Student writing on board

Become a Teacher!

The CCSJ Transition to Teaching MAT Program provides the opportunity for those who currently hold a Bachelor's degree to develop the requisite knowledge and skills to become effective professional educators in the State of Indiana. Successful completion of the MAT Final Phase provides the opportunity to receive a Master's degree in addition to State Licensure

The program offers these advantages:

  • Attend classes just once a week, on Saturdays
  • Complete 14 weeks of student teaching in preparation for certification

Department Chairperson: John M. Shields, Ph.D.

Program Director: John M. Shields, Ph.D.

Faculty: Marianne Culver, J.D., M.A.T.; Philip Dietrich, M.A.T. ; Sr. Michele Dvorak, Ed.D.; Chris Gloff, M.A.T.; Eileen Germek, M.Ed.; Dawn Greene, Ph.D.; Fred Greene, M.A.; Daniel Hadary, M.S.; Barbara O'Block, Ed.D.; Joi Patterson, Ph.D.; David Pittman, M.A.T.; John Potocki, M.A.; Alyssa Rodriguez, Ph.D. Candidate; John Shields, Ph.D.: Mark Sperling, Ed.D.; Angela Szczepanik- Sanchez, M.S.; Scott Tabernacki, M.Ed.; Bruce Wisowaty, M.A.


  • Mission Statement
  • Requirements
  • Objectives
  • Curriculum
  • Courses
  • NCATE
  • Graduate Assistantship

Mission Statement of the Master of Arts in Teaching Program

The T2T/MAT Program provides educational experiences for teacher candidates (Initial Phase) and professional educators (Final Phase) that reflect current educational theory and best practice in the profession. Six stages of development are embodied in this academic offering.

  • Professional preparation;
  • Continuous and critical reflection;
  • Ongoing personal and professional transformation;
  • The critical application of research to practices in the field;
  • The ongoing refinement of research-proven skills for master teaching; and
  • Engagement with professional educators in effective leadership within their educationalcommunities.

CCSJ’s T2T/MAT Program prepares teacher candidates to become effective professional educators of P-12 students and when licensed provides these teachers with ongoing professional development involving action research and the development of teacher leadership skills and abilities. Graduates of the Program are prepared to serve Northwest Indiana’s diverse population of K-12 students. They are thus able to transform their communities by:

  • Preparing students to master the knowledge and skills requisite to meet state educational standards;
  • Fostering critical reflective thinking skills in students; and
  • Encouraging students to work towards personal transformation and to grow as change agents committed to the transformation of a just society.

The T2T/MAT Program of Calumet College of St. Joseph supports the general education mission of the College to prepare a diverse student body for professional careers and graduate education. Guided by a Catholic vision of social justice, it empowers students to improve their personal lives and to create a more equitable society.

Requirements and Overview

Part I: Initial Phase: Acceptance

  • Graduate Application
  • $25 Application Fee (Non Refundable)
  • Statement of Purpose
  • Two Letters of Recommendation
  • Limited Criminal History Clearance completed by Safe Hiring Solutions (CLICK HERE for Background Check)
  • Current Resume
  • Successful completion of CASA exams or alternative requirements
  • Pearson CORE: Content area (Secondary only)
  • Official Transcripts
  • Transcript Review with licensure advisor
  • CCSJ Acceptance

Part II: Initial Phase: Curriculum

T2T Curriculum for licensure

  • Elementary: 24 graduate credit hours/12 courses of current transition to teaching courses OR
    Secondary: 18 graduate credit hours/9 current transition to teaching courses
  • Successfully complete the required clinical hours for the methods courses
  • Attend required Education Seminars

Part III: Initial Phase: Student Teaching

Apply for Student Teaching

  • Complete Student Teaching application
  • Maintain 3.0 G.P.A.
  • Consistently display a positive professional disposition
  • Successfully complete the 14 weeks of Student Teaching
  • Attend required Education Seminars and Student Teaching Workshops

