Your Gateway to Becoming a First-Time Teacher

If you have a passion for teaching and are ready to turn hard work into a successful career, enroll today in Walden’s online Teacher Preparation Program with a Master of Arts in Teaching (M.A.T.).

This accelerated online program is ideal for those who already have a bachelor’s degree and who are interested in becoming a teacher. This online program is well-suited for independent, self-directed learners with excellent time-management skills. It incorporates a series of academic requirements, or milestones, designed to ensure you have acquired the necessary competencies and expertise to be a more effective educator. At each milestone, your progress within the program will be evaluated using assessments that align with national professional standards. Walden’s faculty will help you master core concepts and principles, while our student support services can provide additional academic, advising, and technical assistance. Successful advancement beyond each milestone certifies that you have the knowledge, skills, and professional dispositions to make a positive impact in your classroom, school, and community.

This program features:

  • Virtual Field Experiences as well as school-based field experiences.
  • Assignments that provide classroom-based teaching experiences.
  • A reflective, research-based approach to learning.
  • Best practices from national industry experts via videos.
  • A curriculum based on state and national industry standards.
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  • More than $370,00 scholarships

  • TEACH Grants Available

    Students in select Walden education programs may be eligible for federal TEACH Grants.

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    The Richard W. Riley College of Education and Leadership is accredited by the National Council for Accreditation of Teacher Education (NCATE), the standard of excellence in professional preK–12 education.

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Walden’s Teacher Preparation Program offers two specializations so you can focus your studies on an area that most interests you:

Early Childhood Education (Birth–Grade 3)

This specialization in Walden’s Minnesota state-approved* teacher preparation program offers an in-depth look at increasing positive child development from infancy through the primary grades. This program will help you create a solid foundation for these early learners.

Based on national and academic standards, this specialization was developed by leading educational experts and master teachers in order to build your teaching skills and help you make a significant impact on young children.

In this specialization, you will:

  • Develop an in-depth understanding of cognitive, social, emotional, and physical development in order to build on young children’s individual strengths and respond to their unique challenges.
  • Participate in virtual and supervised fieldwork to understand the factors that contribute to the development and learning in the lives of young children who range from infants and toddlers to those in the early elementary grades.
  • Learn about the foundational theories of child development and early childhood education, including professional organizations and resources that can help you promote developmentally appropriate practices in your classroom.
  • Understand the vital importance and complexities of working with diverse parents and families in order to build partnerships that will foster children’s healthy growth and development.
  • Harness your passion for working with young children and translate it into developing effective teaching practices.

Completion Requirements

Estimated time to completion is 20 months. Time to completion may vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.

Courses

Master of Arts in Teaching Courses

*Walden University’s teacher preparation program is approved by the Minnesota Board of Teaching for licensure in Minnesota. Walden’s enrollment advisors can provide individuals with guidelines and other information about licensure. It remains the individual’s responsibility to understand and comply with the out-of-state licensure requirements for the state in which he or she seeks to be licensed.

  • Teacher as Lifelong Learner and Professional Educator

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    Lifelong learning and professionalism are key components of teaching. Education professionals in this course are oriented to the skills, understandings, strategies, and knowledge necessary to become successful learners while establishing the foundations for becoming professional educators, including knowledge of child development. Course instructors help education professionals become comfortable in the online learning environment, enabling them to clarify program expectations; create support networks and learning communities with colleagues and instructors; and establish a personal professional philosophy to promote social change. Upon completion of this course, education professionals demonstrate understanding of resources and expectations, initiate an electronic professional portfolio, and determine strategies for success as professional educators.

  • Today’s Classroom and the Diverse Learner

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    The dynamics of today’s classroom are unique and challenging for teachers and learners. Education professionals in this course explore and analyze issues, complexities, and responsibilities associated with the field of education in the 21st century, including providing equal educational opportunities for all learners, regardless of their differences. They come to understand that many factors influence learning, including individual experiences, talents, prior learning, language, culture, and family and community values. Additionally, education professionals gain an understanding of the Minnesota-based American Indian tribal government, history, language, and culture. They engage in discussions and reflections on issues of diversity through which they have the opportunity to articulate, defend, and/or challenge current issues. They also address learning theory, diverse learning styles, and practical instructional strategies, and they acquire theoretical and practical knowledge about today’s classroom as well as the family and community contexts that influence children’s learning and development.

