|Lakisha Odlum, (845) 257-3114, firstname.lastname@example.org
|Cyrus Mulready, (845) 257-2739, email@example.com
|The MAT can be be completed in 3 semesters if attending full-time, but students must complete the program within 5 years.
|Portfolio and Practicum
|NYSED Initial/Professional Adolescent Education: English
Applicants to the Master of Arts in Teaching programs must meet the following criteria:
- A 3.0 or better GPA in all undergraduate course work and in an appropriate undergraduate major.
- The undergraduate major should be comparable in breadth, depth, and rigor to the New Paltz undergraduate major in the same field. including course work that includes a broad and rigorous general education component.
- Write an admissions essay responding to the following prompt:
- Reflect on a time when your idea or belief was questioned or challenged. Or, conversely, reflect on a time when your idea or belief was validated. What happened? In what way(s) could this time be considered a learning experience?
As you reflect, please include at least one reference to the School of Education's Conceptual Framework and discuss how it speaks to your experience.
3. Applicants specializing in English must submit a 10–15-page academic writing sample.
4. Three academic or professional recommendations are required. At least two of your recommendations should be from professors with whom you have taken courses.
5. Applicants who graduated from college more than 5 years ago should make every effort to obtain such references and/or equivalent professional references (e.g., job supervisor). We will not accept references from friends or family members.
Applications received after this date will be considered; however, enrollment is not guaranteed.
|Term One (17 Credits)
|Graduate Foundations of Adolescence Education Seminar
|Social Foundations of Education
|Curriculum: Designs for Literacy, Learning, and Assessment in Adolescence Education
|Field Experience I
|Two English Classes by advisement
|Term Two (17 Credits)
|Teaching in Inclusive Classrooms
|Digital Literacies and Learning in Secondary Education
|Teaching English in the Secondary School
|Field Experience II
|Two English Classes by advisement
|Select one English Language Arts Pedagogy Course
|Literacy Instruction in the Secondary School
|Teaching Literacy Across the Disciplines 6-12
|Storytelling, Folklore and the English Language Arts Curriculum
|Teaching Dramatic Literature in the Secondary School
|Teaching Writing and Thinking in the Secondary School
|Teaching Literature in the Middle School Every Semester
|Teaching Literature in the High School Spring
|Graduate Comprehensive Exam Registration
|Term Three (14 Credits)
|Field Experience III
|Practicum in Secondary Ed 7-9
|Practicum in Secondary Ed 10-12
Resolve any pending admission conditions (outlined in your acceptance letter) and/or missing documents if applicable.
Review your progress report via my.newpaltz.edu to ensure that you have completed all program requirements.
Remember that only two grades below a B- may be applied to your plan of study
Contact your advisor if you need to amend your plan or process transfer credit.
Ensure that you are in good academic standing with a GPA (Grade Point Average) of 3.0 or higher.
Pass your capstone or culminating assessment.
Complete your degree within the specified time limit outlined in the Program Overview.
Complete prescribed course work and other requirements within five years after matriculation.
Deficiencies in the candidate’s undergraduate preparation in the subject area or major shall be remedied by early advisement with the Secondary Education advisor.
Maintain a cumulative grade point average of 3.0 or better, with no more than two grades below B-.
Student teaching with seminar and fieldwork III (14 credits).
- Culminating assessments are required (e.g., comprehensive examination, teaching portfolio, thesis). Students must attend four state-mandated workshops:
- Recognizing and reporting symptoms of child abuse
- Prevention of school violence (SAVE).
- Dignity for ALL Students Act (DASA)
- Health and Safety Education (EDI095)
- These workshops can be taken at SUNY New Paltz campus.
- Students must obtain fingerprint clearance. See this site for more info: https://www.newpaltz.edu/ugc/education/secondaryed/adtlreq.html
- Students must have good moral character. Applicants for certification are asked to provide information about past convictions, misconduct, etc., on the application for a certificate, and the New York State Education Department is authorized to investigate complaints regarding an applicant’s past convictions or any acts which raise a reasonable question as to the individual’s moral character.
- Students must receive satisfactory scores on the New York State Teacher Certification Examinations. More information on these tests may be obtained at http://www.nystce.nesinc.com
Students are responsible for their own transportation to the field and student teaching placements and must be prepared to commute up to 45 miles, one way, to these placements.
Upon graduation, students will receive the Master of Arts in Teaching (MAT) degree. Students will have completed all academic requirements for both initial and professional certification and will be recommended for both certifications. Students will receive their professional certificate after they have completed three years of satisfactory secondary teaching experience in their discipline and notification of such to the State Education Department.
For information on obtaining a teaching credential in New York State, please visit the New York State Education Department website at http://www.highered.nysed.gov/tcert/.
Program Learning Objectives
Adolescence Education English (MAT)
Candidates who successfully complete all required components of the Adolescence Education English (MAT) program at SUNY New Paltz will:
- Content Knowledge: Demonstrate content area mastery by completing 12 hours of graduate-level coursework in English that builds on a BA/English degree or the equivalent as well as accomplishing performance targets in an exit examination in English education.
- Planning: Plan lessons in the English language arts that are standards-based; structured in accordance to learners’ needs; use differentiated instructional strategies and appropriate technologies; promote diversity and inclusion; and contribute to safe, democratic, and equitable learning environments.
- Assessment and Learning for Adolescents, grades 7-12: Choose, design, and implement authentic and appropriate formative and summative assessments to evaluate student learning; Use assessment data when making instructional decisions; identify effective or problematic teaching moments as they are occurring in order to facilitate student growth in the English language arts, including adolescents’ cognitive and/or social skills.
- Pedagogical Practice: Demonstrate varied, imaginative, and relevant teaching strategies that include appropriate and effective technology, effective questioning and discussion, and a variety of developmentally and contextually appropriate strategies to support critical thinking and meaningful learning in the English language arts.
- Dispositions: Demonstrate integrity of character and ethical conduct; participate effectively in institutional change; and develop respectful relationships with students, families, communities and colleagues.
Critical Thinking and Reasoning: Clearly articulate an issue or problem; identify, analyze, and evaluate ideas, data, and arguments as they engage in planning, assessing, and teaching; and acknowledge limitations such as perspective and bias as they develop well-reasoned arguments to form judgements and/or draw conclusions that support pedagogical decisions.
Information Literacy: Locate appropriate resources effectively using appropriate tools; evaluate information with an awareness of authority, validity, and bias; and demonstrate an understanding of the ethical dimensions of information use, creation, and dissemination as they relate to the field of education.