Part IV: Initial Phase: Licensure

Apply for teaching certification

  • Successful completion of Student Teaching
  • Successful completion of Cardiopulmonary Resuscitation Certification (CPR/Heimlich and AED)
  • Successful completion of Suicide Prevention and Awareness workshop
  • Successfully complete State mandated licensing examinations

Part V: Final Phase: Master of Arts Curriculum

Optional completion of Master of Arts degree

  • 15 graduate credit hours post licensure
  • Primary focus of coursework is action research

Program Competencies

The T2T/MAT Program has clearly identified competencies aligned directly to Calumet College of St. Joseph’s Graduate Goals, which define and shape the curriculum. The graduate must demonstrate the following competencies:

  1. Effectively applies researched-based strategies to the classroom, school, and community;
  2. Autonomously conducts action research as the foundation for decision-making;
  3. Analyzes the classroom environment, makes decisions and adjustments to enhance social relationships, student motivation and engagement, and productive work;
  4. Models and implements effective oral, written and technology communication strategies in conveying ideas, information, and in asking questions;
  5. Applies various theoretical constructs to enhance instructional approaches;
  6. Utilizes research as a source for evaluating the outcomes of teaching and learning and as a basis for experimenting with, reflecting on, and revising practice;
  7. Initiates and participates in collegial activities designed to make the entire school a productive learning environment;
  8. Establishes respectful and productive relationship with parents and guardians from diverse home and community situations, and seeks to develop cooperative partnerships in support of student learning and well-being;
  9. Maintains high ethical standards and an impartial approach to decision-making processes; and
  10. Demonstrates commitment to social justice and the well-being of a diverse/urban/metropolitan community.

Curriculum

Program Curriculum (Elementary Course Sequence, Initial Phase)

  • MAT 500 Educational Psychology
  • MAT 502 Foundations in Education
  • MAT 504 Child Development
  • MAT 516 Curriculum Development
  • MAT 518 Measurement and Evaluation
  • MAT 520 Management Strategies
  • MAT 522 Children’s Literature
  • MAT 524 Exceptional Children
  • MAT 528 Developmental Reading
  • MAT 534 Social Studies and Language Arts Methods
  • MAT 536 Corrective Reading
  • MAT 538 Mathematics and Science in Elementary Schools

Program Curriculum (Secondary Course Sequence):

  • MAT 500 Educational Psychology
  • MAT 502 Foundations in Education
  • MAT 506 Adolescent Development
  • MAT 516 Curriculum Development
  • MAT 518 Measurement and Evaluation
  • MAT 512 Reading Strategies for Secondary Schools
  • MAT 524 Exceptional Children
  • MAT 526 Secondary Methods
  • MAT 547-553 Secondary Methods in Content Area

Final Phase for Elementary and Secondary

  • MAT 510 Foundations of Educational Research I
  • MAT 521 Effective Management Strategies
  • MAT 525 Leadership Theory
  • MAT 530 Leadership in Diverse Schools and Communities
  • MAT 543 Foundations in Educational Research II
  • MAT 545 Professional Growth Capstone

Transition to Teaching/Master of Art in Teaching Courses (T2T/MAT)

Initial Phase

EDUC 299. Teacher Education Seminar
Non-Credit
The Education Program offers four (4) seminars each semester. These seminars address current issues, timely concerns, and employment procedures often not addressed in depth elsewhere. All teacher candidates are required to attend all seminars.
Seminar Fee: See Tuition & Fee Schedule in Catalog.

MAT 500. Educational Psychology
2 hours
This course surveys the research associated with the physical, emotional, social, moral, and mental development of children from infancy to adolescence. Educational theories and theorists provide the backdrop for research review. A review of the literature pertaining to Psychological factors that influence instruction, learning management, assessment and motivation complements the expectations of the course.
Field experience required.

MAT 502. Foundations of Education
2 hours
What we teach, why we teach, and how we teach are always informed by the philosophical, historical, and legal foundations which serve as the underpinnings for our professional actions as educators. This course will, therefore, serve to facilitate a clear and explicit understanding of those foundations. Our goal is twofold: to come to a greater understanding of the philosophical, historical, and legal foundations of American education, and to come to evaluate those foundations with a view towards developing our own personal professional self-reflective philosophy of education. Thus, while this course will offer the student the opportunity to appropriate the relevant historical, philosophical, and legal facts/concepts available in a “foundations” course in American education, the primary goal of this course is to facilitate the critically reflective development of a coherent philosophy of education.
Field experience required.

MAT 504. Child Development
2 hours
The teacher candidate examines major theories and research findings concerning human development from birth through the elementary years and the implications of these for the professional educator. The course concentrates on the most current brain research as it relates to physical development, intelligence, perception, language, socio-emotional development, gender role development, moral development, and developmental issues. The most current English Learner theory (EL), technology and emerging theories are explored.
Field experience required.

MAT 506. Adolescent Development
2 hours
This course examines the characteristics of growth in adolescents including physical, Psychological, social, cognitive, emotional, and moral development with particular reference to relevance for the professional educator. Candidates research and evaluate strategies for addressing the plethora of issues facing adolescents today ranging from parenting style, addressing English Learner (EL) standards, to issues of sexuality, drug and alcohol abuse, delinquent behavior, and peer pressure.
Field experience required.

MAT 512. Reading Strategies for Secondary Teachers
2 hours
This course develops understanding in solving reading problems encountered by secondary students in all content areas. The course prepares teacher candidates with the basic principles of English Language (EL) instruction as they relate to reading instruction for English Learners. This course provides teacher candidates the ability to identify, comprehend, analyze, synthesize, and evaluate the basic principles, fundamental concepts and essential content defined in these standards, and to apply that knowledge to the tasks of planning and delivering effective instruction and assessment. Students gain knowledge of the key concepts in scientifically based research (SBRR).
Clinical experience required.

MAT 516. Curriculum and Instruction
2 hours
This course includes the historical, sociological, philosophical, and Psychological examination of school curriculum theories, trends and curriculum construction. During the course, candidates incorporate best practices to be implemented in the classroom environment as a part of the teaching and learning process. This course also explores researched based methods for implementing instruction, and compares and contrasts the work of theorists and scholars who have presented pedagogy according to proven and effective strategies and methodologies. In addition, teacher candidates enhance knowledge of the theoretical framework of curriculum, and transfer theory to practice. As a result of discovering new knowledge about curriculum theories, trends and practice, candidates plan instruction and develop lesson plans based upon knowledge of subject matter, student needs, the community, and curriculum goals in today’s digital environment.
Field experience required.

MAT 518. Measurement and Evaluation
2 hours
This comprehensive course engages the teacher candidate in the current issues regarding the necessity, design, development, and implementation of effective formative and summative assessment in the classroom. As positive and negative characteristics of current assessment practices are examined, candidates will develop greater effectiveness using a variety of assessment strategies and instruments. Candidates will engage in the creation of teacher-made instruments and revise them based on actual use. Research based on best practices will lead candidates to develop of a comprehensive philosophy of assessment and classroom assessment program. Professional growth, communications strategies, technological facility, and field experience permeate the course.
Field experience required.

MAT 520. Management Strategies
2 hours
This course provides an opportunity for the teacher candidate to gain the knowledge and practical experiences to develop knowledge, disposition, and performance skills regarding classrooms and instructional organization. Selection and arrangement of classroom materials, the role of technology, implementation of rules and procedures for the management of student work, problem behavior and special student groups, planning for the beginning of the school year, maintenance of appropriate student behaviors, and communication strategies for effective classroom management are some of the topics explored in this course.

MAT 522. Children’s Literature
2 hours
This comprehensive class will review books and resources designed for children and adolescents. Candidates establish a broad and comprehensive understanding of foundations for creating a literacy-rich classroom that supports the literacy theory and development of all students, reflects and values cultural diversity, and promotes respect for all readers at various levels of reading proficiency. Candidates learn strategies to comprehend, interpret, analyze and evaluate texts such as nonfiction, fiction, poetry, informational, persuasive and functional texts, and review the major genres, authors, and works of Indiana, American and world children’s literature. Candidates experience dominant trends in children’s literature from the 19th, 20th, and 21st centuries and explore illustrators and authors for their significant techniques, trends,, talents, and writing styles. Throughout the course, candidates develop aesthetic appreciation, learn the skills of teaching reading, and applying their developing skills to diverse situations, resources, and ideas.
Clinical Experience required.

MAT 524. The Exceptional Child
2 hours
The characteristics, capabilities, and expectations of students with special needs, students who are at-risk for learning problems, English Learners (EL) and gifted students encompass the diverse approach to evaluating strategies for quality learning. Students research the teacher’s role in assisting students who face attention, behavioral, learning, physical and social challenges, and other relevant and practical issues unique to educating exceptional students. As well, students engage in descriptive research on parenting the exceptional child.
Field experience required.

MAT 526. Secondary Methods
2 hours
This course ensures that teachers at the secondary level have a broad and comprehensive understanding of student development, diversity, while demonstrating the ability to provide instruction that is responsive to student differences as it relates to English Learners. The course promotes development and learning for all students while demonstrating strategies for teaching School Setting Developmental Standards (pedagogy) for Secondary Education. The learning process is applied at the secondary level to promote a broad and comprehensive understanding of learning processes and demonstrate the ability to facilitate student achievement.
Clinical experience required.

MAT 528. Developmental Reading and Instruction
2 hours
This course develops an understanding of the theories and concepts involved in the process of reading, including phonemic awareness, phonics, fluency, vocabulary and comprehension. Students gain knowledge of the key concepts in scientifically based reading research (SBRR). The course examines factors involved in the concept of emergent literacy, pre-reading assessment, and beginning reading instruction. It covers both the theory and practice of teaching basic reading skills such as word identification and comprehension, reading in the content area, and writing skills. Teacher candidates evaluate the various types of reading instruction to meet the needs of a diverse student population. The course explores a variety of assessment and evaluation practices for monitoring students’ progress and remedial instruction.
Clinical experience required.

MAT 547. Business Secondary Content Methods
2 hours
Teacher candidates with the content area of business will understand the central concepts, tools of inquiry, and structures of business and information technology and can create learning experiences that make these aspects of subject matter meaningful for secondary students. This course strengthens the candidate's background in curriculum and instruction related to business. Teacher candidates apply instructional planning, delivery, and demonstrate the ability to deliver standards-based, differentiated instruction that engages students. Candidates make effective use of contemporary tools and technologies and use assessment to monitor student progress and use data to guide instructional decision-making. This course provides instruction in classroom management, incorporates English Learner standards (EL), and provides opportunities for candidates to collaborate with HQT’s to improve student learning, engage in continuous professional growth and self-reflection, and adhere to legal and ethical requirements of the profession.
Clinical Experience required.

MAT 548. English/Language Arts Secondary Content Methods
2 hours
Teacher candidates with the content area of English/Language Arts are expected to have a broad and comprehensive understanding of the knowledge and skills needed for this educator license, and to use that knowledge to help students prepare for the challenges and opportunities of the twenty-first century. This requires the ability to identify, comprehend, analyze, synthesize, and evaluate the basic principles, fundamental concepts, and essential content defined in these standards, and to apply that knowledge to the tasks of planning and delivering effective instruction and assessment. This course strengthens the candidate's background in curriculum and instruction related to English/Language Arts. Teacher candidates apply instructional planning, delivery, and demonstrate the ability to deliver standards-based, differentiated instruction that engages students. Candidates make effective use of contemporary tools and technologies and use assessment to monitor student progress and use data to guide instructional decision-making. This course provides instruction in classroom management, incorporates English Learner standards (EL), and provides opportunities for candidates to collaborate with HQT’s to improve student learning, engage in continuous professional growth and selfreflection, and adhere to legal and ethical requirements of the profession.
Clinical Experience required.

MAT 549. Fine Arts Secondary Content Methods
2 hours
Teacher candidates with the content area of fine arts will clearly communicate a philosophy of and justification for lifelong learning in the Fine Arts as well as their specific fine arts discipline (music, visual arts, theater arts, or dance).This course strengthens the candidate's background in curriculum and instruction related to specific content areas, i.e. language arts, business, science, social studies, mathematics, fine arts, and journalism. Teacher candidates apply instructional planning, delivery, and demonstrate the ability to deliver standards-based, differentiated instruction that engages students. Candidates make effective use of contemporary tools and technologies and use assessment to monitor student progress and use data to guide instructional decision-making. This course provides instruction in classroom management, incorporates English Learner standards (EL), and provides opportunities for candidates to collaborate with HQT’s to improve student learning, engage in continuous professional growth and selfreflection, and adhere to legal and ethical requirements of the profession.
Clinical Experience required.

MAT 550. Journalism Secondary Content Methods
2 hours
Teacher candidates with the content area of Journalism know and understand the central concepts, tools of inquiry and the structures of the discipline(s) they teach, and can create learning experiences that make these aspects of journalism and mass communication meaningful for students. This course strengthens the candidate's background in curriculum and instruction related to journalism. Teacher candidates apply instructional planning, delivery, and demonstrate the ability to deliver standardsbased, differentiated instruction that engages students. Candidates make effective use of contemporary tools and technologies and use assessment to monitor student progress and use data to guide instructional decision-making. This course provides instruction in classroom management, incorporates English Learner standards (EL), and provides opportunities for candidates to collaborate with HQT’s to improve student learning, engage in continuous professional growth and self-reflection, and adhere to legal and ethical requirements of the profession.
Clinical Experience required.

MAT 551. Mathematics Secondary Content Methods
2 hours
Teacher candidates with the content area of Mathematics understand the key concepts and procedures of mathematics and have a broad understanding of the mathematics curriculum. Teachers of mathematics understand the appropriate structures within the discipline and its interaction with technology. This course strengthens the candidate's background in curriculum and instruction related to mathematics. Teacher candidates apply instructional planning, delivery, and demonstrate the ability to deliver standards-based, differentiated instruction that engages students. Candidates make effective use of contemporary tools and technologies and use assessment to monitor student progress and use data to guide instructional decision-making. This course provides instruction in classroom management, incorporates English Learner standards (EL), and provides opportunities for candidates to collaborate with HQT’s to improve student learning, engage in continuous professional growth and self-reflection, and adhere to legal and ethical requirements of the profession.
Clinical Experience required.

MAT 552.Science Secondary Content Methods
2 hours
Candidates with the content area of Science understands the central concepts, tools of inquiry, and the history and nature of science in order to create learning experiences that make these aspects of science meaningful for the student in their specific area of science. This course strengthens the candidate's background in curriculum and instruction related to science. Teacher candidates apply instructional planning, delivery, and demonstrate the ability to deliver standards-based, differentiated instruction that engages students. Candidates make effective use of contemporary tools and technologies and use assessment to monitor student progress and use data to guide instructional decision-making. This course provides instruction in classroom management, incorporates English Learner standards (EL), and provides opportunities for candidates to collaborate with HQT’s to improve student learning, engage in continuous professional growth and self-reflection, and adhere to legal and ethical requirements of the profession.
Clinical Experience required.

MAT 553.Social Studies Secondary Content Methods
2 hours
Teacher candidates with the content area of Social Studies understand the ideals, principles, and practices of citizenship in a democratic republic and can use this knowledge to create meaningful learning experiences for students in their specific social studies discipline. This course strengthens the candidate's background in curriculum and instruction related to social studies. Teacher candidates apply instructional planning, delivery, and demonstrate the ability to deliver standards-based, differentiated instruction that engages students. Candidates make effective use of contemporary tools and technologies and use assessment to monitor student progress and use data to guide instructional decision-making. This course provides instruction in classroom management, incorporates English Learner standards (EL), and provides opportunities for candidates to collaborate with HQT’s to improve student learning, engage in continuous professional growth and self-reflection, and adhere to legal and ethical requirements of the profession.
Clinical Experience required.

