Education (MAT)
The Master of Arts in Teaching (MAT) program prepares graduate students for initial licensure as professional educators in 5-12 and K-12 classrooms.
This 34 credit MAT combines 6 credits of Research and Scholarly Writing with the Post-Bac Graduate Certificate (includes only the education coursework that covers the pedagogical standards for initial MN licensure; coursework covering content standards may be cover through undergraduate content courses approved by a content advisor).
Students may choose this program at the start of their teaching journey or may add this program after completing the Post-Bac GC.
Current Catalog Year
2024-2025
Degree
Master of Arts in Teaching
Major / Total Credits
34 / 34
Accreditation
CAEP
Council for the Accreditation of Educator Preparation
Thank you for your interest in the Graduate Teacher Licensure (GTL) Program at Minnesota State, Mankato. Students will need to complete course work in both the content area as well as the pedagogical (College of Education). In looking at the program (pedagogical course work) you’ll notice it is divided into four levels. Level I, II, and III are offered in either Mankato or Edina (depending on enrollment) on Tuesday nights from 5 to 9:00 PM.
Level One (fall) consist of two courses: KSP 603: Foundations of Education, and KSP 605: Introduction to the Learner and Learning. These courses are offered on Tuesday nights from 5 to 9:00 PM at both the Mankato and Edina campus (depending on enrollment). Along with these courses there is a 30 hour field experience in the K-12 schools.
Level Two (spring) consist of two courses: KSP 608: Planning and Instruction in the classroom and KSP 633: Assessment and Evaluation. Along with these courses there is a 30 hour field experience in the K-12 schools.
KSP 600: Technology Integration in the classroom will be taken in the summer between level two and three.
Level Three (fall) consists of two courses: KSP 607: Creating Learning Env.to Engage Children., Families, and Communities and KSP 669: Reading, Literacy, and Differentiated Instruction in Inclusive Classrooms. Along with these courses there is a 40 hour field experience in the K-12 schools.
Level Four (spring) consists of a professional seminar (KSP 674) and student teaching (KSP 674).
To complete the online application you will need to submit the following:
- Personal Statement – 6 writing prompts
- Three letters of recommendation
- Resume or vita
- Transcripts for institutions that you’ve attended
Online application
The application itself shouldn’t take more than 10 minutes to complete. Once you complete the application, you will receive an email from Minnesota State (it may take up to 2 days) to confirm your Student Tech ID. In that email, there is a link to go to your application dashboard where you can submit documents electronically.
Apply Now
If you have any questions about the application process, please contact Brandon Emanuel. We look forward to working with you in the future. Please do not hesitate to contact KSP department if you have any questions
Program
Requirements
Common Core
* Courses in specific teaching areas may need to be completed to meet state licensure requirements (e.g., Art, English, History, Math, Music, TESOL).
Teacher candidates will develop skills to access information and integrate technology to improve learning for PK-12 students. Teacher candidates research, select, and evaluate information about diverse populations using a wide variety of instructional technology. The level of expected performance is in accordance with graduate level expectations.
Prerequisites:
none
Study and application of developing positive relationships in diverse learning communities within social, historical and philosophical perspectives. Based on the premise that building a learning community and developing positive relationships with colleagues and learners is basic to teaching and learning.
Prerequisites:
none
This course will allow the teacher candidate to critically reflect on the various cognitive, language, personal and social developmental factors involved in student learning. In addition, the teacher candidate will apply this knowledge into instructional decision-making for teaching in the inclusive classroom. Dispositions and skills of recognizing exceptionality in student learning, including learning disabilities, perceptual difficulties, and special physical or mental challenges, gifts, and talents and accommodating and accessing appropriate services and assistive technology will be developed. The level of expected performance is in accordance with graduate level expectations.
Prerequisites:
none
Teacher candidates will further develop processes for creating and sustaining a classroom learning environment that fosters and enables success for all learners. Teacher candidates will develop communities of learners by constructing effective physical environments and interpersonal relationships. Teacher candidates will effectively communicate and interact with diverse families, school colleagues, and representatives from community agencies to support and enhance student engagement and learning. The level of expected performance is in accordance with graduate level.
