This is a Licensure/Certification Program with Admission Restrictions and Exit Requirements
Admission
Please refer to “The Graduate Admissions Process” section for general graduate admissions information.
Admission to the Master of Arts in Secondary Teaching: Grades 7-12 (MAT) degree program requires the following:
- Complete and submit the Graduate Application for Admission, accompanied by a non-refundable application fee. The application can be downloaded atwww.wilmu.edu/admission/documents/paperapp.pdf
- Submit an official transcript or transcripts verifying completion of a bachelor’s degree from a regionally accredited college or university. Transcripts and all application documents should be sent to Wilmington University Office of Graduate Admissions.
- Submit official (and complete with sub-test scores) score reports demonstrating mastery of general knowledge, including the ability to read, write, and compute. This requirement can be met by providing an official score report showing scores (including all sub-scores) on the ETS Praxis Series Core Academic Skills for Educators (ETS #5712, 5722, and 5732). Minimum acceptable scores are:
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Test
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Score
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ETS 5712 Reading
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156
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ETS 5722 Writing
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162
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ETS 5732 Mathematics
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150
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NOTE: Candidates admitted prior to July 1, 2014 have until July 1, 2015 to satisfy this requirement. For more information about ETS exams (including how to register), go to: http://www.ets.org/praxis/
- International students must provide results from the Test of English as Foreign Language (TOEFL) that meet current minimum score requirements.
- Schedule a program planning conference with a Graduate Program Advisor or the Program Chair.
- Register for and activate MED 6102 (E-Folio) along with other courses selected.
All of the documents described above should be sent to the Office of Graduate Admissions.
Content and Performance Assessment Requirements
State-approved degree programs contribute to eligibility for licensure/certification as an educator in Delaware public schools. As such, all candidates must meet the content and performance assessment requirements described in DE Administrative Code, Title 14, Regulation 290, in order to be eligible for program completion and degree conferral.
The regulation states, in part:
Content Assessment (This subparagraph shall take effect January 1, 2015).
“Where a content readiness exam is applicable and available in area, subject, or category of specialization sought, the Candidate shall achieve a passing score on an examination as established by the Professional Standards Board, in consultation with the Department and with concurrence of the State Board.”
The content assessment requirement can be satisfied by taking and passing (using minimum score requirements approved by the Delaware Professional Standards Board) the subject-area appropriate Praxis II assessment for teaching at the secondary school level. A complete listing of those assessments and minimum score requirements can be accessed at the following ETS website:https://www.ets.org/praxis/de/requirements
Performance Assessment (This subparagraph shall take effect July 1, 2016.)
“Where a performance assessment is applicable and available in an area appropriate to the Program in which a Candidate is enrolled, the Candidate shall achieve a passing score as a requirement to Exit the Program. The performance assessment may not be scored by any employees of the Educator Preparation Program or Unit, and shall be scored by Certified Reviewers.”
The assessment selected by Wilmington University to satisfy this requirement is the Praxis Performance Assessment for Teachers (PPAT). This assessment is administered and scored by ETS. Delaware minimum score requirements have not yet been set by the Delaware Professional Standards Board.
Candidates must check with their program advisors or program chairs to obtain current and accurate information related to the assessments and minimum scores that are required. Candidates must pass all exit assessments in order to be eligible for program completion and degree conferral.
Program Changes
The Master of Arts in Secondary Teaching degree program contributes to eligibility for initial licensure and certification as a Delaware educator and is approved by the Delaware Department of Education. Any changes that are mandated by the Delaware Department of Education or the Delaware General Assembly will be implemented in accordance with state regulations. Students will be notified of any changes that may affect program or degree completion/conferral requirements.
Program Purpose
The Master of Arts in Secondary Teaching degree program prepares teachers to meet the academic and social needs of students in grades 7-12. The program is based on the premises that teachers must be sensitive to varying social demands and expectations; must be able to diagnose and address the individual learning and developmental needs of students, including emotional, physical, social, and cognitive needs; must be able to use technology in all aspects of their profession; must make important decisions about how and what to teach in the face of an overwhelming knowledge explosion; and must reach out more effectively to parents and the community.
Program Competencies
Master of Arts degree programs in the College of Education are designed to prepare educators who demonstrate the following competencies:
Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self- motivation.
Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Outcomes Assessment
The assessment of content knowledge, pedagogy, learning theory, and performance competencies is accomplished through satisfactory attainment of specific course objectives; satisfactory performance on tests of general and content-related knowledge, as well as performance assessments, successful completion of assignments linked to program competencies and graduation competencies; fieldwork evaluations from advisors and school-based mentors; and evaluations and post-graduation surveys.
Program Design
The Master of Arts in Secondary Teaching degree program is designed for individuals with bachelor’s and/or master’s degrees in major content areas taught in the middle level and high schools in our region. The curriculum provides individuals with the professional preparation necessary for licensure and certification as “Highly-Qualified” teachers in the content area(s) of their previous degrees.
