Master of Arts in Teaching (MAT)

Concordia's Master of Arts in Teaching (MAT) program accepts candidates who have already earned a bachelor’s degree and wish to pursue the Oregon Preliminary Teaching License. Upon successful completion of the MAT program, candidates are eligible for the Pre-K–12 license, with either a multiple-subjects endorsement (elementary candidates - Grades K–8) or subject-specific endorsements (secondary candidates - Grades 5–12).

Candidates join a group of 25-30 like-minded people in a Master of Arts in Teaching cohort. Two options are available:

  • 11-month, full-time MAT program – Candidates choose one of these options if they want to attend school full-time (day and evening classes).
    • January start (elementary only) – December commencement
    • June start (elementary and secondary) – April commencement  
  • 22-month, evening MAT-E program – Designed for the working professional. During four semesters, classes are held two nights a week. In the fifth and final semester, students are required to work full-time in their practicum and student teaching experiences. Classes start at the beginning of fall semester. All goals, objectives, and policies of the MAT-E align with those of the MAT and therefore are not separately delineated in the following information.

Candidates choosing the secondary program must select an endorsement area (or two). All professional education and endorsement area coursework, clinical experiences, and testing requirements must be successfully completed to be recommended for an Oregon Preliminary Teaching License.

Program Goal

The MAT program prepares reflective educators who are committed to fostering equitable learning experiences for all Pre-K–12 students. Candidates acquire the knowledge, skills and dispositions to bridge the theoretical underpinnings and practical applications of teaching and learning.

  • Critical and Reflective Thinking:  Master of Arts in Teaching (MAT) candidates will engage in collaborative and independent learning experiences that foster critical thinking skills and self-reflection. Candidates will partake in robust discourse, synthesize diverse opinions and course materials, understand how pedagogy relates to content knowledge, and continually reflect on their own knowledge, insights, and perspectives, all of which serves to inform their practice. To support this work, the MAT program maintains high expectations for standards of academic excellence and pursuit of knowledge, while also utilizing an iterative approach to the learning process.
  • Ethical Formation: Master of Arts in Teaching (MAT) candidates are expected to develop or refine an awareness of, appreciation for, and responsiveness to classroom and societal diversity.  This reflects our program’s commitment to equitable and culturally responsive practices, as well as our focus on preparing ethical educators who are compassionate, just, and morally grounded. 
  • Leadership and Transformation: Master of Arts in Teaching (MAT) candidates develop perspectives and practices that propel them to be leaders in the educational field who are dedicated to meeting students’ needs and who understand the merits of collaboration and collegiality. This requires active transformation of ideas, beliefs, and knowledge through rigorous coursework, as well as an understanding of how to connect theory and practice. 

Concordia University’s MAT program is designed to enable candidates to enter the teaching profession at the Preliminary Teaching License level. Upon completion of the program, it is our goal that candidates will exhibit moral character and high ethical standards, show a genuine sensitivity to diversity issues and to special needs children, plan and execute developmentally appropriate learning activities, demonstrate competency in various methods of authentic assessment, and understand teaching as an act of supreme service to others.

Program Objectives

Upon program completion, MAT candidates will:

  1. Model dispositions, ethics, and communication skills befitting a professional educator;
  2. Recognize how their own morals, biases, experiences, and privilege impact teaching practices;
  3. Foster culturally responsive learning environments that are inclusive of families and communities;
  4. Demonstrate knowledge of specific subject matter and developmentally appropriate instructional strategies;
  5. Utilize effective instructional and assessment practices that meet diverse student learning needs;
  6. Value and inform professional growth via research, self-study, and collaboration with others. 