  • Effective Practices: Assessment, Teaching, and Learning

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    To help ensure high levels of learning and achievement for all students, today’s educators must be knowledgeable about learners and learning and well-versed in effective teaching and assessment practices. In this course, education professionals examine the interrelationships between assessment, teaching, and learning as well as effective practices for applying and integrating these critical components in the P–12 classroom. They gain a historical perspective on the standards and accountability movement, and they examine standards in their state or local setting. They also explore learning theory in the context of today’s challenging educational goals and standards. Education professionals learn and apply research-based practices in effective assessment, curriculum design, and instruction. Through on-site and Virtual Field Experience (VFE®), they critically analyze and implement teaching and learning principles and practices that help ensure awareness of individual and collective needs of students.

  • Classroom Management

    Close Popup

    Education professionals are helped to create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character to optimize learning for all  students in this course. Education professionals learn how to foster a sense of community in the classroom and develop positive relationships with and among  students. They explore age-appropriate skills and strategies for managing dynamic and flexible grouping structures and teaching conflict resolution. They also examine strategies for building positive relationships, fostering motivation, and engaging in effective communication and problem solving with parents and families. Education professionals apply course concepts through the development of a hands-on, age-appropriate learning activity to implement within a classroom field experience.

  • Seminar: Professional Ethics, Communication, and Collaboration: Early Childhood Education

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    This seminar is an opportunity for education professionals to fine-tune their skills, strategies, and knowledge. They complete the requirements for their ePortfolio and determine strategies for success as professional educators. The seminar allows for problem solving among colleagues; group and individual reflective practice; and support and feedback for current events in demonstration teaching districts, schools, and classrooms. Education professionals engage in practical seminar topics, such as collaboration, ethics, professional development, and family and community engagement, to support their transition from the program of study into employment in the field as professional educators.

  • Early Childhood Education: Past, Present, and Future

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    In this course, education professionals examine the historical and philosophical foundations of early childhood care and education while exploring a variety of early childhood programs, from child care centers to preschools and primary-grade classrooms. Through this exploration, education professionals acquire a range of professional insights and opportunities regarding effective practice. They use this course to continue the development of a reasoned, coherent philosophy of education as a basis for ethical and professional practice and decision making in diverse settings. They consider the importance in establishing developmentally appropriate and culturally responsive learning environments and maintaining effective partnerships with families. Education professionals also have the opportunity to review early childhood learning and developmental theory as well as the knowledge needed to support and enhance the development and learning of all children from birth through grade 3.

  • Teaching Reading, P-3

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    In this course, education professionals examine the historical and philosophical foundations of early childhood care and education while exploring a variety of early childhood programs, from child care centers to preschools and primary-grade classrooms. Through this exploration, education professionals acquire a range of professional insights and opportunities regarding effective practice. They use this course to continue the development of a reasoned, coherent philosophy of education as a basis for ethical and professional practice and decision making in diverse settings. They consider the importance in establishing developmentally appropriate and culturally responsive learning environments and maintaining effective partnerships with families. Education professionals also have the opportunity to review early childhood learning and developmental theory as well as the knowledge needed to support and enhance the development and learning of all children from birth through grade 3.

  • Developmentally Appropriate Practices for Infants and Toddlers

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    What constitutes high-quality care and education for infants and toddlers? Through this course, education professionals have the opportunity to answer this question as they examine developmentally appropriate practices that promote children’s total well-being and that guide development in each of the domains—physical, social, emotional, and cognitive/language. They also gain a practical overview of infant and toddler growth and development, and they explore a variety of related issues, such as health and safety, early mental health, brain development, creative development, respectful and responsive adult-child relationships, and family involvement. Through field experience and practical applications, education professionals learn to design and evaluate environments that enrich the development and learning of infants and toddlers.

