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The Master of Arts in Teaching

Course Requirements for the Master's Degree: 30 units

Continuous enrollment is required. At the discretion of the academic program, a maximum of 30 percent of the units counted toward the degree requirements may be special session credit earned in non-matriculated status combined with all transfer coursework.  This applies to special session credit earned through Open University, or in courses offered for academic credit through Regional and Continuing Education. Correspondence courses and UC Extension coursework are not acceptable for transfer. Correspondence courses and UC Extension coursework are not acceptable for transfer.

Graduate Time Limit:

All requirements for the degree are to be completed within seven years of the end of the semester of enrollment in the oldest course applied toward the degree. See Master's Degree Requirements in the University Catalog for complete details on general degree requirements.

Program Mission

We believe in the power of education to create a strong democratic and sustainable society that honors diversity and inclusivity. The mission of the School of Education (SOE), in collaboration with our community partners, is to support the development of effective, reflective, and engaged educators who value the identities of all students, their families, and the communities they serve. We are committed to scholar-practitioner inquiry and responsible praxis-based pedagogies that serve as tools toward cultivating socially and ecologically just practices in classrooms, local communities, and beyond.

Admission and Advancement in the MA in Teaching

To be admitted to the MA in Teaching, students must hold an acceptable baccalaureate from an accredited institution and have attained grade point averages of at least 2.5 overall, 2.75 in the last 60 units, and 3.0 in the last 30 units. Students must also pass the Initial Education Writing Assessment sent to them at the time of application for admission. Students meeting these requirements will be admitted to Classified Status.

Students who do not meet all requirements above may be admitted to Conditionally Classified status to address needs through additional preparation. Conditionally Classified students will complete 12 units of courses designated by the department's Graduate Coordinator with a minimum GPA of 3.0 and will satisfy any program specified criteria for admission to Classified Status.

Graduate students having Classified Status can apply for Advancement to Candidate status after successfully completing 15 units of program courses, including EDMA 610 (Introduction to Inquiry in Education), with a GPA of 3.0 or higher, the second writing proficiency assessment, and filing a master's degree program plan. Students submit an application for Advancement to Candidate status to their MA advisor/committee chair. Approval of the department's Graduate Coordinator is also required.

For additional information, see the Graduate Education section of this catalog and check with department offices in the School of Education.

Requirements for the Master's Degree:

Requirements for the Master's Degree in Education are established by the School of Education, the student's master's advisory committee, and the Office of Graduate Studies. They include:

  1. Completion of an approved program consisting of a minimum of 30 units of 400/500/600-level courses as follows:
    1. At least 18 units in the discipline of Education.
    2. At least 18 units required for the degree in 600-level courses.
    3. A maximum of 30 percent of the units counted toward the degree requirements may be Open University or other special session credit earned in non-matriculated status combined with all transfer coursework.
    4. Not more than a total of 10 units of Independent Study (EDMA 697) and Master's Project (EDMA 699P) or Master's Thesis (EDMA 699T) may be applied to the degree. The Master's Project (EDMA 699P) or Master's Thesis (EDMA 699T) may not be more than 6 units.
    5. Completion of a culminating activity (EDMA 696P).
    6. Completion of courses prescribed for the program.
    7. Master's degree students are required to be enrolled continuously from the time they begin their program until the degree is awarded. Continuous enrollment may be maintained either through registration as a matriculated student or through adjunct enrollment. See "Regulations Governing Graduate Students" for a full description of continuous enrollment.
  2. Recommendation for the degree by the department graduate coordinator and the Graduate Coordinators Committee on behalf of the faculty of the University. All forms and approvals requiring the signature of the graduate coordinator must be processed by the department housing the option.

It is the student's responsibility to meet all requirements and submit application forms for changes in graduate status. Forms for advancement in status are available from the Office of Graduate Studies and the department offices. Forms must be submitted to the appropriate graduate coordinator for approval.