Admission

  • Completed online application 
  • A one-page letter of intent stating why the candidate wishes to become a teacher
  • Proof of a bachelor’s degree from a regionally accredited college or university via official transcripts from an institution granting B.A. or B.S. degree*
  • A 2.80 cumulative GPA for undergraduate work, and a 3.0 for any graduate courses taken
  • Two confidential letters of reference, dated within six months of application, verifying the candidate’s potential for working with children or youth
  • Submission of a character questionnaire (this is a part of the online application)
  • Résumé that lists education, recent work experience, and any experiences in education settings or with youth
  • An official score report from the SAT, ACT, GRE or Praxis Core (reading, writing, and math subtests)
  • International applicants should refer to the Graduate Admission section for additional requirements.
  • Interview with Admission committee

Placement Procedures

Once a candidate has been accepted and registered into the Master of Arts in Teaching program, Placement Office personnel will make contact via email/phone to gather required information necessary in order to locate a student teaching and practicum placement.

Specific placement requests may be made but cannot be guaranteed due to teacher availability and individual district or school policies. Note that all placement confirmations or, if necessary, exit procedures, must be conducted through the College’s Placement Office at (503) 493-6458 / placement@cu-portland.edu.

No placements can be made at schools where candidates have relatives or family friends. Also, no clinical experience should ever be terminated by a candidate without prior consultation with the Director of Placement. Failure to follow these policies jeopardizes future placements and may result in credit loss and additional fees. Clinical experiences dropped at student initiative after placement has been secured will result in forfeiture of course fees.

Standards for MAT Program Completion

  1. All NES (subtests 1 and II) and endorsement exams (Pearson or PRAXIS II) requirements must be met before proceeding to student teaching.
  2. All clinical experiences (i.e., practicum and student teaching) must be graded as “pass” by both the university supervisor and the cooperating teacher. When candidates receive a “no pass” in either of their clinical experiences, the College cannot recommend them for teacher licensing, and the University cannot grant the Master of Arts in Teaching degree.
  3. The MAT-E (evening) program requires 30 volunteer hours in a classroom setting prior to beginning year two.
  4. A passing grade must be earned on the edTPA portfolio.

Graduation Requirements

In order to graduate from the Master of Arts in Teaching (MAT) program at Concordia University-Portland, the following requirements must be met:

  • Completion of an Application for Graduation per the instructions listed at http://www.cu-portland.edu/academics/registrar/commencement/applying-graduation
  • Completion of all Standards for MAT Program Completion as outlined above.
  • Completion of the minimum semester hours required in the chosen level (39 credits for Elementary/36-39 credits for Secondary)
  • Completion of all required courses
  • Completion of all program credits through Concordia University (waivers are not granted for any portion of the MAT program)
  • At least a 3.0 cumulative GPA has been earned
  • Completion of all required courses with a grade of "B-" or better
    • No grade below a “B-” will be accepted in a course that counts toward completion of the program. Students who receive a “C” or lower in a required course must retake the course and earn a “B-” or higher for the course to count toward completion of the degree.
  • Candidates will complete an exit survey for all degree and certificate programs as a degree completion requirement.

Professional Church Work (PCW) Certificate Option

Lutheran Church—Missouri Synod students enrolled in the MAT program who meet the necessary criteria may elect to enroll in the Professional Church Work (PCW) program. By completing an additional 15 credit hours and a practicum in a Lutheran school, MAT students may become eligible for placement in a Lutheran Church—Missouri Synod primary, elementary, middle, or high school. Tuition for these additional courses will be billed at the Professional Church Worker rate. The PCW candidate must interview with the Lutheran Teacher Certificate Coordinator and submit an application for Synodical Placement.

