MA in Teaching

Graduate School Department

Degrees offered

Master's

Campuses

Main Campus
Anne Arundel Community College
Southern Maryland Higher Education Center (SMHEC)

Teachers guide human as well as academic development as they help students in multidimensional families live cooperatively in multicultural communities, develop constructive moral values, and learn to work independently as well as collaboratively in groups. Teachers model sensitivity to the needs of all children and youth whose diverse backgrounds, learning styles and talents enrich schools and classrooms.

At the same time, teachers engage students actively in the basic tasks of education:

  • understanding the dimensions and using the skills of language and literature, mathematics, the natural sciences and the social sciences
  • thinking critically, analyzing and solving problems, drawing conclusions based on evidence, extending levels of thinking, developing concepts, making meaning of information studied and experienced
  • using tools of technology efficiently and wisely
  • developing the ability to reflect upon and evaluate what they have learned

Preparation of teachers to meet these challenges requires a combination of elements. A strong academic content background in the specific content area (if secondary) and in the liberal arts (if elementary) of appropriate breadth and depth is needed, together with research-based professional study of the following subjects: child and adolescent development, addressing the needs of diverse students (e.g., struggling readers, English language learners, those with special needs, gifted and talented), theories of behavior and learning styles, effective models of teaching, understanding of Maryland Common Core and national SPA standards, methods of organizing and planning, strategies for managing disruptive behaviors, techniques for formative and summative assessment of student learning, analyzing and using student data to inform instructional practice, and the outcomes of instruction.

The Master of Arts in Teaching (MAT) program at Notre Dame of Maryland University is designed to provide this comprehensive preparation. The program requires strong liberal arts preparation as evidenced in prior graduate and/or undergraduate study, professional course work on the Notre Dame campus integrating research-based theory and practical application, and an extended internship, when possible, in a high performing, high needs professional development school under the tutelage of a university-selected mentor-teacher who has demonstrated the ability to impact student achievement.

Instructors in the program are faculty from Notre Dame and successful, experienced educators and personnel from area schools and school systems.

MAT certification programs are offered in:

  • Secondary education: business, computer science, English, mathematics, science, social studies, or theatre, world languages  (Due to the fact that NDMU’s world languages program is nationally recognized by the American Council on the Teaching of Foreign Languages (ACTFL),teacher candidates who are seeking certification in Maryland for Spanish or French are required to achieve a passing score of “Advanced Low” or better on BOTH the Oral Proficiency Interview (OPI) and the Written Proficiency Test (WPT), both of which are administered by an interviewer/proctor who is certified by ACTFL.  Note that some teacher candidates in lieu of the OPI may elect to take the OPI(c) which is a computer version of the OPI. Teacher candidates may take these two assessments at any time during their program of study but prior to their methods course of study. Teacher candidates are encouraged to explore opportunities that will enable them to meet the “Advanced Low” standard/score, including participation in study abroad, volunteer and service learning opportunities, language clubs, and film festivals and by viewing films and television programs in the world language they will be studying. More information about these assessments can be found at www.languagetesting.com ). Please see your School of Education advisor for information on registration and interview preparation).
  • Art or Music (PreK-12)
  • Early Childhood Education, alone or as dual certification with Elementary Education
  • Special Education, alone or as dual certification with Elementary (1-8) or Secondary Education (6 - Adult)
  • Elementary Education (1-6)

All programs meet the teacher education standards set forth in the Maryland Essential Dimensions of Teaching and are fully approved by the Maryland State Department of Education.

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Program of Study

Master of Arts in Teaching (MAT) students pursue the program on a full-time or a part-time basis. Full-time MAT students typically register for nine credits each term over a period which spans two summer sessions and the intervening academic year. However, many full-time students take advantage of the Graduate Education Intern program which is a ten-month accelerated opportunity for students to intern for two semesters in the morning while completing all course requirements in the afternoon/evening. Part-time students take one or two courses a term and commit to the internship the second year; they will usually complete the program in two years.

