Master of Arts in Teaching  in Secondary Education  / TESOL

Offering Options in Secondary Education (Biology, Chemistry, English, Mathematics, Social Studies, or Spanish)

Katherine Roe, Program Coordinator, WH 321A Phone: (203) 837-3263
Therese Richardson, Department Secretary, WH 321 Phone: (203) 837-8510 
Fax: (203) 837-8413


Faculty: A. Brewer, T. Canada, J. Caruso, M. Daria, M. Delcourt, M. DeRonck, S. Kuhn, D. Mariotti, C. O’Callaghan, J. Piro, K. Roe, T. Stewart.


Purpose of the Program

The mission of the MAT in Secondary Education/TESOL is to prepare secondary educators to work collaboratively in varied settings and cultural contexts. Using an inquiry approach, the program prepares secondary educators to differentiate instruction, advocate for diverse learners, assess, and create interventions. The program prepares educators to work collaboratively with colleagues and families in culturally diverse populations in secondary schools and communities to impact student learning.

Goals, Objectives, and Learning Outcomes

The goals, objectives and learning outcomes of WCSU’s MAT Secondary Education/TESOL Program are varied and are critical to facilitate the development of secondary educators to work in diverse classrooms. The program is designed to prepare educators to:

A.  Graduates of the program will be demonstrate and apply knowledge of content;

         1. Synthesize and apply central concepts, structures of the discipline, and tools of inquiry of the content areas; organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for secondary students as indicated by the design of learning segments.

B.  Graduates of the program will demonstrate the ability to plan, develop, and adjust services that meet the needs of diverse learners;

         1. Understand the role of professional judgment and practical knowledge for improving all students’ development and achievement as indicated by performance in residency.

         2. Accurately assess and analyze student learning, reflecting on adjustments needed for both instruction and assessment as indicated by the impact on student learning.

C.  Graduates of the program will demonstrate the ability to use relevant pedagogical skills and educational psychology knowledge in the planning, development, delivery and assessment of professional services   in support of relevant educational goals;

         1. Use foundational knowledge to design and/or implement an integrated, comprehensive, and balanced curriculum as indicated by clinical performance in residency.

D.  Graduates of the program will demonstrate professional dispositions that are consistent with the conceptual framework and in accord with professional, state, and institutional standards.

         1. Demonstrate expertise in working collaboratively with colleagues to design instruction as indicated by clinical performance in residency.

Admission Requirements

Applicants who wish to be admitted to the program must submit the following materials to the Office of Graduate Admissions:

     1. Application for admission to the Office of Graduate Admissions and a $50 application fee – Graduate Application 

     2. One official transcript mailed (not hand-delivered) to the Office of Graduate Admissions from each college or university previously attended, including all earned grades and degrees.

     3. A cumulative undergraduate grade point average of a 2.7 or higher is required

     4. Undergraduate major in the certification area (Biology, Chemistry, English, Mathematics, Social Studies, or Spanish)

     5. Passing score on the ACTFL exam for those applicants seeking Spanish certification

     6. Two letters of reference Recommendation Form

     7. Evidence of an earned baccalaureate degree from an accredited institution of higher education

Graduate students in the program must complete the requirements for the degree within six-years.

LiveText License Requirement

All candidates who enter degree or certificate programs in Education and Educational Psychology at Western Connecticut State University are required to purchase a LiveText license before or during the first week of class. LiveText is part of Westconn’s assessment system and essential for continuous accreditation. Information about purchasing the license is at this link: Livetext. If you have questions, please contact Dr. Catherine O’Callaghan, E&EP Chair, ocallaghanc@wcsu.edu.

Dismissal from, Admission to, or Retention in Professional Teacher Education Program

Strict guidelines for admission to and retention in the teacher education certification programs include academic excellence. Students who fail to meet or maintain established admission and retention criteria will be dismissed from the program. The M.A.T. program oversight committee will recommend candidates for student teaching during the third-cohort semester.

Dismissal from the Student Teaching Experience

Superintendents, school district facilitators, cooperating teachers, principals, university supervisors, and faculty members of the E&EP Department, in consultation with the appropriate arts and sciences, health education, or music education faculty members, reserve the right to remove a student teacher from any student teaching/clinical experience.

A recommendation for dismissal can be based on, but is not limited to:

  1. an absence of five or more consecutive teaching days in a 15-week (75 full teaching days) assignment or three or more consecutive days in a seven-week (35 full teaching days) assignment, without presenting a verified explanation
  2. a failure to demonstrate the state-mandated teaching competencies during student teaching or any clinical experience
  3. evidence of abuse of alcohol or other drugs
  4. written recommendation from the PK-12 public school’s cooperating teacher, principal, the E&EP department chair and/or the coordinator of student teaching that the student teacher be removed from the clinical placement due to the student teacher’s failure to meet the school’s expectations
  5. nonprofessional behavior as documented by the PK-12 public school’s cooperating teacher, principal, or department chair
  6. violation of the CSDE Code of Professional Responsibility
  7. allegation or conviction for sexual, physical, or emotional intimidation, harassment or abuse of PK-12 students
  8. allegation or confirmation of a felony indictment

When problems arise during a student teaching/clinical experience, the university supervisor notifies the coordinator of student teaching in a formal letter that clearly states both the concerns and the steps that have been taken to rectify the situation. The coordinator of student teaching then forwards this information to the chair of the E&EP Department who, in turn, meets with involved parties-the student teacher, the coordinator of student teaching, the university supervisor, and the assistant dean/certification officer-to investigate the situation, develop plans for improvement, or to recommend dismissal of the student teacher from the program.

The chair of the E&EP Department confirms all decisions of this meeting via a letter to the student teacher. The letter is signed by the chairperson of the E&EP Department and the coordinator of student teaching; copies are sent to the dean and assistant dean of the School of Professional Studies.

The student teacher has the right to submit a written appeal within seven days of a notification of dismissal to the chair of the E&EP department, the coordinator of student teaching, and the university supervisor. The affected student also has the right-within two weeks of the hearing date-to appeal, in writing, his/her dismissal to the Dean of Professional Studies.


Master of Arts in Teaching in Secondary Education (45 SH)  45 SH Cohort Sequence
ED 500      Contemporary Educational Issues 3 SH Summer I 2024
ED 501      Introduction to Educational Research 3 SH Summer III 2024
ED 502      Secondary Student Teaching 6 SH Spring 2025
ED 503      Educational Psychology 3 SH Spring 2024
ED 507      Research Based Classroom Practice 3 SH Fall 2023
ED 514      Teaching Reading in the Content Area 3 SH Fall 2023
ED 530      Curriculum of Secondary School 3 SH Fall 2024
ED 571      Urban Education Experience 3 SH Summer I 2024
ED 592      Capstone in Education 3 SH Spring 2025
ED 593      Standards, Mandates, and Legal Issues in Education 3 SH Summer II 2024
ED 619      Theory and Practices in Bilingual Education 3 SH Summer III 2024
ED 622      Approaches and Methods for Teaching Second Language Learners 3 SH Spring 2024
ED 5XX    Teaching in Secondary Schools 3 SH Fall 2024
EPY 509    Exceptional Learners: Children and Adolescents 3 SH Summer II 2024



Cross-endorsement: TESOL (15 SH)
ENG 506     History of English Language and Linguistics 3 SH Spring 20xx
ENG 517     English Grammar 3 SH Fall 20xx
ED 624        Second Language Acquisition 3 SH Fall 20xx
ED 625        Assessment for Second Language Learners 3 SH Spring 20xx
ED 627       TESOL Practicum Grades K-12 3 SH Summer II 20xx