Preliminary Teaching Credential Requirements:

  1. Admission to Chico State Office of Graduate Studies
  2. Submission of all attachments requested by the application. (See Credential Program Application for applications)
  3. Satisfying the basic skills requirement is a program admission requirement. Examples of ways to satisfy Basic Skills Competence include:
    1. Pass the California Basic Educational Skills Test (CBEST) – all sections must be taken and passed
    2. Pass the CSU Early Assessment Program (EAP) English and Math sections (tests completed in high school)
    3. Pass the CSU English Placement Test (EPT) and the Entry Level Math (ELM) Test (CSU Testing Center)
    4. Pass the Multiple Subject CSET: Writing Skills Test (available to Multiple Subject applicants only)
    5. Pass a basic skills examination from another state
    6. Additional options can be found at CTC Basic Skills Requirement.
  4. Passing CSET results or verification of completion of an undergraduate subject-matter preparation program for Subject-Matter Competence.
  5. Completion of all prerequisite courses within the last seven years with a grade of C- or higher. (e.g., EDTE 255, EDTE 302, EDTE 520 or EDTE 530, and ENGL 471).
  6. A cumulative GPA of 2.67 or a GPA of 2.75 in your last 60 semester (or 90 quarter) units of coursework (Exception: applicants for the CLASS Program must have a GPA of 2.75 in their last 60 semester (or 90 quarter) units and a 3.0 in their last 30 semester (45 quarter) units).
  7. A Certificate of Clearance or equivalent document from the Commission on Teacher Credentialing verifying eligibility to work in school.
  8. Participate in the Mandatory Interview.

General Overview

The Master of Arts in Teaching (MAT) program, designed for concurrent enrollment in a teaching credential program, offers a coordinated series of learning experiences which are built upon a conceptual framework grounded in social justice and organized around themes of reflection, decision-making, facilitation, continuous learning, research, leadership, and collaboration. The program has a strong connection with public schools and emphasizes the importance of providing pre-service teachers with multiple opportunities for observation, interaction, reflection, facilitation, instruction, collaboration, and leadership in a TK-12 learning community. Upon completion of the MAT program, students receive a Master of Arts in Teaching degree and will be recommended to the California Commission on Teacher Credentialing for a Teaching Credential.

4 courses required:

SUBJ NUM Title Sustainable Units Semester Offered Course Flags
EDMA 600 Critical Perspectives in Education   3.0 FA  
This foundation course examines current and historical issues related to supporting the important connection between social justice and democracy in public education and society. Students explore, research, and discuss past and current socio-political issues and trends in education, with particular focus on diverse student populations in our schools and the democratic professional practices that best serve our educational communities. 3 hours lecture. (021329)
EDMA 610 Introduction to Inquiry in Education   3.0 FA  
Prerequisites: Experience using computers, faculty permission.
This course develops the knowledge and skills educators need as consumers and producers of educational research. Introduction to skills for accessing, comprehending, planning, and conducting educational research and basic statistics. This course should be taken early in the MA degree program. 3 hours seminar. (002875)
EDMA 611 Research Seminar in Education   3.0 FS  
Prerequisites: EDMA 610, faculty permission.
Assists in the development of research proposals and the communication of research. Master's candidates gain insight into the conduct of educational research, develop the proposal for their thesis or project, and draft a summary of related previous research. This course should be taken just before beginning a master's thesis or project. 9 hours independent study. (002876)
EDTE 665 Teaching Residency II   6.0 SP  
Prerequisite: EDTE/SPED 662 and permission of program.
 This course is also offered as SPED 665.
This second of two teaching residency semesters combines intensive co-teaching and collaboration with a developmental sequence of carefully planned, substantive, supervised field experiences in TK-12 inclusive general education classrooms or special education settings. The residency provides opportunities to observe and apply democratic practices and to develop the skills and dispositions necessary to teach a diverse student population. Teacher candidate placements are determined through a collaborative effort of the university and colleagues in cooperating TK-12 schools. 18 hours supervision. (021058)

Culminating Activity

3 units selected from:

SUBJ NUM Title Sustainable Units Semester Offered Course Flags
EDMA 696P Professional Paper with Comprehensive Exam   3.0 FS  
Prerequisites: Advance to candidacy, faculty permission.
A culminating study of major educational issues and trends occurring in the field of Education. It is a preparation course for the MA in Education professional paper with comprehensive exam. Students completing the professional paper with comprehensive exam must take this course in the final semester of their program. The written professional paper that aligns with the Guide to Graduate Studies and comprehensive exam are given as part of this course. 9 hours independent study. Credit/no credit grading. (021333)

Teaching Credential coursework

Complete 12 units from one of the following Credential Programs

12 units selected from:

See the prerequisites for each credential program at CSU, Chico Teaching Credential Programs. Each program has different prerequisite courses that credential candidates must take before being admitted into the teaching credential program.