At entrance, the student's liberal arts preparation will be thoroughly evaluated. A candidate whose record is lacking in breadth or depth in specific liberal arts areas will be required to take additional courses which must be completed to meet degree requirements. The candidate will also submit an essay which will be critiqued for writing skills and will engage in a formal interview to be assessed on oral communication skills and the candidate’s potential effectiveness, ability to persevere and suitability for the classroom. The candidate and his/her advisor (the director of post-baccalaureate teacher certification programs or program coordinator at the Southern Maryland Higher Education Center) prepare and sign a program of study designed to meet certification requirements.

Upon successful completion of the methods courses, each student will be further evaluated to determine eligibility for the internship. Each student is expected to demonstrate aptitude for teaching and development of appropriate knowledge, attitudes and skills. The student must be recommended by the methods instructors and field experience personnel who may seek other appropriate information.

The following degree requirements pertain to all MAT candidates:

  • completion of all courses with an overall GPA of 3.3 or higher
  • attainment of a grade of B or better in all methods courses (indicated by an asterisk [*] in the curriculum section)
  • passing score on the Praxis II content test specified for the expected area of certification submitted prior to undertaking the internship
  • passing score on the Praxis II pedagogy test specified for the expected area of certification, usually taken after completion of methods courses and by the end of the full time phase of the internship
  • attainment of a grade of B or better in the internship course required for certification
  • completion of an e-portfolio to demonstrate competency in teaching. Each student must complete at least 36 graduate credits. Up to six credits of relevant graduate course work at the B level may be transferred from other accredited institutions, with the approval of the dean of the School of Education.

This program is available at the Southern Maryland Higher Education Center (SMHEC) as well as on the Baltimore Campus. Selected courses from the program are also offered at Anne Arundel Community College (AACC) when enrollment warrants.

Curriculum

Core Courses

EDU-519 Human Development and Learning (3)
EDU-556 Technology for Instruction and Management (3)
EDU-604 Analytic, Reflective and Research Seminar (3)
SPE-526 Special Education for the Classroom Teacher (3)

One of the following assessment courses chosen in accord with the MAT coordinator or program coordinator at SMHEC:

EDU-511 Assessment of Reading (For certification in elementary education) (3)
EDU-544 Educational Assessment (For certification in secondary or PreK-12 discipline specific fields) (3)

Secondary Education

EDU-520 Curriculum and Instruction in Secondary Schools (3)
EDU-580 Teaching Reading and Writing in the Content Areas I (3)
EDU-551 Teaching Reading and Writing in the Content Areas II (3)

Methods of Teaching in the Secondary School—one selected from the following:

EDU-530 Art, PreK-12 (3)*
EDU-531 English (3)*
EDU-532 Teaching World Languages in the PreK-12 Classroom (3)*
EDU-533 Mathematics (3)*
EDU-537 Science (3)*
EDU-539 Social Studies (3)*

Student Teaching—select one from the following:

EDU-601 Internship: Student Teaching in Secondary School (6) Or
EDU-605 Internship: Student Teaching in Art, PreK-12 (6)
EDU-607 Internship: Student Teaching/Music, PreK-12 (6)

Elementary Education

EDU-509 Processes and Acquisition of Reading (3)
EDU-510 Elementary Reading Materials (3)
EDU-513 Science and Social Studies in the Elementary School (3)*
EDU-542 Instruction in Reading (3)*
EDU-592 Mathematics in the Elementary School (3)*
EDU-602 Internship: Student Teaching in the Elementary School (6)

Early Childhood with Elementary Education

EDU-515 Curriculum and Methods in Early Childhood Education (3)*
EDU-603 Internship: Student Teaching in Early Childhood Education (3)

Taken concurrently with EDU-602

*Indicates a methods course; students must earn a grade of B or higher.

Special Education with Elementary or Secondary Education

SPE-543/544 Assessment of Special Needs Populations I (3)
SPE-546 Methods of Teaching Students with Special Needs (3)
SPE-570 Individualizing the Curriculum (Elementary) (3) Or
SPE-571 Vocational Skills in Special Education Methods (Secondary) (3)
SPE-576 Communication Skills for the School-Based Professional (3)
SPE-601 Internship: Student Teaching in Special Education (3) 
Taken concurrently with EDU-601 or 602

