Master of Arts in Teaching

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The Master of Arts in Teaching is the first graduate program to be offered at San Diego Christian. Its academic rigor has been designed to move those who have become reflective practitioners through obtaining a teaching credential to becoming reflective scholars. Each of the four courses required include a strong emphasis in research, reflection, and practical application to one’s school setting. The goal of this program is to help educators who are pursuing further training to be strengthened academically, encouraged emotionally, and motivated spiritually to reach their full potential in their chosen educational setting.

To submit an application to the MAT program, please complete the PDF application. Once completed, please submit to Jahnai Feldmann via email, mail or in person.

Graduate Programs
Attention: Jahnai Feldmann
200 Riverview Parkway
Santee, CA 92071

Applications may also be accepted in person. Please schedule an appointment with Jahnai Feldmann

Upon completion of this application, please see the links for Transcript Requests andProfessional Recommendation Form for further instructions.

The MAT program is designed to be a hybrid of on-line and three Saturday on-ground course sessions. Courses are eight weeks in length and the four courses are completed over a two semester period. Graduate students will be responsible to complete weekly assignments by midnight on their due date.

Each course will begin with an on-ground session.

ED 601 Ethical Dispositions and Decision Making in Classroom Leadership
First on-ground meeting August 29th from 8:30am-4:30pm
Other Saturday sessions include September 19th and October 17th.

ED 602 Community Partnerships in Multicultural Education
First on-ground meeting October 24th from 8:30am-4:30pm
Other Saturday sessions include November 21st and December 5th.

ED 603 Qualitative Methods in Educational Research
First on-ground meeting January 16th from 8:30am-4:30pm
Other Saturday sessions include February 6th and February 27th.

ED 650 Seminar – Capstone Project
First on-ground meeting March 5th from 8:30am-4:30pm
Second on-ground session April 9th.
April 23rd is the scheduled date for Capstone Presentations.

 

Course Descriptions:

Course Title: ED 601 – Ethical Dispositions and Decision Making in Classroom Leadership
Number of Units: 3

This course provides an emphasis on three essential aspects of classroom leadership-personal and professional ethics, character education, and the identification of philosophical assumptions that guides classroom leadership as well as scholarly research.

Course Title: ED 602 – Community Partnerships in Multicultural Education
Number of Units: 3

Serving as an introduction to this course will be the overview of cultural concepts, cultural diversity in California and the U.S, and the powerful influence of culture in the classroom, both in instruction and relationships. Moving forward, this course will focus on community dynamics and community building that includes collaboration with parents, service providers, business leaders and fellow educators. Additionally, students will examine the impact that community demographics can have in promoting diversity, multi-cultural education, and civic-minded leadership.

Course Title: ED 603 – Qualitative Methods in Educational Research
Number of Units: 3

This course introduces MAT candidates to qualitative research methods in educational research. Candidates will continue to learn and demonstrate what it means to be a scholar practitioner and learn how to discern the level of credibility found in education to discern myth from scientifically based research. Candidates will explore characteristics of qualitative research, review different qualitative approaches, examine research studies, and engage in qualitative research. Goals for this course include: becoming a critical reflector of qualitative research, assist candidates in developing research skills, and prepare candidates for applying qualitative research methods to an action research project. It is intended that this course provide the foundation for developing a project that reflects the candidate’s passion, professionalism, and affirms their role as a scholar practitioner. Prerequisites: CTC approved credential, ED 601.

Course Title: ED 650 – Seminar – Capstone Project
Number of Units: 6

This course is designed for MAT candidates to present a cumulative understanding and demonstration of skills as a scholar practitioner. Using their research skills and personal interest, candidates will design and conduct an action research project in an educational setting. Research will be based in a community of learners to share evidence-based practices, strategies and findings. Participants will work independently and conference with a faculty member and their colleagues to draft their research design, and fully review their data gathering, analyses, and results. An oral presentation of the candidate’s project, supported by a mini-thesis will be presented and approved by an adjudication committee. Prerequisites: CTC approved teaching credential, successful completion of ED 601, 602 and 603.

The cost of the MAT program is $550 per unit. The first three courses are three units each, with the final capstone course being six units. There is an additional technology fee of $290 for each of the two semesters, and a $200 graduation fee. Please verify with the Financial Aid department in regard to any changes in fees and cost.

Click here for application information.

PROGRAM LEARNING OUTCOMES

It is intended that a candidate graduating with a Master of Arts in Teaching will be able to:

  • Examine the ethical responsibilities that schools have toward stakeholders.
  • Define ethical values and principles and explain how they differ from laws, policies, and codes of conduct
  • Articulate dispositions, knowledge, and skills with regard to cultural concepts and perspectives as well as culturally inclusive instruction including the role of culture in the classroom and school, culturally inclusive learning environments, and family/community involvement.
  • Critically reflect upon the relationship between the student, the family, the school, and the community.
  • Design and refine research questions on significant educational concerns for the purpose of supporting all learners.
  • Demonstrate an understanding of the basic components of action research using qualitative methods for data collection.
  • Make connections between theory and practice, and design, implement, analyze and present research-based findings through the development of an action research project.
  • Use the 13 Teacher Performance Expectations to create a portfolio chronicling evidence of how each TPE has been demonstrated during their MAT studies.