Graduate Programs in Education and Human Development

Department of Curriculum and Instruction

Two master’s degree options  are offered in Curriculum and Instruction. The Master of Arts in Teaching (M.A.T.) degree is designed to offer candidates with a bachelor’s degree outside the field of education an opportunity to address the requirements of an initial level teaching certificate within a master’s degree program. The Master of Education (M.Ed.) degree is designed to offer candidates who already hold teacher certification an opportunity to address one or more advanced preparation objectives including the requirements of an add-on certification option, advanced preparation in their existing certification area, coursework addressing an advanced skill set, or additional training in one or more content areas. 

Requirements for the Master of Arts in Teaching (M.A.T.) Degree

The Master of Arts in Teaching offers certification in elementary (grades 1-5), middle grades (grades 4-8) in English, mathematics, science, and social studies, secondary (grades 6-12) in English, mathematics, social studies, biology, chemistry, earth science, general science, and physics.

The Master of Arts in Teaching program requires 36-39 graduate credit hours in the following areas: learner and the learning environment, teaching methodology, literacy, research, and internship/student teaching. Details on the program of study for each certification option may be found online: Master of Arts in Teaching Degree (M.A.T.).

Student Learning Outcomes

Education and Human Development
M.A.T. in Curriculum and Instruction

The student completing the M. A. T. in Curriculum and Instruction will demonstrate the following:

1. Demonstrate content knowledge in certification area.
2. Demonstrate appropriate dispositions to be an effective teacher.
3. Demonstrate ability to design, implement and evaluate effective curriculum and instruction.

Admission

The prospective master’s student must meet the admission requirements established by the Graduate School. In addition, applicants must hold a standard teaching certificate.

Programs of Study

The minimum requirement in the M.Ed. program is 36 credit hours that include 12 credit hours of required coursework and 24 credit hours in a specialty area. Specialty areas include Gifted, Early Intervention, English as a Second Language, Mild/Moderate, Reading Specialist, or Advanced Exploration. No more than 9 credit hours can be earned in 5000-level courses.  Any M.Ed. candidate receiving more than six hours of graduate coursework with a grade of C or lower will be dropped from the program.

Each candidate is required to complete a minimum of 40 clock hours of field work associated with assignments in courses within the program of study. Candidates must develop an electronic portfolio aligned with professional standards to demonstrate their effectiveness as a teacher. Each candidate must also successfully complete the

Mid-Program Assessment that includes a Research Paper and Oral Examination on a Contemporary Issue that demonstrates competency in theory-practice-research interaction. In addition, each candidate will complete a

Final/Capstone Assessment consisting of an Action Research Project and Oral Examination. Two failures of the examination necessitate dismissal from the master’s program.

 

Time Limit

Candidates employed as teachers with a Practitioners License (PL-3) must complete the MAT program within 4 years.

Field Experience 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 a student teaching (9 credits) or internship (6 credits) experience 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 student teaching (9 credits) or capstone internship (6 credits) during the last semester of the program of study.  Candidates in Elementary and Middle School programs of study will not be permitted to enroll in other coursework during the student teaching/capstone internship experience.  Candidates in Secondary Education programs of study will be permitted to enroll in the second methods course during student teaching or capstone internship if necessary to complete the program. Capstone Internship/Student Teaching 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 online: Master of Arts in Teaching Degree (M.A.T.).

Requirements for Completing Program

All teacher certification programs 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 graduation. More information on candidate assessment and program progression requirements may be found online:  Master of Arts in Teaching Degree (M.A.T.)

Students in the M.A.T. program in the Department of Curriculum and Instruction cannot count more than six hours of graduate coursework with a grade lower than a B toward their degree program. In addition, any master's student receiving more than six hours of graduate coursework with a grade lower than a B in their degree program shall be dropped from the  program.

Independent study/substitutions courses are approved only under extenuating circumstances. Independent study/substitutions must be approved by the Assistant Dean prior to enrollment in the independent study/substitution course.  M.A.T. candidates will be allowed a maximum of 6 hours of independent study/substitution courses within the degree program.

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.