  • Play and Learning for the Preschool Child

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    Playtime for children is an opportunity for growth and discovery as well as a time to develop life skills and to learn about themselves and other children. Education professionals are offered an in-depth look at the development, learning, and play experiences of preschoolers in this course. Education professionals focus on developmentally appropriate theory, practices, and environments that enhance children’s development and learning in each of the domains—physical, social, emotional, and cognitive/language. They explore and discuss the integral roles of play and creativity in children’s learning; the role of observation as it relates to establishing a child-centered approach to planning curriculum and assessing young children; the promotion of pro-social, anti-bias learning communities; and the importance of being responsive to and inclusive of children’s family members. Through field experience, education professionals apply knowledge gained throughout the course to authentic contexts in which they demonstrate their growth and development as teaching professionals.

  • Teaching Mathematics, P-3

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    Education professionals in this course explore instructional and assessment strategies, including the best use of materials and technology, to develop children’s conceptual understanding of mathematics. They engage in coursework that emphasizes real-world problem solving and incorporates content and process standards of The National Council of Teachers of Mathematics (NCTM). They assess and apply the latest research on the most effective methods for teaching developmentally appropriate mathematics curriculum from preschool through grade 3. Applying course concepts, education professionals complete various field experience assignments, such as developing various lessons on computation, algebra, data analysis, and probability.

  • Teaching Across the Content Areas, P-3

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    An important skill for early childhood educators is to recognize the benefits and work through the challenges of implementing an integrated approach to curriculum and instruction. In this course, education professionals focus on standards-based, data-driven, developmentally appropriate teaching, learning, and assessment within and across content areas in preschool through grade 3. They learn the importance of integrating literacy and mathematics in meaningful and relevant ways, and they engage in practical assignments that focus primarily on teaching in content areas of science, social studies, and the arts. Education professionals examine standards; apply effective methods and strategies to plan instruction, including approaches to meet diverse needs; and develop ideas for integrating multiple content areas.

  • Demonstration Teaching: Early Childhood Education

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    Demonstration teaching is the culminating experience in the Teacher Preparation Program with an M.A.T.; it provides education professionals the opportunity to apply knowledge and skills and to demonstrate required competencies. Demonstration teaching occurs in two different classroom settings throughout the semester. During demonstration teaching, education professionals gradually assume complete teaching responsibility of the classroom, gaining real-world experience and the opportunity to translate theory into practice. The university supervisor and classroom cooperating teacher work closely with students and evaluate their performance.

  • Educational Research: Foundations

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    An underlying theory in the field of education is that research can improve classroom practice. Education professionals in this course are provided with an introduction to the fundamentals of research. They examine contemporary educational research and develop knowledge and skills in applications of theoretical frameworks; quantitative, qualitative, and action research methodologies; development of research questions; and compliance with ethical responsibilities of the researcher. Education professionals also complete an initial review of literature relevant to an identified research question.

  • Educational Research: Practical Applications

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    Education professionals in this applied research course expand their knowledge and skills through the use of tools and information gained in EDUC 6621 - Educational Research: Foundations, in the design of a timely and practical educational research project. They engage in a variety of activities, such as developing and refining research questions or needs assessments; determining appropriate research methodologies and instrumentation; collecting and analyzing data, if possible; evaluating validity; and presenting analysis and implications. In addition, education professionals link their research proposal to the social change mission of the university.

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Special Education (K–Age 21)

The Special Education (K–Age 21) specialization can help you become effective in teaching students with multiple disabilities and diverse needs to learn and achieve at their fullest potential.

Part of Walden’s Minnesota state-approved* Teacher Preparation Program with a Master of Arts in Teaching (M.A.T.), this specialization emphasizes the strategies and skills needed to create positive, productive learning environments that focus on a broad range of exceptionalities, including autism spectrum disorders, developmental cognitive disorders, health disabilities, emotional and behavioral disorders, and other learning disabilities in the mild and moderate range.

