Secondary Education (M.A.T.)
- Are you passionate about teenagers’ insights and educational possibilities?
- Do you want to engage upper-middle and high school students with this passion?
Trinity’s Master of Arts in Teaching (M.A.T) in Secondary Education program prepares individuals to meet D.C.’s certification requirements, which are reciprocal with most states, for teaching in the secondary education content area of your choice in grades 7-12. Learn how to have a direct, positive impact on teenagers’ by empowering them as learners and helping them strengthen their families and communities through education.
Through a sequenced course of study, students gain knowledge, skills, and experiences in preparation for certification. Many of the professional education courses include a practicum, internship, or other field experiences in addition to regular class meetings.
Inclusive Education Dual Licensure
The Trinity School of Education offers the first and only dual licensure MAT program in the District of Columbia. MAT candidates seeking a dual licensure will receive licensure in their primary focus area AND special education. This option requires candidates to take four courses in special education in addition to their course sequence in their primary focus area in early childhood education, elementary education or secondary education. Click here to learn more about the dual licensure.
Featured CoursesCore Courses (18 credits) EDCC 510 Human Growth and DevelopmentReviews theory and research in human growth and development over the life span. Emphasis is given to the interdisciplinary nature of human development, particularly the relationships among the biological, cognitive, social, and psychological domains. Critical life events and their adjustments from the prenatal period through adulthood are discussed, stressing the interaction between the developing person and a continually changing world. This course contains a field component.
3 credits EDCC 530 Education of Exceptional Children and YouthSurveys major areas of exceptionality and legislated standards for special education and related services for students with special needs. Topics include inclusive education and collaboration between special educators, regular educators, related service providers, volunteers and parents. Also individual education programs (IEP) are examined in relation to students' needs and learning styles. The field experiences and observations are integral components of this course.
3 credits EDCC 541 Foundations of Education and the Art of Teaching and LearningExamines current theory and practice in the processes of teaching and learning. These processes are embedded in human development, learning and motivational theories, and learning assessment. The social/cultural factors that have an impact on teaching and learning are also studied. This course will focus on topics of interest for educational psychologists as well as teachers and other professionals working with students. The course reviews theories of learning and styles of teaching from the most traditional to the latest innovations in the field. Classroom management techniques and strategies are studied and teacher candidates are required to analyze these and develop a classroom management plan. Field observations are a component of this course.
3 credits EDCC 542 Positive Approaches to Teaching Students with Challenging BehaviorThis course reviews the history, theory, and implementation of providing positive behavioral supports to children with and without disabilities in a context of ethical interaction and reflective practice. Students will learn a variety of observational and planning tools for construction of authentic and responsive intervention strategies that lead to productive and inclusive learning communities. A grade of B or higher is required to advance.
Prerequisites: EDCC 510, EDCC 530, EDCC 541 EDCC 600 Research in EducationExamines qualitative and quantitative educational research methodologies. Students learn to read, analyze, and interpret the current literature in teaching and learning. Topics include defining the research process, writing a review of the literature, exploring methods of gathering quantitative and qualitative data, developing a research design, and examining ethical issues related to the research process. The skills developed in this course will be important for the development of the capstone topic in the Capstone course. Candidates will be able to interact and share research ideas with the other candidates from the other education programs, such as Teacher Education. Formally titled, "Research in Education and Counseling"
3 credits EDCC 606 Assessment and Preparation of Individualized Learning PrescriptionsThis course provides a general background in assessment and evaluation issues, strategies, and techniques. Assessments as well as criteria for selecting assessments, inventories, for TESOL (listening, speaking, reading and writing), Special Education (diagnostic and individual evaluations), Elementary Education and Secondary Education. Development of assessments and evaluation tools along with rubrics is included. This course provides review of measurement statistics and practice with the administration, scoring, and interpretation of commonly used norm-referenced instruments and procedures for determination of eligibility for special education. Comparisons are made with informal assessment results, and ways to communicate results are discussed . Writi ng a formal report based on multiple data points is explained and detailed. The IEP process, from referral to eligibility determination and placement, is examined. Extensive field component with hands-on activities are an integral component of the course. A grade of B or higher is required to advance.
