Master of Arts in Teaching - M.A.T.
The Master of Arts in Teaching (M.A.T.) degree program prepares graduates to apply for certification in the areas of elementary education/elementary special education, business education/secondary special education, or culinary arts education. All programs offer a student-teaching experience in K–12 schools to complete the M.A.T. program; the culinary arts education concentration also offers the choice of completion of a capstone project that includes teaching at the college level.
All students in the program matriculate as a cohort and follow a prescribed sequence of classes. Students attend two or three classes most terms, for two or three nights a week.
Upon completion of the program, graduates are expected to:
- Communicate effectively through a variety of formats such as technology, discussion, writing and reflective listening.
- Respond to students’ developmental and social contexts and provide access to high quality teaching and learning.
- Demonstrate a deep understanding of content in designing learning opportunities.
- Use research, assessment and contextual data to inform practice.
- Work within a professional learning community to support the improvement of teaching, learning, student achievement and pursue professional growth.
- Prepare and deliver lesson plans and curricular units using culinary arts instructional strategies.
In keeping with Johnson & Wales’ core value of experience-based learning, the M.A.T. program requires field-based experiences throughout the program to enhance student learning. Candidates apply research-based theories and best practices learned in university courses when they spend time in K–12 or university culinary classrooms each week. Teacher candidates observe, tutor and plan lessons for small-group and whole-class instruction and reflect on their practice in light of 4 domains of professional teaching: 1) planning and preparation, 2) the classroom environment, 3) instruction and 4) professional responsibilities. This professionally focused experience, under the guidance of experienced teachers, enables candidates to develop their skills and knowledge so that they are ready to teach as soon as they secure their first teaching position.
Assessment Prior to Student Teaching
Student teaching usually occurs during the candidate’s final term(s). Permission to student teach is granted to candidates who have
- achieved a program GPA of 3.0 or better;
- passed the appropriate content exam for the concentration areas;
- provided evidence of significant progress toward meeting the Rhode Island Professional Teacher Standards (RIPTS) and all other designated standards related to their concentration; and
- passed a video assessment of readiness for student teaching and an assessment of technology use to support teaching and learning.
Assessment Prior to Recommendation for Program Completion
Teacher candidates who are pursuing initial teacher certification in one or more areas by the Rhode Island Department of Education must satisfactorily pass several transition points throughout the program. Having completed student teaching and all transition points, teacher candidates present their final portfolio and assessment data to a team of evaluators. In addition, candidates for licensure must have passed all tests required by RIDE for licensure in the areas sought. Following the candidate’s presentation, the director of the Teacher Education Program shall make the appropriate recommendation regarding the awarding of the M.A.T. degree and state licensure.*
*It is important to note that, while Johnson & Wales awards the M.A.T. degree, it is the Rhode Island Department of Education that makes the final decision regarding the granting of licensure.
Teacher Education - Elementary/Elementary Special Education, Business/Secondary Special Education and Culinary Arts Education Concentrations
Master of Arts in Teaching
Credits Core Courses | ||
| EDUC5130 | Foundations for Teaching and Learning | 3 |
| SPED5110 | Inclusive Teaching of Exceptional Learners | 3 |
| Choose one of the following concentrations: | 30-42 | |
| Elementary /Elementary Special Education Concentration | ||
| Best Practices in Literacy Instruction | ||
| Strategies for Teaching Mathematics | ||
| Strategies for Teaching Science | ||
| Assessment for Student Learning | ||
| Disciplinary Literacy in the Social Studies Classroom | ||
| Student Teaching Part 1: Elementary Education | ||
| Student Teaching Part 2: Elementary Education | ||
| Assessment and Evaluation of Exceptional Learners | ||
| Curriculum and Methods for Exceptional Learners | ||
| Partnerships: Home, School, Community | ||
| Understanding and Managing Behavior in a Diverse Classroom | ||
| Specialized Instruction | ||
| Student Teaching Part 1: Elementary Special Education | ||
| Student Teaching Part 2: Elementary Special Education | ||
| Or | ||
| Business/Secondary Special Education Concentration | ||
| Best Practices in Literacy Instruction | ||
| Teaching Financial Literacy | ||
| Strategies for Teaching Business | ||
| Assessment for Student Learning | ||
| Coding, Apps, and Digital Collaborative Tools | ||
| Student Teaching Part 1: Business Education | ||
| Student Teaching Part 2: Business Education | ||
| Assessment and Evaluation of Exceptional Learners | ||
| Curriculum and Methods for Exceptional Learners | ||
| Partnerships: Home, School, Community | ||
| Understanding and Managing Behavior in a Diverse Classroom | ||
| Specialized Instruction | ||
| Student Teaching Part 1: Secondary Special Education | ||
| Student Teaching Part 2: Secondary Special Education | ||
| Or | ||
| Culinary Arts Education Concentration | ||
| Disciplinary Literacy in the Secondary Classroom | ||
| Curriculum Development for Culinary Arts Programs | ||
| Methods of Teaching Culinary Arts | ||
| Advanced Methods of Teaching Culinary Arts | ||
| Using Feedback to Support Learning in Culinary Education | ||
| Classroom Management in the Culinary Arts | ||
| Sustaining a Culinary Arts Program | ||
Choose one of the following: | ||
| Student Teaching Part 1: Culinary/Baking Education and Student Teaching Part 2: Culinary/Baking Education | ||
Or | ||
| Capstone Part 1: Culinary/Baking and Capstone Part 2: Culinary/Baking | ||
| Total Credits | 36.0-48.0 | |
Note: Under rare circumstances, a noncertification M.A.T. may be pursued with permission from the dean of the John Hazen White College of Arts & Sciences. Students will substitute six credits of graduate-level electives for their student teaching requirement.