Education (M.A.T.)
The School of Education offers the M.A.T. in Early Childhood Education, Elementary Education, Special Education, and Inclusive Education.
Faculty and Administration
Dr. Christine Carrino Gorowara, Dean of the School of Education
Ms. Cachanda Orellana, Assistant Dean of the School of Education
Ms. Yema Gbondo, Program Coordinator and Education Advisor
Dr. Marie Celeste, Associate Professor
Dr. Jennifer Lee, Associate Professor
Mr. Michael Rowe, Assistant Professor
Dr. Randi Stone, Assistant Professor
Dr. Stephen Thorne, Distinguished Professor
Faculty in the School of Education support Trinity’s graduate education programs.
Description
The Master of Arts in Teaching degree (M.A.T.) prepares graduate students with any baccalaureate degree for teaching careers. Trinity’s M.A.T. programs are accredited by the Council for the Accreditation of Educator Preparation (CAEP) and approved by the District of Columbia Office of the State Superintendent of Education (OSSE), and course syllabi and assessments reflect the standards of the Interstate New Teacher Assessment Consortium (InTASC).
Candidates who successfully complete the M.A.T. program and fulfill the other requirements set by OSSE are eligible for a Standard Teacher Credential in the District of Columbia. Once licensed, candidates may apply for reciprocity in other jurisdictions. See the descriptions of each primary focus area for more information about the specific credential associated with that area. Prospective students should also refer to the Teacher Education Programs – Certification Information webpage.
The M.A.T. is offered in early Early Childhood Education, Elementary Education, and Special Education. Prospective students for Trinity’s M.A.T. program should refer to the School of Education’s Policy on the State Required Examinations.
The School of Education also offers an Inclusive Education Dual Licensure M.A.T. focused on preparing educators to work with students with diverse learning needs in inclusive settings. Dual- licensure options include: Early Childhood Education/Special Education and Elementary Education/Special Education.
Through a sequenced course of study, students gain knowledge, skills, and experiences in preparation for certification. Most of the professional education courses require a practicum, internship, or other field experiences in addition to class meetings.
Program Requirements and Specializations
Early Childhood Education M.A.T.
The Early Childhood Education M.A.T. requires 36 credits. The course of study provides a comprehensive core of knowledge and field-based experience for students seeking to teach young children (ages 3-8), and prepares candidates to meet eligibility requirements for a Standard Teacher Credential in Early Childhood Education (ages 3-8) in the District of Columbia.
ALL of the following courses must be completed with no more than one grade below a “B,” and with a B or better in EDTE 671 Student Teaching in Early Childhood EducationProvides students with a semester-long, full-time teaching internship in an early childhood education school setting, under the guidance and supervision of a licensed teacher and college supervisor. The internship is designed to provide a graduated, incremental learning experience in the classroom. In addition to planning student learning experiences, the teaching intern is engaged in active research. Professional development seminars are held in conjunction with the teaching internship. Formerly EDU 568G Supervised Teaching Internship in Early Childhood Education. A grade of B or higher is required to advance.
3 credits
Prerequisites: Completion of all core and specialization courses and passing score on the Praxis II content examination.
Co-requisite: EDTE 689:
Core Requirements (18 credits)
EDCC 510 Human Growth and DevelopmentReviews theory and research in human growth and development over the life span. Emphasis is given to the interdisciplinary nature of human development, particularly the relationships among the biological, cognitive, social, and psychological domains. Critical life events and their adjustments from the prenatal period through adulthood are discussed, stressing the interaction between the developing person and a continually changing world. This course contains a field component.
3 credits
EDCC 530 Education of Exceptional Children and YouthSurveys major areas of exceptionality and legislated standards for special education and related services for students with special needs. Topics include inclusive education and collaboration between special educators, regular educators, related service providers, volunteers and parents. Also individual education programs (IEP) are examined in relation to students' needs and learning styles. The field experiences and observations are integral components of this course.
3 credits
EDCC 541 Foundations of Education and the Art of Teaching and LearningExamines current theory and practice in the processes of teaching and learning. These processes are embedded in human development, learning and motivational theories, and learning assessment. The social/cultural factors that have an impact on teaching and learning are also studied. This course will focus on topics of interest for educational psychologists as well as teachers and other professionals working with students. The course reviews theories of learning and styles of teaching from the most traditional to the latest innovations in the field. Classroom management techniques and strategies are studied and teacher candidates are required to analyze these and develop a classroom management plan. Field observations are a component of this course.