In this specialization, you will:

  • Examine the unique characteristics and learning patterns relevant to different categories of exceptionalities.
  • Create adaptive behavioral, instructional, and literacy plans that complement the learning for students with special needs.
  • Explore effective assessment, monitoring, and intervention strategies that promote positive learning and remove barriers that inhibit learning.
  • Learn how to use Common Core Standards to guide your instruction methods and strategies.
  • Foster relationships with school colleagues, parents, and community organizations to support students’ learning and well-being.

The curriculum includes a variety of field experiences that provide opportunities to observe expert educators, receive mentoring, and apply what you learn in classroom environments.

Courses for this specialization incorporate standards of the Council for Exceptional Children (CEC) and the Interstate New Teacher Assessment and Support Consortium (InTASC) and are aligned with Minnesota state’s special education licensure standards.* Prior to completing this program, you will complete the Teacher Performance Assessment.

Gain a general understanding of the guidelines and requirements of the Special Education M.A.T. program with the Special Education Candidate Guidebook (abridged version). After you download the guidebook, please call 1-866-492-5336 to speak with your enrollment advisor for assistance in reviewing the information.

Completion Requirements

Estimated time to completion is 20 months. Time to completion may vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.

Courses

*Walden University’s teacher preparation program is approved by the Minnesota Board of Teaching for licensure in Minnesota. Walden’s enrollment advisors can provide individuals with guidelines and other information about licensure. It remains the individual’s responsibility to understand and comply with the out-of-state licensure requirements for the state in which he or she seeks to be licensed.

  • Teacher as Lifelong Learner and Professional Educator

    Close Popup

    Lifelong learning and professionalism are key components of teaching. Education professionals in this course are oriented to the skills, understandings, strategies, and knowledge necessary to become successful learners while establishing the foundations for becoming professional educators, including knowledge of child development. Course instructors help education professionals become comfortable in the online learning environment, enabling them to clarify program expectations; create support networks and learning communities with colleagues and instructors; and establish a personal professional philosophy to promote social change. Upon completion of this course, education professionals demonstrate understanding of resources and expectations, initiate an electronic professional portfolio, and determine strategies for success as professional educators.

  • Today’s Classroom and the Diverse Learner

    Close Popup

    The dynamics of today’s classroom are unique and challenging for teachers and learners. Education professionals in this course explore and analyze issues, complexities, and responsibilities associated with the field of education in the 21st century, including providing equal educational opportunities for all learners, regardless of their differences. They come to understand that many factors influence learning, including individual experiences, talents, prior learning, language, culture, and family and community values. Additionally, education professionals gain an understanding of the Minnesota-based American Indian tribal government, history, language, and culture. They engage in discussions and reflections on issues of diversity through which they have the opportunity to articulate, defend, and/or challenge current issues. They also address learning theory, diverse learning styles, and practical instructional strategies, and they acquire theoretical and practical knowledge about today’s classroom as well as the family and community contexts that influence children’s learning and development.

  • Effective Practices: Assessment, Teaching, and Learning

    Close Popup

    To help ensure high levels of learning and achievement for all students, today’s educators must be knowledgeable about learners and learning and well-versed in effective teaching and assessment practices. In this course, education professionals examine the interrelationships between assessment, teaching, and learning as well as effective practices for applying and integrating these critical components in the P–12 classroom. They gain a historical perspective on the standards and accountability movement, and they examine standards in their state or local setting. They also explore learning theory in the context of today’s challenging educational goals and standards. Education professionals learn and apply research-based practices in effective assessment, curriculum design, and instruction. Through on-site and Virtual Field Experience (VFE®), they critically analyze and implement teaching and learning principles and practices that help ensure awareness of individual and collective needs of students.

  • Classroom Management

    Close Popup

    Education professionals are helped to create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character to optimize learning for all  students in this course. Education professionals learn how to foster a sense of community in the classroom and develop positive relationships with and among  students. They explore age-appropriate skills and strategies for managing dynamic and flexible grouping structures and teaching conflict resolution. They also examine strategies for building positive relationships, fostering motivation, and engaging in effective communication and problem solving with parents and families. Education professionals apply course concepts through the development of a hands-on, age-appropriate learning activity to implement within a classroom field experience.