PCW Coursework Requirements

CED 395TEACHING THE FAITH3
MAT 552LPRACTICUM: LUTHERAN ELEMENTARY EDUCATION 13
or MAT 553L PRACTICUM: LUTHERAN SECONDARY
REL 211HISTORY AND LITERATURE OF THE OLD TESTAMENT 23
REL 221HISTORY AND LITERATURE OF THE NEW TESTAMENT 23
REL 331THE CHRISTIAN FAITH3
Total Credits15

Testing

Candidates enrolled in the MAT or MAT-E program must pass the following exams before they are allowed to begin their student teaching experience:

  • ORELA Protecting Student and Civil Rights in the Educational Environment Examination (all authorization levels): http://www.orela.nesinc.com/
  • NES Elementary Education Test (Elementary candidates): http://www.orela.nesinc.com/
    • MSE: Subtest I – 227
    • MSE: Subtest II – 228
  • Endorsement Exams (Secondary candidates) – administered by NES/Pearson, or in some rare instances, Praxis II. For test requirements, current fees, minimum score requirements, and other testing information, visit:

Curriculum

Cohorts are developed around the level candidates' desire to teach. All MAT students will complete the following courses:

Elementary Program – Grades K–8 (except PE)

Click on Course Code to see Course Description
MAT 501ISSUES AND ETHICS3
MAT 503PLANNING AND INSTRUCTION: ELEMENTARY3
MAT 536EVALUATION AND ASSESSMENT OF LEARNING: ELEMENTARY3
MAT 548CLASSROOM MANAGEMENT3
MAT 556THE WHOLE CHILD AND LEARNING3
MAT 560CURRICULUM AND INSTRUCTION: MATH3
MAT 563CURRICULUM AND INSTRUCTION: READING AND LANGUAGE ARTS3
MAT 567INTEGRATING SOCIAL STUDIES, SCIENCE, AND THE ARTS3
MAT 590DIFFERENTIATING FOR THE LEARNING COMMUNITY3
EDEL 531STRATEGIES AND MATERIALS FOR TEACHING ENGLISH-LEARNERS3
Choose one Clinical Experience Option (9)9
PRACTICUM: ELEMENTARY
and STUDENT TEACHING: ELEMENTARY
or
EXTENDED STUDENT TEACHING: ELEMENTARY (with department approval)
Total Credits39

Secondary Program – Grades 5–12 (except PE)

MAT 501ISSUES AND ETHICS3
MAT 506PLANNING AND INSTRUCTION: SECONDARY3
MAT 533TECHNOLOGY IN THE SECONDARY CLASSROOM3
MAT 537EVALUATION AND ASSESSMENT OF LEARNING: SECONDARY3
MAT 549CLASSROOM MANAGEMENT3
MAT 557THE ADOLESCENT LEARNER3
MAT 590DIFFERENTIATING FOR THE LEARNING COMMUNITY3
EDEL 531STRATEGIES AND MATERIALS FOR TEACHING ENGLISH-LEARNERS3
Choose one Clinical Experience Option (9)9
PRACTICUM: SECONDARY
and STUDENT TEACHING: SECONDARY
or
EXTENDED STUDENT TEACHING: SECONDARY (with department approval)
Select one or two of the following, depending on endorsements:3-6
MAT 571HEALTH METHODS3
MAT 572MATH METHODS3
MAT 573SCIENCE METHODS3
MAT 574ENGLISH LANGUAGE ARTS METHODS3
MAT 576SOCIAL STUDIES METHODS3
MAT 577BUSINESS AND MARKETING METHODS3
MAT 578WORLD LANGUAGE METHODS3
Total Credits36-39

Physical Education (PE) – K–12

MAT 501ISSUES AND ETHICS3
MAT 506PLANNING AND INSTRUCTION: SECONDARY3
MAT 533TECHNOLOGY IN THE SECONDARY CLASSROOM3
MAT 538ASSESSMENT IN PHYSICAL EDUCATION3
MAT 550MANAGEMENT FOR PHYSICAL EDUCATORS3
MAT 557THE ADOLESCENT LEARNER3
MAT 570PHYSICAL EDUCATION METHODS3
MAT 590DIFFERENTIATING FOR THE LEARNING COMMUNITY3
EDEL 531STRATEGIES AND MATERIALS FOR TEACHING ENGLISH-LEARNERS3
Select one Clinical Experience combination (9):9
PRACTICUM: SECONDARY
and STUDENT TEACHING: ELEMENTARY
or
PRACTICUM: ELEMENTARY
and STUDENT TEACHING: SECONDARY
Total Credits36

Program Options

Candidates join a group of 25-30 like-minded people in a Master of Arts in Teaching cohort. Two options are available:

11-month Full-time MAT Program

Candidates choose this option if they want to attend school full-time (day and evening classes). Classes begin in January (elementary only) and in June (elementary and secondary) with commencements the following December and May, respectively.  