 

Requirements for the Master of Education (M.Ed.) Degree

Student Learning Outcomes

Education and Human Development
Master of Education in Curriculum and Instruction

1. Students will analyze and critique knowledge in their area of concentration demonstrating theory-practice-research interaction.
2. Students will plan and implement an action research project addressing a current educational issue.
3. Students will synthesize and evaluate action research project
4. Students will demonstrate effective oral communication skills required of a professional in the field.

Admission

The prospective master’s student must meet the admission requirements established by the Graduate School. In addition, applicants must hold a standard teaching certificate.

Curriculum

The minimum requirement in the M.Ed. program is 36 credit hours that include 12 credit hours of required coursework and 24 credit hours in a specialty area. Specialty areas include Gifted, Early Intervention, English as a Second Language, Mild/Moderate, Reading Specialist, or Advanced Exploration. No more than 9 credit hours can be earned in 5000-level courses.  Any M.Ed. candidate receiving more than six hours of graduate coursework with a grade of C or lower will be dropped from the program.

Each candidate is required to complete a minimum of 40 clock hours of field work associated with assignments in courses within the program of study. Candidates must develop an electronic portfolio aligned with professional standards to demonstrate their effectiveness as a teacher. Each candidate must also successfully complete the

Mid-Program Assessment that includes a Research Paper and Oral Examination on a Contemporary Issue that demonstrates competency in theory-practice-research interaction. In addition, each candidate will complete a

Final/Capstone Assessment consisting of an Action Research Project and Oral Examination. Two failures of the examination necessitate dismissal from the master’s program.

Counselor Education

Student Learning Outcomes

Education and Human Development
M.Ed. in Counselor Education

1. Students will obtain current theoretical knowledge in the core areas of counseling
2. Students will develop identities as professional counselors.
3. Students will be exposed to issues in multicultural counseling.
4. All Master's students will obtain a passing score on the master's level comprehensive exam.

Accreditation

The M.Ed. and Ph.D. programs are accredited by the Council for the Accreditation of Counselor Education and Related Educational Programs (CACREP). 

Requirements for the Master of Education (M.Ed.) Degree

Two concentrations are available in the master’s degree programs in Counselor Education: Clinical Mental Health Counseling, and School Counseling. The Clinical Mental Health Counseling concentration prepares graduates to serve as counselors in the clinical mental health counseling context. The School Counseling concentration prepares graduates to serve as counselors in public, parochial, and private schools (pre-K through 12th grade).

Admission

Prospective master’s degree students must meet the admission requirements established by the Graduate School. In addition, applicants must present scores from the Graduate Record Examination (GRE) General Test earned in the last five years and a statement of purpose. Master's degree applicants will be considered based on criteria developed and published by the faculty. Admission decisions are based on all criteria considered in relationship to the need of the program and number of students who can be reasonably accommodated.

Program of Study

The minimum total graduate semester credits required for the M.Ed. program is 60. Course requirements include 36 counseling core credits, six counseling emphasis area credits, six counseling elective credits, three credits in research, and a minimum of nine credit hours in field work.

Retention Standards

Students admitted to the master’s degree program in Counselor Education must complete each of the following courses with a grade of B or better before they may enroll in the next course for which that course is a prerequisite: Counselor Education 6430, 6440, and 6896. Master’s degree students will be dismissed for any of the following academic reasons: they accumulate six or more hours of grades lower than B in graduate coursework required in their programs of study; their cumulative UNO graduate grade-point average for two consecutive semesters (fall and spring or spring and fall) is below 3.0; or they fail the comprehensive examination twice.

Comprehensive Examination

Master’s degree students must pass a comprehensive examination, which must be taken near the end of the student’s degree program. The examination covers all of the core areas of the student’s field of study.

Requirements for the Doctoral Degree

The Counselor Education Ph.D. program prepares counselors for leadership roles in the counseling profession. Research competency, advanced counseling skills, and practice in the clinical supervision of other counselors are emphasized in the program. Graduates generally choose careers as university faculty members (counselor educators), administrators of counseling programs, consultants, private practitioners, and researchers.

