Education - Comprehensive Education (M.A.T.)

Program Admission Requirements:

MAT applicants must have a grade point average of B or higher on all upper-level undergraduate coursework and, depending on concentration, a satisfactory score on the GRE. Three letters of recommendation from persons who are in a position to judge the applicant's aptitude for graduate study and potential as a graduate-level classroom teacher are required. A writing sample is required. Directions for the writing sample vary by concentration and will include topic(s) and length specified by the concentration, and description of the evaluation process. In addition, candidates must have an undergraduate degree in the concentration or a related field.  For the STEM concentration, this relevant undergraduate degree should be in science or math or the candidate should have 24 approved credit hours in the science or math field,  In addition, for the STEM concentration, candidates must have a passing score on the State Board of Education required content area examination(s) for the requested licensure area.  Contact Program Coordinators for questions related to degree requirements.

Applicants for the MAT in Comprehensive Education must submit the following documents for review as part of the admission process to the specific concentration:

• Art- a letter of intent to the program coordinator and a portfolio of their work demonstrating breadth and depth
• English- a senior level analytic essay that synthesizes multiple sources and articulates argument
• Social Sciences -a senior level research paper that synthesizes primary and secondary sources and develops and sustains an argument and submit a satisfactory score on the General Test of the Graduate Record Examinations (GRE)
• Special Education- a written essay describing professional goals and response to a prompt provided by the program.
• STEM (Science, Technology, Engineering, & Mathematics)- a written essay and a passing score on the State Board of Education required content area examination(s) for the requested licensure area.
• TESOL (Teaching English to Speakers of Other Languages) - a 500-750 word Statement of Purpose which includes a description of 1. background (personal, academic, professional) 2. current interest in the MAT and 3. personal, academic and/or professional goals.

Program Description:

The MAT was designed to enable students holding degrees other than education degrees to study in selected teaching programs at the advanced graduate level. Candidates must have an undergraduate degree in the major of the concentration and must meet the prerequisite requirements of the department housing the concentration. Candidates with an undergraduate degree in a major other than the MAT concentration may not qualify for the MAT. 

The program leading to the MAT degree in comprehensive education requires a minimum of 36 semester hours of graduate study. The MAT requires students in all concentrations to complete 21 semester hours in the professional core. A year-long internship or the equivalent is required. The specific requirements for each concentration are listed in each concentration area.

The Comprehensive Education MAT has two phases.  Successful completion of phase one leads to recommendation for an initial level teaching license from the North Carolina Department of Public Instruction, pending completion of all state-mandated requirements.  Phase two leads to recommendation for an advanced level teaching license from the North Carolina Department of Public Instruction, again pending completion of all state-mandated requirements.

Degree requirements include satisfactory completion of the Comprehensive Portfolio (may be waived for National Board certification).

Teacher Education Admission Requirements:

Acceptance and registration in a department do not guarantee admission to the teacher education program in that department. The applicant's fitness for teaching in the chosen area is determined by demonstrated academic ability and other personal characteristics conducive to effective teaching. Admission and retention policies in teacher education programs are based on the standards and guidelines of the State of North Carolina and the Council for the Accreditation of Educator Preparation (CAEP). Approved institutions must have established procedures for implementing decisions regarding admission to and retention in teacher education programs. The state and CAEP guidelines require continuous evaluation of students admitted to teacher education programs and states that those found unlikely to succeed as teachers should be withdrawn. Students with disabilities that may impact successful teaching should consult with the Director of Teacher Education and the Office of Accessibility Resources.

Students who plan to receive a degree in education or a license through Western Carolina University must apply for and be officially admitted to a teacher education program. Admission to teacher education requires an application that should be completed during the first semester in which the student is enrolled. Applications are available online by logging into Watermark (also known as Tk20.) See information on Admission to the Teacher Education program at https://www.wcu.edu/learn/departments-schools-colleges/ceap/stl/teacher-education-application.aspx.

Students must have maintained satisfactory conduct and citizenship records in keeping with the ethics of the teaching profession. Applicants with a record of legal offenses may not be eligible for admission to teacher education or be able to remain in teacher education if new offenses occur.

