Master of Arts in Teaching: The UDC Edge
The Graduate Program in Education embodies UDC’s longstanding commitment to preparing future educators to provide an exceptional education to the residents of the District of Columbia. Our program is heavy on practical classroom training and closely aligned with trends and curricula at local schools. You will learn how to teach from experienced educators with a deep understanding of local context and practical concerns, not scholars far removed from practice. Many of our adjunct faculty members are active principals in the D.C. public schools with their fingers of the pulse of current issues and trends. In addition, UDC works closely with D.C. public schools to pair candidates with outstanding teachers during their internship.
Master of Arts in Teaching (MAT)
The Master of Arts in Teaching (MAT) degree at the University of the District of Columbia prepares you to become a socially conscious classroom practitioner.
The program embraces the demands, challenges and opportunities that teachers encounter in high-poverty, high-need schools. While completing professional requirements, you will learn firsthand how be a positive force for change in our urban schools and communities, with a focus on the District of Columbia. To that end, we focus on three key areas of need:
- Honoring and integrating students' home languages and cultures into the classroom
- Early childhood education and school readiness
- Instructional support and interventions for children with special needs
The Division of Education Student Outcomes and Proficiencies
The Outcomes below were created to address what candidates should know and be able to do upon completion of the Educator Preparation Program. During the program sequence, all 9 of the teacher education outcomes are addressed and monitored through multiple assessments. These outcomes are aligned with the Divisions Conceptual Framework, CAEP Standards, the INTASC principles, essential knowledge, skills and dispositions.
- demonstrate a thorough knowledge of the subject matter to be taught and skill in applying the basic principles of teaching and learning in a primarily urban community setting;
- demonstrate a command of fundamental communication skills and skill in effectively communicating diverse perspectives;
- utilize classroom and behavior management techniques that nurture a positive learning environment that enhances the growth and development of all students;
- create developmentally appropriate objectives in terms of expected outcomes that meets the needs of diverse learners;
- design, implement, and assess developmentally appropriate teaching and learning activities utilizing performance criteria with a variety of assessment techniques;
- integrate into the learning environment activities that are inclusive such as:
- respect for the learner as an individual by considering differentiated learning needs, abilities, and ethnic and cultural backgrounds
- a commitment from the student to meet challenges and high academic expectations while exacting a commitment from the students to strive to meet high expectations;
- design and apply technology applications that are appropriate for diverse learners in the classroom to meet the demands of the global society;
- pursue on-going knowledge and professional growth to enhance student achievement;
- cultivate a high level of social and emotional maturity and a sense of professionalism in collaborating and communicating with students, colleagues, school administrators, parents, and members of the school community at large.
Curriculum and Requirements in the UDC Master of Arts in Teaching
You can pursue a Master of Arts in Teaching degree in one of the following concentrations:
- Elementary Education
- Secondary English (program of study)
- Secondary Mathematics (program of study)
- Secondary Science (program of study)
- Secondary Social Studies (program of study)
Foundations of Urban Education Strand:
Courses that prepare you to make a difference with diverse, high-needs learners.
- EDUC 500: Introduction to Urban Teaching (1 credit, Fall I)
- EDUC 501: Human Development, Learning, and Motivation in Classroom Context (3 credits; Fall I)
- EDUC 502: Case Studies in Effective Urban Teaching (3 credits; Fall I)
- EDUC 503: Culture, Context, and Critical Pedagogy in Urban Classrooms (3 credits; Spring I)
- EDUC 504: Portfolio Capstone: Planning, Reflection, and Professionalism (3 credits; Summer I/Session II)
Content-Area Pedagogy Strand:
Courses that prepare you for the specific grade or subject you wish to teach.
- EDRD 501: Teaching Reading & Language Arts (3 credits; Fall I)
- EDCI 521: Teaching Mathematics (3 credits; Fall I)
- EDCI 522: Teaching the Content Areas through Inquiry (3 credits; Spring I)
- EDCI 523: The Integrated, Collaborative Curriculum (3 credits; Spring I)
Field Experiences Strand:
Courses that build the skills of effective teaching through first-hand observations and actual teaching in P-12 settings.
- EDTE 501: Practicum I: Observation in Diverse Urban Classrooms (3 credits; Spring I)
- EDTE 502: Practicum II: Student Teaching (6 credits: Summer I/Session II)
- EDTE 601: Supervised Teaching I (3-6 credits; Fall II)
- EDTE 602: Supervised Teaching II (3-6 credits; Spring II)
Click here for course descriptions
The MAT programs offered by the Graduate Education program can be completed in one academic year. This allows you to begin making a difference in the classroom almost immediately.
Student Organizations and Activities in the UDC Master of Arts in Teaching Program
Faculty Spotlight: UDC Master of Arts in Teaching Program
Dr. Anika Spratley Burtin is an Assistant Professor in the Graduate Education Program at the University of the District of Columbia and serves as the Graduate Program Coordinator. Dr. Burtin received her Bachelor’s degree from Spelman College. She obtained her Master’s degree in English Education from Teachers College, Columbia University and earned her doctorate in Learning Sciences from Northwestern University. She is a former high school English teacher and administrator. Her professional experience has always been situated in urban schools. She has worked as an educational consultant, curriculum writer, and professional development facilitator for schools in Washington, DC, Baltimore, and Chicago. As well, she has served as a national trainer for The College Board. Dr. Burtin’s research primarily focuses on issues of expert practice in teaching, specifically as it relates to literacy education, literary reasoning, and struggling adolescent readers.