Master of Arts in Teaching – For Arizona Residents
- Teacher Credentialing Preparation Program (Multiple Subject)
- Bachelor of Science in Elementary Education – For Arizona Residents
- Graduate Certificate in Special Education
- Graduate Certificate in Higher Education Administration
- Bachelor of Arts in Liberal Studies
- Graduate Certificate in Early Childhood Education
- Teacher Credentialing Preparation Program (Single Subject)
- Master of Arts in Teaching – For California Residents
- Doctor of Education
- Education Specialist
- Master of Arts in Teaching – For Arizona Residents
- Bachelor of Science in Elementary Education – For California Residents
- Master of Arts in Education
Tuition Rate:
$17,597.50
(including fees)
Monthly Payment Plan:
$375 per month
NOTE: The University is no longer accepting applications and enrolling for this degree.
The Master of Arts in Teaching degree program (MAT) provides students a pathway to complete their Arizona teaching credential preparation program while also pursuing a master’s degree. Students interested in teaching at the K-8 school level in the State of Arizona must have completed a bachelor’s degree at a regionally accredited university and have the capacity to pass the AEPA/NES Subject Knowledge: Elementary Education Subtest I & II exam (NT102 and NT103) and AEPA/NES Assessment of Professional Knowledge-Elementary Education (NT051) exam. Students interested in teaching at the 6-12 school level must have completed a bachelor’s degree at a regionally accredited university and have the capacity to pass the APEA/NES Assessment of Professional Knowledge-Secondary Education (NT052) and the AEPA/NES Subject Knowledge Exam in the requested subject area or have completed a regionally accredited subject-matter program.
The College of Education offers the following Teacher Credentialing programs approved by the Arizona Department of Education (ADE):
- Elementary Education TK-8
- Secondary Education 6-12
Admission requirements can be found HERE.
Refer to the University Catalog for Tuition and Fees.
42 Semester Credits/ 4 Semesters/16 Months
REQUIREMENTS FOR ALL CREDENTIAL PROGRAM CANDIDATES
To stay on schedule for graduation and to be eligible to receive the institutional recommendation for the Arizona Department of Education (ADE) students seeking a credential must show proof of passing the Arizona Educator Proficiency Assessment (AEPA) prior to beginning student teaching. It is highly recommended that candidates take this exam as early in the program as possible.
Student Teaching Requirements
- Completed and passed the AEPA for the credential being sought.
- CPR Certification
- TB Clearance
- All credential candidates must provide a fingerprint clearance card.
- Complete 600 hours of full-time student teaching in an approved classroom(s) over 2 eight-week sessions regardless of holidays or vacation days
- Students are advised not to work during their student teaching experience as it is a full-time commitment requiring 40 plus hours each week
- Substitute teaching and non-sequential or unapproved placements may not be counted towards the 600 hours of required practicum
- Students may be required to travel to distant school sites as assigned-specific school schedule requests or school sites may or may not be accommodated
Program Completion Requirements
- Complete program with a Cumulative GPA of 3.0 or higher
- Exit Interview
- Exit Survey
Teacher Credentialing and Licensure
Per the Arizona Department of Education (ADE) all students must meet the specific requirements in effect at the time of candidate application for credential. While the United States University program prepares Arizona teacher candidates it does not guarantee teacher licensure. All credential candidates are encouraged to check the certification requirement page on a regular basis as requirements may change. https://www.azed.gov/sites/default/files/2016/08/Requirements%20for%20Certificate%20-%20Elementary.pdf?id=57a5f538aadebe02a4f4f3c2
In order to be granted an Institutional Recommendation to be given to the Arizona Department of Education for an Elementary Education credential candidates must complete the following requirements:
- Complete a baccalaureate or higher degree from a regionally accredited college or university.
- Satisfy the pedagogy requirement: AEPA/NES Assessment of Professional Knowledge-Elementary Education (NT051) exam
- Achieve a passing score on required subject matter exams: AEPA/NES Subject Knowledge: Elementary Education Subtest I & II exam. (NT102 and NT103)
Core Requirements:
The wide variety of students that any teacher will meet in their classrooms, schools and communities will be reviewed with a focus on social justice, equity and educational opportunity for all students. Students will examine research-based cross-cultural strategies necessary to ensure an inclusive classroom honoring individual differences.
This course provides students with an overview of the historical, cultural, philosophical, legal and political history of the American educational system. Learning theories as applied to classroom teaching and differentiation of instruction will be explored. The importance of equity and social justice in education will be covered.
This course provides students with an overview of the history and legal requirements of Special Education in the American school system. Students will learn about response to intervention, qualification criteria for special education as well as the requirements of a teacher to support IEP goals and 504 accommodation plans to support students. Various models of support for students will be reviewed including inclusion, collaboration and co-teaching.
Students will be provided with research-based instructional strategies, as well as proven classroom routines and procedures that promote student mastery of curriculum by maximizing instructional time. Strategies for providing differentiated instruction as well as the integration of technology for learning will be covered. Assessment strategies will also be included.
Instructional models, strategies, approaches, assessment and placement of students in English as a second language and content based second language teaching will be explored. Instructional planning for the development of aural and oral language proficiency will be utilized. Research based strategies for teaching language will be applied.
