Mar 05, 2024  
2023-2024 University Catalog 
  
2023-2024 University Catalog

Special Education, Early Intervention, Birth - Age 5, M.A.T


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Graduate Alternate Certification Pathway

The Master of Arts in Teaching (M.A.T.) degree is designed to offer candidates with a bachelor degree outside the field of education an opportunity to address the requirements of an initial level teaching certificate within a Master’s degree program.

Student Learning Outcomes

Student Learning Outcomes (SLOs) for MAT Special Education, Early Intervention (Birth - Age 5)

Aligned with Interstate Teacher Assessment and Support Consortium (InTASC) 

Child Development and Early Learning: Candidates understand the impact of different theories and philosophies of early learning and development on assessment, curriculum, instruction, and intervention decisions; apply knowledge of normative developmental sequences and variations, individual differences within and across the range of abilities, including developmental delays and disabilities, and other direct and indirect contextual features that support or constrain children’s development and learning; and consider contextual factors when facilitating meaningful learning experiences and individualizing intervention and instruction across contexts. 

Parnering with Families: Candidates use their knowledge of family-centered practices and family systems theory to develop and maintain reciprocal partnerships with families; apply family capacity-building practices as they support families to make informed decisions and advocate for their young children; and engage families in opportunities that build on their existing strengths, reflect current goals, and foster family competence and confidence to support their children’s development and learning. 

Collaboration and Teaming: Candidates apply models, skills and processes of teaming when collaborating and communicating with families and professionals; use culturally and linguistically responsive and affirming practices; develop and implement individualized plans and successful transitions that occur across the age span; and use a variety of collaborative strategies while working with and supporting other adults. 

4

Assessment Processes: Candidates know and understand the purposes of assessment in relation to ethical and legal considerations; choose developmentally, linguistically, and culturally appropriate tools and methods that are responsive to the characteristics of the young child, family, and program; use evidence-based practices to develop or select as well as administer informal and formal measures in partnership with families and other professionals; and analyze, interpret, document, and share assessment information using a strengths-based approach with families and other professionals for eligibility determination, outcome/goal development, planning instruction and intervention, monitoring progress, and reporting. 

5

Application of Curriculum Frameworks in the Planning of Meaningful Learning Experience:Candidates collaborate with families and professionals to use an evidence-based, developmentally appropriate, and culturally responsive early childhood curriculum addressing developmental and content domains and use curriculum frameworks to create and support universally designed, high quality learning experiences in natural and inclusive environments that provide each child and family with equitable access and opportunities for learning and growth. 

6

Using Responsive and Reciprocal Interactions, Inteventions, and Instruction: Candidates plan and implement intentional, systematic, evidence-based, responsive interactions, interventions, and instruction to support all children’s learning and development across all developmental and content domains in partnership with families and other professionals; facilitate equitable access and participation for all children and families within natural and inclusive environments through culturally responsive and affirming practices and relationships; and use data-based decision-making to plan for, adapt, and improve interactions, interventions, and instruction to ensure fidelity of implementation. 

7

Professionalism and Ethical Practice: Candidates identify and engage with the profession of early intervention and early childhood special education (EI/ECSE) by exhibiting skills in reflective practice, advocacy, and leadership while adhering to ethical and legal guidelines and promote/use evidence-based and recommended practices. 

 

Master of Arts in Teaching

Programs of Study: The Masters of Arts in Teaching offers certification in early intervention (birth-5), elementary (grades 1-5), elementary/mild-moderate, secondary/mild-moderate, secondary (grades 6-12) in English, math, social studies, biology, chemistry, earth science, general science, and physics, early intervention (birth - age 5) and mild/moderate disabilities (grades 1-5 and 6-12). The mild/moderate disabilities certification is offered through an Integrated to Merged program which results in certification in mild/moderate disabilities and in elementary (grades 1-5), or secondary education (grades 6-12). Note that certification in secondary is specific to one content area.