3 credits
EDCC 542 Positive Approaches to Teaching Students with Challenging BehaviorThis course reviews the history, theory, and implementation of providing positive behavioral supports to children with and without disabilities in a context of ethical interaction and reflective practice. Students will learn a variety of observational and planning tools for construction of authentic and responsive intervention strategies that lead to productive and inclusive learning communities. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510, EDCC 530, EDCC 541
EDCC 600 Research in EducationExamines qualitative and quantitative educational research methodologies. Students learn to read, analyze, and interpret the current literature in teaching and learning. Topics include defining the research process, writing a review of the literature, exploring methods of gathering quantitative and qualitative data, developing a research design, and examining ethical issues related to the research process. The skills developed in this course will be important for the development of the capstone topic in the Capstone course. Candidates will be able to interact and share research ideas with the other candidates from the other education programs, such as Teacher Education. Formally titled, "Research in Education and Counseling"
3 credits
EDCC 606 Assessment and Preparation of Individualized Learning PrescriptionsThis course provides a general background in assessment and evaluation issues, strategies, and techniques. Assessments as well as criteria for selecting assessments, inventories, for TESOL (listening, speaking, reading and writing), Special Education (diagnostic and individual evaluations), Elementary Education and Secondary Education. Development of assessments and evaluation tools along with rubrics is included. This course provides review of measurement statistics and practice with the administration, scoring, and interpretation of commonly used norm-referenced instruments and procedures for determination of eligibility for special education. Comparisons are made with informal assessment results, and ways to communicate results are discussed . Writi ng a formal report based on multiple data points is explained and detailed. The IEP process, from referral to eligibility determination and placement, is examined. Extensive field component with hands-on activities are an integral component of the course. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510 and EDCC 541
Specialization (12 credits)
EDTE 610 Early Childhood Development in Family and CultureExplores the ecology of child development, which focuses on the influences of the culture, community, and the family on the developing child, topics discussed include parental involvement in schools and the roles schools play in the community. The field component and infusion of technology are an integral part of the course. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510 and EDCC 541
EDTE 611 Literacy Development Across the CurriculumDevelops an understanding of the developmental continuum of literacy acquisition in early childhood and provides the foundation for learning developmentally appropriate techniques for enhancing early literacy development in children. The administration and interpretation of assessments for emergent and early literacy is included as a necessary component of planning effective instruction and learning opportunities. Infusing literacy promoting activities through the use of children's literature and other content areas of the early childhood curriculum will be stressed. The field component is an integral part of the course. Formerly EDU 552T. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510 and EDCC 541
EDTE 613 Developing Concepts in Early Childhood Mathematics and ScienceDeveloping concepts in early childhood mathematics and science for diverse learners; observations, measurement, and experiments in mathematics and science will be explored. Teacher candidates construct units and integrate them across two content areas. The field component is an integral part of the course. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510 and EDCC 541
EDTE 627 Literacy Assessment and Instruction for Emergent and Early ReadersPrepares beginning teachers to instruct young children (Pre-K-Grade 3) in reading, writing, and the language arts. Current theories of reading acquisition and the reading process are discussed in order to provide a theoretical foundation for the practical work. Students learn how to use informal assessments and knowledge of the paths of literacy development to create lesson plans targeting the "cutting edge" of student learning. Strategies and procedures for fostering each of the five recognized elements of strong reading instruction: phonics, phonemic awareness, comprehension, vocabulary, and fluency as well as the teaching of writing, spelling, listening, and speaking will be introduced and practiced. Strategies for fostering engagement and motivation in literacy activities will be infused throughout the course. Course content also includes principles of planning, classroom organization, and management to meet the needs of diverse learners. Candidates coach a beginning reader. The field experience is an integral component of this course. A grade of B or higher is required to advance.
3 credits
Prequisites: EDCC 510, EDCC 530, and EDCC 541
Student Teaching Internship and Seminar in Teaching (6 credits)
EDTE 671 Student Teaching in Early Childhood EducationProvides students with a semester-long, full-time teaching internship in an early childhood education school setting, under the guidance and supervision of a licensed teacher and college supervisor. The internship is designed to provide a graduated, incremental learning experience in the classroom. In addition to planning student learning experiences, the teaching intern is engaged in active research. Professional development seminars are held in conjunction with the teaching internship. Formerly EDU 568G Supervised Teaching Internship in Early Childhood Education. A grade of B or higher is required to advance.
3 credits
Prerequisites: Completion of all core and specialization courses and passing score on the Praxis II content examination.
Co-requisite: EDTE 689
EDTE 689 Advanced Seminar in TeachingFocuses on professional development by encouraging examination of personal theories of teaching and learning; taken in conjunction with the student teaching internship. Formerly EDU 588A Advanced Seminar in Teaching. B or better required to advance.
3 credits
Co-requisites: EDTE 671 or EDTE 673 or EDTE 675 or EDTE 677 or EDTE 681
Elementary Education M.A.T.
The Elementary Education M.A.T. requires 36 credits of course work. The course of study provides a comprehensive core of knowledge and field-based experiences for students seeking to teach elementary school students in grades 1-6, and prepares candidates to meet eligibility requirements for a Standard Teacher Credential in Elementary Education (grades 1-6) in the District of Columbia.
ALL of the following courses must be completed with no more than one grade below a “B,” and with a B or better in EDTE 673 Student Teaching in Elementary EducationProvides students with a semester-long, full-time teaching internship in an elementary education school setting under the guidance and supervision of a certified teacher and college supervisor. The internship is designed to provide a graduated, incremental learning experience in the classroom. In addition to planning student learning experiences, the teaching intern is engaged in active research. Professional development seminars are held in conjunction with the teaching internship. Formerly EDU 588G Supervised Teaching Internship in Elementary Education. A grade of B or higher is required to advance.
3 credits
Prerequisites: Completion of all core and specialization courses and passing score on Praxis II content examination.
Co-requisites: EDTE 689:
Core Requirements (18 credits)
EDCC 510 Human Growth and DevelopmentReviews theory and research in human growth and development over the life span. Emphasis is given to the interdisciplinary nature of human development, particularly the relationships among the biological, cognitive, social, and psychological domains. Critical life events and their adjustments from the prenatal period through adulthood are discussed, stressing the interaction between the developing person and a continually changing world. This course contains a field component.
3 credits
EDCC 530 Education of Exceptional Children and YouthSurveys major areas of exceptionality and legislated standards for special education and related services for students with special needs. Topics include inclusive education and collaboration between special educators, regular educators, related service providers, volunteers and parents. Also individual education programs (IEP) are examined in relation to students' needs and learning styles. The field experiences and observations are integral components of this course.
3 credits
EDCC 541 Foundations of Education and the Art of Teaching and LearningExamines current theory and practice in the processes of teaching and learning. These processes are embedded in human development, learning and motivational theories, and learning assessment. The social/cultural factors that have an impact on teaching and learning are also studied. This course will focus on topics of interest for educational psychologists as well as teachers and other professionals working with students. The course reviews theories of learning and styles of teaching from the most traditional to the latest innovations in the field. Classroom management techniques and strategies are studied and teacher candidates are required to analyze these and develop a classroom management plan. Field observations are a component of this course.
