This program of study prepares candidates within the internship program to meet the performance standards of the Special Education Interventionist (K-8) endorsement. Through the professional education coursework, teacher candidates understand and identify differences in student approaches to learning and performance. In alignment with our mission, our coursework “empowers men and women to transform the world” as educators and leaders of organizations who champion equity, opportunity, and dignity for all students they work with now and in the future.
Completion of EDU 5605, EDU 5630, EDU 5800, EDU 5660 is a pre-requisite to admission into the internship pathway:
Belmont graduates who are completing the 4+1 pathway complete the prerequisite coursework as part of their undergraduate minor in education: The minor consists of the 18-hours of which 3 hours are from the professional core, 2 hours of Special Education Specific required courses, and 1 course is an elective. As part of this path, Belmont undergraduates apply for graduate school during their undergraduate senior year. If accepted for admission and after undergraduate graduation, students complete the Internship in the “plus one” year and earn an MAT degree.
Graduate students wishing to complete the internship pathway having completed an appropriate academic major at another institution: Additional coursework may be required as stipulated by the State of Tennessee for a student to apply for their teaching license. Appropriate transcript analyses will inform students of their need for further licensure area coursework. These candidates follow the graduate admission application process and if accepted, are admitted to the Education MAT Graduate Program first. As post-baccalaureate MAT graduate students, these candidates are required to successfully complete 12 hours of prerequisite coursework and pass Gateway 2 before beginning the internship program.
During the M.A.T. internship year, interns teach full time alongside a school-based mentor for two semesters. Interns are treated as full-time teachers and as such participate in the same daily schedule and school calendar as their mentors. Each semester is organized to allow the interns to gradually assume greater responsibility for organizing and leading instruction and classroom management. After co-teaching with their mentor for several weeks, interns assume more of the decision-making role for approximately eight weeks. Mentors model effective teaching practices, teach with, observe, and confer with interns on a daily basis during all phases of the intern cycle. The Director of the Clinical Program and University Supervisors provide additional supports in terms of site visits, observations, feedback, and evaluation.
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