The Master of Arts in Teaching program requires 33 graduate credit hours in the following areas: learner and the learning environment, teaching methodology, literacy, and a one-year residency as an intern or student teacher. Details of the program of study for each certification option may be found at the college website at. www.uno.edu/colaehd

Admission: In addition to the admission requirements established by the Graduate School, which include an overall grade point average of 2.5, candidates must achieve passing scores on PRAXIS I as well as the relevant PRAXIS II subject assessment. PRAXIS I is not required for candidates with an ACT composite score of 22, or SAT (Reading/Writing and Math) combined score of 1100 or who already have a Master’s degree. The College office must have official scores. All candidates must submit official transcripts from each college and university attended. One transcript with all transfer credits is not acceptable. All initial advising for this program occurs via the Education Advisors. Following initial advising, candidates are advised by a Faculty Advisor in the Department of Curriculum, Instruction, and Special Education for the duration of their program of study.

Field Experiences Requirements

Throughout the program, candidates complete field activities in school and classroom settings. Field work is supported in two ways: through assigned work associated with individual classes and within the year of residency (9 credits) taken at the end of the program of study. Field experience opportunities support candidates in meeting all national and state standards associated with their certification area. The program includes specific requirements for the number and type of field experience hours that must be completed as well as for the development of an electronic portfolio that aligns artifacts resulting from field work with specific professional standards. All candidates must complete the year of Residency [student teaching (9 credits) or capstone internship (9 credits)] during the last year of the program of study. Candidates in Early Intervention, Elementary, Elementary/Mild-Moderate, Secondary Education, Secondary/Mild-Moderate will not be permitted to enroll in other coursework during the second semester of residency (student teaching/capstone internship). Residency for this program of study must be completed in one of the following parishes: Jefferson, Orleans, Plaquemines, St. Bernard, St. Charles, or St. Tammany. More information on field experience requirements may be found at the college website at www.uno.edu/colaehd.

Requirements for Completing Program

All teacher certification programs in the College are performance-based. Candidates develop a professional portfolio to document the knowledge, skills, and dispositions associated with effective teaching. Completion of the program of study requires successful performance in coursework, field experience, and candidate assessments specific to the area of study. In addition to assessments associated with specific courses in the program, candidates must pass a final assessment to complete the program and be recommended for a teaching certificate. All Praxis exams must be passed prior to the first semester of residency. More information on candidate assessment and program progression requirements may be found at the college website at www.uno.edu/coehd.

Louisiana Teacher Certification

Candidates who successfully complete all program requirements are recommended to the Louisiana Department of Education for a teaching certificate. All conditions listed above under “Louisiana Teacher Certification” must be satisfied. Candidates enrolled in this program while teaching may be eligible for a Practitioner License upon recommendation by the hiring school district.

PRAXIS Requirements for All Teacher Education Candidates

All candidates pursuing initial teaching certification must successfully pass three types of PRAXIS examinations prior to program completion and recommendation for certification. The point in time that the candidate takes each examination varies according to the certification program option pursued. The following describes when each PRAXIS test is taken:

PRAXIS I (Core Academic Skills for Educators)

Undergraduate Program: Must be passed prior to Admission to Tier II (Teacher Education Program)

Graduate Alternate Certification (Master of Arts in Teaching): Must be passed prior to admission to the program

PRAXIS II

Undergraduate Program: Content Area taken must be passed prior to Tier III Residency I

Graduate Alternate Certification (Master of Arts in Teaching): Must be passed prior to admission to the program

PRAXIS II (Principles of Learning and Teaching)

Undergraduate Program: Must be passed prior to Residency I

Graduate Alternate Certification (Master of Arts in Teaching): Must be passed prior to Residency I

Add-On Certification Option

The College of Liberal Arts, Education and Human Development offers several programs of study that result in an additional area of certification. These programs are designed for candidates who are certified teachers in the State of Louisiana. More information on these programs of study may be found at the college website www.uno.edu/colaehd.

Undergraduate Program: Must be passed prior to Residency I

Graduate Alternate Certification (Master of Arts in Teaching): Must be passed prior to Residency I

Add-On Certification Option

The College of Liberal Arts, Education and Human Development offers several programs of study that result in an additional area of certification. These programs are designed for candidates who are certified teachers in the State of Louisiana. More information on these programs of study may be found at the college website www.uno.edu/colaehd.

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