January Start - Elementary program only

  1. Elementary program
    • Coursework Credits
      • Spring – 18
      • Summer – 12
      • Fall – 0
    • Classroom Teaching Credits
      • Spring – 0
      • Summer – 3
      • Fall – 6
    • Total Semester Credits: 39

June Start - Elementary and Secondary

  1. Elementary program
    • Coursework Credits
      • Summer – 15
      • Fall – 12
      • Spring – 3
    • Classroom Teaching Credits
      • Summer – 0
      • Fall – 3
      • Spring – 6
    • Total Semester Credits: 39
  2. Secondary program
    • Coursework Credits
      • Summer – 15
      • Fall – 9-12
      • Spring – 3
    • Classroom Teaching Credits:
      • Summer – 0
      • Fall – 3
      • Spring – 6
    • Total Semester Credits: 36-39

22-month Evening MAT-E Program

This schedule is designed for the working professional. During four semesters, classes are held two nights a week. In the fifth and sixth semesters, students are required to work full time in their practicum and student teaching experiences. Classes start at the beginning of the fall semester.

  1. Elementary Program
    • Credit hours by term
      • First Fall term – 9
      • First Spring term – 6
      • First Summer term – 6
      • Second Fall term – 6
      • Second Spring term – 9
      • Second Summer term – 3
    • Total Semester Credits: 39
  2. Secondary Program
    • Credit hours by term
      • First Fall term – 9
      • First Spring term – 6
      • First Summer term – 6-9 (depending on endorsements)
      • Second Fall term – 6
      • Second Spring term – 6
      • Second Summer term – 3
    • Total Semester Credits: 36-39

Secondary Program Endorsement Options

Students seeking the Secondary Program may choose up to two endorsement areas. 

  • Biology
  • Business
  • Chemistry
  • Health
  • Integrated Science
  • Language Arts (English)
  • Marketing
  • Mathematics (Advanced)
  • Mathematics (Foundational)
  • PE (may not be combined with another endorsement)
  • Physics
  • Social Studies
  • Spanish
  • Technology Education (in conjunction with Concordia’s Career & Technical Education program)

MAT 501      ISSUES AND ETHICS      Credits: 3

This course reviews myriad educational trends and issues that impact teaching and learning. It also explores how and why to promote character development among students, and focuses on the importance of professional ethics. The course addresses systemic inequities, bias, and other factors that serve as barriers to students in the current educational system. This course is highly interactive and employs team presentations, robust discussion, and small-group learning.

MAT 503      PLANNING AND INSTRUCTION: ELEMENTARY      Credits: 3

This course is designed to equip elementary education candidates with skills for student-centered instruction. These include best practices in unit planning, lesson planning, teaching strategies and presentation methods. In addition, this course introduces the edTPA portfolio process.

MAT 506      PLANNING AND INSTRUCTION: SECONDARY      Credits: 3

This course is designed to equip secondary education candidates with skills for student-centered, culturally responsive instruction. These include best practices in unit planning, lesson planning, teaching strategies and presentation methods. In addition, this course introduces the edTPA portfolio process.

MAT 533      TECHNOLOGY IN THE SECONDARY CLASSROOM      Credits: 3

This course introduces candidates to myriad technology and media platforms they can utilize to supplement their teaching. The course also focuses on how to leverage technology in the secondary classroom in order to aid students in comprehending material and demonstrating their learning.