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Courses

EDU-509 Processes and Acquisition of Reading

Sets forth an interdisciplinary view of the foundations of reading and writing and the development and acquisition of literacy. The class addresses theories in such fields as linguistics, cognitive psychology and child development as they are seen in language and literacy development of the emerging elementary reader/writer. The course examines the history of various instructional methodologies and the research documenting their effectiveness. The class reviews current approaches to all parts of the acquisition of literacy, such as direct instruction of phonics, whole language, language experience, literature-based curricula and the writing process. [ 3 credits ]

EDU-510 Elementary Reading Materials

Exposes teachers to a variety of quality texts and other media, fiction and non-fiction for use in the elementary classroom, across the curriculum. Criteria for selecting and evaluating materials and strategies for use in all areas of instruction, with attention to student and text diversity issues will be explored. [ 3 credits ]

EDU-511 Assessment of Reading

Provides students with a background in assessment and its relationship to instruction. Students will learn about the variety of assessments available to the classroom teacher in the areas of reading and writing. Students will learn how to administer, score and interpret the results of various assessments. Instructional decisions regarding the educational program of the child will also be examined. [ 3 credits ]

EDU-513 Science and Social Studies in the Elementary School

Emphasizes integration of content and process through demonstration, investigative and inquiry approaches. Addresses the three domains of knowledge, skills and attitudes. Attention is given to recent trends, national and state standards, and the use of indicators in planning instruction and assessing. Includes preparation of instructional units and microteaching experience. [ 3 credits ]

EDU-515 Curriculum and Methods in Early Childhood Education

Surveys and critiques curriculum methods and materials for early childhood programs, preschool through primary grades. Instruction in assessment, planning and implementation of interdisciplinary activities to stimulate the cognitive, linguistic, social, and motor development. [ 3 credits ]

EDU-519 Human Development and Learning

Explores selected aspects of human development related to learning and instruction. Major psychological concepts and learning theories will be examined and applied to the context of education. Emphasis will be placed on understanding cognitive and affective domains of development as well as behavior management, motivation, individual differences in learning and instructional practices. Includes reflection, classroom activities, educational philosophy and class-room instruction. [ 3 credits ]

EDU-530 Methods of Teaching Art N-12 in Secondary School

Examines objectives, nature and place of the academic disciplines in the secondary school. Readings include courses of study, current research in methodology and texts and material for teaching. Each course focuses on model and techniques for teaching each subject to diverse students at the secondary level. Includes long and short range planning, inclusion strategies interrelated with curriculum and resources in application of teaching, learning theory in such areas as direct instruction, cooperative learning, inquiry and discovery, motivation, questioning, discussion, classroom management and assessment of outcomes. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. [ 3 credits ]

EDU-531 Methods of Teching English in Secondary School

Examines objectives, nature and place of the academic disciplines in the secondary school. Readings include courses of study, current research in methodology and texts and material for teaching. Each course focuses on model and techniques for teaching each subject to diverse students at the secondary level. Includes long and short range planning, inclusion strategies interrelated with curriculum and resources in application of teaching, learning theory in such areas as direct instruction, cooperative learning, inquiry and discovery, motivation, questioning, discussion, classroom management and assessment of outcomes. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. [ 3 credits ]

EDU-532 World Languages

Examines objectives, nature and place of the academic disciplines in the secondary school. Readings include courses of study, current research in methodology and texts and material for teaching. Each course focuses on model and techniques for teaching each subject to diverse students at the secondary level. Includes long and short range planning, inclusion strategies interrelated with curriculum and resources in application of teaching, learning theory in such areas as direct instruction, cooperative learning, inquiry and discovery, motivation, questioning, discussion, classroom management and assessment of outcomes. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. [ 3 credits ]

EDU-533 Methods of Teaching Mathematics in Secondary School

Examines objectives, nature and place of the academic disciplines in the secondary school. Readings include courses of study, current research in methodology and texts and material for teaching. Each course focuses on model and techniques for teaching each subject to diverse students at the secondary level. Includes long and short range planning, inclusion strategies interrelated with curriculum and resources in application of teaching, learning theory in such areas as direct instruction, cooperative learning, inquiry and discovery, motivation, questioning, discussion, classroom management and assessment of outcomes. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. [ 3 credits ]

