Plan of Study

Most students begin taking courses during the summer (indicated below as Summer 1). Courses continue throught the following summer (Summer 2). The MATWL program allows for flexibility so students should talk with the director of the program each semester to ensure that they are on the schedule that fits their situation.

TITLE SEMESTER
Foreign Languages Content  
CL/CHI/FR/GER/JPN/SPA/RUS/MCL 500/600 FALL
CL/CHI/FR/GER/JPN/SPA/RUS/MCL 500/600 FALL
CL/CHI/FR/GER/JPN/SPA/RUS/MCL 500/600 SUMMER 2
Education Courses  
EDC 610 Classroom Management SUMMER 1
EDS 600 Survey of Special Education SUMMER 1
EDP 500/600 Educational Psychology FALL
Methods Courses  
MCL 510 World Language Methods P-8 SUMMER 1
MCL 610 World Language Methods 9-12 
           Includes some field study as part of the practicum experience
FALL
Field Study  
Teaching Internship:
MCL 601 World Language Teaching Internship
SPRING
Other Requirements  
Entrance Assessment (see program documentation) Spring before program begins
Midterm Assessment (see program documentation) December
Exit Assessment (see program documentation) End of Summer 2

Degree Requirements

Successful completion of the MATWL program includes:

  • an ACTFL rating of Intermediate High or better in language area;
  • Internship/Student Teaching in language content area reflecting exposure to diversity (MATWL degree candidates spend one semester interning in a program at the elementary or middle school level and in a program at the high school level);
  • Internship/Student Teaching in a second language area if this is a student’s goal (MATWL candidates may complete Student Teaching in two languages but have to add appropriate course work to their curriculum contract in this area as decided upon by their advisory committee);
  • an additional ACTFL test for the second language area as necessary;
  • successful completion of all course work;
  • successful evaluation at mid- and end-point by the program faculty;
  • successful performance on comprehensive exams;
  • passing scores on PRINCIPLES OF LEARNING AND TEACHING and PRAXIS II tests;
  • a complete Portfolio.

The Portfolio

The Kentucky EPSB New Teacher Standards are the organizing principle of the Portfolio. Students begin the Portfolio in their first semester and continue it into their last semester. It documents a student's teaching philosophy and reflection on the practicum and field experiences. Because the portfolio is an integral part of the exit requirement, a student must produce a well-designed portfolio if s/he is to be recommended for certification. Portfolios are evaluated for:

  • quality and quantity of experiences documented under each of the Standards;
  • quality of thought and reflection as related to the underlying pedagogical issues;
  • observance of requisite components;
  • the style, structure and appearance of the portfolio as a professional document
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