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The Master of Arts in Teaching, English (5-12) is a competency-based
degree program that prepares students at the graduate level for
licensure to teach English in grades 5-12, through the development of
pedagogical skills in English curriculum development, design, and
evaluation. All work in this degree program is completed online with
the exception of the Demonstration Teaching and in-classroom field
experience components. Students enter this program with an English
major or equivalent and build on the existing knowledge base of
English through the Foundations of Teaching, Teacher Education
Diversity, Instructional Planning and Presentation, English Pedagogy
(Grades 5-12), Preclinical Experiences, Demonstration Teaching and
Foundations of Teaching Practice Integration
Foundations of Teaching Practice Integration helps students to review and synthesize foundational teaching concepts
including classroom management, human development, assessment, diversity and inclusion, and the historical, legal, and
philosophical foundations of education.
Diversity, Inclusion, and Exceptional Learners
Students will learn the history of inclusion and develop practical strategies for modifying instruction, in accordance with legal expectations, to meet the needs of a diverse population of learners. This population includes learners with disabilities, gifted and talented learners, culturally diverse learners, and English language learners.
Instructional Planning and Presentation in English
Applications in Instructional Planning and Presentation in English, as a continuation of the Instructional Planning and
Presentation course, helps students apply, analyze, and reflect on effective classroom instruction.
Preclinical Experiences in English
Preclinical Experiences in English provides students the opportunity to observe and participate in a wide range of in-classroom
teaching experiences in order to develop the skills and confidence necessary to be an effective teacher.
Students will reflect on and document at least 60 hours of in-classroom observations. Prior to entering the classroom for
the observations, students will be required to meet several requirements including a cleared background check, passing
scores on the state or WGU required basic skills exam, a completed resume, philosophy of teaching, and professional
English Pedagogy examines pedagogical applications for the teaching of reading, literature, composition, and related
English Language Arts (ELA) content and skills for middle and secondary schools. Focused on fostering and developing
pedagogical content knowledge in the aforementioned areas, students will analyze assessment strategies and incorporate
methods of literacy instruction into their instructional planning to meet the needs of diverse learners. This course helps
students prepare and develop skills for classroom practice, lesson planning, and working in school settings. C397
Preclinical Experiences in English is a prerequisite.
Supervised Demonstration Teaching in English
The Supervised Demonstration Teaching in English courses involve a series of classroom performance observations by the host teacher and clinical supervisor that develop comprehensive performance data about the teacher candidate’s skills.
Teacher Work Sample in English
The Teacher Work Sample serves as the final, culminating project in your degree program. It is a formal, scholarly piece of
work. You are required to design and develop a two-week-long (minimum), standards-based curriculum unit. You will then
implement (i.e., teach) the unit in your classroom and gather data as to its effectiveness.
You will create an online teaching portfolio that includes professional artifacts (e.g. resume and Philosophy of Teaching Statement) that demonstrate the skills you have acquired throughout your Demonstration Teaching experience.
The Cohort Seminar provides mentoring and supports teacher candidates during their demonstration teaching period by providing weekly collaboration and instruction related to the demonstration teaching experience. It facilitates their demonstration of competence in becoming reflective practitioners, adhering to ethical standards, practicing inclusion in a diverse classroom, exploring community resources, building collegial and collaborative relationships with teachers, and considering leadership and supervisory skills.
The Research Foundations course focuses on the essential concepts in educational research, including quantitative,
qualitative, mixed, and action research; measurement and assessment; and strategies for obtaining warranted research
Research Questions and Literature Review
The Research Questions and Literature Reviews course focuses on how to conduct a thorough literature review that
addresses and identifies important educational research topics, problems, and questions, and helps determine the
appropriate kind of research and data needed to answer one's research questions and hypotheses.
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