Prerequisites: EDCC 510 and EDCC 541 Specialization (12 credits) EDCI 650 Global and Ethical PerspectivesThis course defines the diverse learner and world views and global perspectives about the teaching methods that might be utilized to meet the needs of student in urban schools. Field experience is required. A grade of B or higher is required to advance.
3 credits EDTE 641 Adolescent Culture in LiteratureOffers prospective teachers of adolescents the opportunity to examine their particular life view and development patterns as seen in both classic and contemporary stories about adolescents. Students relate previous learning about this particular group from the perspectives of authors, filmmakers, and journalists and contrast these presentations of youth with their own views on adolescence from personal experience. Students are expected to maintain a journal. This course contains a field experience component. A grade of B or higher is required to advance.
Prerequisites: EDCC 510, EDCC 530, and EDCC 541 EDTE 642 Teaching Reading in the Content AreaPrepares secondary education teachers to teach the content of their subject areas more effectively. Attention is given both to diagnostic and instructional reading techniques and to various study skills useful in content-area instruction. A field component and observations are integral parts of this course. Formerly EDU 522L Literacy Across the Curriculum and EDU 530 Teaching Reading in the Content Area. A grade of B or higher is required to advance.
Prerequisites: EDCC 510, EDCC 530, and EDCC 541 EDTE 640 Principles and Methods of Teaching in the Secondary SchoolExamines the major tenets of secondary education emphasizing methodologies appropriate to teaching in the middle and secondary grades. Reviews current research and practice in secondary education. A field component and observations are integral parts of this course. A grade of B or higher is required to advance.
Prerequisites: EDCC 520 and EDCC 540 Student Teaching Internship (6 Credits) EDTE 681 Student Teaching in Secondary EducationProvides the student with a semester-long, full-time teaching internship in a secondary classroom under the guidance and supervision of a licensed teacher and university supervisor. The internship is designed to provide a graduated, incremental learning experience in the classroom. In addition to planning student learning experiences, the teaching intern is engaged in active research. Professional development seminars are held in conjunction with the teaching internship. Formerly EDU 598G Supervised Teaching Internship in Secondary Education. A grade of B or higher is required to advance.
Prerequisites: Completion of all core and specialization courses and a qualifying score on comprehensive examination.
Co-requisite: EDTE 689 EDTE 689 Advanced Seminar in TeachingFocuses on professional development and is held in conjunction with the student teaching internship. Students examine personal theories of teaching and learning. Formerly EDU 588A Advanced Seminar in Teaching. A grade of B or higher is required to advance.
Co-requisites: EDTE 671 or EDTE 673 or EDTE 675 or EDTE 677 or EDTE 681
- Secondary Teacher (Grades 7-12) in your chosen discipline:
- Computer Science
- General Science
- Social Studies
Sample teaching sites include:
McKinley Middle School
Ron Brown College Prep High School
All School of Education programs are approved by the DC State Education Agency, Office of the State Superintendent of Education (OSSE), and meet requirements for state certification.
Trinity’s initial-license and advanced-level Education programs are accredited by Council for the Accreditation of Educator Preparation (CAEP).
Individual teacher preparation programs hold recognition from Specialized Professional Associations, as follows:
- Early Childhood Education: the National Association for the Education of Young Children (NAEYC)
- Educational Administration: the Educational Leadership Constituent Council (ELCC)
- Elementary Education: the Association for Childhood Education International (ACEI)
- Special Education: the Council for Exceptional Children (CEC)
Licensure and Certification Notification
The teacher education preparation program at Trinity Washington University is nationally accredited by the Council for the Accreditation of Educator Preparation (CAEP). Successful completion of a teacher education academic program (ECE, ELE, SPED, SEC, SPEECE, SPEELE, SPESEC) at Trinity Washington University will meet the education requirements necessary to pursue initial teacher licensure in the District of Columbia and most states in which a student intends to practice. Some states have additional requirements such as completion of First Aid training or courses in Multiculturalism, Diversity, etc. Students should contact the appropriate state licensing board to determine if the program at Trinity Washington University can lead to licensure in that state and what, if any, additional licensure requirements exist in that state. Trinity stands ready to assist with state licensure questions, and students should consult with their advisor, program director or Dean, in case of doubt.
You may access teacher certification requirements by state, including information regarding state reciprocity here:
You may also access certification requirements and contact information for your state department of education at the Federal Department of Education here: