Department of Education

Program Overview

Drawing connections between their coursework and their experiences in the K-12 classroom, Brown's MAT students continuously connect theory to practice in deep and meaningful ways.

Brown's MAT program prepares aspiring teachers to become critically reflective and impactful secondary teachers. The program aims to cultivate a deep understanding of the social contexts of education and its impact on students, families, communities, and schools. Graduates are prepared to approach the teaching of students in diverse communities with empathy, cultural competence, and intentional cycles of improvement grounded in data and critical reflection.  

Upon completing the degree program and passing the state-required Praxis exams, candidates will be recommended for a Rhode Island Department of Education teaching certificate in their secondary-level discipline and an endorsement in teaching multilingual language learners. If you are interested in obtaining licensure in a different state, you will be eligible through reciprocity based upon agreements in the Interstate Certification Agreement with NASDTEC.

Applications are no longer being accepted for the 2024-2025 academic year. The deadline was January 15, 2024. If you would like to be notified when the application is available for 2025, please complete this brief form.

1 year

Time to complete program


Entry Term


Beginning the journey of integrating theory and practice

The program begins with an intensive 6-week summer semester. MAT candidates learn foundational knowledge about student-centered learning and teaching and discipline practices within their content areas. This coursework is uniquely integrated into fieldwork: MAT candidates apply their learning daily at Brown Summer High School, a 4-week summer enrichment program that serves high school students from the neighborhoods and schools where MAT candidates later have their residencies.

Yearlong residency

Developing culturally responsive teaching practice that addresses educational inequities

Candidates begin their teaching residencies on the first day of the school year and become deeply embedded in all aspects of the school context. Because of this daily preparation, our candidates are unusually well-prepared for their first year of full-time teaching post-graduation.

Our teacher residents experience a gradual induction to the responsibilities of leading the classroom, beginning with purposeful observation, individual student support and group work, and moving to whole-class instruction. Skillful and dedicated mentor teachers support teacher residents by modeling exceptional practice and providing extensive feedback. Additionally, unlike other programs, our teacher residents are also supported by our committed and experienced MAT Program faculty who serve as instructional coaches throughout the residency. 

Throughout the year, teacher residents take coursework that integrates research and theories with day-to-day practice, provides in-depth knowledge of learning differences and the needs of emerging bilingual students, and develops rigorous preparation in inclusive practices. Residents learn principles of instructional design in order to become future curriculum developers in their local districts. Additionally, future teachers and future policymakers come together to take a course that examines educational inequality and community assets. Students in both our Master of Arts in Teaching and Urban Education Policy graduate programs understand how to make a positive change via both policy and classroom practice.

Courses include:

  • Discipline-based pedagogy in all three semesters
  • Educating Emerging Bilinguals 
  • Inclusion and Differentiation for Learners with Special Needs 
  • Educational Inequity and Community Assets
  • Instructional Design
  • Assessment of Learning