Course Offerings for MAT in P-3, Elementary, & Secondary

*Psychological Foundations of Learning– 56:300:500 (3 credits): This course examines child and adolescent development and focuses on developmental stages, learner motivation, student interests, creating a healthy learning climate, language development, and individual differences. (NJPST 1, 2, 3)

*Exceptionalities – 56:300:501 (3 credits): A survey of the neurological, sensory, orthopedic, communicative, and social disabilities, including Autism Spectrum Disorders, present in children, and the impact of these on the psychological and academic development of the child. Students will also examine the impact of the disabilities on cognitive, mental, and social growth, the factors to be considered in assessment and rehabilitative developments, and strategies for professional collaboration to meet students’ needs. (NJPST 1, 2, 10, 11)  

*Managing Student Behaviors 56:300:502 – (3 credits): An examination of behavioral and psychotherapies for the range of behaviors found in the classroom. The course will equip students with a variety of researched-based strategies and models of discipline to address behavior management of all students in a classroom. (NJPST 1, 2, 3)

*Elementary/ P3 Teaching Methods I – 56:300:503 (3 credits): This course will focus on the foundational methods of teaching through an in-depth analysis of a theoretical and practical nature. Students will explore the development of curriculum, the purpose and use of standards, and the design of methodologies specific to learner level and content knowledge. Particular emphasis will include development of both unit plans and individual lessons, best practices in delivering instruction, and mastery of content through authentic learning tasks. The completion and documentation of the 50 hour clinical experience is a course requirement. (NJPST 4,7,8)

 *Secondary Teaching Methods I – 56:300:504 (3 credits): This course will focus on the foundational methods of teaching through an in-depth analysis of a theoretical and practical nature. Students will explore the development of curriculum, the purpose and use of standards, and the design of methodologies specific to learner level and content knowledge. Particular emphasis will include development of both unit plans and individual lessons, best practices in delivering instruction, and mastery of content through authentic learning tasks. The completion and documentation of the 50 hour clinical experience is a course requirement. (NJPST 4,7,8)

*Can be taken as part of the Accelerated Program. Undergraduate students can take up to three courses for graduate prior to full admittance to the Master’s Program.


Elementary/P3 Teaching Methods II – 56:300:505 (4 credits) (Pre-req Elem/ P3 Teaching Methods I; Co-req Clinical Practice I): The focus will continue to explore the foundational methods of teaching as covered in the Methods 1 course, with an emphasis on constructing effective instruction in practice to match learner characteristics and needs. (NJPST 4,5,7,8)

Secondary Teaching Methods II – 56:300:506 (4 credits) (Pre-req Secondary Teaching Methods I; Co-req Clinical Practice I): The focus will continue to explore the foundational methods of teaching as covered in the Methods 1 course, with an emphasis on constructing effective instruction in practice to match learner characteristics and needs. (NJPST 4,5,7,8)

The Early Childhood Environment 56:300:509 (3 credits) This course will develop the student’s ability to critically analyze and enhance early childhood environments. It will provide a comprehensive overview of environments that encompass birth to age 8 settings to ensure students are able to plan and support developmentally appropriate environments that meet the diverse needs of children, staff, and families. (NJPST 1, 2, 3)  

Clinical Practice I – 56:300:520 (2 credits) (Co-req Methods II): This course consists of 175 hours in a fieldwork component and seminar. Students will put theory into practice by strengthening pedagogy through observation and active classroom participation. Clinical practice is supervised and observed by University staff and assigned cooperating teachers. (NJPST 1-11)  (Co-req Methods II)

Elementary/P3 Classroom Assessments 56:300:507 (3 credits): An overview of the knowledge, skills, and understanding of assessment issues related to students in both general and special education settings. The types and characteristics of developmentally appropriate assessments, both formal and informal, and the use of assessment to set instructional goals, monitor progress, and determine the effectiveness of instruction. (NJPST 6)  

Secondary Classroom Assessments – 56:300:508 (3 credits): An overview of the knowledge, skills, and understanding of assessment issues related to students in both general and special education settings. The types and characteristics of developmentally appropriate assessments, both formal and informal, and the use of assessment to set instructional goals, monitor progress, and determine the effectiveness of instruction. (NJPST 6) 


Clinical Practice II – 56:300:521 (6 credits) (Co-req Professional Responsibility): This course consists of a full time, semester length student teaching experience in a school setting. Students will continue to refine their planning and teaching skills. Clinical practice is supervised and observed by University staff and assigned cooperating teachers. (NJPST 1-11)

Professional Responsibility – 56:300:522 (3 credits) (Co-req Clinical Practice II): This course will explore the role of a teacher leader both as a collaborator and role model in and outside of the classroom. Students will create a professional teaching portfolio, reflect on clinical experiences, and examine ways to further their students’ success. (NJPST 9, 10,11)


Special Education:

Psychological Foundations of Learning– 56:300:500 (3 credits): This course examines child and adolescent development and focuses on developmental stages, learner motivation, student interests, creating a healthy learning climate, language development, and individual differences. (NJPST 1, 2, 3)

Exceptionalities – 56:300:501 (3 credits): A survey of the neurological, sensory, orthopedic, communicative, and social disabilities, including Autism Spectrum Disorders, present in children, and the impact of these on the psychological and academic development of the child. Students will also examine the impact of the disabilities on cognitive, mental, and social growth, the factors to be considered in assessment and rehabilitative developments, and strategies for professional collaboration to meet students’ needs. (NJPST 1, 2, 10, 11)

Managing Student Behaviors – 56:300:502 – (3 credits): An examination of behavioral and psychotherapies for the range of behaviors found in the classroom. The course will equip students with a variety of researched-based strategies and models of discipline to address behavior management of all students in a classroom. (NJPST 1, 2, 3)

Elementary/P3 Classroom Assessments 56:300:507 (3 credits) OR Secondary Classroom Assessments 56:300:508 (3 credits):  An overview of the knowledge, skills, and understanding of assessment issues related to students in both general and special education settings. The types and characteristics of assessments, both formal and informal, and the use of assessment to set instructional goals, monitor progress, and determine the effectiveness of instruction. (NJPST 6)

Language and Literacy in Special Education – 56:300:530 (3 credits): An analysis of the development of language and literacy skills in both typical and atypical development. Students will examine current reading and communication strategies as they relate to the various academic disciplines in education. (NJPST 1, 2, 4, 5)

Instructional Strategies for Special Education – 56:300:531 (3 credits): A survey of the research-based instructional strategies, materials, and technologies necessary for a classroom of diverse learners. Students will learn to plan both short and long-term units of instruction for a variety of instructional settings, including children with Autism Spectrum Disorders. Students will also gain practice in assessing students’ needs and using this information as a basis for choosing materials and content, planning, and presenting such information. (NJPST 3, 5, 7, 8)

The Special Education Process – 56:300:532 (3 credits):  A detailed analysis of the special education process from identification to transition into adulthood and independence. Students will learns the principles of collaboration, both internal and external to the classroom, school, and special education procedures. (NJPST 7, 9, 10, 11)