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2024-25 Academic Catalog

Master of Arts in Teaching Plus SPED Endorsement

Purpose

The Master of Arts in Teaching (MAT) Plus Special Education Endorsement program is designed to provide a future teacher with the content and methods necessary to be an effective teacher. Thematic strands such as critical thinking, curriculum, classroom management, cultural proficiency, action research, and technology are integrated throughout the curriculum. The themes add qualities to the program that are not reflected in single courses but are interwoven throughout the curriculum. The form of the teacher education program includes a purposeful use of current research findings on the education of teachers as translated into practical experiences and methodologies.

The Master of Arts in Teaching Plus SPED Endorsement program may be completed in one of two ways:

  • Preliminary License + MAT January Start
  • Preliminary License + MAT June Start

The program is available to individuals who have completed an undergraduate BA or BS degree in a field other than education.

Degree Outcomes

Educational Objectives

To enable students to:

  • Build on their knowledge of subject matter as they develop pedagogical skills and research methodologies
  • Gain knowledge about the psychological, sociological, historical, and philosophical foundations of education
  • Apply these understandings in early childhood, elementary, middle, and secondary classrooms
  • Successfully meet the challenges of classroom teaching

Professional Objectives

  • Meet the federal government's "No Child Left Behind" definition of a "highly qualified teacher"
  • Earn the Special Education (SPED) Endorsement 
  • Receive an Oregon Preliminary Teaching License upon completion of the program and passing scores on the appropriate standardized measures (Praxis Specialty Examination for secondary and middle-level licensure, ORELA for elementary licensure and middle-level authorization, and California Basic Educational Skills Test)

The Preliminary Teaching License may bear endorsements in the following areas: advanced mathematics, agriculture, art, basic mathematics,* biology, business, chemistry, drama,* family/consumer sciences, French, German, health education, integrated science,* Japanese, language arts, marketing, music, physical education, physics, Russian, social studies, speech communications,* Spanish and technology education.

* These subjects may be added to another endorsement for high school applicants; integrated science and basic math may stand alone for elementary/middle school applicants.

Admission Requirements

Applicants seeking admission to the MAT Plus SPED Endorsement program must hold a four-year baccalaureate degree program from an accredited college or university, with a minimum GPA of 3.0 in the last two years of coursework. In addition, applicants must complete the following to be considered for admission to the program:

  • Master of arts in teaching application and application fee
  • Submit one official transcript from each college/university attended
  • Completion of the character reference statement required by Oregon TSPC
  • Three recommendations
  • A group assessment with the MAT Admission Committee

If accepted into the program, a $200 enrollment deposit is required.  Deadline for application is Feb. 1 for Summer start and October 1 for January start.  Applications may be reviewed after those dates on a space-available basis. Preference will be given to those candidates who have had experience in schools working with students in their desired authorization level as well as to those candidates who have passed the appropriate ORELA exam.

Prior to full-time student teaching, students must have taken and passed the appropriate ORELA exam.  If a student has not completed this requirement, she/he may apply for an exception; however, if an exception is granted and the student does not pass the required exams prior to graduation, the director will not sign any official documents recommending the student as a candidate for licensure in Oregon or any other state.

Transfer Credit

No transfer credit is allowed toward the MAT Plus SPED Endorsement program. Transferability of credits earned at this institution and transferred to another is at the discretion of the receiving institution. Consult the registrar's office for information on eligibility of transfer credit.

Residence Requirements

All 51 hours required for the MAT Plus SPED Endorsement program must be taken in resident study at George Fox University. Reinstatement to the program after withdrawal requires Admissions Committee action and may subject the student to additional requirements for the degree.

Course Requirements

The Master of Arts in Teaching Plus SPED Endorsement program is generally 1-2 years in length with 51 semester hours of coursework required as a minimum for graduation.

Other Degree Requirements

The program structure will be characterized by:

Cohort Model
Students will work in cohorts of 15 to  20 students. Cohorts will include early childhood, elementary, middle, and secondary levels. Cohorts are both blended- and authorization-specific. Although they are separate cohorts, they will be blended together for certain experiences and courses.