3 credits
EDCC 542 Positive Approaches to Teaching Students with Challenging BehaviorThis course reviews the history, theory, and implementation of providing positive behavioral supports to children with and without disabilities in a context of ethical interaction and reflective practice. Students will learn a variety of observational and planning tools for construction of authentic and responsive intervention strategies that lead to productive and inclusive learning communities. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510, EDCC 530, EDCC 541
EDCC 600 Research in EducationExamines qualitative and quantitative educational research methodologies. Students learn to read, analyze, and interpret the current literature in teaching and learning. Topics include defining the research process, writing a review of the literature, exploring methods of gathering quantitative and qualitative data, developing a research design, and examining ethical issues related to the research process. The skills developed in this course will be important for the development of the capstone topic in the Capstone course. Candidates will be able to interact and share research ideas with the other candidates from the other education programs, such as Teacher Education. Formally titled, "Research in Education and Counseling"
3 credits
EDCC 606 Assessment and Preparation of Individualized Learning PrescriptionsThis course provides a general background in assessment and evaluation issues, strategies, and techniques. Assessments as well as criteria for selecting assessments, inventories, for TESOL (listening, speaking, reading and writing), Special Education (diagnostic and individual evaluations), Elementary Education and Secondary Education. Development of assessments and evaluation tools along with rubrics is included. This course provides review of measurement statistics and practice with the administration, scoring, and interpretation of commonly used norm-referenced instruments and procedures for determination of eligibility for special education. Comparisons are made with informal assessment results, and ways to communicate results are discussed . Writi ng a formal report based on multiple data points is explained and detailed. The IEP process, from referral to eligibility determination and placement, is examined. Extensive field component with hands-on activities are an integral component of the course. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510 and EDCC 541
Specialization (12 credits)
EDTE 621 Teaching for Mathematical InquiryExamines elementary mathematics education methods and curriculum materials. Topics include current approaches to teaching mathematics, individualized programs, integrating mathematical understanding across the curriculum, and the development and implementation of mathematics laboratory activities in the classroom. Implications of research and theory to the teaching of mathematics are considered. The field component is an integral part of the course. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510, EDCC 530, and EDCC 541
EDTE 622 Teaching for Scientific InquiryExamines elementary science education methods, curriculum materials, and teaching strategies. Emphasis is on teaching strategies and materials that encou rage exploration and guided discovery and on the integration of scientific inquiry across the curriculum. The implications of research and theory to the teaching of science are considered. An activity-centered approach is used to study topics in science. The field experience is an integral component of the course. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510, EDCC 530, and EDCC 541
EDTE 624 Children's LiteratureSurveys children's literature with emphasis on works by major authors and illustrators. Topics include criteria for evaluating literature, sexism and multicultural aspects of literature for children, and integrating literature into the curriculum. Genres covered in the course include picture books, folktales, fables, myths, modern fantasy, poetry, and modern and historical fiction. A field component may be required. Formerly EDU 514 Children's Literature. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510, EDCC 530, and EDCC 541
EDTE 627 Literacy Assessment and Instruction for Emergent and Early ReadersPrepares beginning teachers to instruct young children (Pre-K-Grade 3) in reading, writing, and the language arts. Current theories of reading acquisition and the reading process are discussed in order to provide a theoretical foundation for the practical work. Students learn how to use informal assessments and knowledge of the paths of literacy development to create lesson plans targeting the "cutting edge" of student learning. Strategies and procedures for fostering each of the five recognized elements of strong reading instruction: phonics, phonemic awareness, comprehension, vocabulary, and fluency as well as the teaching of writing, spelling, listening, and speaking will be introduced and practiced. Strategies for fostering engagement and motivation in literacy activities will be infused throughout the course. Course content also includes principles of planning, classroom organization, and management to meet the needs of diverse learners. Candidates coach a beginning reader. The field experience is an integral component of this course. A grade of B or higher is required to advance.
3 credits
Prequisites: EDCC 510, EDCC 530, and EDCC 541
Student Teaching Internship and Seminar in Teaching (6 credits)
EDTE 673 Student Teaching in Elementary EducationProvides students with a semester-long, full-time teaching internship in an elementary education school setting under the guidance and supervision of a certified teacher and college supervisor. The internship is designed to provide a graduated, incremental learning experience in the classroom. In addition to planning student learning experiences, the teaching intern is engaged in active research. Professional development seminars are held in conjunction with the teaching internship. Formerly EDU 588G Supervised Teaching Internship in Elementary Education. A grade of B or higher is required to advance.
3 credits
Prerequisites: Completion of all core and specialization courses and passing score on Praxis II content examination.
Co-requisites: EDTE 689
EDTE 689 Advanced Seminar in TeachingFocuses on professional development by encouraging examination of personal theories of teaching and learning; taken in conjunction with the student teaching internship. Formerly EDU 588A Advanced Seminar in Teaching. B or better required to advance.
3 credits
Co-requisites: EDTE 671 or EDTE 673 or EDTE 675 or EDTE 677 or EDTE 681
Special Education M.A.T.
The Special Education M.A.T. requires 36 credits. The course of study provides a comprehensive core of knowledge and field-based experiences for students seeking to teach children and youth with special needs in a variety of special education settings in grades PreK-12, and prepares candidates to meet eligibility requirements for a Standard Teacher Credential in Special Education: Non-Categorical (grades PreK-12) in the District of Columbia.
