Degree Requirements

Degree Requirements

Degree requirements are established by the faculty on recommendation from the School of Education and the Director of Graduate Study. All graduate programs in the School of Education require a minimum of eight (8) units of graduate credit which must be taken for letter grades. No P/F grades are permitted, unless a course is mandatory P/F. Unless otherwise noted in the course description, graduate courses are valued at 1 unit each. A unit of credit is equivalent to 4 semester hours or 6 quarter hours. Up to 2 units of independent study may be applied toward the degree.

No more than two courses with C grades, or a maximum of 2 units of C grades, may be counted toward a degree, subject to School approval. Grades of D and F are not used in meeting graduate degree requirements but are computed in the cumulative grade average.

A candidate falling below a 3.0 grade average or receiving a grade lower than C will be removed from candidacy or be placed on probation. When candidacy is removed for any reason, the student may not register for additional degree work without the prior approval of the Academic Standards Committee.

Students who violate the ethical standards observed by the academic and professional community may be removed from candidacy. Such standards are delineated in the codes of the National Association of Secondary School Principals, the National Association of Elementary School Principals, the American Counseling Association, and chapter 181-87 of the Washington Administrative Code.

Course of Study

Prerequisites (summer or during undergraduate years)

  • 419 (1 unit) American Schools Inside and Out
  • 420 (1 unit) Multiple Perspectives on Classroom Teaching and Learning

Fall Semester


  • 613 (0.5 unit) School Practicum
  • 614 (0.5 unit) Introductory Professional Issues
  • 616 (3.0 units) Elementary Curriculum and Instruction


  • 613 (0.5 unit) School Practicum
  • 614 (0.5 unit) Introductory Professional Issues
  • 618 (2 units), Learning and Teaching in the Subject Areas
  • 620 (1 unit) Interdisciplinarity, Identity and Institutions

Spring Semester

  • 615 (1.5 units) Professional Issues Seminar: Documenting and Differentiating Instruction
  • 622 (1.5 units) Student Teaching


  • 628 (1 unit) Educational Thought and Practice
  • 629 (1 unit) Seminar in Educational Experience, Context and Meaning

Program Goals

MAT students should develop the capacity to see complexity, appreciate diversity, develop multiple explanatory systems, and manage on multiple levels simultaneously. The intent of the Master of Arts in Teaching program is to prepare teachers who have

  1. deep understanding of subject matter and pedagogies that teach for understanding;
  2. ability to manage the complexities of teaching;
  3. ability to promote the teaching-learning of challenging content;
  4. ability to reflect on their own practice, to look for principles underlying what "works" or "does not work" and to persist in determining their own appropriate practice;
  5. commitment to serving everyone's children, particularly those who historically have not been well served by traditional schooling;
  6. ability to learn and work in collaborative fashion and to create settings in which others can learn and work;
  7. capacity to engage in the remaking of the profession and the renewal of schools with understanding of the social and cultural context in which students live and learn.

Learning, Teaching, and Leadership Master's Program 8-8.5 units

A student admitted to the MAT program, who later decides not to complete the preparation for classroom teaching, may consider completion of the Learning, Teaching, and Leadership Master of Education degree. A decision to undertake the Learning, Teaching, and Leadership program is made in consultation with the School of Education faculty and is generally made in the first semester of the MAT program. The program of study blends the fall semester MAT courses (see previous page) with the core of the Master of Education program and other specially selected courses for the spring and summer semesters:

  • 601 (1 unit) Program Evaluation and Assessment
  • 632 (0.5 unit) Introduction to Counseling and Interpersonal Communication
    628 (1 unit) Educational Thought and Practice
    (another course could be substituted for EDUC 632 with advisor approval)
  • 695 (0.5 to 1 unit) Independent Study
  • 697 (0.5 to 2 units) Master's Project

Jeena Titus '09

First Grade Teacher, Chestnut Hill Academy

I always knew I'd love teaching, but it is beyond anything I could have imagined. I know one of the main reasons it is going so well for me is because of the MAT program. I was kept up to speed on best practices, and conditioned to always put students first. I cannot tell you how truly prepared I have felt coming into this year. Granted we can't be prepared for everything (especially report cards!) but I have never felt completely clueless when I have come across lessons or management situations I was not sure how to handle. One of the biggest things I have taken away from the program—which has truly helped in my classroom and has been noticed by my colleagues—is how I empower the students by putting the learning in their hands, allowing them to have voice and responsibility.