Overview

If you have a genuine interest in helping children realize their dreams, Rollins can provide you with the education to succeed in the classroom.

master of arts in teaching

Do you already have a bachelor's degree and want to get certified to teach? Become eligible for a Florida Professional Teaching Certificate while earning your master's degree through the Master of Arts in Teaching program. Available tracks include:

  • Elementary Education/ESOL/Reading (K-6)

Experience the intimate environment of a private liberal arts college responsive to the adult learner who balances academics with a job and family. With an average faculty-to-student ratio of 12:1, our smaller classes will give you the personal attention and individualized instruction necessary for development as a professional educator.

Technology, diversity, and cutting-edge instructional strategies are at the core of our programs. You will take course and fieldwork that focus on the exceptionally diverse school-age population in Florida and around the world. Get a global perspective on education by participating in a teacher-led field study to China, the Netherlands, Rwanda, or Costa Rica.


Credit hours: 49 
Program length: 5 semesters or 7 semesters.
Total program cost (2017-18 tuition rate of $525 per credit): $25,725


CURRENT STUDENTS: Click here to access Education Department forms.

Our graduates get jobs.
100% of Master of Arts in Teaching 2015 program completers found in-field employment after graduation.


Curriculum

The Master of Arts in Teaching (MAT) is a state-approved teacher education program. Designed for those who wish to teach in elementary schools, the Master of Arts in Teaching (M.A.T.) provides opportunities for students to pursue graduate studies and to meet professional certification requirements for teaching in Florida. The M.A.T. program focuses on the mastery of content specialization, the teaching/learning process, and the application of educational research to classroom activities. Applicants must have a bachelor’s degree from an accredited institution in an area other than elementary education.

The curriculum combines strong academics with intensive practical experiences in the classroom, including a one semester internship at an area elementary school. Successful graduates become eligible for a Florida Teaching Certificate in Elementary Education/ESOL/Reading (K-6).

Program of Study:

Elementary Education/ESOL/Reading (K-6)


Professional Education Requirements (24 credits)

EDU 501               Sociological Foundations of Education [3]

EDU 504               Psychological Foundations of Education [3]

EDU 512               Strategies for Instruction, Learning and Classroom Management [3]

EDU 513               Curriculum Theory and Educational Assessment for Diverse Learners [3]

EDU 533               Student Teaching: Elementary [6]

EDU 540               Seminar in Classroom Management [3]

EDU 580               The Multicultural Classroom: Cross Cultural Communication and Understanding [3]

Elementary Specialization Requirements (10 credits)

EED 563                Teaching Mathematics in Elementary School [3]

EED 563L               Elementary School Mathematics Lab [1]

EED 564                Teaching Elementary School Science [3]

EED 566                Teaching Elementary School Social Studies [3]

Reading Sequence (15 credits)

RED 509               Foundations of Reading [3]

RED 569               Research-Based Practices in Reading and Language Arts [3]

RED 575               Diagnostic Techniques in Reading [3]

RED 577               Demonstration of Accomplishment in Reading [3]

RED 568               Differentiation in Language Arts and Content Area Instruction [3]

  • Program requirements are subject to change based upon Florida legislative mandates. 
  • To view course descriptions and additional curriculum information, please see the graduate catalog.
  • Undergraduate coursework may be subsituted for some requirements, but a minimum 36 credit hours must be taken at the graduate level.

tools to teach anywhere

Clincial Education Experience

Student teaching represents the culminating experience in the professional preparation of teachers. In their final semester, Master of Arts in Teaching students are placed as a full-time teacher for a full semester in an approved area public school.

During the student teaching semester, the student must enroll in a six credit hour course, EDU 533: Student Teaching: Elementary, or EDU 534: Student Teaching: Secondary. A three credit hour weekly seminar, EDU 540, is also required as part of the student teaching experience.


Global Field Experiences

Rollins' Master of Arts in Teaching student gain the knowledge and skills to excel as educators in classrooms around the world. In addition to the required student teaching experience, students may participate in global field experiences. Two are offered each summer.