  • Collaboration to Support All Learners

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    In this course, candidates explore strategies for effective communication and collaboration with colleagues, specialists, families, and community agencies to provide support for all children. Candidates examine collaboration strategies that promote the growth and learning of all children in the elementary classroom, including those with exceptionalities: students with disabilities, developmental differences, or emotional and behavior disorders; gifted and talented students; and English Language Learners. Candidates learn about the roles of all participants in collaborative teams (Individualized Education Plan (IEP), Response to Intervention (RTI), Alternative Learning Plan (ALP), Child Study). Candidates examine the role of the school in supporting all learners within the larger community context. They identify factors in the students’ environments that may impact their growth and learning and explore strategies for effective collaboration with families.

  • Foundations of Special Education

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    What do special educators need to know and be able to do to support students with exceptionalities and address their unique learning needs? In this course, education professionals examine historical, legal, and philosophical foundations that inform teaching and learning for students with exceptionalities. Education professionals explore issues related to identification, eligibility criteria, and delivery of services for students across multiple disability areas. Through course assignments and discussions with colleagues, education professionals develop the knowledge and skills necessary to build collaborative relationships with families and other stakeholders to help provide appropriate services to students.

  • Foundations of Literacy

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    An important role of all educators is helping students develop the literacy skills they need to succeed in school and in life. In this course, education professionals build foundational knowledge in literacy principles, practices, and strategies so that they can effectively engage and enhance students’ reading, writing, listening, and speaking. Education professionals learn about early literacy development including phonological awareness, concepts of print, and phonics. They explore strategies to help developing readers, including ways to promote vocabulary, comprehension, fluency, writing, and content-area literacy. Education professionals identify research-based principles that support the literacy and learning of all students, including English language learners. Through field experience assignments, education professionals develop and implement literacy instruction and assessments with students in K–12 classrooms. Topics include organizing the literacy classroom, differentiating literacy instruction, and involving families to support the literacy development of all students.

  • Individualizing Education Programs for Learners with Exceptionalities

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    All learners possess unique characteristics, interests, and abilities. One of the most important responsibilities of special educators is to consider the individual strengths and needs of students with exceptionalities and to collaborate with families and other stakeholders to individualize their education appropriately. In this course, education professionals learn about the Individualized Education Program (IEP) process, including referral, eligibility, and the importance of using research-based interventions. They explore stakeholder responsibilities, consider assessments and other forms of data that inform program planning, and develop an IEP for a case study student. Education professionals consider the benefits of assistive technology and the role of transition planning in developing individualized education for learners with exceptionalities

  • Characteristics of Learners with Exceptionalities

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    Special educators must understand each category of exceptionality as well as the abilities and needs of individual learners. In this course, education professionals examine the characteristics and instructional implications of learning disabilities, emotional and behavioral disabilities, autism spectrum disorders, developmental cognitive disabilities, health disabilities, and giftedness. They explore accommodations and modifications for students with exceptionalities and consider how to foster effective and positive relationships with all stakeholders to support student success. In their field experience, education professionals apply course content by completing a child study project, in which they conduct an intensive case study of a single student with exceptionalities in a K–12 classroom.

  • Literacy Assessment and Intervention to Support Student Learning

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    Learners with exceptionalities often experience difficulties in literacy, which, in turn, negatively affect their learning and achievement. What can educators do to prepare these students for academic success? The focus of this course is on designing, implementing, monitoring, and adjusting instruction to support the literacy development of learners and promote their achievement across the curriculum. Education professionals use literacy assessments and interventions with students in K–12 classrooms to foster language development and to promote phonemic awareness, phonics, vocabulary development, fluency, and comprehension. They explore the impact of reading and writing disabilities on learning, and consider literacy practices and strategies for developing students’ academic language and supporting their diverse learning needs. In addition, they examine assessment data and other evidence to inform literacy instruction and incorporate assistive and other technology-based interventions.

  • Behavior Management to Support Learners with Exceptionalities

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    Helping students to develop the necessary skills for positive behavior is critical to creating an educational environment where all students can learn. In this course, education professionals develop data-informed practical behavior management strategies from three different perspectives—individual behavior management, classroom management, and school-wide behavior support. Education professionals apply behavior management strategies to create and implement an individualized behavior management plan in a K–12 classroom with a target student.

