2. Dedicated to Students' Optimum Development for God's Ultimate Glory Candidates discover and celebrate each student's strengths, assisting them to realize their distinct purposes. Accepting that students are created in the Image of God, candidates facilitate growth in mind, character, social skills, emotional maturity, and physical health, preparing their students for growing independence in learning. (Related to TPE 6, 8)
8. Understands Current Educational Issues and Demon- strates Skill as a Constructive Change Agent Candidates analyze, evaluate, and apply knowledge of current educational issues, settings, and legislative requirements from a biblical perspective, stay up-to-date and involved in com- munity issues, giving voice to Judeo-Christian values in the educational arena. Candidates also possess Christian attitudes and actions conducive to the development of professional excellence and witness to the community, demonstrating qualities of a constructive change agent in the educational community to advance the Kingdom of God. (Related to TPE 12,13) 9. Conducts Quality Research, Communicates Findings, and Pursues Lifelong Learning Candidates conduct quality action research in their class- rooms or schools, learning from natural revelation, and effectively communicate findings to the broader educational community. They demonstrate professional research ethics, protect human subjects, and exercise discernment, individu- ally and in team settings, creatively solving problems as contextual needs emerge within the educational community. They are committed to lifelong learning and professional growth, embracing a lifestyle of service to others as an act of worship. (Related to TPE 12, 13) Length of Master of Arts in Teaching Students may earn the Master of Arts in Teaching with a minimum of 30 units if they have completed their methodology coursework as undergraduates at Biola University or if they enter the Master of Arts in Teaching program as a credentialed teacher. Up to six (6) approved graduate Master's level units may be transferred into the Master of Arts in Teaching. Coursework There are three phases to the MAT coursework, the first of which may be waived. Phase I : Teaching Methodology Coursework and Multiple Subject Modules (up to 23 units) Phase I requires the teacher preparation coursework that precedes student teaching. For those students completing their teacher preparation coursework as Biola undergraduates, these units will be waived.
Single Subject Credential Methodology Coursework: SEED 506 Secondary Curriculum SEED 519 Foundations of Education SEED 525 Secondary Content Area Reading SEED 526 Psychological Foundations of Education SEED 541 Methods of Teaching Linguistically Diverse Students OR Multiple Subject Credential Methodology Coursework: SEED 505 Elementary Curriculum SEED 519 Foundations of Education SEED 520 Elementary Reading / Language Arts SEED 526 Psychological Foundations of Education SEED 541 Methods of Teaching Linguistically Diverse Students AND Multiple Subject Modules (can be waived): SEED 507 Art Workshop for Elementary School Teaching SEED 508 Music Workshop for Elementary School Teaching SEED 509 Elementary Mathematics / Science Workshop SEED 516 Elementary Physical Education Workshop SEED 550 Literature Study in the Classroom Phase I I Student Teaching, Induction Units, Electives, or Fifth Year Coursework (12–15 units) Masters of Arts in Teaching students may use approved units for Student Teaching, Induction, Electives, or Fifth Year Coursework for Phase II:
School of Education
Chair: ...................................................................................... June Hetzel, Ph.D.
Master of Arts in Teaching The Masters of Arts in Teaching (MAT) 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) creden- tialed teachers who desire to sharpen their practitioner skills through induction and/or advanced coursework. Upon completion of the program, graduate students will have earned a California Preliminary Multiple Subject or Single Subject and/or a MAT.
3. Engaged in Cross-Cultural Experiences to Appreciate Diversity
Candidates appreciate the mosaic completeness of cultural diversity through engagement in at least one educational setting that differs from their prior experiences. (Related to TPE 7, 8) 4. Capable of Applying Developmental and Learning Theo- ries to Solve Educational Challenges Candidates nurture an attitude of discernment toward developmental and learning theories as a foundation for professional decision-making and reflection. Based on their theoretical contemplation, candidates will engage in making intentional classroom decisions. (Related to TPE 13)
Admissions Requirements The following are required for admission into the MAT:
a. Hold a baccalaureate degree from an accredited institution
b. Hold a minimum 3.0 cumulative GPA on a 4.0 scale
c. Present evidence of passing CBEST or equivalent
d. Meet subject matter requirements or demonstrate continu- ous progress toward meeting the state subject matter com- petency requirement (e.g., coursework or passage of at least one CSET subtest)
5. Able to Implement Content Standards Instruction Effectively
Candidates design and implement developmentally-appro- priate lessons, using the California state adopted academic content standards as a foundation. Each lesson will appropri- ately integrate aspects of God's natural revelation through the utilization of the contextual setting/assessment/instruction cycle. (Related to TPE 1, 2, 3, 4, 5, 6, 7,8, 9) 6. Skilled at Designing and Implementing Appropriate and Effective Learning Strategies Candidates assume appropriate responsibility for student learning through the intentional diagnosis of individual char- acteristics and classroom dynamics. Based on focused evalu- ation and reflection, candidates will design and implement suitable adaptations to ensure the attainment of a productive learning environment for each student enrolled in the candi- date's class. (Related to TPE 2, 3, 4, 5, 6, 7, 8, 9, 10) 7. Devoted to Creating a Positive Learning Environment Candidates maximize student learning by establishing clear and consistent policies and procedures, encouraging stu- dents to take intellectual risks, providing equal opportunity to learn, preventing racism and intolerance, and implementing classroom expectations to create freedom within boundaries, protecting the rights of all in the community of learners. For students who have difficulty following classroom policy and procedures, candidates provide natural consequences that lead the distressed student back into the classroom commu- nity. (Related 5, 7, 8, 10, 11)
e. Submit Live Scan clearance paperwork
f. TOEFL and/or TWE passing score earned for international students before admission
Student Teaching—Single Subject SEED 514
Secondary Student Teaching I Secondary Student Teaching II
g. Biola University's School of Education Application
SEED 515
Student Learning Outcomes Students graduating with the MAT will demonstrate the seven learn- ing outcomes (#1 through #7) described for those recommended for a California credential by Biola University's School of Education and two additional outcomes (#7 and #8) related to being a construc- tive change agent and lifelong learner. The nine outcomes exceed the Teaching Performance Expectations required by the state for a professional teacher.
Student Teaching—Multiple Subject SEED 512
Elementary Student Teaching I Elementary Student Teaching II
SEED 513
Induction Program: SEED 591A
Induction I Induction II Induction III Induction IV
SEED 591B
SEED 591C
SEED 591D
1. Committed to Living Out God's Calling as a Christian Educator
Candidates embrace a lifestyle focused on continued rec- onciliation with God. Based on peace with God, candidates receive and reflect God's love, appreciate God's provisions, promote shalom with and among others, protect stakehold- ers' rights. (Related to TPE 12, 13)
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B i ola Un i vers i t y
2008–2009 Supp l ement
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