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Master of Arts in Teaching

Program Overview

Program Details

The Master of Arts in Teaching is skillfully designed for students seeking to complete educational research and earn a multiple subject or single subject teaching credential for use in public or private school. Taught by scholar-practitioners who possess both academic and practical experience, this one evening a week program efficiently covers 42 units of teaching preparation courses. Built around a cohort model, candidates in the program quickly bond and grow as they learn together. Approved by the California Commission on Teacher Credentialing. We offer credential programs for Multiple Subject, Math, and English.


It seems like everyday I hear about the unmet demand for teachers in public, private and international schools. The Master of Arts in Teaching (M.A.T.) program allows you to earn a California Teaching credential and a master’s degree in an accelerated one-night-a-week cohort model.

Our knowledgeable and dedicated faculty and staff are committed to your success. They will partner with you from your initial questions to program completion and beyond. You can expect a program with purposeful coursework, fieldwork, and character development that culminates in a thesis. This program prepares you to be an effective teacher who understands how to utilize research and reflect on your preparation and instruction with the goal of improving student learning.

You might ask why character development is important. We believe effective teachers demonstrate an authentic care and love for students, instruction, curriculum, and others. Think of your favorite teachers, they were most likely people of exceptional character. That is why in the M.A.T., you not only explore knowledge for your head and the skills for your hands, but also character for your heart!

I encourage you to review our Master of Arts in Teaching program website and/or call 855-WJU-GRAD.

Nathan Herzog
Dean, School of Education

Admission decisions are made by full-time faculty in the School of Education using a combination of factors, including academic degree(s), records and experiences. Applicants will be admitted to the program based upon enrollment availability and their ability to meet the following minimum recommended entrance requirements.

EDU501. Educational Foundations

Educational Foundations is a course designed to introduce and explore the educational paradigm, historically and philosophically. Candidates will be introduced to pedagogy, andragogy, and heutagogy. They will develop their personal knowledge base and understanding in the following areas:

  1. The purposes and values of schools in our society;
  2. The purposes and values of ongoing training and lifelong learning in our society and globally;
  3. The related impact of local state, and federal government policies on K-12 schools, and on training programs for adults in a variety of venues, including non-profit, public, for profit, corporate and church-connected opportunities;
  4. Current educational issues related to health, safety, legal requirements, and personal rights and protections;
  5. Effective instructional designs relevant to teaching and training children and adults.
  6. The connections between teaching, training and learning in a changing globally-focused environment

Observations will be required related to course content. Candidates will be introduced to the vital character traits associated with effective teachers, trainers, and presenters.

3 units

EDU 504. Curriculum Development, Design, and Assessment

This foundational course is designed to prepare candidates with both a practical and a theoretical understanding of curriculum design and assessment. The course offers a study of the various approaches to curriculum construction and organization in educational contexts by examining the principles of curriculum improvement, change, and evaluation. The focus will be on theories, research, and best practice relate to planning and developing curriculum, and its implementation in learning environments, in order to best address the needs of learners in diverse communities.

3 units

EDU 506. Psychological Foundations

This course focuses on explanations of how people learn, including people representing ethnic and cultural diversity. Learning theories and research are included with an emphasis on practical applications, such as methods used to improve learning and teaching, and how learning relates to motivation, personality, development, creativity, and perception. Consideration of developmental needs associated with childhood, adolescence, and the young adult years within grades PreK-12 will be examined. Additionally, application of learning theories and practice to adult learning and motivation will be explored. Connections to current brain-based research and its application to learning are incorporated throughout the course.

3 units

EDU 507. Social Cultural Foundations

This course enables future teachers to examine a broad overview of concepts and issues related to multicultural education and the implications for teachers in a pluralistic society. Candidates will learn concepts and strategies for infusing cultural understanding into the learning environment, across all subject areas, grade levels, and learning contexts. Candidates will reflect upon the new information and develop a multicultural perspective in their role as a leader-educator. This course prepares teachers and leader-educators to provide content-specific and developmentally-appropriate instructional practices that create equal access for all learners within a variety of learning contexts.