Student Learning Outcomes

Education and Human Development
Ph.D. in Counselor Education

1. Doctoral students will learn research skills.
2. Doctoral students will develop skills in clinical counseling supervision and in advanced counseling practice during their academic programs.
3. All students will demonstrate specialized knowledge of theory and scholarship in Counselor Education by passing a General Examination judged by a jury of three faculty members.

Admission

Prospective Ph.D. degree students must meet the admission requirements established by the Graduate School. In addition, applicants must complete the Graduate Record Examination (GRE) General Test, provide a resume, a 3-5 page statement of purpose and recommendations from 3 individuals familiar with the applicant’s academic and professional potential.  Ph.D. degree applicants are considered based on criteria developed and published by the faculty. To be considered for admission to the program without probation, an applicant must have a graduate grade-point average of at least 3.50. Presentation of the minimum graduate grade-point average does not guarantee admission. Admission decisions are based on all criteria considered in relationship to the needs of the program and number of students who can be reasonably accommodated. Applicants who present graduate grade-point averages that are lower than those listed above may be considered for admission on the basis of additional factors. Finalists for admission who are invited must also interview with the program admissions committee. The interview process includes completion of a writing sample and a videotaped counseling interview.

Curriculum

The Ph.D. program goes well beyond the accumulation of graduate course credits. It includes coursework, supervised field experiences, completion of examinations, a research project, and a dissertation. The degree program includes a minimum of 114 graduate credits beyond the bachelor’s degree. There are 48 credits of entry-level core counseling courses (includes three credits in research), 12 credits of counseling courses in an area of concentration, 39 credits of doctoral-level core counseling courses (includes 12 credits in research), and 15 additional credits in research courses. Because of the number of credits completed in research (30 credits total), this area serves as the minor for doctoral students. The doctoral program includes a 100 hour practicum and a 600 hour internship. Concentration areas in counseling in the doctoral program are focused in a particular area of counseling such as college/student affairs counseling, clinical mental health counseling, or school counseling. A Program of Study must be completed at the end of the student’s first year of enrollment in the doctoral program.

Research Tools

Ph.D. students must complete a minimum of 30 credits in research, which includes coursework and dissertation research. Students develop competency in both quantitative and qualitative research methods. They choose one primary method for their dissertation and complete advanced research courses in that area.

Retention Standards

Ph.D. degree students will be dismissed for any of the following academic reasons: they accumulate six or more hours of grades lower than B in graduate coursework required in their programs of study; their cumulative UNO graduate grade-point average for two consecutive semesters (fall and spring or spring and fall) is below 3.0; they fail the general or final (dissertation defense) examination twice.

Residency

A doctoral student must earn two consecutive semesters of a minimum of nine hours of residence. The doctoral residence requirement may be met alternatively by three semesters of enrollment at six or more hours, which may be non-consecutive.

Students who are in residence for the purpose of the above requirement are expected to devote all of their energies to graduate study under the direct supervision of a major professor and/or advisory committee. Transfer credit from other institutions may be accepted in partial fulfillment of the residency requirement if approved by the department and the Graduate School.

 

Prior Master's Work

A student, with approval from the major professor and the department, may have credits earned toward one or more master’s degrees completed at other universities and up to 15 semester hours earned outside of a master’s degree program, applied to the Ph.D. curriculum. Only graduate credits in which grades of B were earned that were taken in residence at another university may be utilized.

Continuous Enrollment

Doctoral students, after being admitted to the Ph.D. program, must enroll in graduate courses each fall and spring until being awarded the degree. A leave of absence must be formally requested from the faculty prior to any semester in which this requirement is not met. Students will be dismissed if they fail to meet this continuous enrollment requirement.

General Examination

Students must successfully complete a general examination to continue in the Ph.D. program. Students may take the general examination when they have completed most of their coursework, as defined by the faculty.

Time Limit

The Ph.D. in Counselor Education follows the Graduate School requirement for time limit (see Graduate School).

