to candidates’ content areas. Candidates apply curricular and assessment design principles, investigate specific content-area literacy strategies, and apply micro-teaching approaches. Formative and summative assessments explored relative to subject area. A critical theory lens embraces course content.  

Prerequisite: MALT 601, MALT 602, MALT 604, and MALT 606. 

MALT 653A Student Teaching I (5)

Supervised classroom experiences in Pre–K through grade 12. Full-day student teaching required for even weeks, constituting a full-time job. Student teaching placements are arranged prior to student teaching by the Director of Field Experiences.  

Prerequisites for Single Subject: MALT 601, MALT 602, MALT 604, MALT 606, MALT 608, TPA I and TPA II passed, and all CSETs passed.   

Co-requisite: MALT 652. 

MALT 653B Student Teaching II (5)

Supervised classroom experiences in Pre–K through grade 12. Full-day student teaching required for even weeks, constituting a full-time job. Student teaching placements are arranged prior to student teaching by the Director of Field Experiences.  

Prerequisites for Single Subject: MALT 601, MALT 602, MALT 604, MALT 606, MALT 608, CalTPA I and CalTPA II passed, and all CSETs passed.   

Co-requisite: MALT 652. 

MALT 654 Internship (13) 

The Internship Program is an eighteen-week placement, supervised weekly in a public school classroom. Open for application to those who have earned a bachelor’s degree and have passed both the CBEST and the applicable CSET or an approved waiver program. Separate internship application required.  

Prerequisites for Single Subject: MALT 601, MALT 602, MALT 604, MALT 606, MALT 608, CalTPA I and CalTPA II passed, and all CSETs passed.  

Co-requisite: MALT 652. 

MALT 610 A Foundations of Inquiry: Research, Assessment, and Evaluation in Schools (3)  

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. 

MALT 610 B Foundations of Inquiry: From Inquiry to Action (3) 

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. 

MALT 652 Foundations of Teaching: Teaching Seminar (3)  

Culmination of the Teacher Credential Program. Consists of a series of topics designed to further develop candidates’ professional preparation. Serves also as a summary of course and field experience. Provides time for candidates to link theory to daily practice and prepares them for seeking a position in a school district.  

Prerequisites for Single Subject: MALT 601, MALT 602, MALT 604, MALT 606, MALT 608, CalTPA I and CalTPA II passed, and all CSETs passed. 

Co-requisite: MALT 653A and MALT 653B (or MALT 654). 

Masters + Credential

The coursework and the field experience segments of the program are delivered in a prescribed sequence.

Pathways are recommended for timely program completion. 

MALT Single Subject Pathway

Coursework and Pathways: Education Specialist

The Master of Arts in Learning and Teaching (MALT) with an Education Specialist California Credential (EDSP) prepares students to teach mild to moderate disability special education students with autism spectrum disorders in K–12 settings through age 22. The combined M.A. and credential program is 36–39 credit hours.

MALT 601 Foundations of Learning (3)  

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. 

EDSP 610 Foundations of (Dis)ability and Special Education (3 Credits) 

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. 

MALT 603 Multiple Subjects Methods I: STEM Methods (3)  

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. 

EDSP 616 Inclusion, (Dis)ability and Classroom Community (3 Credits) 

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. 

 

MALT 605 Multiple Subjects Methods II: English Language Arts (3) 

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. 

EDSP 625 Diagnostic Reading and Specialized Interventions (3 Credits) 

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. 

EDSP 652A Education Specialist Teaching Seminar I (1 Credits) 

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. 

EDSP 652B Education Specialist Teaching Seminar II (1 Credits) 

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. 

EDSP 653 Education Specialist Internship (13 Credits) 

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. 

EDSP 655A Education Specialist Student Teaching I (5 Credits) 

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. 

EDSP 655B Education Specialist Student Teaching II (5 Credits) 

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. 

MALT 610 A Foundations of Inquiry: Research, Assessment, and Evaluation in Schools (3)  

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.  

MALT 610 B Foundations of Inquiry: From Inquiry to Action (3) 

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. 

MALT Education Specialist Pathway

MALT Education Specialist-Online Pathway 

 

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