MAT 534. Language Arts and Social Studies Methods
2 hours
Language Arts: This course provides a study of methods and materials used in developing an integrated language arts program in the elementary classroom. The course provides teacher candidates with strategies to understand and use language arts concepts to teach reading, writing, speaking, viewing, listening, and teaching skills while incorporating the professional teacher standards for language arts teachers that include the following reading components: ability to comprehend, interpret literary texts, such as creative nonfiction, fiction, drama, poetry; and nonliterary texts, such as informational, persuasive, technical, and functional texts as well as major genres, authors, and works of American, world and children’s literature. The course also provides instructional strategies and materials for developing a language arts lesson plan according to the academic standards.
Clinical experience required.
Social Studies: The social studies aspect of this course provides a study of methods and materials used in developing a social studies program in the elementary classroom. Teacher candidates gain knowledge and understanding, and use the major concepts and modes of inquiry from the social studies- the integrated study of history, geography, the social sciences, and other related areas- that will promote students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world while exploring multi-cultural perspectives and backgrounds as they relate to social studies.
Clinical experience required.

MAT 536. Corrective Reading
2 hours
This course examines formal and informal reading instruments useful for evaluating students who continue to have difficulties acquiring grade level reading and writing skills. The course explores in detail corrective instructional strategies and effective evidence-based instruction intervention and extension programs, including RtI (Response to Instruction) in the elementary grades. Components of differentiated instruction, including pacing, modifications, and complexity of instruction will be discussed, reviewed, and studied. Candidates review and research literature on corrective reading, and present research on current reading trends and programs. The course develops skills in diagnosis and remediation of reading concerns in elementary grade students. Teacher candidates develop and administer an informal reading inventory assessment, and plan a remedial program for an individual student based upon data collection and analysis of the reading inventory.
Clinical experience required.

MAT 538. Mathematics and Science Methods
2 hours
Candidates know, understand and practice the use of central concepts in math and science and structure it in such a way to create meaningful learning experiences that develop students’ appreciation and competence in math and science. Candidates us the major concepts and procedures that define number and operating, algebra, geometry, measurement and data analysis and probability in order to foster student learning and use of patterns, quantities, and spatial relationships that can represent phenomena, solve problems, and deal with data. Candidates use fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement age appropriate inquiry lesson to teach science, to build student understanding for personal and social applications, and to convey the nature of science. Candidates use a variety of resources including technology and collaborate with HQT to promote learning in math and science. Candidates use Bloom’s taxonomy to implement Indiana Academic Standards. Candidates use a variety of teaching strategies that promote the development of critical thinking, problem solving and performance skills.
Clinical experiences required

MAT 594. Student Teaching: Elementary
0 hours
This is the culminating fourteen-week practicum required of all teacher candidates who will apply for an elementary license. The teacher candidate collaborates with a master teacher to plan, and develop lessons according to Bloom’s Taxonomy as well as the intellectual, personal and social levels of a diverse K-6 student population. Teacher candidates teach appropriate classes and content to K-6 students in an accredited elementary school under the supervision of a licensed cooperating teacher and a college supervisor who specializes in elementary education. Teacher candidates must implement a variety of assessment methods according to the learning styles of the K-6 students. All required coursework must be completed prior to participating in a student teaching experience.

MAT 595. Student Teaching: Secondary
0 hours
This is the culminating fourteen-week practicum required of all teacher candidates who will apply for a secondary license. The teacher candidate collaborates with a master teacher to plan, and develop lessons according to Bloom’s Taxonomy as well as the intellectual, personal and social levels of a diverse 5-12 student population. Teacher candidates teach appropriate classes and content to 5-12 students in an accredited secondary school under the supervision of a licensed cooperating teacher and a college supervisor who specializes in the content area in which the teacher candidate will be licensed. Teacher candidates must implement a variety of assessment methods according to the learning styles of the 5-12 students. All required coursework must be completed prior to participating in a student teaching experience.

Final Phase

MAT 510. Foundations of Educational Research
2 hours
This course is designed to be an introductory research methods course covering research methods including developing a theoretical framework from a literature review, developing hypotheses and designing research studies relative to the field of Education. This course will require class participation, a literature search and the construction of a theoretical framework based on the literature search. Students are expected to select a research design applicable to their specific research objectives.