  • Instructional Strategies for Learners with Exceptionalities

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    How can special educators help students with exceptionalities reach their full potential? In this course, education professionals learn to use research-based instructional strategies designed to promote student success academically and socially. Education professionals learn ways to provide different interventions to support student learning and monitor students’ progress. They also explore strategies to promote the academic and social development of students with exceptionalities in a K–12 classroom. Education professionals complete a lesson-planning project by collaborating with school personnel in their field placement to design, adapt, and implement lessons that incorporate the strategies learned in this course.

  • Demonstration Teaching

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    Demonstration teaching is the culminating experience in the teacher preparation program and is an opportunity to apply knowledge and skills and to demonstrate required competencies. During demonstration teaching, education professionals gradually assume complete teaching responsibility of the classroom for 4 consecutive weeks over a 12-week placement, gaining real-world experience and the opportunity to translate theory into practice. Education professionals work closely with, and are evaluated by, their university supervisor, classroom cooperating teacher, and Walden instructor. During demonstration teaching, all education professionals are assessed on the Teacher Performance Assessment and the Demonstration Teaching Evaluation. This course runs concurrently with EDUC 6609 - Seminar for Professional Educators.

  • Seminar for Professional Educators

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    Taken concurrently with EDUC 6648 - Demonstration Teaching, this seminar allows education professionals to consolidate their knowledge and fine-tune their skills as they reflect on and share experiences from the districts, schools, and classrooms in which they are completing their demonstration teaching assignments. They complete the requirements for their ePortfolios and develop strategies for success as professional educators. The seminar promotes problem solving among colleagues, group and individual reflection, and collaborative feedback to support professional practice. Seminar topics focus on promoting success as they transition from the program of study (POS) into employment in the field as professional educators.

  • Action Research

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    This course provides a structured approach to the practice of action research. Educators learn how to address relevant problems, become involved in collaborative inquiry, and use data and research to inform their practice, improve student academic success, and contribute to positive change in their classroom and school environments. Educators will engage in reflective practices as they collect and analyze student data and develop and implement data-informed decisions/actions to improve student learning and enhance their professional growth.
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Next State Date is May 6. Apply Now

2013-2014

Early Childhood Education (Birth–Grade 3)

Curriculum Component  Requirements  Cost 
Courses  43 total semester credit hours  $525 per semester credit hour 
Technology Fee  per semester  $150 

Special Education (K–Age 21)

Curriculum Component  Requirements  Cost 
Courses  46 total semester credit hours  $525 per semester credit hour 
Technology Fee  per semester  $150 

Tuition and fees are subject to change.

Call 1-866-492-5336 for information about a full range of options for:

At Walden, you can choose when, where, and how you learn thanks to our online format and MobileLearn®. Through this education technology, you can listen to coursework on your MP3 player, access your classroom from your iPhone, download coursework to your laptop, and more.

Find out more about what defines Walden’s Master of Arts in Teaching program:

Field Experience

Walden’s signature Virtual Field Experience (VFE®)

  • Observe the best practices of lead teachers from across the U.S., via video.
  • Gain exposure to a variety of teaching styles, students, classroom settings, and activities in each segment.
  • Commit to 3 to 5 hours for viewing VFE® videos and completing corresponding assignments.

Supervised Classroom-Based Field Experience

Enhance your newly gained knowledge with supervised, hands-on field experiences in classrooms or similar education settings (beginning in your second semester).

  • Participate at the age or grade for which you are seeking licensure, as determined by each specialization and specified in each course.
  • Spend a minimum of seven and a half hours per five-week course to complete the experience.
  • Plan to be in the classroom while school is in session. (You may be required to adjust your personal or professional schedule.)

Demonstration Teaching

  • Complete demonstration teaching during your last semester.
  • Enjoy the support and mentorship of both an experienced teacher and a Walden faculty member.
  • Gradually assume complete responsibility for an actual classroom.
  • Make a full-time, 14-week (Early Childhood Education) and a 12-week (Special Education) commitment in order to be in the classroom while school is in session. (You will be required to adjust your personal or professional schedule.)

