Each degree program in the Professional and Graduate Education division at Mount Holyoke College has a unique set of learning outcomes, or student abilities developed throughout the program. The learning outcomes are not only related to Mount Holyoke College's institutional mission and goals, but also unique to the student's field of study. These learning outcomes are threaded throughout the curriculum, and demonstrated in a range of ways.
The Master of Arts in Teaching at Mount Holyoke College is an accelerated coed teacher education program for aspiring early childhood, elementary, middle, and secondary school teachers. The M.A.T. includes an innovative curriculum with a strong commitment to social justice and equity, a collaboration with EL Education, personalized advising, and initial teacher licensure in a wide variety of subject areas.
Graduates of the Master of Arts in Teaching at Mount Holyoke College will be able to:
- Exhibit effective teaching and learning linking respect methodologies and best practices through an intensive year-long, apprenticeship model in urban, rural, and suburban schools.
- Develop strong partnerships at the national (EL Education, MHC alumni) and local (district) levels that exhibit a strong commitment to public education, social justice and equity.
- Participate in Personal Learning Communities (PLC) where they take active roles thinking critically about student centered learning environments.
- Design curriculum using extensive content knowledge, intensive research-based methodologies, and a deep understanding of age appropriate human development.
- Demonstrate a range of professional skills that respond to a deep understanding and application of the knowledge, skills, and dispositions found in the Guidelines for the Professional Standards for Teachers including:
- Curriculum, Planning, and Assessment standard: Promotes the learning and growth of all students by providing high quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives.
- Teaching All Students standard: Promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency.
- Family and Community Engagement standard: Promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.
- Professional Culture standard: Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.
Graduates of the Master of Arts in Teaching program will show they have achieved these outcomes by demonstrating:
- Effective teaching and learning, including: best practices in pedagogy and content knowledge through application in their coursework; in unit and lesson plans in practicum placements; and by passing the required Massachusetts Tests for Educator Licensure (MTEL) for their licensure area(s).
- Their commitment to social justice through: reflective writing; their philosophy of teaching statements; in their lesson/unit plans; in their post lesson reflections; in the feedback they receive in classroom observations of their teaching.
- Participation in professional learning communities; professional journaling; video self-reflections; and in their peer observations.
- Readiness for their field and licensure area(s) in their Professional Portfolio. Each portfolio includes reflective writing, teaching philosophy statement, letters of recommendation, resume, internship letters, and Essential Elements evidence.
- The knowledge, skills, and dispositions necessary to be licensed practitioners in the state of Massachusetts through completion of the Summative Candidate Assessment of Performance documentation.
The mission of the Master of Arts in Teacher Leadership program is to foster self-directed learning that improves teaching and leadership skills, informed by the Teacher Leader Model Standards, for educators and engages them in a network that facilitates their personal and professional growth.
The program prepares students to enhance their teaching and leadership skills in schools so they can become better teachers, instructional leaders, and advocates for the profession.
Graduates from the Master of Arts in Teacher Leadership program will be able to:
- Develop a working knowledge of the Teacher Leader Model Standards and identify areas for applying these principles to encourage personal and professional growth, including:
- Domain I: Fostering a Collaborative Culture to Support Educator Development and Student Learning
- Domain II: Accessing and Using Research to Improve Practice and Student Learning
- Domain III: Promoting Professional Learning for Continuous Improvement
- Domain IV: Facilitating Improvements in Instruction and Student Learning
- Domain V: Promoting the Use of Assessments and Data for School and District Improvement
- Domain VI: Improving Outreach and Collaboration with Families and Community
- Domain VII: Advocating for Student Learning and the Profession
Develop an understanding of the field of Teacher Leadership in the U.S. and globally as a means of aligning personal and professional leadership goals with trends across contexts.
Articulate personal and professional leadership goals related to instructional practice, advocacy, professional development and andragogy, educating the whole child, data-driven instruction, and policy-making, and develop a continuous practice of self-reflection and improvement.
Develop a foundational understanding of education policy, including how policies are created, implemented, and modified, and how teachers can work to inform broad based changes.
Graduates of the Master of Arts in Teacher Leadership program will show they have achieved these outcomes by demonstrating:
- Mastery of the 7 domains through evidence and/or artifacts and reflective writing collected in a Capstone Portfolio.
- Evidence of leadership development in the Teacher Leader Model Standards through a pre- and post-test of the Teacher Leader Growth Self-Assessment, then reflecting in writing on their development through the program.
- Through their capstone projects which focus on how they will support colleagues in areas of instructional leadership, advocacy, and policy in their particular domain(s) of focus. Graduate students design their capstones based on a personal leadership self-assessment, professional work, and needs in their local context.
- Designing teacher-led projects in each course applying what they have learned based on knowledge acquired, skills developed, and needs in their local context.
The Master of Arts in Mathematics Teaching program is designed for teachers, math coaches, math specialists, and math interventionists in grades K – 8 who are ready to strengthen their skills and expertise as math teachers, enhance their professional credentials, and be teacher leaders in mathematics education.
Graduates from the Master of Arts in Mathematics Teaching program will:
- Have a deep conceptual understanding of kindergarten through eighth grade mathematical content and understand how students make sense of these ideas and how the concepts and skills build as students progress through the grades.
- Understand that all students have mathematical ideas and know what questions to ask to deepen students’ understanding.
- Use, create, and/or adapt curriculum to meet the needs of their students.
- Develop rich images of teacher leadership and participate fully in the mathematics education community at the local, state, and/or national levels.
Graduates of the Master of Arts in Mathematics Teaching program will show they have achieved these outcomes by demonstrating:
- Through pre- and post- assessment reflection related to course content, pedagogy and leadership.
- Curriculum planning, reflection and assessment which includes: developing a curriculum plan; recording themselves delivering the curriculum; reflecting on evidence of students' understanding and how they supported their students in deepening their understanding of mathematics; and adapting their teaching practice in an iterative fashion throughout the program.
- Providing and receiving peer feedback on curricular development and leadership issues.
- Through their capstone projects which focus on topics related to leadership, teaching, and learning based on individualized domain(s) of focus.