Biola University 2013–14 Catalog
applicability to the student’s program design. Only courses with a grade of “B” (3.0) on a 4.0 grade scale or higher will be considered for transfer towards the M.A. in Education degree; a grade of “B-” is not transferable. Credits considered for transfer must have been taken within five years prior to the date of admission.
5. Effective implementation of content standards instruction. Candidates design and implement developmentally appropriate lessons, by using the California state-adopted academic content or Common Core standards as a foundation for lessons that integrate aspects of God’s natural revelation. 6. Skillful design and implementation of appropriate and effective learning strategies. Candidates design and implement appropriate and effective learning strategies by designing grade and subject- specific lesson and unit plans. 7. Devotion to creating a positive learning environment. Candidates design and foster a safe and equitable learning environment that encourages students to take intellectual risks by demonstrating their knowledge of a comprehensive classroom management plan. 8. Commitment to becoming constructive change agents. Candidates evaluate current educational issues and their related policies to reflect and strategize avenues for becoming constructive change agents, applying group dynamic principles to school- based scenarios in presentations. 9. Pursuit of lifelong learning. Candidates conduct quality research, communicate findings, and evidence initial pursuit of lifelong learning by successfully completing action research. Admission Requirements The following are required for admission into the M.A.T. with a Multiple or Single Subject Credential Program: • Hold a baccalaureate degree from an accredited institution. • Hold a minimum 3.0 cumulative GPA on a 4.0 scale. • Present evidence of passing the CBEST or equivalent. Students living outside the U.S. wanting to pursue the Master of Arts in Teaching Personalized Program must present alternate admissions documentation for review and approval in place of the CBEST exam. • Verify subject matter competency. Multiple Subject candidates must pass one subtest of the CSET: Multiple Subjects exam. Single Subject candidates must present a letter verifying completion of a state-approved subject matter program or evidence of passing one subtest of the CSET in their subject area. • Verify possession of a Certificate of Clearance from the California Commission on Teacher Credentialing. • Non-native English speakers must verify a score of 100 iBT on the TOEFL exam. • Complete Biola University’s Graduate Education Application. • Interview with a member of the School of Education. Those applying to the M.A.T. with the Clear Credential or Induction coursework will need the following additional admissions requirements: • Hold a California SB2042 Preliminary Credential in place of verification of CBEST and subject matter. • Clear Credential candidates must verify that a commission-approved induction program is not
Master of Arts in Teaching (On-Campus)
The Master of Arts in Teaching (M.A.T.) is primarily designed for two audiences: 1) students with a B.A. or B.S. in any subject who desire to earn a credential while working towards a Masters; and 2) credentialed teachers who desire to sharpen their practitioner skills through induction, the Clear Credential, and/or enter a personalized program for advanced coursework. Learning Outcomes Students graduating with the M.A.T. will demonstrate the seven Preliminary Credential outcomes (#1-7 that follow) and two additional outcomes (#8 and #9) related to being a constructive change agent and a lifelong learner. The nine outcomes exceed the teaching performance expectations required by the state for a professional teacher. 1. Commitment to living out God’s calling as a Christian educator. Candidates identify and articulate God’s calling as Christian educators by reflecting on their spiritual journey and their educational preparation in a Biblically integrated essay. Candidates demonstrate Christian attitudes and actions conducive to professional excellence and witness by maintaining high professional disposition marks in coursework and fieldwork. 2. Dedication to students’ optimum development for God’s ultimate glory. Candidates facilitate growth in mind, spirit, character, social skills, emotional maturity, and physical health, preparing students for growing independence in learning by gathering student profile data and engaging in progress monitoring and feedback. 3. Engagement in experiences with cross-cultural and special populations to appreciate diversity. Candidates demonstrate respect for diversity in cross-cultural and special population educational settings in order to promote equity and justice as exhibited in differentiated learning plans, response to profile data, and high marks in professional dispositions throughout coursework and fieldwork experiences. 4. Application of developmental learning theories to solve educational challenges. Candidates design and implement appropriate adaptations to ensure the attainment of a productive learning environment for each student enrolled in candidates’ classes by focused evaluation and reflection of each student’s strengths and needs. Candidates utilize developmental and learning theories, as a foundation for professional decision-making and reflection by identifying student learning needs and making appropriate adaptations to ensure student learning.
406
Made with FlippingBook flipbook maker