Single Subject Credential Program or Bilingual Authorization Single Subject Program

SUBJ NUM Title Sustainable Units Semester Offered Course Flags
EDTE 532 Literacy Development   3.0 FS  
This course examines issues of language and literacy development for first and second language learners with an emphasis on the adolescent learner. Theory and research on the effects of prior knowledge, motivation, and culture on reading and writing are addressed. Specific reading, writing, speaking, and listening strategies to support comprehension of academic content by diverse student populations are emphasized. Assessment techniques specific to literacy development are explored. The central theme of the course is helping students (grades 7-12) become strategic readers and critical consumers of information in a democratic society. 3 hours seminar. (002902)
EDTE 533 Subject Area Pedagogy I   3.0 FS  
This course assists teacher candidates in applying democratic practices to subject matter content as they develop their skills in planning, facilitating, and assessing student learning in their selected disciplines. Teacher candidates design short-term and long-term curricula to deliver content-specific instruction that is consistent with the state-adopted academic content standards and the basic principles and primary values of the underlying disciplines. They consider various instructional designs, create engaging experiences for all learners, and develop content-appropriate methods of assessing student learning. 3 hours seminar. (002937)
EDTE 536 Subject Area Pedagogy II   3.0 FS  
This course increases the candidates' awareness and understanding of issues, trends, challenges, and democratic practices of their selected areas of specialization. Teacher candidates advance their knowledge and skills in teaching academic content standards-based curriculum in the subject area guided by multiple measures of assessing student learning. They make and reflect on instructional decisions informed by educational theories and research, state-adopted materials and frameworks, and consultations with other professionals. 3 hours lecture. You may take this course more than once for a maximum of 12.0 units. (002940)
EDTE 580 Educational Psychology   3.0 FS  
Prerequisites: Conditional admission to a Professional Education Program.
This course is designed to help candidates understand how students' cognitive, personal-social, and physical development, and cultural and linguistic backgrounds are related to effective teaching and interpersonal relations in secondary schools. Major segments of instruction include the study of how students learn, remember, and make use of the knowledge they have acquired and how students' educational growth is assessed in schools. Each candidate begins to use this knowledge to organize and manage a learning environment that supports student development, motivation, and learning. 3 hours seminar. (015899)

Multiple Subject Credential Program

SUBJ NUM Title Sustainable Units Semester Offered Course Flags
EDTE 523A Curriculum Theory and Practice: Math   3.0 FS  
This course examines the principles and practices for elementary school instruction in mathematics within the context of democratic classroom practice. It includes application of national and state standards to planning curriculum and assessment, as well as selection and implementation of appropriate instructional strategies, resources, materials, and electronic teaching technologies to meet the educational needs of diverse student populations. 3 hours seminar. You may take this course more than once for a maximum of 6.0 units. ABC/no credit grading. (002921)
EDTE 523B Curriculum Theory and Practice: Science   2.0 FS  
This course examines the principles and practices of elementary school instruction in science within in the context of democratic classroom practice. It includes application of national and state standards to planning curriculum and assessment, as well as selection and implementation of appropriate instructional strategies, resources, materials, and electronic teaching technologies to meet the educational needs of diverse student populations. 2 hours lecture. You may take this course more than once for a maximum of 4.0 units. ABC/no credit grading. (020714)
EDTE 528 Synthesis of Teaching Theory and Practice   3.0 FS  
Prerequisites: Capstone course to be taken in the final semester of the program.
To meet the needs of students in a democratic society, teachers must be change agents in their schools and communities. This capstone course deepens candidates' knowledge and application of theories and practices necessary to execute the Plan-Teach-Assess-Reflect cycle of teaching in diverse classrooms. Candidates analyze research-based teaching practices as applied in classroom contexts, examine student learning outcomes, document their growth as teachers and set goals for their development as professional educators. 3 hours lecture. You may take this course more than once for a maximum of 6.0 units. ABC/no credit grading. (002923)
EDTE 672 Teaching Reading in Bilingual and/or General Education Classrooms   4.0 FA  
Prerequisites: Admission to a Professional Education Program.
This course provides substantive, research-based instruction that builds the theoretical and practical knowledge base of K - 12 literacy development. This enables candidates to deliver an effective and comprehensive program of instruction in reading/language arts in English and the students primary language which is aligned with the California English Language Arts and English Language Development Framework. Candidates examine the relationship among language development, literacy level in the primary (L1) and target language (L2), as well as the transfer of skills between L1 and L2. Selection and/or adaptation of appropriate strategies and materials for Emergent Bilinguals are modeled to facilitate candidates' ability to apply them in their classrooms. Bilingual candidates review appropriate materials and resources available in English and in the students' primary language. In the Bilingual/Cross-cultural Program, all or portions of this course may be conducted in Spanish. This course may be applicable to a master's degree. 4 hours lecture. (020895)

