Masters in the Art of Teaching – Elementary Education (K-6) with Students of Disabilities Dual Certification

Admission to this program has been suspended and is no longer open for admission.  Please contact Dr. Julie Rosenthal for additional information on graduate level certification K-6.


For a list of FAQs on the MAT program visit:


FAQs for Post Bac and MAT programs


Program Coordinator: Dr. Julie Rosenthal
Room:  V4096
Phone: 973-720-3087

Program Entry Requirements:

  • B.A. degree from an accredited college or university with an approved liberal arts or science academic major (see list provided by the Office of Certification)
  • Minimum cumulative undergraduate GPA of at least 3.0 on a 4.0 scale
  • A passing score on the Praxis Core Academic Skills for Educators (series 5751)
  • Passing score(s) on appropriate Praxis Subject Assessment(s) (formerly Praxis II) exam(s)
  • An essay that requires the candidate to describe his or her philosophy of education and reasons for wishing to complete the program
  • Completed Application Form submitted to the Office of Graduate Admissions & Enrollment Services
  • Two letters of recommendation from professional sources
  • Demonstrate evidence to satisfy physiology and hygiene requirement
  • An interview with the Program Director

Requirements to be met before student teaching

  • Completion of an adolescent psychology course
  • Completion of a course in developmental or child psychology
  • Completion of physiology and hygiene requirement

Phase I

SPC 5550 Educational Foundations in a Diverse Society
SPC 5600: Understanding School-Based Assessment of Diverse Learners
SPC5620 Standards-Based Instructional Management
 SPC 5640 Managing Challenging Behaviors in Diverse Settings  
CIEE 5120: Reading Language Arts & Literature in Inclusive & Non-Inclusive Classrooms
SPC 5660: Assistive Tech. in the inclusive Classroom
SPC 5820: The Universally Designed Inclusive Classroom
SPC 5700: Language, Literacy and Learning in a Diverse Society
CIEE 5130: Math Methods Assessments K-5
CIEE 5140: Strategies for Teaching Global Social Studies
CIEE 519: Science Methods & Assessments K-5
SPC 575: Practicum
CIEE 5170: Practicum
SPC 5800: Collaboration with School, Home, and Community
EDUC 5140: Post-Baccalaureate Teaching Internship/Seminar for Dual Licensure K-5/TSD

Phase II

Upper Level Elective and Research for M.A.T. (Pre-req: EDUC 5140)
Graduate Level Elective in Content Area (Approved by Advisor)
Graduate Level Elective in Content Area (Approved by Advisor)
CMAT 6810 Research in Education (Pre-req: 9 credits upper level electives)
CMAT 6820 Research in Education II (Pre-req: CMAT 6810)


Course Descriptions:

This introductory course provides essential educational foundations for aspiring teacher candidates. Philosophical, historical, and legal precedents provide the knowledge base, and national and state standards are used to define current practice and the expectations held for individuals who enter the teaching profession. Learner characteristics are examined, with particular attention to the range of abilities, races/ethnicities, genders, socioeconomic factors, and others that contribute to diversity in the classroom. Emphasis is placed on physical, psychological, academic, and socio-behavioral characteristics, and the ways they can facilitate or impede student learning. This course is for post-baccalaureate students seeking initial certification K-5, and endorsement in special education.

This course provides a comprehensive foundation to understand the integral relationships between formal and informal assessment, emphasizing the use of standards-based high-stakes assessments in relation to educational decision making for learners from diverse backgrounds and ability levels. Teacher candidates review concepts of formal and informal assessment, validity, reliability, and standardization, and the vocabulary and mathematics associated with reporting assessment results. Ethical issues (e.g., confidentiality of information), with special attention to test bias and the use of inappropriate assessments for particular populations, are discussed. Attention is given to interpreting the content of students' school files - specifically quantitative and qualitative information - with a focus on statistics used to report educational assessments, e.g., percentiles, stanines. Emphasis is placed on selecting or devising, administering, and scoring relevant assessments and other teacher-made informal/authentic measures. Enhanced decision making on the part of the practitioner in the area of assessment is the focus of the course.

Introduces teacher candidates to the multiple facets of managing instruction for learners across the range of ability and cultural and linguistic background. Teacher candidates develop long- and short-term instructional plans based upon the New Jersey Core Curriculum Content Standards (NJ CCCS) and the general education elementary curriculum and standards. The Individualized Education Plan (IEP) goals, objectives, and supplementary aids and services are emphasized for students with disabilities. Lesson and unit planning is stressed with the utilization of action research to design and implement adaptations to instruction, materials, assessment, and learning activities. The content area focus will also include instruction across the arts and physical education. Creating and organizing shared classroom environments that facilitate learning and collaboration with colleagues and parents in all instructional settings is highlighted.