To be eligible for the program, a teacher candidate must hold a degree in a secondary content area from a regionally-accredited college or university. At entry, previous transcripts of teacher candidates will be carefully reviewed to determine if they have completed the content area coursework that satisfies national standards. Any omissions in such content area coursework must be completed before Student Teaching/Teaching Internship.
Candidates must submit passing scores and sub-test scores (using Delaware minimum score requirements) on ETS Praxis Series Core Academic Skills for Educators (ETS #5712, 5722, and 5732), or other approved tests of general knowledge that satisfy Delaware Department of Education regulations for each of these exams prior to registering for any course. Also, prior to Student Teaching/Internship, the teacher candidate must pass the appropriate PRAXIS II 9-12 high school - secondary - level content area test(s). Additional content area coursework may be necessary for teacher candidates who have not met content requirements and have not been initially successful in completing the PRAXIS II test(s).
The MAT program is an attractive route into middle level and high school teaching for individuals coming into the field from other professions. In a relatively short period of time, the program will prepare teacher candidates to teach students at the middle and high school level using the teacher candidate’s previously acquired content major. When they complete the program, successful teacher candidates will enter or move forward in the teaching profession (and will be compensated) at the master’s degree level. Through the program, teacher candidates will be prepared to face the challenges of teaching in a middle or high school classroom and will be better able to help students meet the rigorous achievement standards now expected in secondary schools.
Three kinds of teacher candidates will be accommodated through the MAT program. The first will include individuals who are currently employed in middle level and high school teaching positions in the content area(s) of their previous majors and who need licensure and certification. The second will be individuals currently in the Elementary Studies program who desire to obtain secondary credentials. Finally, the third group of teacher candidates will be individuals not employed as middle or high school teachers who are seeking licensure and certification for eventual employment in the teaching profession.
Dual Certification
Teacher Candidates should consider completion of coursework in other certification areas as an enhancement to their initial certificates. For example, completion of specific pedagogical coursework in Special Education, passing the appropriate Praxis II assessment, and completing Student Teaching/Internship placement in an inclusion setting would contribute to eligibility for dual certification.
Contact a Program Advisor or Program Chair/Assistant Chair for specific details.
Praxis Testing Requirements
Teacher Candidates starting their programs on or after July 1, 2014, must pass - by achieving Delaware minimum scores - the ETS Praxis Series Core Academic Skills for Educators (ETS #5712, 5722, and 5732), or other approved tests of general knowledge that satisfy Delaware Department of Education regulations, in order to register for the first clinical experience, Practicum I, MAS 7991. Candidates must also pass (by achieving Delaware minimum scores) the appropriate 9 - 12 “secondary” PRAXIS II test(s) prior to registration for Student Teaching/Teaching Internship. Teacher Candidates should designate Wilmington University as a score recipient at the time the tests are taken, and also provide a paper copy of the ETS score report that includes all scores and sub-test scores. COMPLETE score reports must be received in the College of Education main office (Peoples Building, New Castle).
Program Requirements
Teacher candidates are required to register for and activate MED 6102, E-Folio as the initial course in the program as this course will allow them to document various course requirements needed to satisfy individual program competencies.
Teacher candidates are expected to complete all requirements associated with the Master of Arts in Teaching degree, including content course work, master’s course work, and clinical experiences. Pedagogical courses, MAS 8800, Applied Assessment and Research in the Classroom, all sections of ETS Praxis Series Core Academic Skills for Educators (ETS #5712, 5722, and 5732), or other approved tests of general knowledge that satisfy Delaware Department of Education regulations, (or relevant exemption tests), and the appropriate PRAXIS II content test must be satisfied prior to taking MAS 8801, Student Teaching/Internship. All courses have one or more goals for both diversity in education and writing across the curriculum.
The College of Education sets a required minimum grade of “C-” for all education core courses as well as courses needed to satisfy the content major. However, an overall GPA of 3.0 is required for program completion.
Teacher candidates must apply to the Office of Clinical Studies for a Student Teaching/Teaching Internship placement for the Fall semester by February 1 or for the Spring semester by August 1. Student Teaching/Teaching Internship applications are to be submitted electronically in Taskstream. Applications do NOT take the place of registering for Student Teaching/Teaching Internship. Registration and payment of all fees, including laboratory fees for Student Teaching/Teaching Internship, are still required. All sections of ETS PRAXIS Series Core Academic Skills for Educators with sub-test scores, and the relevant PRAXIS II test, a 3.0 grade point average, and approval from the Office of Clinical Studies are required for Student Teaching/Teaching Internship.