3 units

EDU 510. Innovative Education Design and Technology

Candidates will explore teaching and presenting with technology in both synchronous and asynchronous settings. Design models will include topics linked to the ISTE Standards for Administrators, Teachers and Students, as well as to designs which support technology learning in other venues such as higher education, missions, and non-profit and for-profit educational settings. Topics will include digital citizenship, uses of technology to facilitate creativity and communication, ways to maximize content learning in context, and strategies to develop computational thinkers, innovative designers, and global collaborators Using technology to assess and address multiple learners’ needs will be a major topic as well. Candidates will develop the capacity to identify and implement innovative practices proven to help learners in multiple educational settings master content and skills. Application of innovative practices will include venues ranging from one-on-one tutoring to large institution-wide venues.

3 units

EDU 520. Leader-Educator in a Global Community

Leader-educators equipped at WJU are being prepared to serve not only across America, but internationally, as well. This course will survey organizational structures for both public government run and private educational organizations. Styles and functions of various leadership roles will be synthesized into a philosophy for educational leadership, regardless of professional role (i.e., administrator, teacher, teacher-mentor, higher education faculty, missionary, and others). Financing of the educational organization will be presented and discussed. Education law in America will be introduced, in conjunction with discussion on international and global issues pertaining to educational pursuits.

3 units

EDU508. Curriculum and Instruction I: Designing and Assessing Instruction

This course is designed for teaching candidates to learn methods and curriculum planning for teaching and learning in public/private elementary, middle, and high schools. The primary focus will be placed on learning best practices with designing instruction, universal access, and evaluation. Each candidate will be required to demonstrate how language arts will be taught across the curriculum. Multiple subject candidates will focus their curriculum and content design in math and science (including statistics and probability). Single subject candidates will focus their curriculum and content design in their selected credential area.

3 units

EDU509. Curriculum and Instruction II: Creating and Maintaining Effective Environments

This course is designed for teaching candidates to learn methods and curriculum planning for teaching and learning in public/private elementary, middle, and high schools. The primary focus will be placed on learning best practices with maintaining effective learning environments and classroom management within the subject area(s). Each candidate will be required to demonstrate how language arts will be taught across the curriculum. Multiple subject candidates will focus their curriculum and content design in visual and performing arts, social science, history, physical education, and health. Single subject candidates will focus their curriculum and content design in their selected credential area.

3 units

EDU 521. Instructional Leadership, Coaching, and Mentoring

Learners will explore teaching with technology in synchronous and asynchronous settings from classrooms and teacher-casting virtual offices. Curriculum delivery will include the areas of creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem-solving, decision-making, digital citizenship and technology operations and concepts. Educators will develop the capacity to identify and implement best practices in educational setting-wide or institution-wise use of instructional technology in ways that are proven to help learners master educational course content. Discussion, application, and evaluation of the ISTE Educational Standards for Administrators, Teachers, and Students will be embedded throughout the course.

3 units

EDU 572. Research Methods

This course is designed to provide an in-depth view of quantitative and qualitative research methods in the social sciences. Topics covered include: (1) hypothesis formulation and theory construction; (2) the measurement and evaluation of sociological variables; (3) data collection techniques – experimental, survey, and observational; (4) and data analysis using sophisticated tools. By the end of this course, candidates should be able to conceptualize a research problem and develop a number of complementary designs, measurement, and data collection approaches to bring evidence to bear on the problem. Candidates should be able to prepare a research proposal and critically evaluate the quality of evidence in published research. Furthermore, candidates should appreciate both the strengths and the limitations of sociological research techniques and have a solid foundation for beginning to conduct research on their own.

