After receiving reimbursement for WMEAP expenses (above), Wisconsin master educators (teachers and pupil services professionals) are eligible to apply for an annual grant in each of the subsequent nine years of the effective date of the master educator license.
Annual $2,500 grants are awarded in each of the subsequent school years for the duration of the Wisconsin master educator license. Master educators (teachers and pupil services professionals) who are employed in a high poverty school are eligible for a $5,000 annual grant.
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WMEAP assessors are trained annually, during the summer, using a portfolio assessment guide developed by a national expert in the teacher portfolio assessment and Wisconsin educators who are involved in the development of the WMEAP. Assessors use note-taking strategies, summary statements, rubrics, and a judgment of each entry's documentation of mastery.
Learning should not just be personal for students, but it should be personal for teachers. When I saw that my students struggled with certain content, I took it personally and researched ways in which I could present that math more simplistically and not lose the rigor of the grade-level content. Research does not have to be peer reviewed journals. Those scholarly texts have their place.
However, research may look like you asking for tips from teachers who have had success teaching your content. With the advancement of technology, research may look like Googling or searching YouTube for a video. It is our responsibility to master our content so that students can have the opportunity to master what you are teaching. I say opportunity because when we are intimidated or lacking in content knowledge, students do not get access to subject matter because we are the gatekeepers of the learning environment.
When I became vulnerable and I stopped avoiding the problems that stretched my content knowledge, I was more apt to believe my students could rise to any challenge I put before them. My exposure to the coherence of my content made me a better teacher which also benefited my students because I gave them access to what I accessed.
Mastery Learning is how a student moves from not knowing the learning targets to mastering (or becoming fully competent in) the targets based on the actionable insight that the Standards-Based Grading provides. The Mastery Learning model does this by providing students with as much time and intervention as they need to become competent in their learning.
First, a teacher will introduce course material that is connected to the standard they must teach through a pre-assessment. The purpose of this pre-assessment is to ensure students have previously mastered the skills or knowledge necessary to move into the current material. If the students do not have the needed competencies, the teacher moves backward to ensure students master the previous material before moving forward.
Once students have exhibited competency in the foundational skills or knowledge necessary for the current material, the teacher will begin instruction. It is essential that teachers clearly communicate the mastery grading scale they will use to determine if students have achieved competency.
Once teachers get a gauge of where students are in the mastery process, they can differentiate as necessary. Students who demonstrate high competency can continue to grow their knowledge and skill set through personalized enrichment instruction (which often happens in small groups), while those who have not demonstrated mastery can receive additional personalized instruction and practice opportunities from the teacher.
Grades are no longer a competition; rather, each student is working towards what will best set them up for mastering the necessary content so all students can move forward together. Learning is far more collaborative, and teachers often report that students engaged in Mastery Learning begin to explore the content for a love of learning, not for fear of a bad grade.
Students can no longer blame bad grades on bad teaching; rather, they are given as much time and as many opportunities as they need until they master the content. They work with the teacher to understand any learning blocks until they find the path that works for them to best understand and master the content.
Administrators must determine what standards are essential for students to master and how they will provide students and teachers with extra support and time to ensure differentiated and individualized instruction and learning can happen at the correction and enrichment stages.
While most teachers are excited to adopt a teaching method that will allow them to set students up for success instead of feeling forced to leave them behind in order to hit the required units, many teachers are understandably apprehensive about the amount of work it will take to set up a Mastery Learning environment.
It is true that creating a thriving classroom built around learning for mastery and a standards-based grading system is more work initially, especially as teachers look for quality ways to differentiate and individualize learning for students. Teachers must be very clear about what constitutes mastery and often must increase the quality and quantity of communication to both students and parents.
Mastery Learning might feel confusing to students and parents at the outset as it represents a foundational shift in their understanding of the purpose of education. Many students and parents, however, find that it becomes a great opportunity to engage with teachers in conversations about what will be expected of students.
Graduate level credential program requirements; K-12 school and classroom experiences; and observational skills in K-12 classrooms. Principles sustaining an inspired teacher mindset. Electronic showcase reflecting professional growth throughout the program.
Meets concurrently with ITL 650A CP Internship A: Year 1. Interns reflect as the teachers of record in their K-12 classrooms and apply the six Teaching Performance Expectation (TPEs) composing the 45 TPE Elements needed to pass CalTPA Cycle 1. Grading is S, U or In Progress (IP).
This program is intended for teacher candidates and practicing teachers. The program introduces candidates to critical literacy, transformative pedagogy, and the means for student empowerment. Candidates select and study a topic of interest in education through the lens of critical thinking theory. Candidates reflect on and critically evaluate their syllabi, course materials, and teaching approaches. Candidates learn and apply strategies to empower students to reflect, read, and write critically.
The Social Emotional Learning (SEL) specialization resides in the Master of Education degree program. This emphasis provides current or future teachers with a foundation of social emotional learning theories and evidence-based practices to support the development of social emotional learning skills within classrooms. Candidates will have the opportunity to self-reflect on their own knowledge and skills and examine evidence-based strategies and interventions to support their role of a classroom teacher. Candidates will compose a full research proposal in the area of SEL to include research questions, literature review, methodology and reflection to support their work in making positive changes in their everyday practice.
Relay offers a Special Education Certification program for teachers who would like to develop their skills to support students with exceptional needs after completing the MAT program. Learn more about Special Education Certification.
Immediately after graduation, 90% of M.A.T. graduates are employed in an educational setting. Many work as teachers in public school settings, while others work in independent schools, higher education and education administration. Some of our graduates have gone on to further study for more advanced degrees. Our students work in settings across the United States. Though the requirements for teacher licensure can vary tremendously from one state to another, the Massachusetts teaching licenses obtained through this program are recognized in a number of other states, U.S. territories and Canadian provinces through the NASDTEC Interstate Agreement.
I came from China 5 years ago pursuing my bachelor's degree at SUNY Binghamton. My major was in Linguistics and minor in Asian and Asian American Studies. I love traveling around the world when I have free time, I am always fascinated by different cultures and languages, which has led to my career goal of being a teacher. I wish to learn more about special education through the M.A.T. program at Mount Holyoke College, and be more qualified as a special education teacher.
Mount Holyoke College is approved by the Massachusetts Department of Elementary and Secondary Education to offer teacher education programs leading towards an initial teacher license at the masters degree level.
To become eligible for licensure in the state of Massachusetts while at Mount Holyoke, students must successfully complete the requirements of a teacher licensure program, pass the Massachusetts Tests for Educator Licensure (MTEL) [fees apply], and submit licensure application materials and fees to the Massachusetts Department of Elementary and Secondary Education.
The Master of Arts in Teaching (M.A.T.) program partners with EL Education to prepare teachers who create educational experiences where students are engaged in work that is challenging, adventurous, and meaningful. The goal is for students not just to develop knowledge mastery, but for them to achieve more than they think possible, develop the mindsets and skills for success, and become active contributors to building a better world.
All students in the Master of Arts in Teaching program receive personalized advising to help them reach their academic and career goals. Students work closely with a network of professionals including faculty advisors, supervising teachers, EL Education mentors, and a variety of content area experts.
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