EDU-537 Methods of Teaching Science in Secondary School

Examines objectives, nature and place of the academic disciplines in the secondary school. Readings include courses of study, current research in methodology and texts and material for teaching. Each course focuses on model and techniques for teaching each subject to diverse students at the secondary level. Includes long and short range planning, inclusion strategies interrelated with curriculum and resources in application of teaching, learning theory in such areas as direct instruction, cooperative learning, inquiry and discovery, motivation, questioning, discussion, classroom management and assessment of outcomes. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. [ 3 credits ]

EDU-539 Methods of Teaching Social Studies In Secondary School

Examines objectives, nature and place of the academic disciplines in the secondary school. Readings include courses of study, current research in methodology and texts and material for teaching. Each course focuses on model and techniques for teaching each subject to diverse students at the secondary level. Includes long and short range planning, inclusion strategies interrelated with curriculum and resources in application of teaching, learning theory in such areas as direct instruction, cooperative learning, inquiry and discovery, motivation, questioning, discussion, classroom management and assessment of outcomes. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. [ 3 credits ]

EDU-542 Instruction in Reading

Reviews current research findings related to integrated language arts instruction and their impact on classroom practices in schools. Numerous strategies and methods to develop and enhance the elementary student's reading, writing, listening and speaking skills are explored. A variety of management techniques will be discussed. [ 3 credits ]

EDU-544 Educational Assessment

Focuses on student assessment and the relationship of assessment practices to instructional decisionmaking. Students will consider, analyze and apply a variety of approaches for interpreting individual and group behavior based on relevant research and best practices. Traditional assessment techniques, using standardized and criterion instruments, will be explored, as well as direct performance and portfolio assessments. Both classroom and clinical practice assessment strategies will be explored. [ 3 credits ]

EDU-551 Teaching Reading and Writing in the Content Areas Part II

Provides an advanced study of how to teach reading and writing to all students using motivating and accessible texts. Participants analyze literacy (the reading and writing process) to understand how levels of literacy are not absolute. Literacy is relative and depends on the diverse culture, language, background experiences, and skills of the reader and the kind of text presented. Participants learn how to informally assess their students' levels of literacy and analyze texts for level of readability. Various reading and writing approaches and strategies in the content areas are modeled and demonstrated in class by the instructors and the participants. Participants learn how reading and writing are social acts of communication as they work together in this class discussing their own reading and writing. Participants compile a variety of texts (including materials for computer use) in the content areas in order to meet the needs of all of their students. [ 3 credits ]

EDU-552 Global Perspectives in Teaching

Encourages an open inquiry into the nature of global education as a means to prepare students for intelligent participation in the contemporary world. Classroom materials and techniques are used to explore global issues, such as hunger, poverty, the environmental crisis, international development and world peace. Integrates content with pedagogy. [ 3 credits ]

EDU-556 Technology for Instruction and Management

Introduces learners to technology as a tool for classroom instruction and management. Students will be given opportunities in planning, designing and producing projects that meet the instructional needs of students. The projects encompass skills in word processing, video, Web pages, multimedia and other technologies. Students examine online information services and the integration of technology into the curriculum and practice. [ 3 credits ]

EDU-580 Teaching Reading and Writing in the Content Areas Part I

Presents the conceptual framework and methodology for teaching reading and writing at the secondary level. Emphasizes the holistic and developmental nature of reading/writing/learning processes. Explores literacy as a cultural, sociological phenomenon. Includes techniques for skill assessment and development in the oral and language areas of speaking and listening and in the written language areas of reading and writing. Emphasis is on language skill refinement across the curriculum as well as strategies for students with varying learning styles and needs. Explores the interactive nature of reading, the reading/ writing connection and ways to integrate literature within the various disciplines across the curriculum. Discusses the teacher role in developing independent learning strategies and literacy for life. Includes preparation of lesson plans, activities and materials as well as strategies for organizing and managing literacy instruction in the content areas. [ 3 credits ]

EDU-592 Mathematics in the Elementary School

Integrates mathematical concepts with the methods employed to teach mathematics in the elementary school. Emphasis is on National Council of Teachers of Mathematics (NCTM) standards and implementation of standards instruction. Focuses on a hands-on approach using manipulatives. Includes preparation of lesson plans and microteaching experiences. Weekly observation and field experience in area schools. [ 3 credits ]