ALL of the following courses must be completed with no more than one grade below a “B,” and with a B or better in EDTE 675 Student Teaching in Special EducationProvides students with a semester-long, full-time teaching internship in a special education setting under the guidance and supervision of a teacher and college supervisor. Internship is designed to provide a graduated, incremental learning experience in the classroom and other learning environments. In addition to planning student learning experiences, the teaching intern is engaged in active research. Professional development seminars are held in conjunction with the teaching internship. Formerly EDU 597G Supervised Teaching Internship in Special Education. A grade of B or higher is required to advance.
3 credits
Prerequisites: Completion of all core and specialization courses and a 1ualifying score on comprehensive examination in Special Education.
Co-requisites: EDTE 689:
Core Requirements (18 credits)
EDCC 510 Human Growth and DevelopmentReviews theory and research in human growth and development over the life span. Emphasis is given to the interdisciplinary nature of human development, particularly the relationships among the biological, cognitive, social, and psychological domains. Critical life events and their adjustments from the prenatal period through adulthood are discussed, stressing the interaction between the developing person and a continually changing world. This course contains a field component.
3 credits
EDCC 530 Education of Exceptional Children and YouthSurveys major areas of exceptionality and legislated standards for special education and related services for students with special needs. Topics include inclusive education and collaboration between special educators, regular educators, related service providers, volunteers and parents. Also individual education programs (IEP) are examined in relation to students' needs and learning styles. The field experiences and observations are integral components of this course.
3 credits
EDCC 541 Foundations of Education and the Art of Teaching and LearningExamines current theory and practice in the processes of teaching and learning. These processes are embedded in human development, learning and motivational theories, and learning assessment. The social/cultural factors that have an impact on teaching and learning are also studied. This course will focus on topics of interest for educational psychologists as well as teachers and other professionals working with students. The course reviews theories of learning and styles of teaching from the most traditional to the latest innovations in the field. Classroom management techniques and strategies are studied and teacher candidates are required to analyze these and develop a classroom management plan. Field observations are a component of this course.
3 credits
EDCC 542 Positive Approaches to Teaching Students with Challenging BehaviorThis course reviews the history, theory, and implementation of providing positive behavioral supports to children with and without disabilities in a context of ethical interaction and reflective practice. Students will learn a variety of observational and planning tools for construction of authentic and responsive intervention strategies that lead to productive and inclusive learning communities. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510, EDCC 530, EDCC 541
EDCC 600 Research in EducationExamines qualitative and quantitative educational research methodologies. Students learn to read, analyze, and interpret the current literature in teaching and learning. Topics include defining the research process, writing a review of the literature, exploring methods of gathering quantitative and qualitative data, developing a research design, and examining ethical issues related to the research process. The skills developed in this course will be important for the development of the capstone topic in the Capstone course. Candidates will be able to interact and share research ideas with the other candidates from the other education programs, such as Teacher Education. Formally titled, "Research in Education and Counseling"
3 credits
EDCC 606 Assessment and Preparation of Individualized Learning PrescriptionsThis course provides a general background in assessment and evaluation issues, strategies, and techniques. Assessments as well as criteria for selecting assessments, inventories, for TESOL (listening, speaking, reading and writing), Special Education (diagnostic and individual evaluations), Elementary Education and Secondary Education. Development of assessments and evaluation tools along with rubrics is included. This course provides review of measurement statistics and practice with the administration, scoring, and interpretation of commonly used norm-referenced instruments and procedures for determination of eligibility for special education. Comparisons are made with informal assessment results, and ways to communicate results are discussed . Writi ng a formal report based on multiple data points is explained and detailed. The IEP process, from referral to eligibility determination and placement, is examined. Extensive field component with hands-on activities are an integral component of the course. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510 and EDCC 541
Specialization (12 credits)
EDTE 627 Literacy Assessment and Instruction for Emergent and Early ReadersPrepares beginning teachers to instruct young children (Pre-K-Grade 3) in reading, writing, and the language arts. Current theories of reading acquisition and the reading process are discussed in order to provide a theoretical foundation for the practical work. Students learn how to use informal assessments and knowledge of the paths of literacy development to create lesson plans targeting the "cutting edge" of student learning. Strategies and procedures for fostering each of the five recognized elements of strong reading instruction: phonics, phonemic awareness, comprehension, vocabulary, and fluency as well as the teaching of writing, spelling, listening, and speaking will be introduced and practiced. Strategies for fostering engagement and motivation in literacy activities will be infused throughout the course. Course content also includes principles of planning, classroom organization, and management to meet the needs of diverse learners. Candidates coach a beginning reader. The field experience is an integral component of this course. A grade of B or higher is required to advance.
3 credits
Prequisites: EDCC 510, EDCC 530, and EDCC 541
EDTE 629 Teaching Students with High Incidence DisabilitiesParticular attention will be paid to the role of educators/individuals working with children identified as having learning disabilities, emotional or behavioral d isabilit ies, speech and language disabilities, mild intellectual disabilities, autism, and those presenting with learning/emotional difficulties. Educational approaches developed to meet the special needs of these students will be discussed. Field observations/visits are an integral component of the course. Formerly EDTE 629, Teaching Students with Learning Disabilities and Emotional Disturbances. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510, EDCC 530, and EDCC 541
EDTE 630 Human Relations and Career Education in Special EducationThis course examines contemporary trends and issues in career education and various strategies and methods established to provide for, and to improve the delivery of, appropriate educational and vocational services for students with disabilities as well as personal/social adjustment. A major focus is on the importance of transition planning. Parent/family and professional collaboration in multicultural settings is stressed. The field experience and practica assignments are integral components of this course. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510, EDCC 530, and EDCC 541
EDTE 634 Teaching Students with Significant DisabilitiesThis course provides an in-depth examination of the theory and research associated with the etiological, psychological, and social factors related to students with signif icant di sabilities (including intellectual disabilities, autism, and multiple disabilities). Curriculum development, materials and resources, and teaching strategies and methodologies for students with significant disabilities are introduced, with an emphasis on inclusive settings. Includes field component. A grade of B or higher is required to advance.