In this course students will learn to engage in research to improve their teaching practice and address barriers to student success. A variety of research approaches that are common to the field of education will be introduced. Students will select a topic for their research proposal to be completed in EDU699 Capstone.
Elementary Education Credential Requirements:
In this course, teacher candidates will examine foundations, assessment, English language learner proficiency standards, and strategies (including structured English immersion) for the elementary classroom. Students will also examine current educational practices and historical legal issues related to English learners in TK-8 settings.
Teacher candidates will learn how to use and develop curriculum embedded in the Common Core, State Standard, and Frameworks. Students will learn a variety of instructional methods and strategies to provide differentiated instruction to meet the needs of all learners.
Teacher Candidates will learn how to use and develop curriculum embedded in the Common Core and state Standards and Frameworks. Students will learn a variety of instructional methods and strategies to provide differentiated instruction to meet the needs of all learners.
Approaches, methods, and techniques for teaching literacy skills will be explored. The assessment of literacy skills will be addressed in this course. The six components of literacy instruction (phonemic awareness, phonics, vocabulary, fluency, comprehension and writing) will be addressed throughout the course.
This full-time supervised clinical practice course requires 300 hours of in class student teaching at the school and grade level assigned. This course will guide candidates through their daily classroom instructional practice as a student teacher in a public elementary school. The sequence of clinical practice experiences includes multiple opportunities for interaction with diverse populations and communities such as English Language Learners and Special Needs students. All students are provided with experiences which are age and grade appropriate and are required and authorized by the credential they are seeking. Clinical practice is a critical component of the Teacher Preparation Program which combines theory to practice and is rooted in the Unites States University Mission and informed by the Teacher Performance Expectations (TPEs).
This course is designed to provide students with academic and professional support during their student teaching assignment. The course is offered in a seminar format consisting of reflective discussions that evolve around events in the classroom, field experiences, supervised teaching and collaboration between the candidates, university personnel. Synchronous (live) meetings via technology will be a requirement of this course.
This full-time supervised clinical practice course requires 300 hours of in class student teaching at the school and grade level assigned. This course will guide candidates through their daily classroom instructional practice as a student teacher in a public elementary school. The sequence of clinical practice experiences includes multiple opportunities for interaction with diverse populations and communities such as English Language Learners and Special Needs students. All students are provided with experiences which are age and grade appropriate and are required and authorized by the credential they are seeking. Clinical practice is a critical component of the Teacher Preparation Program which combines theory to practice and is rooted in the Unites States University Mission and informed by the Teacher Performance Expectations (TPEs).
This course is designed to provide students with academic and professional support during their student teaching assignment. The courses are offered in a seminar format consisting of reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the on-site support provider. Synchronous (live) meetings via technology will be a requirement of this course.
Secondary Education Credential Requirements :
In this course, teacher candidates will examine foundations, assessment, English language learner proficiency standards, and strategies (including Structured English Immersion) for the secondary classroom. Students will also examine educational practices and historical legal issues related to English learners in 6-12 grade settings.
This course will focus on the theoretical basis of literacy and approaches to teaching reading across content areas. It will cover methods and techniques for teaching literacy skills in diverse urban school settings with linguistically diverse students. The course also explores literacy processes and assessment in secondary school curricula. Methods and content are focused in diverse student populations and aligned with State Frameworks for grades 6-12.
The course is an overview of curriculum and State Frameworks and Subject Specific Standards, and district performance standards. It includes classroom procedures, instructional planning, lesson plan delivery skills, English Language Development (ELD), and Specially Designed Academic Instruction in English techniques for grades 6-12 with/and diverse student populations.
This course is designed to provide opportunities for prospective teachers to observe, develop, and practice a variety of methods to create positive learning environments, effective discipline, and traditional and alternative assessments. Emphasis is placed on strategies used for students with widely ranging linguistic and academic abilities, diverse learning styles and varying cultural backgrounds.
This full-time supervised clinical practice course is intended to guide candidates through their daily classroom instructional practice as a student teacher in a public secondary school. The sequence of clinical practice experiences includes multiple opportunities for interaction with diverse populations and communities such as English Language Learners and Special Needs students. All students are provided with experiences which are age and grade appropriate and are required and authorized by the credential they are seeking. Clinical practice is a critical component of the Teacher Preparation Program which combines theory to practice and is rooted in the Unites States University Mission and informed by the Teaching Performance Expectations (TPEs).
This course is designed to provide students with academic and professional support during their student teaching assignment. The course is offered in a seminar format consisting of reflective discussions that evolve around events in the classroom, field experiences, supervised teaching and collaboration between the candidates, university personnel.
Synchronous (live) meetings via technology will be a requirement of this course.
This full-time supervised clinical practice course is intended to guide candidates through their daily classroom instructional practice as a student teacher in a public secondary school. The sequence of clinical practice experiences includes multiple opportunities for interaction with diverse populations and communities such as English Language Learners and Special Needs students. All students are provided with experiences which are age and grade appropriate and are required and authorized by the credential they are seeking. Clinical practice is a critical component of the Teacher Preparation Program which combines theory to practice and is rooted in the Unites States University Mission and informed by the Teacher Performance Standards (TPEs).
This course is designed to provide students with academic and professional support during their student teaching assignment. The courses are offered in a seminar format consisting of reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the on-site support provider. Synchronous (live) meetings via technology will be a requirement of this course.