The Master of Arts in Teaching (MAT) at Bushnell University is designed for those seeking a master’s degree and a preliminary teaching license in the state of Oregon. Offered in a hybrid format of online and evening classes designed for busy adults, this program with three- or five-semester options provides a strong foundation in ethical thinking needed by licensed teachers in serving diverse children, families, and educational communities. You will learn to implement strong classroom management, best teaching practices, well-crafted lesson plans, and useful assessment tools. You will also gain a strong understanding of what is expected of teachers and students for state and national standards.
Faculty in the program are experienced classroom teachers who support the philosophy that students construct their learning as they grow and develop. With this philosophy in mind, you will be able to apply additional skills to enhance the teaching and learning process in your own classroom.
The courses and standards have been outlined and approved by Teacher Standards & Practices Commission (TSPC).
Coursework is completed in a hybrid format with classes in the evening and online. Student teaching takes place in the fall and spring semesters, normally during daytime school hours. Students can complete the Master of Arts in Teaching program within a three-semester or five-semester program. Each cohort begins Summer Session 2 (July).
Upon completion of the Master of Arts in Teaching program, candidates:
- Are academically competent in subjects they are to teach
- Exemplify professional communication (speaking, writing, listening) and technology skills
- Apply a working knowledge of effective classroom management and the skills of teaching
- Motivate students with hands-on, action-based learning opportunities
- Demonstrate ethical and professional responsibilities of teachers and an understanding of the teacher’s role as a leader in the community
- A free application for admission.
- Official transcripts showing completion of a bachelor’s degree from a regionally accredited college or university, with a minimum undergraduate GPA of 3.0.
- A statement of purpose (two-three pages, double-spaced) that clearly indicates career history, professional goals, and professional guiding principles.
- Current resume.
- One letter of recommendation that specifically addresses the academic ability, work performance, and character of the applicant.
- Two Disposition Assessments.
- Personal interview with the Admissions Committee.
- An official test score on the TOEFL (minimum score of 550 on the paper test, the minimum score of 213 on computer test) for applicants from non-English speaking countries.
Please complete and return admission pieces via email at: email@example.com or in person/by mail to: Office of Graduate Admissions, 828 E. 11th Ave. Eugene, OR 97401-3745,
or via fax at: 541-349-5281
At Bushnell University, we know financial aid inside and out and can help you apply for and receive the best financial aid package available. Find more information regarding financial aid.
Testing & Fingerprinting Process
Official Test Scores (as required by law, additional fee required to testing agency)
Fingerprinting (as required by law)
- Education Program Fingerprinting Procedures
- Fingerprint packet and forms can be obtained in the Teacher Education Department. Fingerprint clearance by TSPC is required by mid-August.
Learn about the Pathways in Education program.
A collaborative partnership between Springfield, Eugene and Bethel School Districts and Bushnell University, Pacific University, and University of Oregon working together to transform teacher preparation by designing a single pipeline capable of producing effective, culturally and linguistically diverse teachers.
What does the Pathways in Education program provide?
- Individualized academic support throughout the program, from application to license
- Professional development seminars, as available
- Financial support and information about loans, grants and scholarships (scholarships ranging between $2,500 and $15,000)
- Workshops/tutoring to boost study skills and test-taking abilities (as offered through the college programs)
- Career advising – and school year employment opportunities (if not currently employed by one of the partnering school districts)
- Ongoing mentoring and support
Foundations of Education and Diversity
This survey course provides an overview of the major laws and principles regarding the historical and contemporary purposes, roles and functions of education in American society as well as an overview of the major concepts, theories, and research related to curriculum, instruction, and assessment. Effective instructional strategies that ensure active and equitable participation of all learners, as well as modifications for diverse learners with exceptionalities are introduced.
Classroom Relations and Management
Classroom management approaches and techniques for elementary, middle, and high school students are taught with an emphasis on relational factors that contribute to behavior changes. The logistics of managing transitions and learning spaces, preventative strategies supported by classroom routines and protocols, and problem-solving methods are presented. Students review social skills curriculum and approaches to character education. Advisory programs, classroom meetings, and peer mediations are some of the constructs taught as additional supports at the secondary level. Students learn to communicate classroom rules and behavioral expectations that provide a safe and orderly environment for learning, are appropriate to the level of development of students, and are consistent with laws governing student rights and responsibilities. Students develop a “Classroom Management Plan” as a precursor to this work sample component. Prerequisite: graduate teacher education major.
This survey course provides an overview of the major educational practices, theories, and research regarding diverse learners with disabilities. Emergent issues and best practices including Response to Intervention (RTi), differentiated instruction, curricular adaptations and modifications, compliance with laws, ethical concerns, and characteristics and needs of learners with disabilities will be examined. Principles of effective collaborative and interdisciplinary teaming, positive behavior supports, and inclusive educational programming are addressed.
Connecting Curriculum and Assessment
This course is designed to guide future teachers to develop skills in designing and organizing lessons and curriculum with appropriate learning activities. Students learn how to design lessons and units and write appropriate learning objectives using a variety of instructional strategies and assessments. A study of formative and summative assessment methods includes the cycle of reflective teaching inherent in the teaching and learning cycle. Students become knowledgeable about the Oregon Standards and Benchmarks and create an original unit of study.
Faith Integration in Teaching Seminar
Students network each week to share and support each other in the development and implementation of their second (major) work sample. This course also provides the support and encouragement and involves the search of a personal definition of the integration of faith and teaching in a public setting as an integral part of curriculum. Students replicate professional work by designing typical communicative materials expected of first year teachers. Prerequisite: graduate teacher education major.