Bilingual Authorization Multiple Subject Program

SUBJ NUM Title Sustainable Units Semester Offered Course Flags
EDTE 523A Curriculum Theory and Practice: Math   3.0 FS  
This course examines the principles and practices for elementary school instruction in mathematics within the context of democratic classroom practice. It includes application of national and state standards to planning curriculum and assessment, as well as selection and implementation of appropriate instructional strategies, resources, materials, and electronic teaching technologies to meet the educational needs of diverse student populations. 3 hours seminar. You may take this course more than once for a maximum of 6.0 units. ABC/no credit grading. (002921)
EDTE 523B Curriculum Theory and Practice: Science   2.0 FS  
This course examines the principles and practices of elementary school instruction in science within in the context of democratic classroom practice. It includes application of national and state standards to planning curriculum and assessment, as well as selection and implementation of appropriate instructional strategies, resources, materials, and electronic teaching technologies to meet the educational needs of diverse student populations. 2 hours lecture. You may take this course more than once for a maximum of 4.0 units. ABC/no credit grading. (020714)
EDTE 672 Teaching Reading in Bilingual and/or General Education Classrooms   4.0 FA  
Prerequisites: Admission to a Professional Education Program.
This course provides substantive, research-based instruction that builds the theoretical and practical knowledge base of K - 12 literacy development. This enables candidates to deliver an effective and comprehensive program of instruction in reading/language arts in English and the students primary language which is aligned with the California English Language Arts and English Language Development Framework. Candidates examine the relationship among language development, literacy level in the primary (L1) and target language (L2), as well as the transfer of skills between L1 and L2. Selection and/or adaptation of appropriate strategies and materials for Emergent Bilinguals are modeled to facilitate candidates' ability to apply them in their classrooms. Bilingual candidates review appropriate materials and resources available in English and in the students' primary language. In the Bilingual/Cross-cultural Program, all or portions of this course may be conducted in Spanish. This course may be applicable to a master's degree. 4 hours lecture. (020895)
EDTE 673 Teaching English Learners: Literacy and Academic Access   3.0 FA  
Prerequisites: Admission to a Professional Education Program.
Prospective K-12 teachers study pedagogical theories, principles, and practices for English Language acquisition and development. The effects of prior knowledge, literacy in the primary language, culture and the transferability of language skills on reading and writing are explored. Candidates utilize assessment information to diagnose students' language abilities and to design lessons that foster receptive and productive language processes. Bilingual instructional models are compared to examine the extent to which models best support instruction that is linguistically and culturally responsive and provide opportunities for parental involvement. In the Bilingual/Crosscultural program, all or portions of this course may be conducted in Spanish. This course may be applicable to a master's degree. 3 hours lecture. (020896)

Education Specialist Mild/Moderate Credential Program; Education Specialist Moderate/Severe Credential Program; or Concurrent Program

