MAT Five Core Commitments
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Essential to our theory of action is that classrooms are nested inside of schools, that are situated inside of communities, with both shared and unique histories, cultures, norms, and practices. Thus, the organization of courses and field experiences intend to work in a reciprocal fashion to support candidates learning to recognize how classroom contexts are shaped by and shape their local school, district and community contexts and how to identify and draw on the strengths that students bring to bear on their learning from their personal and cultural communities (Bronfenbrenner, 199x; Moll et al., 1992; Zeichner, 2010). At the same time, candidates are challenged to consider how educational systems, through policies and practices, serve to privilege some students and oppress others and perpetuate educational inequities (Berry, 2021; Ladson-Billings, 1999; Ladson-Billings & Tate, 1995).
The MAT + Credential Program is thoughtfully designed to address five core commitments: |
Equity, Inclusion and Social Justice: We prepare candidates to recognize and disrupt oppressive and racist practices and policies and continually act to humanize the curriculum. We interrogate power hierarchies and privileges associated with various identity markers, in particular gender, race, ethnicity, ability, and language, which are manifested in various aspects of the educational system from policy, structure, to practice. As a program, we draw on research on (in)equity, inclusivity, socio-cultural and critical theories on learning. In solidarity with candidates and communities, we work to transform classrooms into places rooted in love, joy, and equity-centered practices.
Understanding Learners and Learning: We prepare candidates who can attend to and leverage students’ intellectual, social and cultural repertoires and assets to design culturally sustaining learning experiences. Candidates will explore contemporary theories of learning and development, while also observing and reflecting on those theories in context.
Teaching and Learning In and Across Content Areas: We strive to prepare candidates to teach in the content areas in ways that disrupt and expand historically settled notions of disciplinary boundaries and what counts as knowledge and ways of knowing. We support candidates’ development of deep understanding of the disciplines as well as research-based pedagogy unique to each discipline. Candidates learn discipline specific as well as interdisciplinary practices for teaching in and across content areas.
Learning from Teaching: We prepare candidates to develop dispositions and practices to continuously learn in and from teaching, by interrogating their own positionality, histories and identities and the socio-political histories of the disciplines and education broadly. Candidates learn to systematically and collaboratively inquire about problems of practice, make informed decisions using multiple forms of evidence and adopt critical lenses to interrogate educational practices that perpetuate inequities.
Leadership and Agency: We prepare candidates to be agents of change, working toward a more just society through collaborative efforts in classrooms, school sites, districts, and communities. We encourage candidates to become the next generation of teacher leaders who can inspire and empower fellow educators. Candidates begin to learn to use their agency to navigate the political landscapes of educational environments to center students and their right to learn and be heard at the core of their improvement work.
Teaching and Learning In and Across Content Areas: We strive to prepare candidates to teach in the content areas in ways that disrupt and expand historically settled notions of disciplinary boundaries and what counts as knowledge and ways of knowing. We support candidates’ development of deep understanding of the disciplines as well as research-based pedagogy unique to each discipline. Candidates learn discipline specific as well as interdisciplinary practices for teaching in and across content areas.
Learning from Teaching: We prepare candidates to develop dispositions and practices to continuously learn in and from teaching, by interrogating their own positionality, histories and identities and the socio-political histories of the disciplines and education broadly. Candidates learn to systematically and collaboratively inquire about problems of practice, make informed decisions using multiple forms of evidence and adopt critical lenses to interrogate educational practices that perpetuate inequities.
Leadership and Agency: We prepare candidates to be agents of change, working toward a more just society through collaborative efforts in classrooms, school sites, districts, and communities. We encourage candidates to become the next generation of teacher leaders who can inspire and empower fellow educators. Candidates begin to learn to use their agency to navigate the political landscapes of educational environments to center students and their right to learn and be heard at the core of their improvement work.
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