MAT 521. Effective Management Strategies
3 hours
In this course, the professional educator researches theories that support and sustain effective and successful classroom organization and management. The educator will review current school/system policies on discipline and behavior management and assess how these align with best practices. A critical review of the vision and mission statements of the school/system will support/negate the use of current discipline policies and procedures. Strategies to effectively deal with today’s students and families will be research and designed. Professional development opportunities to inform and assist faculty in these strategies will be planned. Communication strategies and technological facility permeate the course.

MAT 525. Leadership Theory
3 hours
This course introduces the students to leadership theory in general and as applied to the educational setting. A major premise of the course is that teachers as well as administrators serve as leaders for their classroom and educational communities. The course focuses on identifying major leadership theories and the characteristics and skills of effective leaders. By participating in the course, the professional educator will also come to identify their own personal leadership styles in the effort to enhance their leadership performance. Professional growth, communication strategies, and technological facility permeate the course.

MAT 530. Leadership Theory in Diverse Schools and Communities
3 hours
This course investigates the social and cultural conditions that influence education. Education that is truly diverse provides an environment that values diversity and portrays it positively. Participants in the course will examine the cultural norms and beliefs of the school and compare and contrast these with the cultures, beliefs, and experiences of the student population. Topics include an examination of the beliefs, attitudes, and values around which schools are organized, as well as student/family environments, perceptions, and attitudes and how these perspectives mutually influence each other and student achievement. Participants will investigate and propose strategies to strengthen relationships, communication, and collaboration among the school, the home, and throughout the community. The belief that educators can deliver an equitable education for all students supports personal research and inquiry, readings, and class discussions. Professional growth, communication strategies, and technological facility permeate the course.

MAT 543. Foundations of Educational Research II
2 hours
This course is designed to be an introductory research, data analysis and data interpretation course covering sampling techniques, instrumentation, descriptive statistics and inferential statistics (i.e. hypothesis testing). This course will require class participation, SPSS work in the computer lab and the preparation of a research proposal. Students are expected to select the appropriate sampling technique, instrumentation and data analysis techniques to address their research questions that they developed in Educational Foundations of Research I. Therefore students collect data based on their action research proposal. The data will be analyzed in this course using SPSS.

MAT 545. Professional Growth Capstone
2 hours
This comprehensive course involves participants in a synthesis of the results of the previous research courses (MAT 510 and MAT 543) and prepares them to present their findings to educational colleagues and community members. Participants in this capstone seminar will describe the action research project undertaken during the master’s program, including reasons for undertaking the research topics, details of the action research design, outcomes of the research, analysis of the data, conclusions drawn, strategies for implementing the research outcomes (if appropriate), and suggestions for next steps in the research. Professional growth, communication strategies, and technological facility permeate the course.

NCATE Accreditation

Education Department StaffCalumet College of St. Joseph (CCSJ) proudly announces a rigorous and outstanding accreditation experience! CCSJ has now achieved initial accreditation by the National Council for Accreditation of Teacher Education (NCATE). The Education Program met all standards and received a full 5-year accreditation. Sharing this news with you provides us great joy!
We are grateful for the excellent school-wide performance of our faculty, staff, administration, candidates, and P-12 external partners as we collaborated in achieving this prestigious recognition! As we walk into the future, we are convinced that the mission of CCSJ is extended to Northwest Indiana by providing excellent, highly qualified, diverse educators for classrooms in Northwest Indiana and south Cook County, Illinois. Unique aspects of the Education Program include: efficient cohort model, MAT/T2T program offered on Saturdays, hybrid and online courses, and unique residency integration with courses, all offered within the culture of the only named Hispanic Serving Institution in the State of Indiana. Celebrate with us!

Graduate Assistantship

Purpose and Rationale

The rationale of a Graduate Assistantship is to further the professional academic development of the graduate student. The assistantship is expected to serve as a meaningful learning experience and a way for the graduate student to work for an institution in his or her chosen field. It is expected that the student will contribute on a professional level to enhance the learning environment of undergraduate and other graduate students.