Formerly EDTE 634, Teaching Students with Intellectual Disabilities.
3 credits
Prerequisites: EDCC 510, 530, and 541
Student Teaching Internship and Seminar in Teaching (6 credits)
EDTE 675 Student Teaching in Special EducationProvides students with a semester-long, full-time teaching internship in a special education setting under the guidance and supervision of a teacher and college supervisor. Internship is designed to provide a graduated, incremental learning experience in the classroom and other learning environments. In addition to planning student learning experiences, the teaching intern is engaged in active research. Professional development seminars are held in conjunction with the teaching internship. Formerly EDU 597G Supervised Teaching Internship in Special Education. A grade of B or higher is required to advance.
3 credits
Prerequisites: Completion of all core and specialization courses and a 1ualifying score on comprehensive examination in Special Education.
Co-requisites: EDTE 689
EDTE 689 Advanced Seminar in TeachingFocuses on professional development by encouraging examination of personal theories of teaching and learning; taken in conjunction with the student teaching internship. Formerly EDU 588A Advanced Seminar in Teaching. B or better required to advance.
3 credits
Co-requisites: EDTE 671 or EDTE 673 or EDTE 675 or EDTE 677 or EDTE 681
Inclusive Education Dual-Licensure
M.A.T. Dual-Licensure graduates will be eligible to receive a Standard Teacher Credential in the District of Columbia in their primary focus area (either Early Childhood Education (ages 3-8) or Elementary Education (grades 1-6) AND in Special Education Non-Categorical (grades Pre-K-12) in the District of Columbia. This option requires candidates to take four courses in special education in addition to the course sequence in their primary focus area in either Early Childhood Education or Elementary Education.
ALL of the following courses, in addition to the full course of study in Early Childhood Education or Elementary Education, must be completed with no more than one grade below a “B,” with a B or better in EDTE 671 Student Teaching in Early Childhood EducationProvides students with a semester-long, full-time teaching internship in an early childhood education school setting, under the guidance and supervision of a licensed teacher and college supervisor. The internship is designed to provide a graduated, incremental learning experience in the classroom. In addition to planning student learning experiences, the teaching intern is engaged in active research. Professional development seminars are held in conjunction with the teaching internship. Formerly EDU 568G Supervised Teaching Internship in Early Childhood Education. A grade of B or higher is required to advance.
3 credits
Prerequisites: Completion of all core and specialization courses and passing score on the Praxis II content examination.
Co-requisite: EDTE 689 or EDTE 673 Student Teaching in Elementary EducationProvides students with a semester-long, full-time teaching internship in an elementary education school setting under the guidance and supervision of a certified teacher and college supervisor. The internship is designed to provide a graduated, incremental learning experience in the classroom. In addition to planning student learning experiences, the teaching intern is engaged in active research. Professional development seminars are held in conjunction with the teaching internship. Formerly EDU 588G Supervised Teaching Internship in Elementary Education. A grade of B or higher is required to advance.
3 credits
Prerequisites: Completion of all core and specialization courses and passing score on Praxis II content examination.
Co-requisites: EDTE 689:
Inclusive Education Requirements (12 credits)
EDTE 629 Teaching Students with High Incidence DisabilitiesParticular attention will be paid to the role of educators/individuals working with children identified as having learning disabilities, emotional or behavioral d isabilit ies, speech and language disabilities, mild intellectual disabilities, autism, and those presenting with learning/emotional difficulties. Educational approaches developed to meet the special needs of these students will be discussed. Field observations/visits are an integral component of the course. Formerly EDTE 629, Teaching Students with Learning Disabilities and Emotional Disturbances. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510, EDCC 530, and EDCC 541
EDTE 630 Human Relations and Career Education in Special EducationThis course examines contemporary trends and issues in career education and various strategies and methods established to provide for, and to improve the delivery of, appropriate educational and vocational services for students with disabilities as well as personal/social adjustment. A major focus is on the importance of transition planning. Parent/family and professional collaboration in multicultural settings is stressed. The field experience and practica assignments are integral components of this course. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510, EDCC 530, and EDCC 541
EDTE 634 Teaching Students with Significant DisabilitiesThis course provides an in-depth examination of the theory and research associated with the etiological, psychological, and social factors related to students with signif icant di sabilities (including intellectual disabilities, autism, and multiple disabilities). Curriculum development, materials and resources, and teaching strategies and methodologies for students with significant disabilities are introduced, with an emphasis on inclusive settings. Includes field component. A grade of B or higher is required to advance.
Formerly EDTE 634, Teaching Students with Intellectual Disabilities.
3 credits
Prerequisites: EDCC 510, 530, and 541
EDTE 691 Practicum in Special EducationThis course requires candidates to fulfill clinical fieldwork requirements associated with licensure in special education. The internship requires candidate to complete clinical fieldwork associated with the following areas: IEP development; Assessment and Evaluation; Collaboration (with other professionals as well as with parents and families); Culture, Language, Race/Ethnicity (as it is associated with disability issues); and Instructional planning and implementation for students with diverse learning needs.
3 credits
Prerequisites: EDCC 510, EDCC 530, & EDCC 541
Field-Based Instruction and Student Teaching
Teacher preparation at Trinity emphasizes field-based instruction that includes a series of integrated classroom and practicum experiences at different grade/age levels in a variety of school settings. The M.A.T. requires a one-semester full-time internship of supervised student teaching.