3 units

EDU 670. Data Analysis and Statistics

This course is designed to provide an understanding of quantitative and qualitative data analysis techniques in the social sciences. Topics covered include: (1) organizing and cleaning data for analysis; (2) descriptive and inferential statistics; (3) data analysis using sophisticated tools (SPSS); (4) data interpretation; and (5) presenting and describing results. The course covers basic statistical tests including z-test, t-test, correlation, regression, analysis of variance, and nonparametric tests. During this course, candidates will simultaneously finalize chapters one and two of the thesis in coordination with their thesis mentor as part of the thesis course. Candidates will also complete their thesis methodology (Chapter Three) and be prepared to defend their thesis proposal.

3 units

EDU671. Thesis

In this course, candidates will complete the thesis, collaborate with their research site, and coordinate with their thesis mentor. In coordination with EDU670 Data Analysis and Statistics, this independent study course guides students through the process of designing and defending their thesis research proposal (at the mid-semester mark). After successfully defending the thesis proposal (Chapter One, Chapter Two, & Chapter 3), candidates will complete Chapters Four and Five of the thesis and successfully defend their completed thesis project and paper. Working directly with the assigned thesis mentor and structured on each candidate’s individual abilities, topics may include idea organization and development, research methodology, data analysis and statistics, and writing techniques (word choice, advanced grammar, etc.). Plagiarism and citation of sources are also covered. Individualized attention is an integral part of the course.

5 units
  • Make subject matter comprehensible to students.
  • Assess student learning.
  • Engage and support student learning.
  • Plan instruction and design learning experiences for students.
  • Create and maintain effective environments for student learning.
  • Develop as a scholar practitioner
  • High school teacher
  • Elementary school teacher
  • Teach Abroad
  • Corporate Trainer
  • Professional Development
  • Prep for a Doctoral Program

At the end will there be a thesis required, or final project?

Yes. Our program meets the requirements of the State of California Commission on Teacher Credentialing.

What credential can I earn through WJU?

We offer the Multiple Subject credential and Single Subject in Math or English.

How can I find out the State requirements for credentialing?

Check the website of the State of California Commission on Teacher Credentialing (CTC).

How long will it take me to finish the credential?

16 months.

Can I just do the credential program and not the masters degree?

Yes. Our program is designed to enable you to complete the requirements for the credential first, then the master’s thesis portion. After completing the credential you may “opt out”. You have seven years to return and complete the remaining units for the master’s degree.

May I transfer in units from another program?

We allow up to nine (9) units to transfer in from an approved credential program. This is determined at the discretion of the graduate admissions committee.

How many units are in the program?

The Master of Arts in Teaching is 42 units. The credential work is completed in the first 34 units.

How long will it take to complete the Master of Arts in Teaching?

21 months

What is the cost of tuition?

The cost per unit is $640.

Is there financial aid available?

Yes. Government loans are available to qualified individuals who complete the FAFSA and are enrolled in a minimum of four units per semester. In addition, the university offers the Church Partnership grant to any student who attends a church who is one of our partners. A list of church partners is on the financial aid page of our website.

How long is each course?

Most courses are seven weeks. A few are five weeks long.

What is a cohort?

A cohort is a group. You will be going through each class with the same group of people.

How many students are in a typical cohort?

We average 15 – 20 students in a cohort.

How much homework will there be each week?

Courses are designed for 10-12 hours per week of work. Some students may work more quickly. Others may require additional time.

Will I be required to do group work?

Groups assignments are not the norm. However, in every course you will be expected to participate in online discussions.

At the end will there be a thesis required, or final project?

Yes. The Master of Arts in Teaching degree requires a thesis at the end of the coursework. You will have a mentor to advise you through this process.

Head over to for student tools, resources, schedules and forms.


Master of Arts

MA in Teaching


Program Advisor

Nathan Herzog, Ph.D.

Dean, School of Education

Faculty & Staff

Arlene Waggoner

Credential Analyst, Education Department

Carol Stanford

Adjunct, Master of Arts in Teaching

Cristy Cooper

Undergraduate Studies Coordinator, School of Education

David Bills

Field Experience Coordinator, School of Education

Nathan Herzog, Ph.D.

Dean, School Of Education

Stephanie Holm

Adjunct, Master of Arts in Teaching

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