Master of Arts in Teaching with a Concentration in Elementary Education
The Master of Arts in Teaching with a concentration in Elementary Education is a 36-credit hour program of study delivered primarily online, with field experiences in public schools. This program leads to initial teacher certification in Georgia in grades PK-5. Students must be able to complete practicum and internship requirements for program completion within the state of Georgia.
A program sheet, which provides a required coursework sequence, is available for download in the Courses tab below.
The MAT with a concentration in Elementary Education has been developed to help address the teacher shortage in Georgia. The Elementary Education concentration is 36 credit hours, and requires at least four semesters (fall-spring-summer-fall) for students to complete. This program is delivered 100% online.
Career Opportunities
Link to Additional Career Information:
https://www.buzzfile.com/Major/Education
External Resource
Program Location
Online
Method of Delivery
100% online
Accreditation
The University of West Georgia is accredited by The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).
Credit and transfer
Total semester hours required: 36
A transfer credit evaluation will be completed by the UWG Transfer Team (transfer@westga.edu). Course application to a program is subject to review by the department.
This program is offered entirely online. Though a student may choose to sign-up for a face-to-face elective or core course, one can earn this degree completely online.
Save money
UWG is often ranked as one of the most affordable accredited university of its kind, regardless of the method of delivery chosen. In addition, online courses and programs can mean a huge cost-savings in many non-evident ways: No more high gas charges. No childcare needed. The flexibility can allow one to maintain a job while attending school. Regardless of state residency, out-of-state non-resident students are not charged non-resident tuition for online course credit hours.
Details
- Total tuition costs and fees may vary, depending on the instructional method of the courses in which the student chooses to enroll.
- The more courses a student takes in a single term, the more they will typically save in fees and total cost.
- Face-to-Face or partially online courses are charged at the general tuition rate and all mandatory campus fees, based on the student's residency (non-residents are charged at a higher rate).
- Fully or entirely online course tuition rates and fees my vary depending on the program. Students enrolled in exclusively online courses do not pay non-Resident rates.
- Together this means that GA residents pay about the same if they take all face-to-face or partially online courses as they do if they take only fully online courses exclusively; while non-residents save money by taking fully online courses.
- One word of caution: If a student takes a combination of face-to-face and online courses in a single term, they will pay both all mandatory campus fees and the higher eTuition rate.
- For the cost information, as well as payment deadlines, see the Student Accounts and Billing Services website
There are a variety of financial assistance options for students, including scholarships and work study programs. Visit the Office of Financial Aid's website for more information.
Coursework
Coursework is 100% online. Students must be able to complete practicum and internship requirements for program completion within the state of Georgia.
Downloads
General
This course provides an in-depth study of the major cognitive and behavioral theories of classroom learning. Emphasis will be placed on enabling teachers and counselors to better understand how students learn; on helping educators identify and remove barriers that impede student learning; and on helping educators develop, utilize and advocate teaching practices, programs, and curriculum that lead to academic success for all. Theories of motivation, classroom management practices, and belief systems that promote learning will also be addressed.
This course reviews general field experience expectations and requirements for the MAT in Elementary Education, including completing experiential learning in elementary schools. Documents and deadlines will be introduced. Upon completing this course, students will have met the requirements necessary to be placed in a public-school setting. This course is designed to serve as a prerequisite for any MAT course in the Elementary Education program that includes a field experience.
Curriculum and instructional practices in PK-5 social studies education and literacy. This course investigates the methodology, trends, and issues in social studies education, prepares students to effectively plan lessons by selecting responsive and critical thinking resources, and teaches students to analyze practices, policies, and current events in literacy and social studies education. Interdisciplinary social studies and literacy approaches are implemented through children s literature and inclusive instructional resources. This course is designed for M.A.T. students entering elementary teacher education from other fields.
Students will examine curricular content, methodology, classroom organization and management, and materials used to teach science to children in grades Pk-5 using course readings, discussions, and assignments. Emphasis will be placed on developmentally appropriate practices, teaching students with mild disabilities in science, and integrating science with literacy, mathematics, and other relevant subject areas. This course is designed for M.A.T. students entering elementary teacher education from other fields.
Research-based approaches to prevent and address disruptive classroom behaviors in PreK-5th grade classrooms through the implementation of foundational classroom management practices, by understanding the phases of the acting-out cycle, and by effectively responding to behaviors at each phase of the acting-out cycle. This course is designed for M.A.T. students entering elementary teacher education from other fields.
Mathematics education content, methods, and materials that are appropriate for the cognitive development of young children from grades Pk-5 within the domains of numerical reasoning related to whole-number, base-ten operations, patterning, and algebraic reasoning will be investigated by means of course discussions and assignments, field placements/assignments, and course readings. Students will apply knowledge of content, methods, and materials during field experience. This course is designed for M.A.T. students entering elementary teacher education from other fields.
Mathematics education content, methods, and materials that are appropriate for the cognitive development of the young child from grades Pk-5 within the domains of numerical reasoning related to integers, fraction operations, measurement, data reasoning, geometry, and spatial reasoning will be investigated using course discussions and assignments, field placements/assignments, and course readings. Students will apply knowledge of content, methods, and materials during field experience. This course is designed for M.A.T. students entering teacher education from other fields.
This course is designed to engage interns in a critical reflection of issues, topics, materials, and skills appropriate to their professional development and teaching experience during their internship. The course will also serve as a capstone experience for satisfying the exit requirements of the program. This course is designed for M.A.T. students entering elementary teacher education from other fields.