Clearances
In order to complete field experiences in local schools, students will need the following clearances:
- Tuberculosis test
- FBI Identity History Summary Check
- DCPS Clearance Letter
- Professional liability insurance
Note that there are costs associated with some of these clearances. Students who are teachers of record may have already satisfied these requirements. Students should check with their advisor for more information.
Application to Student Teaching
Students must apply to student teaching in the Fall or Spring prior to their anticipated student teaching semester. The application form must be signed by the student, the Education advisor, and the Assistant Dean for the School of Education. Failure to complete this form and obtain the requisite approvals may disqualify prospective teachers from student teaching.
Applicants must have a plan to complete all coursework, except for Student Teaching and Advanced Seminar in Student Teaching, prior to their anticipated student teaching semester. They must also have passed the Praxis Subject exam appropriate to their certification program, and they must be in good academic standing.
Student Teaching Placement Requirements
- Student teaching must be done in a classroom that aligns with the certification the student is seeking:
- Student teaching for Early Childhood Education must be done in a classroom with children between the ages of 3 and 8 years old and has the opportunity to teach all core academic subjects.
- Student teaching for Elementary Education must be done in a classroom with children between grades 1 and 6 and has the opportunity to teach all core academic subjects.
- Student teaching for Special Education must be done in a classroom with multiple children who have Individualized Educational Plans.
- Student teaching may not be done in a home care setting.
- Student teachers must work from a set curriculum and must have the opportunity to do lesson planning.
- Student teachers will be placed with a cooperating teacher who must be certified in the area aligned to the certification the student is seeking, and must have at least three years of experience as a teacher.
Trinity students already working in a school may complete student teaching in that school if their student teaching setting meets the above requirements and if a cooperating teacher meeting the above requirements can be arranged. In all cases, the student teaching placement must be approved by Trinity.
Program Policies
Attendance: In all EDCC/EDTE courses, two late arrivals or early departures of 20 minutes or more constitute a single class absence. The final grade of a student with absences that total more than 25% of class meetings will be lowered by one letter grade. This policy does not apply to absences addressed by accommodations or modifications established by Disability Support Services.
Grades in Education Courses: Students may only count three credits below a “B” towards their M.A.T. degree. All other classes must be passed with a grade of “B” or better. EDTE 671 Student Teaching in Early Childhood EducationProvides students with a semester-long, full-time teaching internship in an early childhood education school setting, under the guidance and supervision of a licensed teacher and college supervisor. The internship is designed to provide a graduated, incremental learning experience in the classroom. In addition to planning student learning experiences, the teaching intern is engaged in active research. Professional development seminars are held in conjunction with the teaching internship. Formerly EDU 568G Supervised Teaching Internship in Early Childhood Education. A grade of B or higher is required to advance.
3 credits
Prerequisites: Completion of all core and specialization courses and passing score on the Praxis II content examination.
Co-requisite: EDTE 689, EDTE 673 Student Teaching in Elementary EducationProvides students with a semester-long, full-time teaching internship in an elementary education school setting under the guidance and supervision of a certified teacher and college supervisor. The internship is designed to provide a graduated, incremental learning experience in the classroom. In addition to planning student learning experiences, the teaching intern is engaged in active research. Professional development seminars are held in conjunction with the teaching internship. Formerly EDU 588G Supervised Teaching Internship in Elementary Education. A grade of B or higher is required to advance.
3 credits
Prerequisites: Completion of all core and specialization courses and passing score on Praxis II content examination.
Co-requisites: EDTE 689, and EDTE 675 Student Teaching in Special EducationProvides students with a semester-long, full-time teaching internship in a special education setting under the guidance and supervision of a teacher and college supervisor. Internship is designed to provide a graduated, incremental learning experience in the classroom and other learning environments. In addition to planning student learning experiences, the teaching intern is engaged in active research. Professional development seminars are held in conjunction with the teaching internship. Formerly EDU 597G Supervised Teaching Internship in Special Education. A grade of B or higher is required to advance.
3 credits
Prerequisites: Completion of all core and specialization courses and a 1ualifying score on comprehensive examination in Special Education.
Co-requisites: EDTE 689 must be passed with a grade of “B” or better. The minimum cumulative grade point average required to graduate is 3.0.
Pass/No Pass: Courses fulfilling the major may not be taken Pass/No Pass.
Transfer and Experiential Credit: Graduate students can transfer up to 6 credits. Transfer of courses counting toward the major must be approved by the appropriate School of Education chair or director or by the Dean. For more information, see the Trinity Transfer Credit Policy.
Course Descriptions
Explanation of Course Prefixes and Numbers
Courses designated EDCC are core courses and common to various programs in the School of Education. Courses designated EDTE are largely specific to the M.A.T. teacher education program.
EDCC – Core Courses
EDCC 510 Human Growth and DevelopmentReviews theory and research in human growth and development over the life span. Emphasis is given to the interdisciplinary nature of human development, particularly the relationships among the biological, cognitive, social, and psychological domains. Critical life events and their adjustments from the prenatal period through adulthood are discussed, stressing the interaction between the developing person and a continually changing world. This course contains a field component.
3 credits
EDCC 530 Education of Exceptional Children and YouthSurveys major areas of exceptionality and legislated standards for special education and related services for students with special needs. Topics include inclusive education and collaboration between special educators, regular educators, related service providers, volunteers and parents. Also individual education programs (IEP) are examined in relation to students' needs and learning styles. The field experiences and observations are integral components of this course.
3 credits
EDCC 541 Foundations of Education and the Art of Teaching and LearningExamines current theory and practice in the processes of teaching and learning. These processes are embedded in human development, learning and motivational theories, and learning assessment. The social/cultural factors that have an impact on teaching and learning are also studied. This course will focus on topics of interest for educational psychologists as well as teachers and other professionals working with students. The course reviews theories of learning and styles of teaching from the most traditional to the latest innovations in the field. Classroom management techniques and strategies are studied and teacher candidates are required to analyze these and develop a classroom management plan. Field observations are a component of this course.