Higher Education Administration

The goal of the M.Ed. in Higher Education Administration is to prepare generalist practitioners with a broad understanding of the role of educational leaders in postsecondary education. It is recognized that each student's interests and skills will result in a more specific orientation toward select roles and functions. Therefore, each student will have the opportunity to select elective classes that will support the concepts taught in required courses, enhance the student's internship experiences, and allow the student to develop unique areas of knowledge and skills that translate to the professional sector.

Student Learning Outcomes

College of Education and Human Development
M.Ed. in Higher Education Administration

1. Masters students will define the historical roots and philosophical assumptions underlying the formation of the higher education profession. In addition students will understand the unique characteristics of students and student cultures in higher education. (Assessment: First Semester Exam – Fall Year 1)
2. Masters students will select relevant information, organize and evaluate the information, and apply it to issues of higher education leadership. Moreover, students will demonstrate an understanding of the connection between theory and practice by analysis, synthesis, and evaluation of educational programs and policies that impact higher education. (Assessment:  Case Study Exam – Fall Year 2)
3. Masters students will demonstrate an understanding of, and ability to reflect critically on, historical and contemporary issues within higher education and to relate these issues to their academic development and professional practice. (Assessment:  Professional Portfolio– Spring Year 2)

Programs of Study

Foundations and Leadership (6 hours):

EDAD 6600 The American College and University

EDAD 6681 Organization and Leadership in Higher Education

Professional Practice (21 hours):

EDAD 6530 Student Services in Higher Education

EDAD 6535 College Student Development

EDAD 6675 Current Issues in Higher Education

EDAD 6684 Teaching, Learning & Curriculum in Higher Education

EDAD 6993 Diversity in Higher Education

EDFR 6675 Advanced Educational Program Evaluation

EDFR 6700 Educational Research

Internship (3 hours):

EDAD 6695 Internship in Higher Education

Electives (6 hours from the following):

EDAD 6550 The Academic Profession

EDAD 6605 Community and Technical Colleges

EDAD 6610 Legal Aspects of Higher Education

EDAD 6615 Financial Management in Higher Education

EDAD 6620 History and Philosophy of Higher Education

EDAD 6630 Student Choice in Higher Education

EDAD 6640 College Teaching

EDAD 6645 College Student Learning

EDAD 6650 College Curriculum

EDAD 6683 Students in Higher Education

Educational Leadership

Student Learning Outcomes

Education and Human Development
M.Ed. in Educational Leadership

1. Students will demonstrate standards-relevant knowledge believed necessary for competent professional practice.
2. Students will apply theory to problems of professional practice in educational settings.
3. Students will demonstrate appropriate dispositions to be an effective school leader.

Requirements for the Master of Education (M.Ed.) Degree

The master’s program in Educational Leadership prepares graduates for leadership positions in K-12 school settings. Successful completion of EDAD 6800 and EDAD 6805 (6 graduate hours) allows a teacher candidate to apply to the Louisiana State Department of Education for the “Teacher Leader Endorsement” to be added to their teaching certificate. After the first 6 hours, potential students are screened for admission into the 36 credit hour program of study which results in a Master’s Degree in Educational Leadership. Completers of the Master’s Degree Program qualify to apply for certificate/license as an “Educational Leader Level 1”.

The Educational Leader Level 1 is an entry-level license for individuals seeking to qualify for school and/or district leadership positions (e.g., assistant principals, principals, parish or city supervisors of instruction, supervisors of child welfare and attendance, special education supervisors, or comparable school/district leader positions). An individual can move from an Educational Leaders Level 1 to a Level 2 license upon completion of the Educational Leader Induction Program and the required years of experience. A Level 3 license qualifies an individual for employment as a district superintendent.

Admission

In addition to minimum Graduate School requirements applicants must possess a standard teacher’s license, 3 years of teaching experience, provide a valid GRE score, a current resume, and letter of recommendation from the principal or district level supervisor. Admission decisions are based on all criteria considered in relationship to the need of the program and number of students who can be reasonably accommodated.

Curriculum

The Master of Education (M.Ed.) degree program in K-12 Educational Leadership requires  36 credit hours, including three hours of research. The Master of Education in K-12 Educational Leadership is an approved Educational Leader Level 1 certification program by the Louisiana Board of Elementary and Secondary Education. A Program of Study must be completed at the end of the student’s first year of enrollment in the master's program.