SUBJ NUM Title Sustainable Units Semester Offered Course Flags
SPED 520 Assessment and Evaluation in General and Special Education   3.0 SP  
Prerequisites: SPED 343 or equivalent.
Study techniques used in assessing skills and needs of general and exceptional learners. Topics include examination of standardized tests in general and special education; use and interpretation of standardized test results; development and use of teacher-made techniques for assessment; principles of curriculum-based assessment; and consideration of cultural and linguistic diversity factors in assessment. Activities focus on construction of teacher-made instruments and on administration and scoring of selected standardized tests. This course is part of the Level I preparation program for education specialists in mild/moderate/severe disabilities. Enrollment is normally limited to Special Education Credential candidates. Other students may enroll with faculty permission. 3 hours seminar. (007958)
SPED 664 Instructional and Assistive Technology   3.0 SP  
Prerequisite: Admission to Education Specialist Credential Program.
This course addresses the use of instructional and assistive technology for the organization and management of interventions to meet the needs of the full range of learners. In this course, enrollees will demonstrate competence in administering, interpreting and utilizing instructional and assistive technology to provide access to learning and to use those tools to promote formal and informal assessments of the literacy and communication skills of students with disabilities for the purposes of developing and implementing academic literacy. Enrollees will learn to conduct assessments, provide instruction, and special education services to individuals with academic language and/or communication needs in the areas of language and literacy development, including specific literacy required to meet state-adopted content standards and student IEP goals. Enrollees will learn how to use instructional and assistive technology. 3 hours seminar. (021048)
SPED 680 Advanced Methods and Curriculum for Students with Autism Spectrum Disorders   3.0 FS  
Prerequisites: Admission to Education Specialist Credential Program, SPED 580.
The purpose of this course is to provide education specialist candidates and interns with in depth knowledge of educational services for students who have an Autism Spectrum Disorder (ASD). Students evaluate and apply evidence based practices in language curricula, core curricula and behavioral programs and strategies designed specifically for K-12 students with ASD. Students in this course learn and apply appropriate accommodations, modifications and other academic supports for students with ASD in general education environments. 3 hours seminar. (021049)
SPED 692 Classroom Management for Individuals with Exceptional Needs   3.0 FA  
Prerequisites: Admission to and satisfactory progress in special education preparation program or faculty permission.
This course is designed to provide participants with an in-depth examination of basic behavioral theory and principles of learning as they apply to classroom management of exceptional students. 3 hours seminar. You may take this course more than once for a maximum of 6.0 units. (003094)

Graduate Requirement in Writing Proficiency:

Writing proficiency is a graduation requirement.

Students in the MA in Teaching program demonstrate writing proficiency through a combination of exercises beginning with the Initial Education Writing Assessment, submitted as part of the program application process, and continuing throughout the program. Specifically, with the application for Advancement to Candidate status, students submit a selected EDMA 610 writing assignment and a second writing assignment specified by program option faculty. These assignments are evaluated to determine graduate level writing proficiency.

Graduate Grading Requirements:

All courses in the major (with the exceptions of Independent Study - 697, Comprehensive Examination - 696, Master's Project - 699P, and Master's Thesis - 699T) must be taken for a letter grade, except those courses specified by the department as ABC/No Credit (400/500-level courses), AB/No Credit (600-level courses), or Credit/No Credit grading only. A maximum of 10 units combined of ABC/No Credit, AB/No Credit, and Credit/No Credit grades may be used on the approved program (including 697, 696, 699P, 699T and courses outside the major). While grading standards are determined by individual programs and instructors, it is also the policy of the University that unsatisfactory grades may be given when work fails to reflect achievement of the high standards, including high writing standards, expected of students pursuing graduate study.

Students must maintain a minimum 3.0 grade point average in each of the following three categories: all course work taken at any accredited institution subsequent to admission to the master's program; all course work taken at CSU, Chico subsequent to admission to the program; and all courses on the approved master's degree program.

Graduate Advising Requirement:

Advising is recommended each semester for MA in Teaching students. Upon admission to the program, graduate students are assigned a faculty advisor. Graduate students are encouraged to meet with their assigned advisors as they begin their program and each semester thereafter. The School of Education Graduate Coordinator oversees the MA in Teaching faculty advisors. All forms and approvals requiring the signature of the graduate coordinator must be processed by the department housing the advising option.

Catalog Cycle:21