EDU-601 Internship: Student Teaching in Secondary School

Provides an internship in the appropriate subject and grade level in public schools for a period of 20 weeks, variably arranged according to program (MAT-or ACT.) Gradual immersion into teaching. Builds upon and extends activities of the clinical field experiences in observing and analyzing student behaviors; learning about the school; establishing professional relationships with students, parents, staff; observing and analyzing teaching. Interns begin by planning and teaching specific skills (for example, the inquiry method) with one or more classes, analyze progress with the guidance of the supervising teacher, and gradually assume responsibility for the entire teaching schedule. Interns are expected to demonstrate skill in: long range and daily planning, uses of technology, use of teaching strategies identified in the Maryland Instructional Frameworks (critical thinking, problem solving, inductive thinking, questioning, reading and writing for meaning, constructing meaning). Supervision by master teacher and college supervisor. Student teaching portfolio. Extra fee required. [ 6 credits ] Prerequisite: Permission of department chair. Note: Students preparing for dual certification enroll in designated alternative sections of appropriate internships for 3 credits each. Consult program advisor before registering. NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

EDU-602 Internship: Student Teaching in the Elementary School

Provides an internship in the appropriate subject and grade level in public schools for a period of 20 weeks, variably arranged according to program (MAT-or ACT.) Gradual immersion into teaching. Builds upon and extends activities of the clinical field experiences in observing and analyzing student behaviors; learning about the school; establishing professional relationships with students, parents, staff; observing and analyzing teaching. Interns begin by planning and teaching specific skills (for example, the inquiry method) with one or more classes, analyze progress with the guidance of the supervising teacher, and gradually assume responsibility for the entire teaching schedule. Interns are expected to demonstrate skill in: long range and daily planning, uses of technology, use of teaching strategies identified in the Maryland Instructional Frameworks (critical thinking, problem solving, inductive thinking, questioning, reading and writing for meaning, constructing meaning). Supervision by master teacher and college supervisor. Student teaching portfolio. Extra fee required. [ 6 credits ] Prerequisite: Permission of department chair. Note: Students preparing for dual certification enroll in designated alternative sections of appropriate internships for 3 credits each. Consult program advisor before registering. NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

EDU-603 Internship: Student Teaching in Early Childhood Education

Provides an internship in the appropriate subject and grade level in public schools for a period of 20 weeks, variably arranged according to program (MAT-or ACT.) Gradual immersion into teaching. Builds upon and extends activities of the clinical field experiences in observing and analyzing student behaviors; learning about the school; establishing professional relationships with students, parents, staff; observing and analyzing teaching. Interns begin by planning and teaching specific skills (for example, the inquiry method) with one or more classes, analyze progress with the guidance of the supervising teacher, and gradually assume responsibility for the entire teaching schedule. Interns are expected to demonstrate skill in: long range and daily planning, uses of technology, use of teaching strategies identified in the Maryland Instructional Frameworks (critical thinking, problem solving, inductive thinking, questioning, reading and writing for meaning, constructing meaning). Supervision by master teacher and college supervisor. Student teaching portfolio. Extra fee required. [ 6 credits ] Prerequisite: Permission of department chair. Note: Students preparing for dual certification enroll in designated alternative sections of appropriate internships for 3 credits each. Consult program advisor before registering. NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

EDU-604 Analytic, Reflective and Research Seminar

Enables students to develop and apply skills, knowledge and abilities in the construction and implementation of action research plans for the improvement of classroom teaching and learning. A structured series of learning activities will be assigned to develop skills in research methodology and data analysis. Students will be provided experience in the analysis and interpretation of their endeavors and the opportunity to gauge the extent to which the application of learned skills facilitates educational problem solving. Instruction integrated with activities of the appropriate internship. Concurrent enrollment in the internship expected; exception by permission of MAT coordinator only. [ 3 credits ]