Theory-Into-Practice Links
Practicum experiences will be a large component of the program, beginning with either an enrichment program planned and implemented by the students or a specific volunteer experience. The involvement in a variety of practicum experiences will provide preservice teachers with opportunities to apply learning from coursework. University faculty, cooperating teachers, and administrators from local districts will be involved in collaborative efforts to plan links between coursework and application in classrooms.

Action Research

A professional educator portfolio will be completed to support students in licensing and professional educator requirements.

Thematic Strands
Major strands, such as cultural proficiency, values, action research, and decision making, will be incorporated throughout the professional courses. Other topics such as classroom management and technology will also be integrated with several of the professional courses.

Study of the Subject Matter Knowledge and Structure
Students will research and discuss the nature and structure of the subject areas while concentrating on their major subject. They will engage in interdisciplinary discussions that will allow them to discern relationships between the subject areas.

Reflection
The ability to reflect on learning about teaching and on the practice of teaching will be developed in small- and large-group discussions, in journal entries, in papers, and in conferences with supervisors and cooperating teachers.

Endorsement Courses
Endorsement courses are completed after the preliminary license requirements have been met.

Graduation Requirements

In order to graduate with a Master of Arts in Teaching degree Plus SPED Endorsement students must:

  • Satisfactorily complete a minimum of 51 semester hours with a cumulative GPA of 3.0 or above.
  • Achieve no grade lower than a B in all core courses. If a grade of a B- or lower is received in a designated course, that course must be retaken (for more specific information, please refer to the student handbook).
  • Pass appropriate exams to be recommended for licensure
  • Pass Praxis content area exam
  • Complete SPED endorsement work sample
  • Complete a successful SPED endorsement practicum experience