Note: Due to the traditional school calendar we do not offer demonstration teaching experiences during the summer semester.

Learn from Leading Experts

A hallmark of The Richard W. Riley College of Education and Leadership is the breadth and depth of its experts from multiple disciplines and experiences.

These experts:

  • Include educators, researchers, and policymakers who are leading change in their fields and influencing the future of education on a national level.
  • Participate in Walden courses in several ways, including planning and developing curriculum, sharing insights and research through podcasts and videos, and teaching classes.
  • Provide a research-based foundation from which students can transform their teaching practice in positive and meaningful ways.

This instructional approach enables you to have access to the latest thinking in the field as part of your program curriculum.

Special Education Experts

Margaret McLaughlin, Ph.D.
Dr. McLaughlin has been involved in special education throughout her professional career, beginning as a teacher of students with serious emotional and behavioral disorders. She is the associate director of the Institute for the Study of Exceptional Children and Youth at the College of Education, University of Maryland.

Dr. McLaughlin also directs several national projects investigating education reform regarding students with disabilities, including work with the Educational Policy Reform Research Institute (a consortium involving the University of Maryland), the National Center on Educational Outcomes, and the Urban Special Education Leadership Collaborative.

She has also developed programs for students with developmental disabilities in Bosnia, Nicaragua, and Guatemala.

Marilyn Friend, Ph.D.
Dr. Friend is a professor and chair for the Department of Specialized Education Services at the University of North Carolina at Greensboro. The author of numerous books and publications and co-author of Including Students with Special Needs: A Practical Guide for Classroom Teachers, Dr. Friend specializes in the areas of collaboration and consultation in special education, service delivery systems, teaming, and inclusive education.

She is involved in undergraduate and graduate teaching, field-based research, advising, and the development and coordination of teacher education programs for students with mild disabilities.

Dr. Friend has worked with teachers in most of the 50 states, as well as in Canada, Portugal, and Indonesia. She assists professionals to develop effective co-teaching skills, create and maintain effective teams, and problem-solve with parents and families.

Early Childhood Education Experts

Judy Harris Helm, Ed.D.
Dr. Helm, a former primary and preschool teacher, now works with early childhood and elementary schools, helping them integrate research and new methods through her consulting and training company, Best Practices, Inc.

A past president of the Illinois Association for the Education of Young Children, she has received awards including the Outstanding Service to Young Children Award from the Chicago Metro Association for the Education of Young Children, and the Julia Proctor White Arts and Education Award from the Peoria YWCA. Dr. Helm serves on the Illinois Director Credential Commission and the Quality Enhancement Committee for the Illinois Network of Child Care Resource & Referral Agencies.

Her work has been translated into five languages, and she continues to provide consultation and training throughout the country and the world.

Sue Bredekamp, Ph.D.
Dr. Bredekamp works at the Council for Professional Recognition and also serves as a consultant on early childhood curriculum and professional development. From 1981 to 1998, she served as director of professional development and accreditation for the National Association for the Education of Young Children (NAEYC). She developed and served as on-air faculty for HeadsUp! Reading, a satellite, distance-learning course on early literacy. She is co-author of several influential NAEYC publications including Developmentally Appropriate Practice in Early Childhood Programs, the 1987 and 1997 editions, and Learning to Read and Write: Developmentally Appropriate Practices for Young Children, 1998.

Important Note on Teacher Licensure

Walden University is approved by the Minnesota Board of Teaching to offer a teacher preparation program that leads to Minnesota licensure in early childhood education (birth through grade 3) and special education (K–12 learning disabilities and/or K–12 emotional/behavioral disorders).

Before Walden can recommend you for licensure to the Minnesota Board of Teaching, you must obtain the required scores on the required Minnesota Teacher Licensure Examinations (MTLE) exams.