MAT 536      EVALUATION AND ASSESSMENT OF LEARNING: ELEMENTARY      Credits: 3

This course examines a variety of assessment tools and methods that impact the practices of classroom teachers. As a result of this course, candidates will acquire a foundational understanding of assessment literacy and application within the education profession.

MAT 537      EVALUATION AND ASSESSMENT OF LEARNING: SECONDARY      Credits: 3

This course will provide students with the tools and resources to explore and develop a variety of opportunities to assess student learning. The class content is divided into three sections: Assessment FOR Learning, Understanding Methods and Communicating Results. The first section, Assessment FOR Learning, will cover the concepts of measurement, validity and reliability, the importance of clear achievement targets, including academic and performance standards, and assessment that informs instruction. The second portion focuses on assessment methods, including selected response, essay and performance assessment. The last section covers how to adeptly communicate results.

MAT 538      ASSESSMENT IN PHYSICAL EDUCATION      Credits: 3

In this course, physical education candidates will examine authentic methods of assessing student learning. Candidates will discuss how to integrate authentic assessment into daily practice, effectively communicate student progress, and define their personal philosophies of evaluation and assessment.

MAT 548      CLASSROOM MANAGEMENT      Credits: 3

This course prepares students to organize and manage all aspects of a classroom: discipline, scheduling, student assessment, record-keeping, grouping, classroom environment, and curriculum. It will focus on the development of effective parent communication skills and the need to establish a healthy classroom rapport that promotes student learning. Additionally, the course will help students to develop sensitivity, knowledge and skills for working with students and families from culturally, racially and ethnically diverse backgrounds, as well as students with special needs.

MAT 549      CLASSROOM MANAGEMENT      Credits: 3

This course prepares students to organize and manage all elements of the middle or high school classroom. The topics include a review of major discipline models, the management of teacher stress, the development of effective parent communication skills, and the need to establish a healthy classroom rapport that promotes student learning. Additionally, the course will help students to develop sensitivity, knowledge and skills for working with students and families from culturally, racially and ethnically diverse backgrounds, as well as students with special needs.

MAT 550      MANAGEMENT FOR PHYSICAL EDUCATORS      Credits: 3

This course prepares students to organize and manage all elements of the PK-12 physical education setting. The topics include a review of physical education discipline models, management of behavioral issues, the value of self-care and wellness, the development of effective parent communication skills, and student social problem solving and self-regulation as components of physical education curriculum and instruction.

MAT 552      PRACTICUM: ELEMENTARY      Credits: 3

The practicum is one of two clinical experiences required to obtain the Oregon pre-K–12 Preliminary Teaching License, with an elementary multiple-subjects endorsement. MAT candidates complete a minimum of seven weeks at their assigned school, teaching as often as possible and participating in all classroom activities.
Prerequisites: State Fingerprinting required.

MAT 552L      PRACTICUM: LUTHERAN ELEMENTARY EDUCATION      Credits: 2-5

MAT 553      PRACTICUM: SECONDARY      Credits: 3

The practicum is one of two clinical experiences required to obtain the Oregon pre-K–12 Preliminary Teaching License, with a secondary endorsement (or dual endorsements). MAT candidates complete a minimum of seven weeks at their assigned school, teaching as often as possible and participating in all classroom activities.
Prerequisites: State Fingerprinting required.

MAT 553L      PRACTICUM: LUTHERAN SECONDARY      Credits: 2-5

MAT 556      THE WHOLE CHILD AND LEARNING      Credits: 3

This course explores the development of the whole child from early childhood through early adolescence. Students will consider biological and environmental influences that impact the lives of children as development levels across domains are addressed. With this understanding, students will investigate a variety of learning theories and practices and develop a personal pedagogy for teaching.