Focuses on creating classroom environments that foster learning, safety, positive social interactions, and acceptance of diversity consistent with the Career Education and Consumer, Family, and Life Skills standards in the NJ CCCS. Methods to manage group behavior are presented with emphasis on motivational learning activities, the organization of the environment, and the teaching of expectations and routines that govern student behavior during instruction and transition. The needs of children whose behaviors are harmful to themselves or to others, or who seriously disrupt learning, are addressed through individualized interventions, e.g., Functional Behavior Assessments and Behavior Intervention Plans. Observation and recording measures to assess and analyze the communicative intent of inappropriate behaviors are examined, with emphasis placed on strategies to promote self-management that can be generalized to all settings.

This course provides a comprehensive overview of major theories and instructional approaches related to (1) the understanding of language and literacy development, and (2) the teaching of literacy to children in inclusive elementary classrooms. To achieve this goal, students will be expected to actively apply theories to classroom practice in their field experience. They will also be expected to critically examine and reflect on ways in which teachers can provide the environment and experiences needed to promote literacy development and learning of diverse children in inclusive classrooms. Part of the course requirement is a within-course supervised field experience. Pre-requites - CIEE 5110; CMAT 5110

This is an introductory course in the implementation of universal design and assistive technology in the inclusion classroom. Teacher candidates will learn how various strategies, modifications, and technologies can improve the learning environment for all learners. Variables such as classroom design, academic and cognitive abilities, physical capabilities, social, cultural, race, ethnicity, sexual orientation, gender, age, and language will be explored when designing a technological environment to enhance students' academic achievement. Teacher candidates will examine various hardware and software programs that support access to the general education curriculum.

The purpose of the course is to introduce teacher candidates to practical issues, concerns, and trends in Inclusive Education, including Standards-Based Teaching, Universal Design, and Differentiated Instruction, and to provide students with concrete strategies and teaching methodologies to address diverse learners' needs.

This course provides a comprehensive foundation to link language development and the emergence of literacy skills to the acquisition of knowledge for diverse students using learner characteristics as the basis to explore current theories and research. Teacher candidates are taught to form classroom learning communities by creating educational environments and experiences that foster literacy and learning for all children in inclusive settings, and by incorporating materials that reflect a rich multicultural focus in instruction. Using the New Jersey CCCS Language Arts Literacy Standards, teacher candidates develop skill applying listening, viewing, speaking, reading, writing, and spelling assessments and instructional interventions. School file-analysis is undertaken to determine further assessment objectives, and to plan integrated instruction that accords with learners' needs. Instructional adaptations and modifications for learners with special needs are addressed in detail. Current technologies are examined that assist all learners to access the general education curriculum as they develop literacy skills. A videotaped lesson demonstrating application of literacy principles and used as an instructional tool is required; importantly, candidates must obtain prior administrative and parental permission.

The purpose of this course is to develop teacher candidate competence in planning, conducting, and assessing mathematics learning experiences with children from kindergarten through fifth grade to ensure the success of all children in meeting the standards. The course makes use of relevant readings and video to show the experiences of diverse children to enable teachers to interpret children's mathematical behavior in meaningful ways. It considers mathematical thinking as part of a developmental process and explores the origins of elementary students' mathematical ideas before school begins and in formal school settings. The content of the course follows the recommendations for mathematics standards developed by the New Jersey in the Core Curriculum Content Standards for Mathematics (NJCCCS, 2004, revised 2008), principles and standards for school mathematics developed by the National Council of Teachers of Mathematics, (NCTM, 2000, NCTM, 2002), and reflects performance expectations for K-5 students on statewide and other standardized assessments. Pre-requites - CIEE 5110; CMAT 5110

CIEE - 5140 - Teaching Strategies in Social Studies and Global Issues 
This course examines methods and materials for teaching grade K-5 social studies. Social studies are defined as an interdisciplinary field which includes history, geography, sociology, psychology, anthropology, political science, and economics, and which examines social problems over time and in different times and places. Social studies is presented as a means of understanding the diversity and unity of peoples and their societies worldwide. The course emphasized methods of teaching democratic and multicultural values, cooperative interaction, and personal social responsibility. The course also explores interdisciplinary connections between social studies and other elementary school subjects such as math, science, language arts, and fine arts. Prerequisite: CMAT 5110 or CIEE 5110 Pre-requites - CIEE 5110; CMAT 5110

