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The purpose of the Berry College Graduate Education program is to serve the needs of the surrounding community by providing a high-quality graduate education leading to the M.Ed., M.A.T., or Ed. S. degrees. Opportunities are provided that allow candidates to improve their professional competencies as “developers of human potential.” In keeping with the college’s mission of educating the head, the heart, and the hands, the graduate program helps individuals become master teachers through the study of current and original research, through exploration of their collective and individual wisdom of experience, and provision of opportunities to reflect upon their values.
The goal of this program is to develop teachers who are reflective decision makers, who have the knowledge base and skills to facilitate their own and their students’ learning, and who value individuals and their cooperative roles in society.
Berry College offers the Master of Education and Master of Arts in Teaching degrees with majors in early childhood education, middle grades education, reading, curriculum and instruction and secondary education. While there is great overlap in the coursework between these degrees, the Master of Education is designed for those who already posses a valid teaching certificate and the Master of Art in Teaching is designed for those who do not posses a valid teaching certificate. Candidates completing the M.A.T will fulfill the requirements for the graduate degree and meet the requirements for initial certification as a teacher.
All candidates at advanced degree levels are expected to enhance/extend their content knowledge, pedagogy skills, content application/assignments related to their subject area certification/concentrations.
Graduate Education Program Principles
All graduate programs in the Charter school of Education are aligned with the INTASC principles and offers candidates the opportunities to accomplish these principles:
Standard #1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Standard #3: Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
Standard #4: Content Knowledge
The teacher understands the central concepts; tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
Standard #5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Standard #6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Standard #7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross- disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard #8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content area and their connections, and to build skills to apply knowledge in meaningful ways.
Standard #9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly in the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Standard #10: Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
The distinction of an advanced candidate is the degree of sophistication exhibited in the application of knowledge rather than in the kind of knowledge needed and the capacity to integrate their understanding of effective teaching to promote the success of all students.
New Teacher Assessment and Support Consortium (INTASC), Council of Chief State School Officers, 2011.
Admission Guidelines
Master of Education (M.Ed.) Program
Candidates who hold a baccalaureate degree in the field of education from a fully accredited institution of higher education may apply for the Master of Education program. It is strongly recommended that applicants also hold a current teaching certificate. Applicants who hold a bachelor’s degree in another field with clear and renewable teacher certification from a non-degree granting GAPSC approved program may also apply. To be admitted to the M.Ed. degree program the applicant must have a minimum undergraduate grade point average of 2.75, or a junior-senior grade point average of 3.0 and submit the following:
- Online graduate application;
- One official transcript from each college, university attended;
- Two recommendation forms, from a P-12 colleague and/or a direct supervisor;
- An educational goal statement in narrative form, not more than 500 words, outlining your goals in pursuing graduate study and the background and/or professional accomplishment, and address the graduate education professional teaching dispositions that you will bring to the program. This statement must be submitted online as part of the admissions process.
- Superintendent assurance form (for leadership programs only)
- Copy of official Federal-Level Criminal Background Check from approved an approved source; and
Master of Arts in Teaching (M.A.T.) Program
Candidates who hold a baccalaureate degree in the field of education from a fully accredited institution of higher education may apply to attend the master of education program. Applicants who hold a bachelor’s degree in another field with clear and renewable teacher certification from a non-degree granting GAPSC approved program may also apply. The applicant must have a minimum undergraduate grade point average of 2.75 and submit the following:
- Online graduate application;
- One official transcript from each college or university attended;
- Two recommendation forms, from a P-12 colleague and a direct supervisor;
- Complete and pass the Ga Educator Entry Ethics Assessment
- An educational goal statement in narrative form, not more than 500 words, outlining your goals in pursuing graduate study and the background and/or professional accomplishment, and address the graduate education professional teaching dispositions that you will bring to the program. This statement must be submitted online as part of the admissions process; and
- Copy of official Federal-Level Criminal Background Check from an approved source;
Education Specialist (Ed.S.) Program
Candidates who hold a master’s degree in the field of education from a fully accredited institution of higher education may apply to attend the Education Specialist Program. Applicants who hold a bachelor’s degree in another field with clear and renewable teacher certification from a non-degree granting GaPSC approved program may apply. The applicant must have a minimum grade point average of 3.25 and submit the following:
- Complete the online application form;
- Hold an M.Ed. degree from an NCATE-accredited school at the time the degree was granted, or hold a master’s degree and meet the guidelines established and published for admission to the M.Ed. program at Berry College;
- Submit an educational goal statement in narrative form, not more than 500 words, outlining your goals in pursuing graduate study and the background and/or professional accomplishments, and address the graduate professional teaching dispositions that you will bring to the program. This statement must be typed and sent to the admissions office;
- Submit two recommendation forms: from a P-12 colleague and a direct supervisor;
- Show evidence of successful completion of three years of classroom teaching or the equivalent;
- Provide a copy of an official Federal-Level Background check from an approved source;
- Superintendent’s Assurance Form (for Ed.S. Leadership candidates only).