MAT 557      THE ADOLESCENT LEARNER      Credits: 3

This course explores the development of the adolescent through the middle school and high school years. Students will consider biological and environmental factors that impact physical, cognitive, social, and emotional development, with special attention given to the environmental influences that often make adolescence a time of stress. With this understanding, students will investigate various learning theories and practices and develop a personal pedagogy for teaching.

MAT 560      CURRICULUM AND INSTRUCTION: MATH      Credits: 3

The goal of this course is to prepare students for the role of teaching math in the preschool and elementary classroom. The course provides students with a varied repertoire of teaching skills and methods for teaching math in a way that is interesting, engaging, and informative, and leads toward goals and objectives of the state, the school, and the teacher. In addition, the student will use state standards to develop lesson plans and a unit plan in math.

MAT 563      CURRICULUM AND INSTRUCTION: READING AND LANGUAGE ARTS      Credits: 3

This course provides candidates the knowledge and resources necessary to provide pre-K-8 instruction and assessment in reading, writing, speaking and listening. It helps candidates understand the essential components of the reading and writing process, gives them reliable procedures and resources for teaching beginning and developmental reading, equips them to use a diagnostic teaching approach to literacy, and introduces them to various instructional tools and methods that meet the diverse needs of learners, including students with indicators of dyslexia.

MAT 567      INTEGRATING SOCIAL STUDIES, SCIENCE, AND THE ARTS      Credits: 3

Through this course, teacher candidates will develop skills in content integration, using science and social studies as themes for planning. Candidates will be provided with a varied repertoire of teaching skills and methods for integrating social studies, science, and the arts in a manner that is interesting, engaging, and informative. Support will be given as candidates develop an integrated unit plan that aligns with current National and State standards.

MAT 570      PHYSICAL EDUCATION METHODS      Credits: 3

This course focuses provides candidates with skills and methodologies for teaching physical education across the K-12 continuum. The course familiarizes candidates with PE standards and provides instruction in how to develop engaging activities and lesson plans that integrate current best practices into PE classroom instruction. Candidates will review curricular materials, resources, and developmentally appropriate techniques and procedures that can be utilized in elementary and secondary physical education programs.

MAT 571      HEALTH METHODS      Credits: 3

This course focuses on ways in which education candidates can best develop skills for teaching Health Education at the middle and high school levels. Candidates in this course are exposed to the continually emerging state and national health standards, and are provided detailed support in developing engaging activities, lessons, and work sample elements that integrate current best practices into health classroom instruction. Curricular materials, and appropriate techniques and procedures for effective middle and high school health programs are also reviewed.

MAT 572      MATH METHODS      Credits: 3

This course focuses on ways in which education candidates can best develop skills for teaching Mathematics at the middle and high school levels. Candidates in this course are exposed to state and national math standards, and are provided detailed support in developing engaging activities, lessons, and work sample elements that integrate current best practices into math classroom instruction. Curricular materials, and appropriate techniques and procedures for effective learning and assessing are also reviewed.

MAT 573      SCIENCE METHODS      Credits: 3

This course focuses on ways in which education candidates can best develop skills for teaching Science at the middle and high school levels. Candidates in this course are exposed to state and national science standards, and are provided detailed support in developing engaging activities, lessons, and work sample elements that integrate current best practices into science classroom instruction. Curricular materials, and appropriate techniques and procedures for effective learning and assessing are also reviewed.

MAT 574      ENGLISH LANGUAGE ARTS METHODS      Credits: 3

This course is designed specifically for those students who intend to teach The English Language Arts (ELA) in the middle school, junior high school, or high school. It will explore literature—both fiction and non-fiction, writing strategies, and speaking and listening skills. The Common Core State Standards (CCSS) will provide the impetus for the content that is covered. The venues for the integration of literacy across the disciplines will be a focus.

MAT 575      FINE AND PERFORMING ARTS METHODS      Credits: 3

This course focuses on the methods in which education candidates can best develop skills for teaching the Fine and Performing Arts at the middle and high school level. Candidates in this course are provided detailed support in developing engaging activities, lessons and unit planning elements that integrate current best practices into classroom instruction. Curricular materials and appropriate techniques and procedures for effective learning and assessing are also reviewed.

