Concordia University’s master of arts in teaching programs are housed within the College of Education. Like their undergraduate counterparts, these programs prepare teacher candidates to demonstrate professional integrity, competence, and leadership to those they teach and serve. Program requirements are designed to provide the best possible preparation to enter the teaching profession.
The master of arts in teaching, elementary education, is designed to deliver outstanding teacher preparation and provide the pathway to initial certification for candidates at the master's level. Concordia’s program emphasizes:
The master of arts in teaching, elementary education, is approved by the Illinois State Education Preparation and Licensure Board. Upon successful completion of degree requirements, candidates are eligible for Type 03 certification from the State of Illinois.
To be eligible to receive this master of arts degree, students must complete 39 credit hours of coursework, the capstone experience and preprofessional field experience, all of which are detailed below.
This course explores the origins of standards-based education in our American educational system. It introduces students to the knowledge, skills, attitudes and behaviors of effective teachers. The course also provides background to the context of contemporary education through an examination of historical, philosophical and political influences.
This course will introduce pre-service teachers to learning theory and the research on cognition. Emphasis will be placed on connecting principles of learning theory to classroom practice and on the concept of developmentally appropriate instruction.
Discovery of a variety of instructional strategies for teaching and the beginning of the electronic portfolio process for initial certification for the College of Education. Enrollment is limited to graduate students working toward initial certification. Required for admission to the College of Education.
This course is an introduction to school law, professional responsibility, and ethics for pre-service teachers.
Identification of characteristics of exceptional learners; applicable laws and policies; Response to Intervention; educational program development based on empirically-supported instructional techniques; assessment and IEP procedures; transition planning. Field experience required.
This course will introduce pre-service teachers to the purpose, value and processes of educational research. An emphasis will be placed on how teachers will use research in their classroom practice.
A study of the standards movement in education with an emphasis on curriculum construction. Content standards with methodology of social studies education is also included.
Methods and materials for teaching art, music and physical education at the elementary school level. Emphasis on appropriate activities, instructional strategies, and the significance of these subject areas within the elementary school curriculum. Open to teacher candidates who have been accepted into the professional instructional courses or to in-service teachers. Field experience hours required.
The reading process, the commercial reading programs available, the needs and interests of children, the methods and procedures for instruction and the organizational patterns for effective reading motivation. Clinical reading required.
Curriculum, methods and materials for the teaching of mathematics and science in the elementary school classroom. Application of subject area and teaching standards to curriculum, assessment and planning. Field experiences required. Prerequisite: Admission to the College of Education.
Supervised experience in a K-9 school setting for a minimum of 12 weeks on a full-time basis under the guidance of a cooperating teacher and a University supervisor. Seminars required. Open only to students admitted to the MAT Elementary Education program who have been approved for student teaching.
A methods course that focuses on appropriate classroom management strategies and provides an introduction to classroom assessment and evaluation. Full-day course experience required with on-site field experience. Enrollment limited to graduate students working toward initial teacher certification.
Candidates must submit a Professional Portfolio as the master of arts degree Capstone Experience. The Professional Portfolio will be included in coursework requirements.
100 hours (embedded in coursework above)
18 Semester Hours in Content Area (Some areas require specific courses)
Introduction to middle school philosophy, structure, and curricula. Emphasis on developmentally appropriate strategies and programs for middle level education. Required for Middle School Endorsement.
Course covers cognitive, emotional, physical, social and spiritual growth during childhood. Developmental theories and educational implications of developmental patterns discussed.
The pubescent and adolescent period of growth and development. Theories and problems of adolescence. IAI: S6 904.
Concordia’s master of arts in teaching programs are structured around the development of competence in standards as set forth by the Interstate Teacher Assessment and Support Consortium (InTASC). The teacher will understand:
To meet Concordia's College of Education requirements, as well as State of Illinois teacher certification requirements, candidates must pass three tests:
These tests must be taken and passed before a state teaching certificate can be issued. Information, including testing sites, schedules and study materials for these tests is available on the website of the Illinois Certification Testing System.
Accreditation guidelines for all initial certification teacher education programs require an initial screening of candidates’ academic skills. Candidates must pass the Illinois Test of Basic Skills before they are admitted to the College of Education. When registering for this test, candidates must identify Concordia University as the institution they attend.
Candidates who lack the basic skills necessary for passing the Illinois Test of Basic Skills are strongly encouraged to take remedial courses to remove these deficiencies. The Learning Assistance Center and the Writing Center located in the lower level of Klinck Memorial Library can provide assistance for candidates who lack basic skills in these areas. The College of Education has information on its webpage to assist candidates with some steps in preparation to take the Illinois Basic Skills Test.
Candidates must pass the appropriate Subject Matter Test for their particular field of certification before they are admitted to the Professional Semester. When registering for this test, candidates must identify Concordia University as the institution they attend.
Candidates must pass the Assessment of Professional Teaching Test before they are recommended for teacher certification in the State of Illinois. When registering for this test, candidates must identify Concordia University as the institution they attend. Candidates usually take this exam during the Professional Semester.
This program is offered in a traditional, face-to-face setting on Concordia's River Forest campus and is typically completed in two years.
A master’s capstone is required for all master of arts candidates. This culminating project highlights the candidate’s mastery of content throughout his or her studies. Capstones are traditionally a summary of work demonstrating overall growth and specific understandings of the professional standards. The capstone serves as a performance-based evaluation and promotes reflective practice. It also demonstrates the professional’s proficiency in integrating technology and his or her ability to interpret theory into practice.
The masters of arts in teaching programs at Concordia University Chicago are aligned with the Illinois Professional Teaching Standards adopted in 2010, as well as standards as set forth by the Interstate Teacher Assessment and Support Consortium (InTASC).
The master of arts in teaching program with a concentration in elementary education is nationally recognized by NCATE, the National Council for Accreditation of Teacher Education.
Concordia-Chicago’s education programs received their first recognition by NCATE in 1962 and the colleges in which they are housed have been continually accredited since that time. The recognition is a highly sought distinction of excellence granted to select few programs across the country that meet the national accrediting body’s highest and most rigorous standards for the preparation of educational leaders.