Admission to a performance based program without a masters degree in educational leadership will require candidates to meet pre-service educational leadership requirements of coursework of not more than six hours that will include a course in school law and ethics (EDU 721).
Transfer Candidates
Candidates transferring to the Berry College graduate programs in education must submit a transfer-student recommendation form. The graduate education curriculum committee will review and may grant transfer credit for appropriate graduate-level coursework completed at other accredited institutions. Berry College will allow a maximum of three 3-semester hour courses, for a total of 9 semester hours (typically three 3-semester hour courses) in the M.Ed., M.A.T., and Ed.S. curriculum Instruction Programs. Transfer credit is not granted for the following courses:
M.Ed./M.A.T
EDU 602 and EDU 626
Ed.S. Curriculum and Instruction
EDU 705 , EDU 715 , and EDU 717
The graduate education curriculum committee will review and may grant transfer credit for appropriate graduate-level coursework completed at other accredited institutions. Berry College will allow a maximum of one 3-semester hour course, for a total of 3 semester hours in the M.Ed. and Ed.S. Educational Leadership Programs. Transfer credit is not granted for the following courses:
M.Ed. Educational Leadership
EDU 686 and EDU 689
Ed.S. Educational Leadership
EDU 741 , EDU 742 , EDU 743 , and EDU 744
Degree Requirements
Comprehensive Oral Examination (M.Ed. and M.A.T.)
Each master’s candidate is required to complete a comprehensive oral examination. This examination measures the candidate’s knowledge of the content field as well as the ability to integrate and apply that knowledge. Thus, the examination is more than a review of course work.
To be eligible to take the comprehensive examination, the candidate must complete an application for the comprehensive oral examination. A study guide and scoring rubric for the comprehensive oral examination are available on the graduate-education Web site.
Upon the candidate’s completion of the comprehensive examination, the examining committee will render one of the following decisions: (1) pass; (2) conditional pass or (3) fail. If necessary, the candidate may retake the examination after completing any required additional work. If the candidate fails the exam a second time, no further opportunity to take the examination will be granted.
Program Portfolio Requirement
The required program portfolio is assessed by a rubric aligned with each of the graduate program principles. The program portfolio is to be submitted two (2) weeks prior to the oral examination and will be used to illustrate growth as a professional in each of the graduate program principles as well as a focus for the oral examination. The portfolio guidelines and scoring rubric are available on the graduate education Web site. As part of the program portfolio, candidates will be expected to document their participation in field experiences characterized by collaboration, accountability, and environment practices associated with professional learning. Field experiences represent a variety of early and ongoing school-based opportunities in which candidates demonstrate their ability to instruct, conduct applied research, and use information technology to support teaching, learning and diverse students. Master of Arts candidates seeking initial certification must complete and submit the edTPA portfolio assessment (in LiveText) to meet graduation requirements. Candidates must pass the edTPA assessment to meet state certification requirements.
Application for Georgia Teacher Certification(M.A.T.) or Certification Upgrade (M.Ed)
Guidelines for applying for teacher certification or upgrade of existing teacher certification are available from the Office of Field Experience and Student Teaching in the Charter School of Education and Human Sciences. It is the responsibility of each candidate to complete the required forms for certification and /or upgrade with the college’s certification officer. The Georgia Professional Standards Commission (PSC) establishes all certification requirements. Berry College Standards and program requirements are subject to change based on the PSC, CAEP, and SACS requirements of the program to maintain accreditation.
Independent Study
An independent-study course is assigned for an individual project or readings under supervision. A an authorization form is available from the Office of Graduate Studies and requires consultation with the instructor of choice to develop the topic of study, approval of the candidate’s advisor, and approval of the dean.
An independent-study course may not be substituted for a course that is part of the regular course curriculum of the college. Independent-study applications will not be approved if the topic of study reflects a course being taught during the requested term. Candidates may take no more than two independent-study courses.
Student Teaching and Internships
M.A.T. graduate candidates must apply for graduate internships or student teaching one full year prior to expected placement. Applications may be obtained from the Office of Graduate Studies. All candidates are required to pass the appropriate GACE subject exams prior to placement for student teaching or internship. Eligibility requirements for student teaching and internships are published in the graduate-student handbook. Under no circumstances will exceptions to the eligibility requirements be approved. Candidates enrolled in student teaching or internship may not take more than three (3) credit hours above the course(s) required for student teaching or internship.
Course Prerequisites
Courses requiring prerequisites are noted in the course descriptions. Candidates must complete all prerequisites or have permission of the instructor prior to enrollment.
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