Curriculum Plan

Complete the following:
This course focuses on professionalism, purpose of education, educational law, policy, ethics and the place of technology in the field. The course includes instruction on mandatory reporting. Reflection upon professional identity and dispositional development will be facilitated.
This course provides a framework grounded in cultural humility for approaching diverse students and communities. Issues surrounding race, ethnicity, culture, and the qualities needed for cultural competency, and inclusion are explored. IEP’s and 504 information as well as EL foundations and supports are addressed (introduced) in this course. Specific skills for facilitating learning for all students from an asset based perspective are explored.
This course prepares candidates to meet the curricular and instructional needs of all students including exceptional learners. Candidates learn lesson design and instructional planning. Differentiated curriculum and instructional strategies are explored. Accommodations and modifications are made operational in unit and lesson design. This course also incorporates and reinforces best practices in assessment design and implementation. Candidates focus on creating and using assessments that measure growth toward standard-based outcomes. Using student data as appropriate, candidates develop plans for differentiation and intervention.
This course continues to prepare candidates to meet the curricular and instructional needs of all students including exceptional learners. Candidates learn lesson design and instructional planning. Differentiated curriculum and instructional strategies are explored. Accommodations and modifications are made operational in unit and lesson design. This course also incorporates and reinforces best practices in assessment design and implementation. Candidates focus on creating and using assessments that measure growth toward standard-based outcomes. Using student data as appropriate, candidates develop plans for differentiation and intervention.
This course examines human development from an intellectual, social, emotional and physical perspective. Foundations in developmental and learning theory and their connections to development are explored. Foundational knowledge of exceptionalities is reinforced. Foundational knowledge necessary to understanding exceptionalities of all kinds is built.
This practicum will be completed at either multiple subject or single subjects endorsement area. Candidate demonstrates success in multiple performance and dispositional assessments. Additional course fee required.
This course studies positive learning environment strategies including procedures, routines, and clear expectations that allow educators to shape context with students in the clinical practice. Problem solving simulations are grounded in both observations and educational theory.
This course is designed to prepare the professional educator for the field. It will include design and submission of a portfolio and professional preparation.
Choose one of the following:
Single Subject Specialization
A study of instructional strategies and the design, implementation, and evaluation of curriculum for content-specific secondary classrooms. The pattern of course topics presented includes the nature of content knowledge, general pedagogical methods, subject-specific pedagogical methods, and integrated pedagogical methods. Inclusion emphasis. For single subject endorsement candidates, this course offers an intensive exploration of pedagogical practices within the content area.
A study of instructional strategies and the design, implementation, and evaluation of curriculum for content-specific secondary classrooms. The pattern of course topics presented includes the nature of content knowledge, general pedagogical methods, subject-specific pedagogical methods, and integrated pedagogical methods. Inclusion emphasis. For single subject endorsement candidates, this course offers an intensive exploration of pedagogical practices within the content area.
This course is designed to introduce the concepts of literacy as defined by the integrated processes of reading, writing, speaking, listening, and interacting with oneself and others within the content area. An emphasis on ELL, language acquisition, assessment, RTI, and Sped with emphasis on high incidence disabilities in language development are reinforced as integral to the content.
Note: (Single Subjects Specialization students will enroll in MATG 555 Secondary Content Pedagogy according to their specific content area: advanced math, art, biology, chemistry, drama, ELA [English Language Arts], health, integrated science, mathematics, music, PE, physics, social studies, or Spanish.
Multiple Subjects Specialization
This course focuses on research-based, best practices of science and STEAM (science, technology, engineering, arts, and mathematics) education at the early childhood/elementary and middle school (EC/EL/MS) levels. In this course, teacher candidates develop pedagogical knowledge and skills around the three-dimensional, inquiry-based learning aspect of the Next Generation Science Standards and integrative STEAM curriculum and assessments that foster student centered and inclusive STEAM learning experiences and honors the diversity of all learners.
This course seeks to integrate effective mathematics teaching and learning pedagogies within the framework of the common core state standards. The development of personal understanding of mathematical concepts and processes is emphasized; this process requires the student to expand his/her own learning beyond the course assignments to examine the relationships between mathematical concepts and the real world. Teaching mathematics effectively to diverse learners is emphasized. The course is interactive and dependent upon student participation.
This course is designed to focus on the foundations and pedagogical methods of literacy including reading, writing, speaking and listening. In the context of teaching diverse populations, course topics encompass instructional strategies, pedagogical methods, research, engagement, literacy curriculum, implementation, and assessment. An emphasis is placed on inclusion, Dyslexia, ELL, language acquisition, and RTI.
Complete the following:
This course prepares candidates to meet the needs of school students with high incidence learning disabilities in general education classrooms. An emphasis on developing curricular modifications and adaptations to evaluate content curriculum, providing assistance to general education teachers, developing knowledge and skills to adjust curriculum content using Oregon State Standards, and utilizing informal assessments to provide information on student progress in the general education curriculum. This course will also prepare candidates to evaluate technological and assistive supports and determine appropriateness for exceptional learners. Candidates will design and develop assistive technology tools for use in academic settings.