Field Study Map

The Netherlands

Travel to Amsterdam to learn about sociocultural and educational issues related to immigrant children. Students visit schools and community organizations that are focused on working with immigrants, particularly from Morocco and Turkey.  They spend parts of two weeks in elementary and secondary schools, helping Dutch students complete a Photo Documentary project in which they make visual representations of themselves and their community, and then write about their photos in English and Dutch.  

Participants also  experience the rich culture of the Netherlands by visiting sites such as the Anne Frank House, the Van Gogh Museum, a traditional fishing village, and the beautiful village of Delft.

Chile

Travel to Santiago, Chile to learn how experienced teachers prepare for a new school year. Although it is winter in Chile in July, Nido de Aguilas is gearing up for an exciting new school year. Students attend the pre-planning meetings and learn how to prepare a classroom and curriculum for the upcoming year. Students work as classroom assistants for the first week of school learning how teachers set the behavioral expectations and class routines for a new class. On the weekends, participants travel to the beach at Vina de Mar and the mountains.  They also tour the neighborhoods in Santiago, the Museum of Memory and Human Rights and one of Pablo Neruda’s houses.

Rwanda

Partner with the Rwandan Education Assistance Project (REAP) on the implementation of a strategic plan for rural education. Working with teachers in the Duha Complex School in the tiny village of Mushain, students explore ways to teach English and incorporate technology. They also work on small business development and the expansion of family and community involvement in local education.

China

Teach English in in a public elementary school in Hangzhou. Supervised by Rollins faculty and a cooperating teacher, students will teach all English classes in one grade, lead extracurricular school clubs, and conduct parent/teacher home visits. In addition to student teaching, students explore contemporary China via cultural excursions, lectures, and interactions with local people, university faculties, and students in Beijing, Shanghai, and Hangzhou.

faculty who love to teach

Classes at Rollins are personal and interactive. Devoted to teaching and supportive of adult learners, Rollins professors go out of their way to help students achieve their goals. Faculty include nationally prominent professors who remain active in the teaching profession. In addition to their ongoing scholarship and dedication to teaching, they serve on governing boards of professional journals and national and state associations. Rollins faculty and staff are committed to your success and to making your college experience rewarding.                     

Scott Hewit   

J. Scott Hewit
Associate Professor and Director of Teacher Education
Director of Graduate Education Programs

shewit@rollins.edu

Ed.D. Early Childhood Education, Ball State University 

Dr. Hewit teaches courses in instructional strategies, special needs, and curriculum.  His research interests include candidate impact on P-12 student learning, public policy, and education in Rwanda.      

Wendy Brandon

Wendy Brandon
Associate Professor
wbrandon@rollins.edu

Ed.D., Teachers College, Columbia University.

Dr. Brandon's teaching areas include social foundations of education and multicultural education research methods. Her research analyzes the role of race, class, and gender in school success. Currently she is completing a manuscript entitled Teaching for Global Consciousness.                        

Margot Fadool

Margot Fadool
Assistant Professor and Director of Field Placements
Ed.D., University of Cincinnati

Dr. Fadool teaches courses in diagnosis of reading difficulties, language arts, and children’s literature. Her research interests include reading attitudes, writing workshop and technology in education.


Jim McLaughlin                

H. James McLaughlin

Professor and Richard James Mertz Chair of Education

Ph.D. in Curriculum and Instruction, University of North Carolina at Chapel Hill

Dr. McLaughlin teaches courses in curriculum development and analysis, social foundations of education, and global perspectives of education. His research interests include the education of Latino students, education in rural schools in Latin America, and the history of the education of immigrants in the U.S.A.

Jie Yu

Jie Yu

Assistant Professor and ESOL Coordinator

B.A. Pedagogy, East China Normal University; M.A. Curriculum and Instruction, East China Normal University; PhD, Curriculum and Instruction, Louisiana State University

Dr. Yu teaches foundations, math methods, and multicultural courses in education. Her research interests include curriculum studies, classroom teaching and learning, phenomenology, narrative inquiry, and multicultural education.

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