Post-Baccalaureate Teacher Certification Pedagogy-Only

The Post-Baccalaureate Teacher Certification Pedagogy-Only is intended for those who have demonstrated content expertise in one of the teaching areas for middle grades (4-8), secondary (6-12), and all P-12 fields (except elementary education, special education, and reading) and would receive teaching certification in that subject. 

Post-Baccalaureate Teaching Certification Pedagogy-Only Coordinator

Chad Barner, Ph.D.
Assistant Professor of Education 
770-720-5645
chad.barner@reinhardt.edu

Post-Baccalaureate Teaching Certification Pedagogy-Only Mission

At Reinhardt University, our mission in the Price School of Education is to produce reflective, problem-solving teachers who respond to the student needs through differentiated instruction driven by ongoing assessment and adjustments within a nurturing environment.

With expert instruction, graduates of the MAT – Pedagogy-Only will:

Enhance Teaching Quality

Gain Professional Development

Fulfill an Educational Demand

Participate in Interdisciplinary Collaboration

Increase Community Engagement and Service

Adapt to Educational Changes

Admission Requirements for the MAT Pedagogy-Only Degree

Completed and submitted Online Application for Admission

A baccalaureate degree from an accredited institution with an undergraduate cumulative grade point average of at least a 2.75 (on a 4.0 scale)Contact all postsecondary schools (colleges, universities and technical schools) you attended, whether you earned credit or not, and have each send Reinhardt an official transcript.

If a transcript includes any graduate classes, you should have left the graduate program in good standing.

If your transcripts could be under a different last name or maiden name, please note on the appropriate line on the application. One transcript must reflect a Bachelor's Degree from a regionally accredited college or university with a minimum 2.75 GPA (on a 4.0 scale).

All students are required to pass a GACE test or tests in relation to specific areas of certification. A Student’s academic background will determine when said student must take the GACE test. Certain GACE tests are required before program admittance. Student admittance is also governed by the Georgia Professional Standards Commission for Pedagogy-Only programs.

Two other letters of recommendation

Documentation of professional strengths, weaknesses, abilities, experiences, and career goals

Commitment to enter and complete the program within one year

Documentation of completed Georgia Educator Ethics Assessment Completion Certificate

Documentation of application of admission for the Price School of Education program of study at Reinhardt University

Transfer Credit

No transfer courses are accepted for credit.

Attendance

Graduate Students are expected to participate each week in required assignments as scheduled by the instructor. This may require collaboration among classmates and outside research.

Academic Performance

MAT students are expected to earn grades of “A” or “B” in their course work. Only one (1) course grade of “C” may be included in the computation for degree completion. A second course grade of “C” will result in Academic Probation. The course must be retaken to count toward degree completion. A third course grade of “C” or a first course grade of “F” will result in Academic Dismissal.

A student may appeal a dismissal by submitting a letter to the Vice President for Academic Affairs describing the condition and identifying the reasons for seeking a positive decision of the appeal.

See also Grade Appeals and Enrollment Related Appeals under Appeals and Petitions.

Graduation Requirements:

A cumulative GPA of at least 3.0, and

No more than (1) one “C” in the program, counted toward degree completion, regardless of the GPA.

See Academic Performance and Degree Completion Requirements.

 

Courses

EDU 441: PROFESSIONAL KNOWLEDGE AND INSTRUCTIONAL PLANNING/STRATEGIES

Credits 3

The course emphasizes that candidates will demonstrate an understanding of their ever-deepening content in relation to the evolving nature of both relevant pedagogical and methodological knowledge. The course emphasizes that candidates will learn research-based planning and instructional strategies that consider learner development and the local curriculum standards being currently taught.

EDU 442: DIFFERENTIATE INSTRUCTION AND ASSESSMENT STRATEGIES/USES

Credits 3

The course emphasizes that candidates will develop skills and practical methods to support the individualistic learning differences of classroom students. The course emphasizes that candidates will systematically learn, implement, and analyze a variety of diagnostic, formative, and summative evaluation measures and instruments relevant to the student population.

EDU 443: CREATING POSITIVE LEARNING AND ACADEMICALLY CHALLENGING ENVIRONMENTS

Credits 3

The course emphasizes that candidates research and develop a multicultural sensitive classroom community that incorporates a safe and organized framework which encourages individualistic and corporate learning. The course emphasizes that candidates are exposed to teaching and learning environments that stress a student-centered and directed high level of academic achievement.

EDU 444: PROFESSIONALISM AND COMMUNICATION IN THE EDUCATIONAL SETTING

Credits 3

The course emphasizes that candidates complete research on the basic ways teachers become actively involved in their educational communities at the school, county, and state levels while maintaining a high standard of ethical conduct. The course emphasizes that candidates explore effective communication patterns in relation to students, families, individual schools, and school systems brought on by technological advancement.

EDU 497: CLINICAL RESIDENCY

Credits 12

Clinical Residency is an intensive, full-semester teaching experience in an assigned classroom under the direct supervision of a certified teacher and a university supervisor. The clinical resident is expected to demonstrate the learning outcomes of the PSOE conceptual framework with increasing expertise throughout the experience. The clinical resident is also expected to attend and actively participate in on-line seminars as scheduled. A showcase presentation of the main ideas learned in the program and applied during residency will take place toward the end of the semester.