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. They also complete coursework specifically designed to enhance their understanding of the Science of Reading as a framework for teaching any academic subject and meet the requirements of the Right to Read Act. 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.

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