Master of Arts in Teaching (M.A.T.)

Teacher Education Programs Leading to Master of Arts in Teaching (M.A.T.)

The School of Arts, Sciences, & Education offers three different teacher education programs for individuals who have already completed a bachelor’s degree, earning a cumulative GPA of at least 3.0. Each of the three teacher education programs leads to a Master of Arts in Teaching (M.A.T.) degree with a Certificate of Eligibility with Advanced Standing (CEAS) and an endorsement as a Teacher of Students with Disabilities (TOSD) from the New Jersey Department of Education in the following areas:

• Early Childhood Education (P–3);
• Elementary Education (K–6);
• Teacher of a Specific Subject (K–12 or Secondary Education in art, biology, business, chemistry, English, health and physical education, mathematics, psychology, or social studies).

The bachelor’s degree must be in a content major (minimum 30 credits); early childhood education (P–3) and elementary education (K–6) majors include: biology, chemistry, English, history, interdisciplinary studies, mathematics, natural sciences, psychology, and visual art; and Subject-Specific majors include biology, business, chemistry, exercise science, English, history, mathematics, psychology, and visual art.

Physiology and Hygiene

New Jersey Department of Education regulations requires all applicants for instructional certification to pass an examination in physiology and hygiene (P&H), including the effects of narcotics and alcohol. Candidates admitted to a teacher education program are required to self-study and pass the GCU P&H exam in the first semester.

Harassment, Intimidation & Bullying (HIB)

New Jersey Department of Education regulations requires all applicants for instructional certification to be trained in harassment, intimidation, and bullying (HIB). Candidates admitted to a teacher education program are required to self-study and pass the GCU HIB exam in the first semester.

Reporting Child Abuse and Neglect (CARE)

New Jersey Department of Education regulations requires all applicants for instructional certification to be trained in how to identify sign of child abuse and neglect and how to report such observances (CARE). Candidates admitted to a teacher education program are required to self-study and pass the GCU CARE exam in the first semester.

Clinical Experience & Clinical Practice

Georgian Court’s Teacher Education programs provide the candidate ample opportunity to develop not only theoretical knowledge about teaching and learning in general, inclusive, and special education, but the practical skills needed to plan instruction for a diverse group of students, manage classroom behaviors, work with school professionals, understand the culture and nuances of school, and interact positively with parents and caregivers. All teacher education programs include clinical experience in both inclusive and special education settings and three consecutive semesters of clinical practice.

To be approved for clinical practice, candidates must have an earned a cumulative grade point average of at least 3.0, passed the requisite Praxis II test(s), passed the GCU exams (P&H, HIB, and CARE), and completed all prerequisite and program courses. Clinical practice consists of three consecutive semesters of fieldwork, the first consisting of part-time practice (75 hours), the second continuing with part-time practice (100 hours), and the third semester being full-time practice. Full-time clinical practice consists of 14 weeks in which the candidate gradually assumes the responsibility for teaching. Placements for clinical practice are made by the director of field placement in collaboration with school district administrators to assure an appropriate match between the candidate and the school.

Concurrent with full-time Clinical Practice (9 credits), candidates participate in a Reflective Practice Seminar (3 credits) and are required to attend weekly meetings focusing on their clinical practice and the development of a comprehensive teaching portfolio. Additional Reflective Practice Seminar topics include, but are not limited to, classroom management, district policies, safety, school law, and emerging issues. Sharing clinical internship experiences and best practices in small groups, leading whole class discussions, learning about certification processes, honing job search skills through mock interviews, and developing a teaching portfolio are the cornerstones. Clinical practice is an intensive and critical professional experience. For this reason, School of Arts, Sciences, & Education policy prohibits clinical interns from taking other courses during clinical practice and strongly recommends that clinical interns not engage in employment during the 14-week clinical practice.