Readmission to the Teacher Education Program

Students whose WCU enrollment is interrupted for three consecutive semesters (any combination of fall, spring, summer) or who are dismissed from the university are required to seek readmission to the Teacher Education Program upon their return. Readmission to the Teacher Education program requires students to meet admission criteria in place at the time the readmission application is submitted.

A student who is readmitted to the university after dismissal, suspension or expulsion will not be readmitted to the Teacher Education program the first term after returning.

Continuation in the Teacher Education Program

The requirements for continuing in the program are as follows

1. A GPA of at least 2.75 on hours attempted
2. Behavior that adheres to the NC code of ethics of the profession and the professional dispositions of the College of Education and Allied Professions
3. Satisfactory participation in the required professional field experience program that is prerequisite to student teaching.

An evaluation of each field experience assignment will become a part of the student's professional record

Clinical and Field Experience for Professional Education

In addition to the intern/student-teaching requirement, the teacher education program requires field experiences in conjunction with several courses. Students are expected to make their own arrangements for transportation and housing and absorb the costs related to field experiences and internship or student teaching. Each program has different requirements, and students should discuss costs with the program head before applying for admission to the teacher education program. The goal of professional education clinical and field experiences is to help teacher education students learn to teach all of their pupils to achieve at high levels of performance. Although each field experience requirement has its own specific purpose and placement procedures, the strategies to achieve this goal are stated below:

1. Field experience placements are made so that students can work with qualified educators in successful programs.
2. Field experience placements are made so that students have the opportunity to work with diverse learners. Teacher education students are required to complete one field experience in a diverse setting, as defined by the College of Education and Allied Professions. Students who do not complete one of the early field experience requirements in a diverse setting must be placed in a diverse setting for the internship or student teaching semester.
3. Field experiences placements are made in collaboration with K-12 school personnel.
4. Field experience placements are made to facilitate appropriate supervision of students.
5. Students can sometimes combine early field experience placements to meet multiple course requirements. This is approved for no more than two classes.

Admission to Student Teaching/Internship

Students apply to the director of field experiences early in the semester before the semester in which the student teaching/internship is to be done. These are the requirements for admission to student teaching/internship are:

1. Enrollment in the professional education sequence for at least two semesters
2. A GPA of 2.75 or above, both at the beginning of the term immediately preceding the student teaching/internship term and at the time of enrollment in student teaching/internship
3. Completion of all records designated by the director of field experiences
4. Completion of the applicable professional education sequence except for student teaching/internship and the student teaching/internship seminar
5. Completion of a background check through approved vendor within six months of beginning internship.
6. Completion of student teaching/internship application including recommendation by adviser and department head
7. All other requirements from the school placement as applicable.

Continuation in Student Teaching/Internship

To continue in student teaching/internship, students must maintain satisfactory professional conduct and adhere to the policies and regulations of the school to which they are assigned. When recommended by the director of field experiences and approved by the dean, students failing to perform at a satisfactory level may be removed from student teaching/internship. Removal from a school placement is considered a failed internship. The Office of Field Experiences is under no obligation to place the student in another setting. Removal from a school placement will result in a grade no higher than a F.

Requirements for Teacher Licensure

To be eligible for an initial teaching license in North Carolina, a student must meet the following criteria:

1. Complete one of the approved teacher-education programs
2. Achieve a minimum grade of C (2.0) in internship or student teaching
3. Achieve minimum required score on the edTPA assessment
4. Receive a public school recommendation indicating that student teaching was successful
5. Receive a satisfactory recommendation by meeting all competencies on the Certification of Teaching Capacity document completed after internship/student teaching
6. Complete application for licensure and file with the Licensure Officer of the College of Education and Allied Professions
7. Achieve the minimum score on the PRAXIS II and/or Pearson tests
8. Receive a professional recommendation for an Initial Professional License (IPL) by the Licensure Officer of the College of Education and Allied Professions
9. Pay the license fee required by the Department of Public Education for the issuance of a teacher license.