EDU-605 Internship: Student Teaching in Art N-12

Provides an internship in the appropriate subject and grade level in public schools for a period of 20 weeks, variably arranged according to program (MAT-or ACT.) Gradual immersion into teaching. Builds upon and extends activities of the clinical field experiences in observing and analyzing student behaviors; learning about the school; establishing professional relationships with students, parents, staff; observing and analyzing teaching. Interns begin by planning and teaching specific skills (for example, the inquiry method) with one or more classes, analyze progress with the guidance of the supervising teacher, and gradually assume responsibility for the entire teaching schedule. Interns are expected to demonstrate skill in: long range and daily planning, uses of technology, use of teaching strategies identified in the Maryland Instructional Frameworks (critical thinking, problem solving, inductive thinking, questioning, reading and writing for meaning, constructing meaning). Supervision by master teacher and college supervisor. Student teaching portfolio. Extra fee required. [ 6 credits ] Prerequisite: Permission of department chair. Note: Students preparing for dual certification enroll in designated alternative sections of appropriate internships for 3 credits each. Consult program advisor before registering. NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

SPE-526 Special Education for the Classroom Teacher

Addresses the rights of special needs students, legal foundations, the attitudes and needs of parents and the responsibilities of educators. Explores characteristics of exceptionalities. Designed for the classroom teacher, this course stresses strategies for inclusion and adaptations for the regular classroom. Includes discussions with professionals. [ 3 credits ]

SPE-543 Assessment of Special Needs Populations (Secondary)

Introduces the diagnostic processes used in special education for students from birth to adulthood. Includes informal and formal assessment methods as well as analysis, interpretation and presentation of test results. Course content covers federally mandated assessment regulations. The course includes prescriptive techniques and instructional planning for special needs students at the secondary level. [ 3 credits ]

SPE-546 Methods of Teaching Students with Special Needs

Provides the student with methods to facilitate the teaching of students with significant learning and behavioral differences. The course content addresses cognitive processing, classroom management and behavioral support strategies. Models of instructional delivery, adaptation of instructional materials, strategy instruction and means of assessing students' progress are explored. Current trends, issues, and legislation updates are included as well. [ 3 credits ]

SPE-570  Individualizing the Curriculum: Strategies for Holistic Intervention

Explores a broad spectrum of classroom and behavior management strategies as well as generic and subject specific study, organizational and self-regulatory skills. Course will focus on research support as well as systematic, effective implementation. (Expansion of the strategies component of SPE-527 Teaching Special Needs Students in Inclusive Settings, a course offered in the Post-Baccalaureate Certificate Program). [ 3 credits ]

SPE-571  Vocational Skills in Special Education Methods

Develops the knowledge and skills to assist individuals with disabilities in transitioning from school to postsecondary life. Transition planning will be defined and related disability legislation explored. The family's role in transition will be discussed as well as empowering student selfdetermination and involvement. Person-centered practices to individualize the transition process will be explored. Community transition planning will be emphasized, including interagency agreement. Teaching for transition, finding vocational placements for students, pursuing postsecondary educational opportunities and independent living supports will be examined. Students will learn to design and implement individual transition plans for youth with mild to significant disabilities. [ 3 credits ]

SPE-576 Communication Skills for the School-Based Professional

Addresses issues related to effective, collaborative team coordination in various programs providing services to school age children. "Teaming" for academic and social/emotional concerns, effective preventive interventions, resolving conflict, utilization of school and community resources, and effective communication with parents or primary caretakers, and support or monitoring agencies will be included. [ 3 credits ]

SPE-601 Internship: Student Teaching in Special Education

Provides an internship in the appropriate subject and grade level in public schools for a period of 20 weeks, variably arranged according to program (MAT-or ACT.) Gradual immersion into teaching. Builds upon and extends activities of the clinical field experiences in observing and analyzing student behaviors; learning about the school; establishing professional relationships with students, parents, staff; observing and analyzing teaching. Interns begin by planning and teaching specific skills (for example, the inquiry method) with one or more classes, analyze progress with the guidance of the supervising teacher, and gradually assume responsibility for the entire teaching schedule. Interns are expected to demonstrate skill in: long range and daily planning, uses of technology, use of teaching strategies identified in the Maryland Instructional Frameworks (critical thinking, problem solving, inductive thinking, questioning, reading and writing for meaning, constructing meaning). Supervision by master teacher and college supervisor. Student teaching portfolio. Extra fee required. [ 6 credits ] Prerequisite: Permission of department chair. Note: Students preparing for dual certification enroll in designated alternative sections of appropriate internships for 3 credits each. Consult program advisor before registering. NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.