WGU Master of Arts in Teaching, Science (5-12)
The Master of Arts in Teaching, Science (5-12) is a competency-based degree program that prepares students at the graduate level to be licensed to teach science in grades 5-12 and supports development of significant skills in science curriculum development, design, and evaluation. All work in this degree program is online with the exception of the Demonstration Teaching and in-classroom field experience components, which prepares teacher candidates for the classroom. Candidates develop and refine their teaching skills through a series of sequential experiences beginning with; video-based observations of classroom instruction. Observations prepare candidates for an authentic, collaborative preclinical teaching experiences in K-12 settings. Clinical experiences culminate with supervised demonstration teaching in a real classroom.Students enter this program with a substantial background in science and proceed through coursework in Foundations of Teaching, Pedagogy, Science Education, Research, video-based classroom observation, Field Experiences, and Demonstration Teaching.
Foundations of Teaching
Foundational Perspectives of Education
This course provides an introduction to the historical, legal, and philosophical foundations of education. Current educational trends, reform movements, major federal and state laws, legal and ethical responsibilities, and an overview of standards-based curriculum are the focus of the course. The course of study presents a discussion of changes and challenges in contemporary education. It covers the diversity found in American schools, introduces emerging educational technology trends, and provides an overview of contemporary topics in education.
Psychology for Educators
This course prepares candidates to meet the expectations of society and prepares future educators to support classroom practice with research-validated concepts. The course helps future educators to create a framework for refining teaching skills that are focused on the learner, through engaged inquiry of integrating theory, critical issues in psychology, classroom applications with diverse populations, assessment, educational technology, and reflective teaching.
Fundamentals of Diversity, Inclusion, and Exceptional Learners
Students will learn the history of inclusion and develop practical strategies for modifying instruction, in accordance with legal expectations, to meet the needs of a diverse population of learners. This population includes learners with disabilities, gifted and talented learners, culturally diverse learners, and English language learners.
Classroom Management, Engagement, and Motivation
Students will learn the foundations for effective classroom management as well as strategies for creating a safe, positive learning environment for all learners. Students will be introduced to systems that promote student self-awareness, self-management, self-efficacy, and self-esteem.
Educational Assessment assists students in making appropriate data-driven instructional decisions by exploring key concepts relevant to the administration, scoring, and interpretation of classroom assessments. Topics include ethical assessment practices, designing assessments, aligning assessments, and utilizing technology for assessment.
Instructional Planning and Presentation in Science
Instructional Planning and Presentation assists students as they continue to build instructional planning skills. Topics include unit and lesson planning, instructional presentation strategies, assessment, engagement, integration of learning across the curriculum, effective grouping strategies, technology in the classroom, and using data to inform instruction.
Secondary Reading Instruction and Interventions
Secondary Reading Instruction and Intervention explores the comprehensive, student-centered Response to Intervention (RTI) assessment and intervention model used to identify and address the needs of learners in grades 5–12 who struggle with reading comprehension and/or information retention. Course content provides educators with effective strategies designed to scaffold instruction and help learners develop increased skill in the following areas: reading, vocabulary, text structures and genres, and logical reasoning related to the academic disciplines. This course has no prerequisites.
Secondary Disciplinary Literacy
Secondary Disciplinary Literacy examines teaching strategies designed to help learners in grades 5-12 improve upon the literacy skills required to read, write, and think critically while engaging content in different academic disciplines. Themes include exploring how language structures, text features, vocabulary, and context influence reading comprehension across the curriculum. Course content highlights strategies and tools designed to help teachers assess the reading comprehension and writing proficiency of learners and provides strategies to support students' reading and writing success in all curriculum areas. This course has no prerequisites.
Science, Technology, and Society
Science, Technology, and Society explores the ways in which science influences and is influenced by society and technology. A humanistic and social endeavor, science serves the needs of ever-changing societies by providing methods for observing, questioning, discovering, and communicating information about the physical and natural world. This course prepares educators to explain the nature and history of science, the various applications of science, and the scientific and engineering processes used to conduct investigations, make decisions, and solve problems. There are no prerequisites for this course.
Science Methods provides graduate students seeking additional licensure or endorsement in the sciences for grades 5-12 with an introduction to science teaching methods and laboratory safety training. Course content focuses on designing and teaching with the three dimensions of science: disciplinary core ideas, crosscutting concepts, and science and engineering practices. Laboratory safety training and certification will include the proper use of personal protective equipment and safe laboratory practices and procedures in science classrooms. This course has no prerequisites.
Preclinical Experiences in Science
Preclinical Experiences in Science provides students the opportunity to observe and participate in a wide range of in-classroom teaching experiences in order to develop the skills and confidence necessary to be an effective teacher. Students will document and reflect upon at least 75 hours of authentic in-classroom experiences, and an early evaluation of teaching will occur to provide feedback and suggestions for continued professional development. Prior to entering the classroom for the observations, students will be required to meet several requirements including a cleared background check, passing scores on the state or WGU required basic skills exam and a completed resume. This course is aligned to the InTASC model core teaching standards.
The Research Foundations course focuses on the essential concepts in educational research, including quantitative, qualitative, mixed, and action research; measurement and assessment; and strategies for obtaining warranted research results.
Supervised Demonstration Teaching in Science
Supervised Demonstration Teaching in Science involves a series of classroom performance observations by the host teacher and clinical supervisor that develop comprehensive performance data about the teacher candidate’s skills.
Teacher Performance Assessment in Science
The Teacher Performance Assessment in Science is a culmination of the wide variety of skills learned during your time in the Teachers College at WGU. In order to be a competent and independent classroom teacher, you will showcase a collection of your content, planning, instructional, and reflective skills in this professional assessment.
You will create an online teaching portfolio that includes professional artifacts and evidence of practice that demonstrate the skills you developed and refined throughout your Demonstration Teaching Experience. This course is aligned to the InTASC model core teaching standards.
Cohort Seminar provides mentoring and supports teacher candidates during their demonstration teaching period by providing weekly collaboration and instruction related to the demonstration teaching experience. It facilitates their demonstration of competence in becoming reflective practitioners, adhering to ethical standards, practicing inclusion in a diverse classroom, exploring community resources, building collegial and collaborative relationships with teachers, and considering leadership and supervisory skills.