3 credits
EDCC 542 Positive Approaches to Teaching Students with Challenging BehaviorThis course reviews the history, theory, and implementation of providing positive behavioral supports to children with and without disabilities in a context of ethical interaction and reflective practice. Students will learn a variety of observational and planning tools for construction of authentic and responsive intervention strategies that lead to productive and inclusive learning communities. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510, EDCC 530, EDCC 541
EDCC 600 Research in EducationExamines qualitative and quantitative educational research methodologies. Students learn to read, analyze, and interpret the current literature in teaching and learning. Topics include defining the research process, writing a review of the literature, exploring methods of gathering quantitative and qualitative data, developing a research design, and examining ethical issues related to the research process. The skills developed in this course will be important for the development of the capstone topic in the Capstone course. Candidates will be able to interact and share research ideas with the other candidates from the other education programs, such as Teacher Education. Formally titled, "Research in Education and Counseling"
3 credits
EDCC 606 Assessment and Preparation of Individualized Learning PrescriptionsThis course provides a general background in assessment and evaluation issues, strategies, and techniques. Assessments as well as criteria for selecting assessments, inventories, for TESOL (listening, speaking, reading and writing), Special Education (diagnostic and individual evaluations), Elementary Education and Secondary Education. Development of assessments and evaluation tools along with rubrics is included. This course provides review of measurement statistics and practice with the administration, scoring, and interpretation of commonly used norm-referenced instruments and procedures for determination of eligibility for special education. Comparisons are made with informal assessment results, and ways to communicate results are discussed . Writi ng a formal report based on multiple data points is explained and detailed. The IEP process, from referral to eligibility determination and placement, is examined. Extensive field component with hands-on activities are an integral component of the course. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510 and EDCC 541
EDTE -Teacher Education (M.A.T.) Courses
EDTE 610 Early Childhood Development in Family and CultureExplores the ecology of child development, which focuses on the influences of the culture, community, and the family on the developing child, topics discussed include parental involvement in schools and the roles schools play in the community. The field component and infusion of technology are an integral part of the course. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510 and EDCC 541
EDTE 611 Literacy Development Across the CurriculumDevelops an understanding of the developmental continuum of literacy acquisition in early childhood and provides the foundation for learning developmentally appropriate techniques for enhancing early literacy development in children. The administration and interpretation of assessments for emergent and early literacy is included as a necessary component of planning effective instruction and learning opportunities. Infusing literacy promoting activities through the use of children's literature and other content areas of the early childhood curriculum will be stressed. The field component is an integral part of the course. Formerly EDU 552T. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510 and EDCC 541
EDTE 613 Developing Concepts in Early Childhood Mathematics and ScienceDeveloping concepts in early childhood mathematics and science for diverse learners; observations, measurement, and experiments in mathematics and science will be explored. Teacher candidates construct units and integrate them across two content areas. The field component is an integral part of the course. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510 and EDCC 541
EDTE 621 Teaching for Mathematical InquiryExamines elementary mathematics education methods and curriculum materials. Topics include current approaches to teaching mathematics, individualized programs, integrating mathematical understanding across the curriculum, and the development and implementation of mathematics laboratory activities in the classroom. Implications of research and theory to the teaching of mathematics are considered. The field component is an integral part of the course. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510, EDCC 530, and EDCC 541
EDTE 622 Teaching for Scientific InquiryExamines elementary science education methods, curriculum materials, and teaching strategies. Emphasis is on teaching strategies and materials that encou rage exploration and guided discovery and on the integration of scientific inquiry across the curriculum. The implications of research and theory to the teaching of science are considered. An activity-centered approach is used to study topics in science. The field experience is an integral component of the course. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510, EDCC 530, and EDCC 541
EDTE 623 Language, Literature, and CultureIntroduces students to the major concepts and modes of inquiry in the academic disciplines included within social studies: history; geography; the social sciences, including economics and other related areas. Students use this knowledge to design integrated instruction which will assist elementary age children in using a variety of sources and experiences to construct a knowledge base in social studies. Students use social studies concepts and themes to develop higher order thinking skills, research skill and to promote good citizenship in elementary age children. The field experience is an integral component of the course. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510, EDCC 530, and EDCC 541
EDTE 624 Children's LiteratureSurveys children's literature with emphasis on works by major authors and illustrators. Topics include criteria for evaluating literature, sexism and multicultural aspects of literature for children, and integrating literature into the curriculum. Genres covered in the course include picture books, folktales, fables, myths, modern fantasy, poetry, and modern and historical fiction. A field component may be required. Formerly EDU 514 Children's Literature. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510, EDCC 530, and EDCC 541
EDTE 627 Literacy Assessment and Instruction for Emergent and Early ReadersPrepares beginning teachers to instruct young children (Pre-K-Grade 3) in reading, writing, and the language arts. Current theories of reading acquisition and the reading process are discussed in order to provide a theoretical foundation for the practical work. Students learn how to use informal assessments and knowledge of the paths of literacy development to create lesson plans targeting the "cutting edge" of student learning. Strategies and procedures for fostering each of the five recognized elements of strong reading instruction: phonics, phonemic awareness, comprehension, vocabulary, and fluency as well as the teaching of writing, spelling, listening, and speaking will be introduced and practiced. Strategies for fostering engagement and motivation in literacy activities will be infused throughout the course. Course content also includes principles of planning, classroom organization, and management to meet the needs of diverse learners. Candidates coach a beginning reader. The field experience is an integral component of this course. A grade of B or higher is required to advance.