Fieldwork Requirements
All fieldwork placements are arranged by the Office of Clinical Studies in accordance with school district partnership agreements and placement protocols. However, final placement decisions are made by school district officials and are based on school and district needs and the availability of school-based mentors who are rated as highly-qualified and effective. Candidates are not permitted to seek or make arrangements for their own placements.
Practicum Courses (Practicum I, II, III)
Each of these courses requires 50 hours of field experience in an approved school setting plus 30 hours of required seminars. Although Practicum courses only require candidates to register and pay for one (1) credit for each course, the courses are actually structured as three (3) credit courses. The reason for this approach is to keep the total credit hours required for the degree to 126. Otherwise, candidates would have to register and pay for an additional 6 credits. This benefit represents a tuition cost savings of more than $2,000.
All practicum placements are arranged by the Office of Clinical Studies in accordance with school district partnership agreements and placement protocols. Final placement decisions are made by school district officials. Candidates are not permitted to seek or make arrangements for their own placements The 50 hours of field experience required for each practicum will usually take place in the county where the candidate attends the seminars, although this may vary depending on availability of practicum placement classrooms.
A completed Practicum Fieldwork application in Taskstream by the deadlines of February 1 for placement in Fall and August 1 for placement in Spring. Effective July 1, 2014, scores and sub-scores that meet Delaware minimum requirements on the PRAXIS CORE SERIES FOR EDUCATORS are pre-requisites for Practicum I. It is the responsibility of candidates to make sure that complete test score reports are provided to the College of Education. All test score requirements for Delaware certification can be viewed athttps://www.ets.org/praxis/de/requirements.
Capstone Clinical Experience (Student Teaching/Internship)
Student Teaching/Teaching Internship
Placement requirements include the following: Passing ETS Praxis Series Core Academic Skills for Educators (ETS #5712, 5722, and 5732), or other approved tests of general knowledge that satisfy Delaware Department of Education regulations and the relevant PRAXIS II scores, a 3.0 grade point average, a sealed Federal and Delaware CBC (Criminal Background Check) Report, a recent TB/PPD (Less than a year old), a completed CPR (Child Protection Registry Form), completed health form, and approval from the Office of Clinical Studies.
Teacher candidates must apply to the Office of Clinical Studies for a Student Teaching/Internship placement for the Fall semester by February 1 or for the Spring semester by August 1. Student Teaching/Teaching Internship applications are to be submitted electronically in Taskstream. Applications do NOT take the place of registering for Student Teaching/Internship. Registration and payment of all fees, including laboratory fees for Student Teaching/Internship, are still required. The capstone clinical experience is a full-time, full-day placement ranging from 80 school days to one full school year in an approved setting and in a content area/grade level that corresponds to a candidate’s subject-area concentration.
Teacher Dispositions and Values
A significant element of programs for the preparation of teachers deals with developing a teacher candidate’s proficiency in working with students who present a wide variety of needs, learning styles and exceptionalities. Teacher candidates also learn to work with students from a wide variety of backgrounds in order to ensure that each student has an opportunity to learn. Clinical experiences associated with the MAT program require teacher candidates to interact with exceptional students and students from different socioeconomic, gender, racial, language, geographic and ethnic groups.
A second area of importance for teacher candidates is the realization that they work with students, families, and communities in ways that reflect the dispositions expected of teachers as delineated in professional, state, and institutional standards. MAT teacher candidates must recognize, develop, and model dispositions that are expected of professional educators.
In order to assess a teacher candidate’s initial dispositions and multicultural values, the College of Education administers inventories - “Inventory of Beginning Teacher’s Dispositions Survey,” and “Multicultural Inventory”- during clinical courses in the program.
Because of the importance accorded to these surveys, teacher candidates are expected to participate fully and to comply with these tasks as assigned.
Course Requirements
Secondary Teaching: Grade 7-12
MAS 7701: Prerequisite MAS 7603 Strategies for Effective Teaching
MAS 7996, MAS 7997, MAS 7998: NOTE: Registration for any Practicum Course requires passing all sections of ETS Praxis Series Core Academic Skills for Educators (or relevant exemption tests)
MAS 8800: co- requisite with MAS 7998
NOTE: Registration for MAS 8801, Student Teaching/Internship requires a 3.00 grade point average, successful completion of MAS 7801, and an approved application from the Office of Clinical Studies.
NOTE: Teacher candidates needing to complete course work in their content major must provide an official transcript of courses taken to satisfy the content major as indicated by information on the Student Contact Record Form maintained by the University prior to registering for MAS 8801.
To qualify for the Master of Arts in Secondary Teaching degree, a candidate must complete the course work and clinical experiences with at least a “B” average (a cumulative grade point average of 3.0). An electronic portfolio—E-Folio—is required. The portfolio must demonstrate a mastery of graduation and program competencies based on the Delaware Professional Teaching Standards and related to the College of Education Conceptual Framework. The program must be completed within five years.