MAT Program courses are structured to emphasize the best practices in teaching and learning and to immerse students in classrooms that challenge them to reexamine the secondary and middle school learning environments. Courses in the student’s selected discipline and in areas of education meet for 30 hours over the course of a 10-week quarter.
Core Course Work
The 12- or 24-month cycles of integrated graduate courses and field experiences offered to one-year and two-year students are intensive programs that emphasize deep study in a discipline and a core set of education courses that build a model of teaching as clinical practice. There are no course electives, and the successful completion of all courses is required for graduation and New York and/or California State teacher certification. Please note that the placement and offering of courses is subject to change.
Additional Course Work
An additional seminar-style course that addresses questions of classroom learning in the context of graduate studies and practical experiences in schools meets for 30 hours each quarter and is based on experiences that build competencies in research and teaching. All courses and clinical experiences in classrooms are connected through this seminar, which offers the opportunity for continued study and reflection, which are hallmarks of the highly effective teacher.
Core Education Courses
Education 502:Schooling in the 21st Century: A Learner PerspectiveVIEW MORE >>
This one-week writing seminar introduces students to an alternative pedagogical model in which informal writing practices create a culture of learning that stimulates inquiry, focused reflection, and close collaboration among learners. The course acquaints students with the kinds of reflective practice that will characterize and, eventually, shape their own teaching practices. Students read seminal papers and excerpts on various issues in education including race, gender, class, standardized testing, tracking, block scheduling, national and state standards, teacher education, alternative schools, and current policy trends. 1 credit.
Education 512: Identity, Culture and the ClassroomVIEW MORE >>
In this course, students consider what it means for them to teach-and for adolescents to learn-in the context of contemporary American society. The course focuses on identity development and how it is influenced by cultural power dynamics around such factors as race, gender, sexual orientation, class, ability, ethnicity, and language. Students begin by exploring the concept of identity in broad terms, drawing on Erikson's developmental model as well as numerous contemporary writings. The remainder of the course focuses on the ways in which specific identity-related issues affect adolescents' school experiences. Students investigate research topics including the black/white test score gap and the school-based risks faced by sexual minority students, as well as the work of researcher/theorists Gilligan, Ogbu, Steele, Tatum, and others. The purpose of the course is to move students toward a deeper understanding of the ways identity, culture, and schooling intersect so that they can develop a repertoire of reflective, analytical, and practical strategies to use in their ongoing work as teachers. 3 credits.
Education 522:Teaching and Learning in the DisciplinesVIEW MORE >>
This course emphasizes curriculum design and implementation by looking at how assessment protocols contribute to learning and answer essential questions about teaching practices. The course asks the question "What is it we teach in our subject area and how should we teach it?" Answering these questions prepares students for the work of instruction and planning as teachers in the public schools. Readings cover current educational research and curriculum theory; research focuses on the ways that the skills and literacies of a particular discipline develop in the classroom setting. 3 credits.
Education 527: Teaching Reading in the DisciplinesVIEW MORE >>
Reading is an essential activity in all subject areas. Understanding how young people learn to read, how reading plays a role in learning, and why some students struggle with reading is essential to effective lesson planning in the humanities, sciences and mathematics. This course will provide pre and in service teachers with foundational knowledge of literacy acquisition and reading assessment, dynamic models for instructional design that fosters comprehension in the disciplines, and strategies to support struggling readers and readers for whom English is an additional language. 3 credits.
Education 515, 525, 535, 545:Teaching as Clinical Practice I, II, III, IVVIEW MORE >>
A three-hour weekly lab course complements the work in discipline courses, education courses, and student teaching throughout the year. The lab course begins in combined-discipline groups in the summer quarter, with students in humanities (history and literature) and STEM fields (biology and mathematics) working together to examine foundational questions about the teaching profession and the fundamentals of effective teaching and learning in these areas of study and more broadly. As the year progresses and students enter classrooms as apprentice teachers in the fall, the lab course shifts to meeting in discipline-based groups as students learn and try out effective teaching practices specific to biology, history, literature, and mathematics. Practice lessons, assessment of actual middle and high school student work, and aspects of disciplinary inquiry unique to each subject form the basis of the lab course in the fall and winter quarters. Finally in the spring, as soon-to-be graduates prepare to enter the profession, the lab returns to cross-disciplinary groups (humanities and STEM) to examine issues of interest to teachers across subject areas such as classroom management, understanding the special education system and the needs of students with Individualized Education Plans (IEPs), and the use of classroom-based data to improve teaching practice. Four quarter, 12 credit course (3 credits (summer); 4 credits (fall); 2 credits (winter); 3 credits (spring))
Bard Master of Arts in Teaching Bard College, 7401 South Broadway, Red Hook, NY 12571