Middle Grades Education MAT Alternative Teacher Licensure
The Middle Grades Education, M.A.T., Alternative Teacher Licensure program, leads to a master’s degree and a Professional Educator License. Teacher candidates will be placed in schools as teachers of record or co-teachers while completing their coursework towards professional educator licensure with an endorsement in Middle Grades Education. In addition, candidates will earn either a LBS I endorsement or an ESL endorsement (qualified candidates may also earn a Bilingual endorsement). A mentoring program will be in place to support and guide the teacher candidates throughout the two years of residency in the program. Visit Licensure and Endorsements at NLU for more details.
For more information on state licensure and certification information please visit NLU’s Public Disclosures page.
Program Learning Outcomes (PLOs):
PLO1. Articulate the unique needs of young adolescent learners and the contexts that support this student population.
PLO2. Distinguish that middle grades education (MGE) is designed to support the unique developmental needs of young adolescent learners.
PLO3. Demonstrate deep knowledge in chosen content teaching field(s) to create meaningful learning experiences that contribute to each young adolescent’s competence.
PLO4. Demonstrate a clear understanding of how educators identities and beliefs impact young adolescents’ feelings of safety, connectedness, and opportunities to learn.
PLO5. Create and participate in joyful teaching and learning with young adolescent learners.
PLO6. Demonstrate critical and creative thinking when working with young adolescent learners.
PLO7. Implement responsive strategies for use within the diverse range of each young adolescent learner.
PLO8. Integrate knowledge of the philosophical ideologies, historical development, curricular models of middle grades education, and the leaders of the middle grades movement.
PLO9. Exhibit effective listening, oral, written and technological communication skills with young adolescents, family and community.
PLO10. Demonstrate a commitment to being an ethical professional, an educational leader and a life-long learner.
PLO11. Apply culturally relevant practices to ensure success, cultural sustainment, and critical educative practices for all students to maximize success for each young adolescent learner.
PLO12. Commit to being an advocate who supports, listens and responds to each young adolescent, family and community member.
In addition to National College of Education Graduate Admissions Requirements, applicants must:
- Be admitted before starting the first term of Jumpstart
- Have a bachelor's degree with a major in the content area of reading, English/language arts, mathematics or physical or social sciences
- Sit for a formal interview with National College of Education program faculty at least two weeks prior to the start of the first term
- Submit three academic or professional letters of recommendation (recommenders must be listed on the application)
Program Details:
- Requires 49 SH for completion
- Requires a passing score on the Middle Grades Education Content Area Test before MGE 503 Advocacy Practicum II
- Requires observations
- Requires practicum
- Requires student teaching
Required Courses
Jumpstart - 8 SH
| MGE 501 | Introduction to Middle Grades Education: Young Adolescents in Context I | 2 TO 3 |
| MGE 520 | Methods of Teaching Content Area Literacy in the Middle Grades | 2 |
| EPS 511 | Human Learning and Development in Instructional Contexts | 2 |
| FND 510 | Social Justice Perspectives on the History and Philosophy of American Education | 2 |
Note: FND 510 must be taken for 2 semester hours.
Residency Year 1 - 22 SH
| MGE 503 | Advocacy Practicum: Young Adolescents in Context II | 3 |
| MGE 505 | Teaching and Learning Practicum: Young Adolescents in Context III | 3 |
| MGE 509 | Integrated Curriculum in the Middle Grades | 1 TO 3 |
| MGE 522 | Engaging Young Adolescent Learners | 1 |
| MGE 525 | Authentic Assessment Seminar: Young Adolescents in Context IV | 2 |
| SPE 500 | Introduction to and Methods of Teaching Students with Disabilities | 3 |
| CIL 500 | Foundations of ESL and Bilingual Education | 3 |
| and | |
| MGE 510 | Methods of Teaching Middle Grades Science | 3 |
| or | |
| MGE 512 | Methods of Teaching Middle Grades English/Language Arts | 3 |
| or | |
| MGE 514 | Methods of Teaching Middle Grades Mathematics | 3 |
| or | |
| MGE 518 | Methods of Teaching Middle Grades Social Studies | 3 |
| and | |
| SPE 501 | Educational and Diagnostic Assessment in Special Education | 3 |
| or | |
| CIL 512 | Literacy in a New Language: Linguistic Considerations | 3 |
Note: MGE 509 must be taken for 3 semester hours. Candidates select SPE 501 or CIL 512 based on their second endorsement track.
Residency Year 2 - 19 SH
| MGE 507 | Voices and Choices in Middle Grades Education | 1 |
| MGE 526 | Seminar: Value and Honor Young Adolescent Learning | 2 |
| MGE 527 | Seminar: Middle Grades Educators’ Joyful Teaching Experiences | 2 |
| MGE 528 | Capstone Seminar: Celebrating Collaborative Engagement | 1 |
| CIL 505 | Methods and Materials for Teaching English as a Second Language | 3 |
| CIL 531 | Cross Cultural Education | 3 |
| and two courses listed below | |
| SPE 506 | Frameworks, Perspectives, and Collaboration in Special Education | 3 |
| and | |
| SPE 527 | Differentiated and Individualized Curriculum and Instruction | 3 |
| or | |
| CIL 501 | Introduction to Linguistics for TESOL | 3 |
| and/or | |
| CIL 506 | Methods and Materials for Teaching Bilingual Education | 3 |
| and/or | |
| CIL 510 | Assessment of ESL and Bilingual Education Students | 3 |