3 credits
Prequisites: EDCC 510, EDCC 530, and EDCC 541
EDTE 629 Teaching Students with High Incidence DisabilitiesParticular attention will be paid to the role of educators/individuals working with children identified as having learning disabilities, emotional or behavioral d isabilit ies, speech and language disabilities, mild intellectual disabilities, autism, and those presenting with learning/emotional difficulties. Educational approaches developed to meet the special needs of these students will be discussed. Field observations/visits are an integral component of the course. Formerly EDTE 629, Teaching Students with Learning Disabilities and Emotional Disturbances. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510, EDCC 530, and EDCC 541
EDTE 630 Human Relations and Career Education in Special EducationThis course examines contemporary trends and issues in career education and various strategies and methods established to provide for, and to improve the delivery of, appropriate educational and vocational services for students with disabilities as well as personal/social adjustment. A major focus is on the importance of transition planning. Parent/family and professional collaboration in multicultural settings is stressed. The field experience and practica assignments are integral components of this course. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510, EDCC 530, and EDCC 541
EDTE 634 Teaching Students with Significant DisabilitiesThis course provides an in-depth examination of the theory and research associated with the etiological, psychological, and social factors related to students with signif icant di sabilities (including intellectual disabilities, autism, and multiple disabilities). Curriculum development, materials and resources, and teaching strategies and methodologies for students with significant disabilities are introduced, with an emphasis on inclusive settings. Includes field component. A grade of B or higher is required to advance.
Formerly EDTE 634, Teaching Students with Intellectual Disabilities.
3 credits
Prerequisites: EDCC 510, 530, and 541
EDTE 641 Adolescent Culture in LiteratureOffers prospective teachers of adolescents the opportunity to examine their particular life view and development patterns as seen in both classic and contemporary stories about adolescents. Students relate previous learning about this particular group from the perspectives of authors, filmmakers, and journalists and contrast these presentations of youth with their own views on adolescence from personal experience. Students are expected to maintain a journal. This course contains a field experience component. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510, EDCC 530, and EDCC 541
EDTE 642 Teaching Reading in the Content AreaPrepares secondary education teachers to teach the content of their subject areas more effectively. Attention is given both to diagnostic and instructional reading techniques and to various study skills useful in content-area instruction. A field component and observations are integral parts of this course. Formerly EDU 522L Literacy Across the Curriculum and EDU 530 Teaching Reading in the Content Area. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510, EDCC 530, and EDCC 541
EDTE 640 Principles and Methods of Teaching in the Secondary SchoolExamines the major tenets of secondary education emphasizing methodologies appropriate to teaching in the middle and secondary grades. Reviews current research and practice in secondary education. A field component and observations are integral parts of this course. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 520 and EDCC 540
EDTE 671 Student Teaching in Early Childhood EducationProvides students with a semester-long, full-time teaching internship in an early childhood education school setting, under the guidance and supervision of a licensed teacher and college supervisor. The internship is designed to provide a graduated, incremental learning experience in the classroom. In addition to planning student learning experiences, the teaching intern is engaged in active research. Professional development seminars are held in conjunction with the teaching internship. Formerly EDU 568G Supervised Teaching Internship in Early Childhood Education. A grade of B or higher is required to advance.
3 credits
Prerequisites: Completion of all core and specialization courses and passing score on the Praxis II content examination.
Co-requisite: EDTE 689
EDTE 673 Student Teaching in Elementary EducationProvides students with a semester-long, full-time teaching internship in an elementary education school setting under the guidance and supervision of a certified teacher and college supervisor. The internship is designed to provide a graduated, incremental learning experience in the classroom. In addition to planning student learning experiences, the teaching intern is engaged in active research. Professional development seminars are held in conjunction with the teaching internship. Formerly EDU 588G Supervised Teaching Internship in Elementary Education. A grade of B or higher is required to advance.
3 credits
Prerequisites: Completion of all core and specialization courses and passing score on Praxis II content examination.
Co-requisites: EDTE 689
EDTE 675 Student Teaching in Special EducationProvides students with a semester-long, full-time teaching internship in a special education setting under the guidance and supervision of a teacher and college supervisor. Internship is designed to provide a graduated, incremental learning experience in the classroom and other learning environments. In addition to planning student learning experiences, the teaching intern is engaged in active research. Professional development seminars are held in conjunction with the teaching internship. Formerly EDU 597G Supervised Teaching Internship in Special Education. A grade of B or higher is required to advance.
3 credits
Prerequisites: Completion of all core and specialization courses and a 1ualifying score on comprehensive examination in Special Education.
Co-requisites: EDTE 689
EDTE 689 Advanced Seminar in TeachingFocuses on professional development by encouraging examination of personal theories of teaching and learning; taken in conjunction with the student teaching internship. Formerly EDU 588A Advanced Seminar in Teaching. B or better required to advance.
3 credits
Co-requisites: EDTE 671 or EDTE 673 or EDTE 675 or EDTE 677 or EDTE 681
EDTE 691 Practicum in Special EducationThis course requires candidates to fulfill clinical fieldwork requirements associated with licensure in special education. The internship requires candidate to complete clinical fieldwork associated with the following areas: IEP development; Assessment and Evaluation; Collaboration (with other professionals as well as with parents and families); Culture, Language, Race/Ethnicity (as it is associated with disability issues); and Instructional planning and implementation for students with diverse learning needs.
3 credits
Prerequisites: EDCC 510, EDCC 530, & EDCC 541
Related Programs
Post-Baccalaureate Certificate in Early Childhood Education Foundations
Post-Baccalaureate Certificate in Elementary Education Foundations
Post-Baccalaureate Certificate in Special Education
Curriculum and Instruction (M.Ed.)