MAT 576      SOCIAL STUDIES METHODS      Credits: 3

This course provides students with a framework for teaching Social Studies in middle and high school classrooms. The curriculum reviews current research in the integration of disciplines and current state standards. Numerous activities, strategies, and curricula that model effective instruction are demonstrated and practiced giving students valuable approaches and ideas they can use in the classroom.

MAT 577      BUSINESS AND MARKETING METHODS      Credits: 3

This course focuses on the methods in which education candidates can best develop skills for teaching Business and Marketing at the middle and high school level. Candidates in this course are provided detailed support in developing engaging activities, lessons and work sample elements that integrate current best practices into business classroom instruction. Curricular materials and appropriate techniques and procedures for effective middle and high school business programs are also reviewed.

MAT 578      WORLD LANGUAGE METHODS      Credits: 3

This course focuses on the methods in which education candidates can best develop skills for teaching World Languages at the middle and high school level. Candidates in this course are provided detailed support in developing engaging activities, lessons and work sample elements that integrate current best practices into world language classroom instruction. Curricular materials and appropriate techniques and procedures for effective middle and high school world language programs are also reviewed.

MAT 590      DIFFERENTIATING FOR THE LEARNING COMMUNITY      Credits: 3

This course helps teacher candidates consider a variety of student backgrounds and needs (e.g. students with learning disabilities, students with indicators of dyslexia, and students who have been impacted by trauma). The course includes research and strategies that promote differentiated instruction, cultural responsiveness and community building within the general-education classroom.

MAT 592      STUDENT TEACHING: ELEMENTARY      Credits: 3-6

Student teaching is one of two clinical experiences required to obtain the Oregon pre-K-12 Preliminary Teaching License, with an elementary multiple-subjects endorsement. This course is 12-week, full-time immersion into all aspects of classroom life. Candidates are assigned to an elementary classroom and assume the numerous roles of a teacher as they work up to a full-time instructional load. Student teachers create and teach one edTPA portfolio and attend professional seminars during this semester.
Prerequisites: State Fingerprinting required.

MAT 593      STUDENT TEACHING: SECONDARY      Credits: 3-6

Student teaching is one of two clinical experiences required to obtain the Oregon pre-K-12 Preliminary Teaching License, with a secondary endorsement (or dual endorsements). This course is 12-week, full-time immersion into all aspects of classroom life. Candidates are assigned to a secondary classroom and assume the numerous roles of a teacher as they work up to a full-time instructional load. Student teachers create and teach one edTPA portfolio and attend professional seminars during this semester.
Prerequisites: State Fingerprinting required.

MAT 596      EXTENDED STUDENT TEACHING: ELEMENTARY      Credits: 3-9

Student teaching is a requirement for the Oregon pre-K–12 Preliminary Teaching License. This course is a 15-week, full-time immersion in an elementary school. Candidates assume all responsibilities within the classroom and carry a full-time instructional load. During the student teaching experience candidates are required to create, teach, and submit one edTPA portfolio and attend professional seminars throughout the semester.
Prerequisites: State fingerprinting; Practicum waiver and application to complete extended student teaching experience.

MAT 597      EXTENDED STUDENT TEACHING: SECONDARY      Credits: 3-9

Student teaching is a requirement for the Oregon pre-K–12 Preliminary Teaching License. This course is a 15-week, full-time immersion in a middle or high school. Candidates assume all responsibilities within the classroom and carry a full-time instructional load. During the student teaching experience candidates are required to create, teach, and submit one edTPA portfolio and attend professional seminars throughout the semester.
Prerequisites: State fingerprinting; Practicum waiver and application to complete extended student teaching experience.

MAT 899      MAT SUMMER PLACEHOLDER      Credits: 14-16