For individuals seeking a comparable teaching license in a state other than Minnesota, Walden’s enrollment advisors can provide individuals with guidelines and other information about licensure. It remains the individual’s responsibility to understand and comply with the out-of-state licensure requirements for the state in which he or she seeks to be licensed, as requirements vary state by state. Walden University makes no representation or guarantee that successful completion of any program or coursework will permit teacher candidates to obtain state certification or licensure in their home state (or any other state).

In all states there are policies regarding out-of-state procedures that must be followed when someone is eligible for or has received licensure through an out-of-state institution with a state-approved program, such as the Minnesota Board of Teaching-approved programs at Walden University. Some states require that an individual actually obtain the out-of-state license first; other states do not require the actual license, just completion of a state-approved program.

For more information, please contact your Walden University enrollment advisor who can provide information on licensing requirements. It is your responsibility to ensure that you understand and comply with the most up-to-date licensing information for your state.

“Choosing to earn my degree at Walden University has enabled me to dream again and has given me the courage to reinvent myself.”

Latunja Caster
Teacher Preparation Program with a Master of Arts in Teaching (M.A.T.) Graduate

  1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of the subject matter meaningful for students.
  2. The teacher understands how children learn and develop and can provide learning opportunities that support a child’s intellectual, social, and personal development.
  3. The teacher understands and uses a variety of instructional strategies to encourage student development of critical-thinking, problem-solving, and performance skills.
  4. The teacher plans instruction based upon knowledge of the subject matter, students, community, and curriculum goals.
  5. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
  6. The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
  7. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
  8. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.
  9. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
  10. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self motivation.

Walden is committed to providing the information you need to make an informed decision about where you pursue your education. Please find below detailed information for the Master of Arts in Teaching (M.A.T.)relating to the types of occupations this program may lead to, completion rate, program costs, and median loan debt of students who have graduated from this program.

Occupations
Program Completion Rate
Program Costs
Median Loan Debt

Occupations—This program generally prepares students to enter the types of occupations listed below. For more information on these specific occupations, visit www.onetonline.org.

In addition to this list, there are other career options that graduates of this program may choose to pursue. To enter certain professions, students may need to satisfy specific additional requirements
established by state and/or professional organizations in addition to completing their program.

View examples of our student and alumni accomplishments in their chosen fields.

Occupation Name* Occupation Code*
Preschool Teachers, Except Special Education 25-2011
Kindergarten Teachers, Except Special Education 25-2012
Special Education Teachers, Preschool 25-2051
Special Education Teachers, Kindergarten and Elementary School 25-2052
Special Education Teachers, Middle School 25-2053
Special Education Teachers, Secondary School 25-2054
Special Education Teachers, All Other 25-2059

*The “occupation name” is a general job title. “Occupation code” refers to the U.S. Bureau of Labor Statistics’ Standard Occupation Classification.

Program Completion—The program completion rate is the percentage of students who graduated between July 1, 2011, and June 30, 2012, who completed this program in the normal completion time.

The program completion time may vary depending on transfer of credit and the pace at which a student chooses to complete the program. Because many of the students in this program are working adults and need to balance personal and professional commitments, our academic advisors can help establish an appropriate program of study that enables each student to complete this program in a time frame that works best for him or her.

Rate Percentage
On-time completion rate 82.3%

Program Costs—The total program costs are the estimated average costs over the duration of the program, excluding any scholarship or tuition reductions, for students completing the program on time. These costs can vary based on the number of credits. Typically, tuition and fees are subject to change annually.

Expense Cost
Tuition and Fees $22,680
Books and Supplies $0
Room and Board Not applicable

View cost per credit in the Tuition and Fees section.

Median Loan Debt—The following is the median amount borrowed by all students who completed the program between July 1, 2011, and June 30, 2012. The amount borrowed may include tuition as well as non-institutional costs such as estimated living expenses.

Loan Amount
Title IV Program Loans $34,167
Private Education Loans $0
Institutional FinancingPlan $0

Find information on teacher licensure.
Find information about Walden programs and licensure requirements specific to your state.

For assistance in deciding which online specialization fits your goals, request information or speak with an enrollment advisor by calling 1-866-492-5336. A list of international toll-free phone numbers is available for students outside the United States.