Retention and Graduation Standards

To remain in the master’s program, students must not accumulate more than two grades lower than a B and must meet all requirements of the Educational Leadership program. M.Ed. students must pass the Comprehensive Examination. The comprehensive exam cannot be taken more than twice.

Comprehensive Examination

M.Ed. degree students must pass a comprehensive examination, which must be taken near the end of the student’s degree program. The examination covers all of the core areas of the student's field of study. The student must be enrolled at the University during the semester in which the Comprehensive Exam is taken and during the semester of graduation.

Time Limit

M.Ed. students must follow the Graduate School time limit for Master's degrees.

Ph.D. in Educational Administration

Student Learning Outcomes

Education and Human Development
Ph.D. in Educational Administration

1. Students will produce a dissertation research project of publishable quality.
2. Students will demonstrate specialized knowledge of the scholarship in a specialty area of educational administration.
3. Students will analyze and evaluate a current issue of practice in the field of educational administration.

Requirements for the Doctoral Degree

The Educational Administration Ph.D. program is intended for those who plan an inquiry into the issues of educational leadership through a theoretical framework. The Ph.D. studies in educational administration emphasize research methodology, both quantitative and qualitative. The program curriculum focuses on understanding and leading education as a PK-16+ integrated system. Concentrations are available in K-12 school leadership and higher education administration. Study for the Ph.D. is suited for those planning careers in school and university administration, university teaching, research departments of large school systems or state agencies, or any education-related leadership profession.

The general regulations and procedures governing programs leading to the Doctor of Philosophy, as explained elsewhere in this catalog, will be followed. Specific application of these regulations and procedures to doctoral programs in education, as well as fundamental differences in the programs, is listed below.

Admission

Prospective Ph.D. degree students must meet the admission requirements established by the Graduate School and also provide valid GRE scores, a statement of purpose, a CV or Resume and recommendations from 3 individuals able to address the applicant’s academic potential. Admission decisions are based on all criteria considered in relationship to the needs of the program and number of students who can be reasonably accommodated. Applicants who present test scores or graduate grade-point averages that are lower than those listed above may be considered for provisional admission. It is recommended that applicants consult at least one program faculty member early in the process of preparing the application. Students who submit complete applications prior to the date published by the department will be considered.

Program of Study

The Ph.D. program goes well beyond the accumulation of graduate course credits. It includes coursework, completion of examinations, a research project, and a dissertation. The degree program includes a minimum of 93 credits beyond the bachelor’s degree. Students take a group of core doctoral courses, research methods courses, and concentration courses either in K-12 or higher education administration, and electives. Students should consult the department for specific requirements.

Research Tools

Ph.D. students must complete a minimum of 21 credits in educational research methods. Students develop competency in both quantitative and qualitative research methods.

Retention Standards

Ph.D. degree students will be dismissed for any of the following reasons: they accumulate six or more hours of grades lower than B in graduate coursework required in their programs of study (this includes the accumulation of more than one “U” grade in EDAD 7050, indicating lack of progress on the dissertation); their cumulative UNO graduate grade-point average for two consecutive semesters (fall and spring or spring and fall) is below 3.0; they fail the qualifying, general, or final (dissertation defense) examination twice; or they fail to maintain continuous enrollment in all fall and spring semesters until successful completion of the dissertation and graduation.

Residency

A doctoral student must earn two consecutive semesters of a minimum of nine hours of residence. The doctoral residence requirement may be met alternatively by three semesters of enrollment at six or more hours, which may be non-consecutive.

Students who are in residence for the purpose of the above requirement are expected to devote all of their energies to graduate study under the direct supervision of a major professor and/or advisory committee.

Prior Master's Work

A student, with approval from the major professor and the department, may apply all credits earned toward one or more master’s degrees completed at other universities and up to 15 semester hours earned outside of a master’s degree program towards the doctoral curriculum. Only graduate credits in which grades of B were earned that were taken in residence at another university may be applied. A minimum of 54 credits must be earned at UNO.

