Master of Arts in Teaching Program
Kansas State University’s Master of Arts in Teaching (MAT) program, housed in the Department of Curriculum and Instruction, is designed as an innovative pathway to teaching for those who have previously earned a Bachelor’s degree and meet other admission criteria. This pathway enables qualified students to earn the MAT and recommendation for Kansas initial teacher license in 12 months through a rigorous online curriculum. MAT pathways are available for Elementary, K-6; Modern Languages, K-12; Social Studies, 6-12; English, 6-12; Agriculture Education 6-12; and a non-licensure international track.
The program is designed as a cohort model — students complete the scope and sequence of the curriculum as a group. MAT courses are only offered during the designated semesters.
Course Delivery: Online
Tuition Information: See the Cashiers and Student Accounts website for tuition and fee schedules.
→ MAT Handbook (PDF)
MAT Learning Outcomes
Using the College of Education’s Conceptual Framework, the MAT emphasizes the following domains of learning:
- The Learner and Learning
- Content Knowledge
- Instructional Practice
- Professional Responsibility
- Education Research
The Learner, Learning, and Learning Environment
- 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. The teacher also designs and implements developmentally appropriate, relevant, and rigorous learning experiences.
- Learning Differences
The teacher uses understanding of differences in individuals, cultures, and communities to ensure inclusive learning environments that enable each learner to meet rigorous standards.
- Learning Environment
The teacher works with others to create environments that support individual and collaborative learning. This includes teacher and student use of technology, and encourages 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 content-specific learning and literacy experiences that make the discipline accessible and relevant to assure mastery of the content.
- Application of Content
The teacher understands how to engage learners through interdisciplinary lessons that utilize concept based teaching and authentic learning experiences to engage students in effective communication and collaboration, and in critical and creative thinking.
The teacher understands how to use multiple measures to monitor and assess individual student learning, engage learners in self-assessment, and use data to make decisions.
- Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, technology, 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 relevant 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, support staff, and community members to ensure learner growth, and to advance the profession.
- Action Research
The teacher pursues, analyzes, and uses research and data to make wise judgments about curriculum, instruction, and assessment.