Students will be teaching full-time for one semester in a public-school elementary level (Pre-K - 5) classroom under the supervision and mentorship of an experienced, qualified classroom teacher. This course is designed for M.A.T. students entering elementary teacher education from other fields.
This course is designed to increase the school leader's knowledge and understanding of assessment and its role in improving student achievement. Students will examine the knowledge and skill base that supports the effective use of assessment within classrooms and schools. The nature and purpose of assessment, its use for improving instruction and the design of high-quality teacher-developed classroom assessments will be emphasized.
This course provides an in-depth exploration of foundational reading skills, focusing on evidence-based methods and assessment strategies vital for effective literacy instruction in PK-2 classrooms. Drawing from an integrated perspective of the science and art of teaching reading, the course emphasizes phonemic awareness, phonics, decoding, fluency, vocabulary, and comprehension. A field experience component is included for observing and applying evidence-based reading instructional techniques.
This course equips candidates with knowledge and skills to effectively instruct and assess reading abilities in elementary students in grades 3-5. Particular emphasis is placed on advancing reading comprehension, as well as speaking and listening skills. Candidates will engage in nuanced analysis of various assessment tools, develop tailored instructional strategies based on these assessments, and understand how to translate these data into actionable teaching plans. This course builds on the foundational principles acquired in READ 6262: Reading Instruction and Assessment I (PK-2). A field experience component is included for real-world observation and application of course concepts.
This course introduces candidates to appropriate assessments to analyze P-12 students' language and literacy strengths and needs to determine interventions for progress monitoring as well as enrichment strategies. Candidates will survey formal and informal assessments, authentic assessments, instructional strategies, and purposeful materials for advanced, proficient, striving (formerly known as struggling) readers/writers, and students with dyslexia and other disorders, as well as culturally and linguistically diverse learners.
Study of IDEA regulations, including the characteristics and identification of students with exceptionalities and appropriate supportive techniques/resources to meet the needs of students with exceptionalities in the regular classroom. The course examines evidence based teaching strategies for students with exceptionalities, including the latest research on the teaching of reading.The course meets the state requirement for a course in the Identification and Education of Exceptional Children by the Georgia Professional Standards Commission and satisfies Georgia House Bill 671. Students must earn a grade of "B" or better in SPED 6701, or department approved alternative to fulfill the special education requirement of Georgia House Bill No. 671 and be recommended for educator certification in Georgia. The grade requirement of "B" or better is effective 07/01/2019.
Rebecca Bowman, Ed.D.
Clinical Assistant Professor
Stacey Britton, Ph.D.
Associate Professor
Cliff Chestnutt, Ph.D.
Associate Professor
Andrea Crenshaw, Ed.D.
Associate Professor
Jennifer Edelman, Ph.D.
Associate Professor
Rebecca Gault, Ph.D.
Associate Professor
Tiffany Jacobs, Ph.D.
Assistant Professor
Kayla Myers, PhD
Assistant Professor
Natasha Ramsay-Jordan, Ed.D.
Associate Professor & Assistant Chair of Elementary Programs
Janet Strickland, Ph.D.
Associate ProfessorGuidelines for Admittance
- All graduate applicants must complete the online Grad Application. A one-time application fee of $40 is required.
- Applicants should also review the Graduate Studies Website for individual program specific requirements and tasks that must be completed prior to admission. See Graduate Studies Application Process.
- International applicants are subject to additional requirements and application deadlines. See Procedures for International Students.
- Official transcripts from a regionally or nationally accredited institution are required and should be sent directly to the UWG Graduate Admissions Office.
Program Specific Admittance Guidelines
- A 2.7 GPA is required for admission.
- Submit proof of GACE Ethics for Educators (test # 360)
- Students must be able to complete the year-long internship within the State of Georgia.
Application Deadlines
To guarantee that your application will be reviewed for admission for the semester you are applying, the online application, application fee, and official transcripts for all colleges or universities attended must be submitted by the deadline posted.
Graduate Program Deadlines
Admission Process Checklist
The Graduate Studies Application Process checklist is available here
Contact
Graduate Admissions
Phone: 678-839-1394
Fax: 678-839-1395
Email: graduate@westga.edu
Program Questions
Dr. Natasha Ramsay-Jordan
nrjordan@westga.edu
Phone: 678-839-6086
To guarantee that your application will be reviewed for admission for the semester you are applying, the online application, application fee, and official transcripts for all colleges or universities attended must be submitted by the deadline posted.
Graduate Program Deadlines
- The teacher candidate uses understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences (Georgia TAPS Standard 1: Professional Knowledge).
- The teacher candidate uses state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students (Georgia TAPS Standard 2: Instructional Planning).
- The teacher candidate promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning and to facilitate the students’ acquisition of key knowledge and skills (Georgia TAPS Standard 3: Instructional Strategies).
- The teacher candidate demonstrates the ability to challenge and support each student’s learning by providing appropriate content and developing skills which address individual learning differences. (Georgia TAPS Standard 4: Differentiated Instruction).
- The teacher candidate systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population (Georgia TAPS Standard 5: Assessment Strategies).
- The teacher candidate gathers, analyzes, and uses relevant data to measure student progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to both students and parents (Georgia TAPS Standard 6: Assessment Uses).
- The teacher candidate provides a well-managed, safe, and orderly environment that is conducive to learning and encourages respect for all (Georgia TAPS Standard 7: Positive Learning Environment).
- The teacher candidate creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners (Georgia TAPS Standard 8: Academically Challenging Environment).