Master of Arts in Teaching

Master of Arts in Teaching (MAT)

The Master of Arts in Teaching (MAT) is offered to those with a bachelor’s degree in a content area and are looking to acquire a master’s degree and licensure in that content area.

With successful completion of coursework and passing scores on both State required content and pedagogy tests, the licensing process can begin. The State also requires a valid CPR card and suicide prevention training certification be uploaded to the licensing account.

MAT students
Middle and High School Principals

Employment of middle and high school principals is projected to grow 6 percent from 2014 to 2024, about as fast as the average for all occupations. Employment growth will be driven by increases in school enrollments.

From 2014 to 2024, the number of students enrolled in schools is projected to increase. Some additional schools may open to accommodate these students, resulting in a need for more assistant principals and principals. Retrieved April 1, 2016, from here.

Postsecondary Education Administrators

Employment of postsecondary education administrators is projected to grow 9 percent from 2014 to 2024, faster than the average for all occupations. Expected growth is due to increases in enrollments.

People will continue to seek postsecondary education to accomplish their career goals. As more people enter colleges and universities, more postsecondary education administrators will be needed to serve the needs of these additional students. Retrieved April 1, 2016, from here.

Licensure Programs

Elementary Education (K-6)

This licensure program’s goal it to provide a forum for applicants who have earned a Bachelor’s degree and are seeking to teach in an elementary setting and are wanting to acquire a Master’s degree.

Secondary Education (5-12)

This licensure program is offered to those with a Bachelor’s degree in a content area and are looking to acquire a Master’s degree with licensure in that content area.

Special Education (P-12)

This licensure program’s goal is to provide a forum for applicants who have earned a bachelor’s degree and are seeking licensure and a Master’s degree in Special Education.

OCU’s Indiana Department of Education (IDOE) approved Master of Arts in Teaching programs are dedicated to meeting the IDOE approval which is consistent with state and national standards.

Elementary Education Courses

  • Integrated Elementary Curriculum
  • Inclusive Classroom
  • Elementary Classroom Management
  • Teaching and Remediation of Reading
  • Culturally Responsive Instruction for the 21st Century
  • Advanced Reading & Language Arts
  • Schools, Families, and Communities
  • Master’s Thesis

Secondary Education Courses

  • Integrated Technology
  • Secondary Classroom Management
  • Introduction to the Profession
  • Inclusive Classroom
  • MS/HS Teaching Strategies & Assessment
  • Trends and Issues in Reading
  • Reading Problems in the Content Area
  • Culturally Responsive Instruction for the 21st Century
  • Master’s Thesis

Special Education P-12 (Licensure)

  • Foundations of Special Education
  • Special Education Law
  • Collaboration & Consultation
  • Methods & Materials for Exceptional Learners
  • Diagnostic Assessment of Exceptional Learners
  • Best Practices Working with Exceptional Learners
  • Introduction to the Profession
  • Culturally Responsive Instruction for the 21st Century
  • Classroom Management
  • Master’s Thesis

Admissions Requirements

According to the Council for the Accreditation of Educator Preparation (CAEP) Standard 3, Component 3.2 Measures for Academic Proficiency, group average performance may be utilized. This means that each new cohort (OCU cohort would be a new term start, i.e. Fall 2019, Spring 2020) “group average performance” of ACT or SAT would have to equal the Admissions requirement averages. The “Group Average Performance will allow OCU to admit students who do not meet these requirements if the Group Average Performance equals the following scores:

  • Candidates have the option of achieving passing scores on the Indiana CORE Academic Skills Assessment (CASA) as one means for demonstrating basic skills competency with a score of 220 in each domain (reading, mathematics, and writing).
  • Candidates have the option of achieving passing ACT® scores as one means for demonstrating basic skills competency with a score of at least 21 in the reading domain and mathematics domains, and a score of at least a 7 in writing.
  • Candidates have the option of achieving passing SAT® scores as one means for demonstrating basic skills competency with a score of at least 544 in evidence-based reading and writing, at least a score of 533 in mathematics, and at least a score of 5 in essay writing.
  • Candidates have the option of achieving passing GRE® scores as one means for demonstrating basic skills competency with at least a score of 150 on Verbal and Quantitative, with at least a score of 153 in quantitative reasoning, and at least a score of 4 in analytical writing.
  • Candidates have the option of achieving passing Praxis Core® scores as one means for demonstrating basic skills competency with at least a of 169 in the reading domain, with at least a score of 162 in the mathematic domain, and Verbal and Quantitative, with at least a score of 153 in quantitative reasoning, and at least a score of 4 in analytical writing.

No student can be admitted if one of the two conditions occur:

  • ACT, SAT, or CASA score is more than two (2) points lower than the required score, and
  • The “Group Average Performance” score does not average at the required score

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