The responsibility of a Graduate Assistant

The Graduate Assistant (GA) is responsible for working with various Faculty members across different Graduate Programs. Activities may include the following:

  • Support of teaching, which can include work as a Teaching Assistant (TA). This task may involve grading assignments and working directly with students under the tutelage of Graduate Faculty.
  • The Graduate Assistant may also conduct academically significant research related to his or her academic program under the guidance of a faculty member.
  • The student could also be involved in administrative duties and other professional activities, ideally related to his or her field.

Eligibility

To be eligible for the Assistantship, the student must first gain admission to graduate study. He/she must register and maintain at least 6 semester credits of graduate coursework. Full time Assistantships are awarded for each academic year but can be awarded for up to (2) years. Students must apply each academic year.

  • There is a limit of 2 GA’s per a Graduate Program (Certain conditions apply).
  • GA’s receive a full tuition waiver for up to 12 credits per semester (Fees not included).
  • GA’s work approximately 15 hours a week while school is in session during the academic year.
  • Only students in good academic standing with a minimum graduate GPA of 3.0 are eligible for selection as GA’s.
  • The GPA of 3.0 must be maintained during the assistantship process.

Application

Student must apply directly to Academic Affairs Office for each position of interest.

  • Student must submit a general application to the Academic Affairs Office.
  • A resume must accompany the application.
  • Two letters of recommendation.
  • Applications are due at least two months before the start of the fall or spring semester.
  • Interview with the Graduate Program Director of the program in which the student is applying.

Download Graduate Assistantship Application

How are positions allocated and assigned?

Application forms are submitted to Graduate Program Directors for initial review. If the Graduate Program Director approves the application, he or she then forwards it for approval to the Chair of the Graduate Studies Committee and the Vice President for Academic Affairs. Following all three approvals both the Financial Aid Office and the Academic Affairs Office will issue a letter of appointment for the GA to sign. Each Graduate Assistant reports to the Supervising Faculty Member identified in the letter of appointment. Although most Graduate Assistants apply for work in their own department, other Graduate Program Directors may require the skills of a student from another department. This can be a great way for a Graduate Assistant to get varying types of experiences.

Evaluation

The supervisor will review the job description with the Graduate Assistant and determine a mutually agreeable schedule for the year. Graduate Assistants should have some significant responsibility/project assigned which may be included on their resumes for the future. A collaborative evaluation will be conducted at the end of each academic year to examine how the original job description matches the reality of day to day activities. In a rare instance where a Graduate Assistant is not performing his/her duties, at the written request of the Graduate Supervisor, the person may be removed by the Vice/President of Academic Affairs.

How Fellowship Award is Applied

The Graduate Assistant Grant is to be applied to the student’s financial aid package for the current semester that he or she is serving. This grant will be applied for graduate coursework only and cannot be used in conjunction with any other form of outside scholarships, tuition reimbursement, or veteran’s benefits. Students must comply with the following:

  • Must file a FAFSA for the award year
  • Must be registered for at least 6 graduate credit hours
  • Must work 10-15 hours per week during the semester for which the grant is to be applied
  • Must maintain a 3.0 GPA while receiving the grant

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Frequently Asked Questions


The teaching certification earned by a MAT student will be no different than any other certificate; it provides the exact same rights and privileges as a certification earned through a traditional program.

People who currently possess a bachelor’s or master’s degree and are already skilled in their specialty are able to apply for the MAT Program, especially teachers with limited licenses and mid-career changers.
Elementary certification (which allows you to teach in first through fifth grade) or secondary certification (which allows you to teach in the area of your bachelor's degree in grades six through twelve)
Each course will meet on three consecutive Saturdays for eight hours.
Classes begin in August and January.
18 credit hours for secondary certification and 24 credit hours for elementary certification.
The Office of Admission at (219) 473-4215 or admissions@ccsj.edu

Education Program Handbooks & Title II Reports



Contact our Enrollment Specialist



Orlando Garcia
Orlando Garcia