The Master of Arts in Teaching (MAT) in Middle and High School Education is designed for candidates seeking Massachusetts Initial teacher license at the middle and high school levels in the following areas:
Grades 5-12: Engineering, English, History, Latin and Classical Humanities, Social Sciences
Grades 5-8 and 8-12: Mathematics
Grades 5-8: General Science
Grades 8-12: Biology, Chemistry, Earth Science, Physics
Grades PreK-8 and 5-12: Spanish and German
As a student in the program, you will work closely with faculty and peers at Tufts, as well as with a mentor teacher in a school setting as you prepare for teaching. You'll participate in a year-long field placement where you'll get the opportunity to develop relationships with students and faculty, learn about the inner workings of a school, try a variety of teaching strategies, and reflect critically on the teaching experience. Through your coursework, you will develop an understanding of the crucial theoretical frameworks in Education and learn how to effectively move between the theoretical and the practical. In addition to coursework requirements in the Department of Education, you'll also take two graduate level courses in the academic field you plan to teach in
See Tuition and Financial Aid information for GSAS Programs. Note: This program is eligible for federal loans and Tufts tuition scholarships.
Each state has its own requirements for licensure. It is our duty to disclose our approvals and requirements.
Our MAT program is an approved initial teacher licensure program by the Massachusetts Department of Secondary and Elementary Education (DESE). As such, the program requires that all required practicum hours for licensure be completed in person at a public or approved charter school in the Commonwealth of Massachusetts. While the required course work is offered online, the program is limited to candidates who can commit to completing their practicum in Massachusetts.
If you intend to teach outside of Massachusetts once you complete the program, it is not determined whether this program meets your home state requirements for initial licensure. It is your responsibility to complete any due diligence for reciprocity with other state licensure requirements. Please see the following table link for contact information for your home state’s licensure agency to confirm whether this program will meet your home state’s requirement for licensure. (Table)
Average Salary: $75+
Would Recommend the Program: 90.90%*
Average Age: 26
*Sources: GSAS-SOE Graduate Exit Survey 2020 - 2021 and Academic Analytics (Alumni Insights)
Research/Areas of Interest: Linda's research interests include developing effective partnerships between higher education and public schools, training teachers to teach in urban settings, and integrating technology into classroom teaching. Her articles and book reviews have been published in Childhood Education, International Journal of Qualitative Studies in Education, The Newslink, Helping Young Children Learn, and Massachusetts Department of Education publications.
Research/Areas of Interest: Brian's research focuses on students' representational practices in science and engineering studied using design-based research on learning technologies and socio-technical learning environments. This work builds from the development of SAM Animation, which is stop-motion animation software developed at the Center for Engineering Education and Outreach. Brian co-developed SiMSAM: a multi-representational toolkit to support creative computational modeling activities for middle grades learners. Curious about design, play, and making, his more recent work involves partnerships with researchers and educators to start Nedlam's Workshop in 2014, a makerspace in an urban high school that emphasizes multidisciplinary inquiry. Through this work, he developed both empirical and theoretical contributions focused on heterogeneous design, STEM literacies in making, and analyses of how communities of makers organize to support each other's practices. Collectively, his research complicates and expands the field's understandings of how inquiry unfolds in making contexts, and how makerspaces can be a site for equitable and dignified participation in STEM. Brian's newer work involves teachers engaging in playful computational making to study how they (re)negotiate relationships to inquiry, disciplines, computational tools, and heterogeneous ways of knowing. This includes the exploration of geographies of care and responsibility that support STEM learning environments that center wellbeing. His scholarship examines the many facets of making and making spaces in schools, both in the United States and abroad. Brian's collaborative research has been funded by the National Science Foundation, the LEGO Foundation, and the Spencer Foundation.
Research/Areas of Interest: The psychology of mathematical thinking, teachers' and students' understanding and use of inscriptions, multiplicative reasoning, applications of psychometric modeling for assessment and research in mathematics education.
Research/Areas of Interest: Educational Equity, Teacher Education, Critical Race Theory, Social Context of Schooling, Urban Schooling, Multicultural Education
Research/Areas of Interest: Special Education, human development, teaching and learning, adolescence, gender, equity in education, qualitative research methods, child and adolescent literature and literacy, writing
Research/Areas of Interest: German language and culture teaching as a vehicle to intercultural citizenship, second language acquisition, and teacher language education.