Prerequisites:
none
The course guides K-12 teacher candidates through the design, implementation, and assessment of a standards-based curriculum. Analysis of standards, creation of assessments, design and delivery of instruction are integrated with field-site placements. In order to understand the contextual considerations of instructional design and implementation, the course also examines the changing needs of middle and high school students in the context of best instructional practices and philosophies of successful middle and high schools. The level of expected performance is in accordance with graduate level expectations.
Prerequisites:
none
The research process is one that is complicated, and nonlinear, and very often difficult for students to understand and see its strengths and weaknesses. This course will introduce students to research methodologies as applied to research and evaluation. The course will focus on developing skills and applying different methodologies in a research plan.
Prerequisites:
none
In this course knowledge and skills are applied and assessed directly in a field setting. The course is designed to guide K-12 and 5-12 teacher candidates through the design, implementation, and assessment of a standards-based curriculum from the analysis of standards, creation of assessments, design and delivery of assessments in a field-site.
Prerequisites:
none
Special teaching projects of an experimental or creative nature in the students' field of preparation.
Prerequisites:
none
This course addresses literacy and differentiated instruction for diverse learners in an inclusive classroom. Students will build on existing knowledge for lesson planning, curriculum and assessment to address learner differences.
Prerequisites:
none
This face-to-face and online seminar spans four semesters of the GTL program and will address professionalism and the overall teaching experience. Students register for this course during student teaching but will participate via D2L during semesters 1-3.
Prerequisites:
none
For students completing a Masters or Specialist degree with the using the thesis option.
Prerequisites:
none
Degree Plan
First Year
Study and application of developing positive relationships in diverse learning communities within social, historical and philosophical perspectives. Based on the premise that building a learning community and developing positive relationships with colleagues and learners is basic to teaching and learning.
Prerequisites:
none
This course will allow the teacher candidate to critically reflect on the various cognitive, language, personal and social developmental factors involved in student learning. In addition, the teacher candidate will apply this knowledge into instructional decision-making for teaching in the inclusive classroom. Dispositions and skills of recognizing exceptionality in student learning, including learning disabilities, perceptual difficulties, and special physical or mental challenges, gifts, and talents and accommodating and accessing appropriate services and assistive technology will be developed. The level of expected performance is in accordance with graduate level expectations.
Prerequisites:
none
Teacher candidates will further develop processes for creating and sustaining a classroom learning environment that fosters and enables success for all learners. Teacher candidates will develop communities of learners by constructing effective physical environments and interpersonal relationships. Teacher candidates will effectively communicate and interact with diverse families, school colleagues, and representatives from community agencies to support and enhance student engagement and learning. The level of expected performance is in accordance with graduate level.
Prerequisites:
none
The course guides K-12 teacher candidates through the design, implementation, and assessment of a standards-based curriculum. Analysis of standards, creation of assessments, design and delivery of instruction are integrated with field-site placements. In order to understand the contextual considerations of instructional design and implementation, the course also examines the changing needs of middle and high school students in the context of best instructional practices and philosophies of successful middle and high schools. The level of expected performance is in accordance with graduate level expectations.
Prerequisites:
none
In this course knowledge and skills are applied and assessed directly in a field setting. The course is designed to guide K-12 and 5-12 teacher candidates through the design, implementation, and assessment of a standards-based curriculum from the analysis of standards, creation of assessments, design and delivery of assessments in a field-site.
Prerequisites:
none
This course addresses literacy and differentiated instruction for diverse learners in an inclusive classroom. Students will build on existing knowledge for lesson planning, curriculum and assessment to address learner differences.
Prerequisites:
none
Teacher candidates will develop skills to access information and integrate technology to improve learning for PK-12 students. Teacher candidates research, select, and evaluate information about diverse populations using a wide variety of instructional technology. The level of expected performance is in accordance with graduate level expectations.
Prerequisites:
none
The research process is one that is complicated, and nonlinear, and very often difficult for students to understand and see its strengths and weaknesses. This course will introduce students to research methodologies as applied to research and evaluation. The course will focus on developing skills and applying different methodologies in a research plan.
Prerequisites:
none
Second Year
This face-to-face and online seminar spans four semesters of the GTL program and will address professionalism and the overall teaching experience. Students register for this course during student teaching but will participate via D2L during semesters 1-3.
Prerequisites:
none
Special teaching projects of an experimental or creative nature in the students' field of preparation.
Prerequisites:
none