This course prepares candidates to meet the needs of school students with low incidence disabilities including intellectual disability, hearing impairment, visual impairment, deaf/blindness, communication disorder, emotional disturbance, orthopedic impairment, traumatic brain injury, autism spectrum disorder, and other health impairments. An emphasis on utilizing the Oregon State Standards to plan and implement curriculum, understand how to make eligibility decisions, and knowledge of academic and functional instruction to support students with low incidence disabilities. Functional living skills are incorporated into content planning. This course will also prepare candidates to evaluate technological and assistive supports and determine appropriateness for exceptional learners. Candidates will design and develop assistive technology tools for use in academic and functional settings.
This course addresses assessment and evaluation as the means for informing special education disability decisions as well as instructional decisions. The candidate will learn and practice multiple ways of assessing students. These include informal assessment, progress monitoring, formal evaluations, and standardized achievement tests. The candidate will learn to write formal reports that emphasize proper administration of assessments and ethical complications of the evaluation process to synthesize all that data to create a cohesive picture of the student’s standing and continue to use the appropriate assessment tools to generate the information needed to make curricular and program decisions.
This course will focus on developing candidates’ ability to evaluate technological and assistive supports and determine appropriateness for exceptional learners. Candidates will design and develop assistive technology tools for use in academic and functional settings.
Candidates will gain knowledge and skills in writing effective, compliant Individualized Education Programs (IEPs) and acquire communication and collaboration strategies to facilitate IEP meetings and interactions with families. Candidates will identify key issues that could lead to litigation. Course content includes communication, organization, compliance and administrative management.
This course will focus on the families, individuals, and community supports for individuals with disabilities ages birth - 21. Candidates will identify age-appropriate services such as Head Start, early intervention, vocational educational programs, community experiences, employment and other post-school adult living objectives, acquisition of daily living skills, if appropriate, and access to state and federal services. Candidate will also learn all required federal/state requirements for secondary transition plans. They will learn how to apply and develop an individual Education Plan for students of transition age.
This practicum will be completed at either early childhood elementary, elementary middle, or middle level and high school, in settings with students identified with mild to moderate disabilities. Candidates will complete a work sample during this practicum. Candidates will complete a minimum of 60 hours of clinical practice in a mild to moderate disability placement.
This practicum will be completed at either early childhood elementary, elementary middle, or middle level and high school, in settings with students identified with moderate to severe disabilities. Candidates will complete a minimum of 60 hours of clinical practice in a moderate to severe disability placement.
Complete the following:
This course prepares candidates to meet the needs of school students with high incidence learning disabilities in general education classrooms. An emphasis on developing curricular modifications and adaptations to evaluate content curriculum, providing assistance to general education teachers, developing knowledge and skills to adjust curriculum content using Oregon State Standards, and utilizing informal assessments to provide information on student progress in the general education curriculum. This course will also prepare candidates to evaluate technological and assistive supports and determine appropriateness for exceptional learners. Candidates will design and develop assistive technology tools for use in academic settings.
This course prepares candidates to meet the needs of school students with low incidence disabilities including intellectual disability, hearing impairment, visual impairment, deaf/blindness, communication disorder, emotional disturbance, orthopedic impairment, traumatic brain injury, autism spectrum disorder, and other health impairments. An emphasis on utilizing the Oregon State Standards to plan and implement curriculum, understand how to make eligibility decisions, and knowledge of academic and functional instruction to support students with low incidence disabilities. Functional living skills are incorporated into content planning. This course will also prepare candidates to evaluate technological and assistive supports and determine appropriateness for exceptional learners. Candidates will design and develop assistive technology tools for use in academic and functional settings.
This course addresses assessment and evaluation as the means for informing special education disability decisions as well as instructional decisions. The candidate will learn and practice multiple ways of assessing students. These include informal assessment, progress monitoring, formal evaluations, and standardized achievement tests. The candidate will learn to write formal reports that emphasize proper administration of assessments and ethical complications of the evaluation process to synthesize all that data to create a cohesive picture of the student’s standing and continue to use the appropriate assessment tools to generate the information needed to make curricular and program decisions.
This course will focus on the families, individuals, and community supports for individuals with disabilities ages birth - 21. Candidates will identify age-appropriate services such as Head Start, early intervention, vocational educational programs, community experiences, employment and other post-school adult living objectives, acquisition of daily living skills, if appropriate, and access to state and federal services. Candidate will also learn all required federal/state requirements for secondary transition plans. They will learn how to apply and develop an individual Education Plan for students of transition age.
This practicum will be completed at either early childhood elementary, elementary middle, or middle level and high school, in settings with students identified with mild to moderate disabilities. Candidates will complete a work sample during this practicum. Candidates will complete a minimum of 60 hours of clinical practice in a mild to moderate disability placement.
This practicum will be completed at either early childhood elementary, elementary middle, or middle level and high school, in settings with students identified with moderate to severe disabilities. Candidates will complete a minimum of 60 hours of clinical practice in a moderate to severe disability placement.