Second Authorization Practicum
This school-based practicum takes place in the student’s second age-authorization level and extends classroom instruction through the development of a minor work sample with supervised support. Students will use a variety of research-based educational practices that reflect how students learn and are sensitive to individual differences and diverse cultures. Course may be taken multiple times for credit. Prerequisite: graduate teacher education major.
edTPA Support Seminar I
This course is designed to assist future teachers to apply the curricular, instructional, and assessment strategies learned in previous courses as the student develops and implements classroom instruction. Students learn about the diverse needs of special populations in today’s schools (e.g. LD, talented and gifted, and ELL). Work sample development will reflect adaptations for students with varying cultural, social, and linguistic backgrounds to forward the equitable application of a variety of instructional strategies, assessment methods, and classroom management systems with regard to the demographics of classroom and school communities. Prerequisite: graduate teacher education major.
Starting the school year and continuing in a single classroom, pre-service teachers provide small group and whole class instruction and participate in building-level activities, staff development experiences, and parent-teacher conferences. Through a three- to five-week teaching unit, pre-service teachers work to emphasize instructional techniques that promote critical thinking and problem solving and that encourage divergent, as well as convergent, thinking. Course may be taken multiple times for credit. Prerequisite: graduate teacher education major.
This field experience requires at least nine weeks of full-time teaching, including three weeks of full-time teaching for multiple subjects and/or classes. This culminating teaching experience provides a demonstration of students’ knowledge and skill in the preparation, implementation, and assessment of instruction that includes a positive classroom environment that employs developmentally appropriate practices and the use of technology. Pre-service teachers will monitor the engagement of students in learning activities, and the progress they are making, to determine if the pace or content of instruction needs to be modified to assure that all students accomplish lesson and unit objectives.
Graduate Writing Seminar
The writing instruction focuses on APA manuscript style and methods for strengthening academic writing. Because good writing reflects clear, logical, and critical thinking, this course is aimed at developing students’ ability to frame an idea in a clear, succinct fashion and integrate support for that idea with current research literature.
Choose a required concentration:
Elementary Teaching Concentration
Child Development and Learning Theory
This course is designed to introduce students to developmental perspectives of elementary age and early adolescent children and the learning theories as they apply to different ages. Personal, social, moral, and cognitive aspects of development are explored. The study of learning theories includes behavioral, social, and cognitive approaches. The implications of developmental theories are explored including impacts on interests, motivation, and achievement with emphasis given to the role of the family, socialization, and the supportive influence of teachers and schools, including the needs of at-risk and exceptional learners. As students apply concepts from the class, they are encouraged to consider cultural and individual differences in development and learning styles.
Elementary Literacy Methods & Children’s Literature
This course provides methods and materials for language arts teaching in the areas of reading and writing, with an emphasis of decoding using phonics, syntax and morphology, fluency, and comprehension. Special attention is paid to the assessment of student performance and learning needs. Pre-service teachers will determine developmentally appropriate content, skills, and processes that will assist students in accomplishing desired unit outcomes, and design learning activities that lead to their mastery.
Math and Science Methods for Elementary Teachers
This course provides methods and materials for math and science teaching for elementary authorization level. Students will align instruction and assessment methods with the Common Core State Standards as well as developmentally appropriate practices to enhance conceptual knowledge, skill and concepts. Prerequisite: graduate teacher education major.
This methodology course emphasizes a cross-curricular approach to content-based instruction through critical thinking skills, basic analysis skills, study skills and specific teaching strategies and methodology for active forms of learning. The process of interrelation of ideas and information within and across social studies, health and physical education utilizing the academic content standards is emphasized. Included in this course is the integration of reading, writing, listening and speaking across content areas. Instruction is aligned to the state adopted content standards (K-8) and the language needs of all learners. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched and applied. Technology for teaching and learning is integrated in the course.
Secondary Teaching Concentration
Secondary Literacy Methods
Students learn strategies for teaching the language arts with emphasis on reading and writing in the content areas. Students learn methods for integrating instruction in support of inferential and evaluative comprehension.
Adolescent Learners and Learning Theory
This course is designed to introduce students to developmental perspectives of middle and high school age children and the learning theories as they apply to different ages. Personal, social, moral, cultural, and cognitive aspects of development are explored. The implications of developmental theories are explored including impacts on interests, motivation, and achievement with emphasis given to the role of the family, socialization, and the supportive influence of teachers and schools, including the needs of at-risk and exceptional learners.
Choose two related method courses:
Secondary Science Methods
This course introduces beginning educators to the standards, strategies, resources, and technology appropriate to science curriculum and instruction at the secondary level. Particular emphasis is placed on state standards, research-based teaching and evaluation methods, and issues regarding the safe management of a laboratory classroom.
Secondary Mathematics Methods
This course examines and utilizes national standards and Oregon state standards for mathematics instruction at the basic and advanced levels. Mathematical reasoning and problem-solving are emphasized.
Secondary Social Studies Methods
This course incorporates multiple perspectives for teaching the social sciences: historic, geographical, economic, political, and cultural through the use of essential questions (e.g. what has humankind done and thought?). Teaching strategies are presented that help learners work through the interplay of facts, concepts, and main understandings that enable them to understand and use the social sciences.
Secondary Language Arts Methods
Apprises middle and high school teacher candidates with a wide range of skills and concepts specifically supportive in teaching language arts. Expands teacher candidates’ knowledge of methods, materials, assessment strategies, remediation techniques, and motivational tools that will enhance their ability to teach language arts. Emphasizes research-based teaching and evaluation methods, such as the Smarter Balanced exam, and studies Common Core Standards.
- Basic Mathematics
- Advanced Mathematics
- English for Speakers of Other Languages (ESOL)
- Integrated Science
- Language Arts
- Multiple Subject Elementary
- Physical Education
- Social Studies
- Special Education