This course develops students' abilities to help elementary school children acquire knowledge, skills, and attitudes essential for scientific literacy in a learning environment that is healthy, respectful, supportive, and challenging for all children. Emphasis is placed on using inquiry processes to acquire conceptual understanding of science and its relevance to real life while promoting positive development and growth of children. The course includes the planning of elementary school science curricula and the use of pedagogy consistent with the nature of science and sensitive to the needs of diverse learners. Course content is based on national and state standards for curricula and teaching. Curriculum coherence is emphasized through the mapping of science concepts and skills. Prerequisite: CIEE 5110 or CMAT 5110.  Pre-requites - CIEE 5110; CMAT 5110

This course provides students with a closely supervised opportunity to integrate special education theory and application in a classroom environment. Emphasis is placed on practical classroom procedures and student participation in this area of specialization.

The practicum is a one day per week, 16 week experience. Practicum is designed to provide K-5 and K-5/5-8 certification students with the opportunity to work with an experienced teacher in developing professional knowledge, humanistic and reflective practices. Teacher candidates are assisted in identifying and meeting major goals: small group instruction, managing the classroom for a full morning or day, and demonstrating classroom management skills. Teacher candidates also implement their Teacher Work Sample lesson plans which they have developed during the semester. Teacher candidates meet in a weekly seminar which they discuss classroom issues and reflections described in their Contextual Factor Journals. Also, they discuss the development of their portfolios. Students are formally observed a minimum of two times during the semester by a University Supervisor who also reads their Contextual Factor Journals by advanced application in Office of Field Experiences. Pre-requites - CIEE 5110; CMAT 5110

This course examines political, economic, and cultural beliefs toward school and schooling for individuals from diverse backgrounds, focusing on students with disabilities. The course extends from preschool through transitions leading to post-secondary adjustment and quality of life. Positive communication models are discussed to promote collaboration between home, school, community, and agencies. Life span issues affecting all individuals are reviewed. Proven practices to engage students with special needs in self-advocacy, notably for student-centered transition planning, are presented. Alternative perspectives are provided on ways that home, school, community, and agencies interact to facilitate learners' transitions from preschool through school completion. Candidates learn to access services provided through school, community, and state and federal agencies that contribute to all students' meeting the goals of education.

This internship is a 16 week teaching experience in a field placement. It is designed to apply learning about professional knowledge, humanistic practices and reflective thinking to classroom situations on a full-time basis for one semester. Students are observed a minimum of eight times by a University supervisor who regularly reviews student's Journals. A seminar, which meets for eight, two-hour sessions, accompanies the internship and has three goals: 1) discussion and reflection of current issues and students' teaching experiences, while brainstorming solutions to classroom problems; 2) creation of a portfolio; for K-5, K-5/5-8, students link artifacts to the eleven New Jersey Teaching Standards and are guided in writing reflective statements for each standard; the Seminar instructor evaluates and provides feedback on each portfolio using a rubric; and 3) career development information is also made available (e.g., resume writing, interviewing skills, organizing credential files).  Pre-requites - CIEE 5170; CMAT 5170; CMAT 6800; CISE 6020

This course prepares students to develop, implement, and write up an original educational research project within their field of specialization in the M.A.T. program. This course is the first of two capstone empirical research experiences in the program. Students are required to select a research topic, review the existing literature related to that topic, and formulate a specific researchable question(s) within that topic. As a final paper, students write the first three chapters of their master’s thesis. This course follows 22 credits of graduate education courses, student teaching, and receipt of an elementary teaching certificate. Pre-requisite: EDUC 5180 or 5140

This course is a continuation of CMAT 6810 (Research in Education I), and focuses on students’ experiences in carrying out and writing up their original education research projects within their field of specialization in the M.A.T. program. The draft of the first three chapters is revised during this course, and a full five-chapter paper, including a report of results and a discussion of findings, is submitted at the end of the semester. Pre-requisite: EDUC 5180 or 5140


Important Elementary Education (K-6) Praxis Information as of 9/1/2014


**The Praxis II for Elementary Content Knowledge required for certification in New Jersey as of September 1, 2014 is #5001, Elementary Content Knowledge, Multiple Subjects Test. Passing the appropriate Praxis II is required before you can student teach.  

If you passed the previously approved test before September 1, 2014, you do not need to take the new exam. However, New Jersey is not accepting scores on the old test for those who take Praxis II after September 1, 2014. The link below has the schedule for upcoming tests. It shows that both the old and the new (5001) are available for registration at Educational Testing Services (ETS). Be careful to register for the #5001 test.