Research Project

Doctoral students complete a research project as defined by the faculty prior to taking their general examination.

Continuous Enrollment

Doctoral students, after being admitted to the Ph.D. program, must enroll in graduate courses each fall and spring until being awarded the degree. A leave of absence must be formally requested from the faculty prior to any semester in which this requirement is not met. Students will be dismissed if they fail to meet this continuous enrollment requirement.

Qualifying Examination

After successful screening into the PhD program, and typically during the second semester of their enrollment in the program, students must successfully complete the Qualifying Examination to qualify for continued enrollment in the program.  Program faculty develop exam content and evaluate student responses to the exam.  The exam is designed to assess the level of critical thinking and scholarly writing demonstrated by the student.

General Examination

Students must successfully complete a general examination to continue in the Ph.D. program. Students may take the general examination when they have completed most of their coursework, as defined by the faculty, and garnered advisor approval of the dissertation prospectus for the proposed dissertation research project.

Time Limit

New doctoral students must complete their degree not more than six years from admission to candidacy (Generals) to degree completion.  Prior work completed that is applied toward the degree must have been completed within nine years of the date the Ph.D. is awarded.

Student Learning Outcomes

Education and Human Development
Master of Arts in Teaching in Special Education

1. Demonstrate appropriate dispositions to be an effective special educator.
2. Demonstrate ability to design, implement, and evaluate instruction for students with disabilities.
3. Demonstrate knowledge and skills in teacher education competencies.
4. Demonstrate the ability to use research aligned with instruction within the Teacher Work Sample (TWS) assignments.

Admission

In addition to the admission requirements established by the Graduate School which include an overall grade point average of 2.5 and a satisfactory score on the Graduate Record Examination (GRE), applicants 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, an SAT (verbal and math) score of 1030, or who already have a master's degree. Official PRAXIS scores must be submitted to the University. All applicants must submit official transcripts from each college and university attended. One transcript with all transfer credits is not acceptable. The content knowledge of applicants seeking admission into the middle school and secondary education programs will be assessed via a transcript review. In some cases, additional content coursework will be required prior to program admission.  All applicants are required to purchase a Live Text account to support the development of an electronic portfolio.  In order to enter the Teacher Education Program, applicants must complete a background check.  Any applicants employed as an educator may provide the background check conducted by their employing district. All initial advising for this program occurs via the academic counselors in the College office. Following initial advising, candidates are advised by a faculty advisor for the duration of their program of study.

Time Limit

Candidates employed as teachers with a Practitioners License (PL-3) must complete the MAT program within 4 years.

Field Experience Requirements

Throughout the program, candidates complete field activities in school classroom and community settings. Field work is supported in two ways: through assigned work associated with individual classes and within a student teaching (9 credits) or internship (6 credits) experience 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 student teaching (9 credits) or capstone internship (6 credits) during the last semester of the program of study.  Candidates in Early Intervention, Deaf/Hard of Hearing, Significant Disabilities, and Elementary programs of study will not be permitted to enroll in other coursework during the student teaching or capstone internship experience.   Candidates in Middle School and Secondary Education programs of study will be permitted to enroll in the second methods course during student teaching or capstone internship if necessary to complete the program. Capstone Internship/Student Teaching 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 online: Master of Arts in Teaching Degree (M.A.T.). 

Requirements for Completing Program

All certification programs in Education and Human Development 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 graduation.

More information on candidate assessment and program progression requirements may be found online: Master of Arts in Teaching Degree (M.A.T.).  

Students in the M.A.T. program in Special Education cannot count more than six hours of graduate coursework with a grade lower than a B toward their degree program. In addition, any master’s student receiving more than six hours of graduate coursework with a grade lower than a B in their degree program shall be dropped from the program. 

Independent study/substitution courses are approved only under extenuating circumstances. Independent study/substitution must be approved by the Assistant Dean prior to enrollment in the independent study/substitution course.  M.A.T. candidates will be allowed a maximum of 6 hours of independent study/substitution courses within the degree program.

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.