Master of Arts in Teaching – For Arizona Residents
- Teacher Credentialing Preparation Program (Multiple Subject)
- Bachelor of Science in Elementary Education – For Arizona Residents
- Teacher Credentialing Preparation Program (Single Subject)
- Master of Arts in Teaching – For California Residents
- Doctor of Education
- Education Specialist
- Master of Arts in Teaching – For Arizona Residents
- Bachelor of Science in Elementary Education – For California Residents
- Master of Arts in Education
Tuition Rate:
$21,442
(including fees)
Monthly Payment Plan:
$415 per month
The Master of Arts in Teaching (MAT) degree program provides students a pathway to complete their Arizona teaching credential preparation program while also pursuing a Master's degree.
Students interested in teaching at the K-8 school level (elementary) in the state of Arizona must have completed a bachelor's degree at a regionally accredited university and have the capacity to pass the Elementary Education Subject Knowledge Exam (AEPA/NES), Professional Knowledge Exam or have completed an approved elementary subject-matter program (K-8). Students must also pass the NES Foundations of Reading.
Students interested in teaching at the 5-9 school level ( middle grades) in the state of Arizona must have completed a bachelor's degree at a regionally accredited university and have the capacity to pass the Middle Grades or Secondary Subject Knowledge Exam (AEPA or NES) in the specific content area they would like to teach and the Professional Knowledge Exam (AEPA/NES) Students can complete either the elementary or secondary program.
Students interested in teaching at the 6-12 school level (secondary) in the state of Arizona must have completed a bachelor's degree at a regionally accredited university and have the capacity to pass the Secondary Subject Knowledge Exam (AEPA or NES) in the specific area they would like to teach and the Professional Knowledge- Secondary (AEPA/NES).
All candidates are required to complete a college course on the U.S. Constitution and the Arizona Constitution or pass an approved exam.
Admission requirements can be found HERE.
Refer to the University Catalog for Tuition and Fees.
This program is designed to be completed in 24 months and a total of 42 semester credits.
For more information about the program and completion requirements, refer to the University Catalog.
REQUIREMENTS FOR ALL CREDENTIAL PROGRAM CANDIDATES
Program Completion Requirements
- K-6 (Elementary Education)
- Bachelor's degree
- Meet all degree requirements
- Complete program with a cumulative GPA of 3.00 or above
- Student Teaching
- All Required Exams
- Fingerprint Clearance Card
- Knowledge of the United States and Arizona Constitutions
- 7-12 (Secondary Education)
- Bachelor’s degree
- Meet all degree requirements
- Complete program with a cumulative GPA of 3.00 or above
- Student teaching in the specific subject area
- All Required Exams
- Fingerprint Clearance Card
- Knowledge of the United States and Arizona Constitutions
Teacher Credentialing and Licensure
Per the Arizona Department of Education (ADE) all students must meet the specific requirements in effect at the time of candidate application for credential. While the United States University program prepares Arizona teacher candidates it does not guarantee teacher licensure. All credential candidates are encouraged to check the certification requirement page on a regular basis as requirements may change. https://www.azed.gov/ (https://www.azed.gov/)
In order to be granted an Institutional Recommendation to be given to the Arizona Department of Education for an Elementary Education credential candidates must complete the following requirements:
- Complete a baccalaureate or higher degree from a regionally accredited college or university.
- Satisfy the pedagogy requirement: AEPA/NES Assessment of Professional Knowledge-Elementary Education (NT051) exam
- Achieve a passing score on required subject matter exams: AEPA/NES Subject Knowledge: Elementary Education Subtest I & II exam. (NT102 and NT103)
Core Requirements:
The wide variety of students that any teacher will meet in their classrooms, schools and communities will be reviewed with a focus on social justice, equity and educational opportunity for all students. Students will examine research-based cross-cultural strategies necessary to ensure an inclusive classroom honoring individual differences.
This course provides students with an overview of the historical, cultural, philosophical, legal and political history of the American educational system. Learning theories as applied to classroom teaching and differentiation of instruction will be explored. The importance of equity and social justice in education will be covered.
This course provides students with an overview of the history and legal requirements of Special Education in the American school system. Students will learn about response to intervention, qualification criteria for special education as well as the requirements of a teacher to support IEP goals and 504 accommodation plans to support students. Various models of support for students will be reviewed including inclusion, collaboration and co-teaching.
Students will be provided with research-based instructional strategies, as well as proven classroom routines and procedures that promote student mastery of curriculum by maximizing instructional time. Strategies for providing differentiated instruction as well as the integration of technology for learning will be covered. Assessment strategies will also be included.
Instructional models, strategies, approaches, assessment and placement of students in English as a second language and content based second language teaching will be explored. Instructional planning for the development of aural and oral language proficiency will be utilized. Research based strategies for teaching language will be applied.
In this course students will learn to engage in research to improve their teaching practice and address barriers to student success. A variety of research approaches that are common to the field of education will be introduced. Students will select a topic for their research proposal to be completed in EDU699 Capstone.
Elementary Education Credential Requirements:
EDU531 introduces students to up-to-date approaches to teaching literacy. It explores effective reading strategies, the Seven Pillars of Reading Instruction, and the importance of oral language in developing strong readers. Students will also examine key components such as phonics, fluency, assessment practices, and how writing supports overall reading achievement.
Teacher candidates will learn how to use and develop curriculum embedded in the Common Core, State Standard, and Frameworks. Students will learn a variety of instructional methods and strategies to provide differentiated instruction to meet the needs of all learners.
Teacher Candidates will learn how to use and develop curriculum embedded in the Common Core and state Standards and Frameworks. Students will learn a variety of instructional methods and strategies to provide differentiated instruction to meet the needs of all learners.
In this course, teacher candidates will examine foundations, assessment, English language learner proficiency standards, and strategies (including structured English immersion) for the elementary classroom. Students will also examine current educational practices and historical legal issues related to English learners in TK-8 settings.
This full-time, supervised course in clinical practice encompasses 300 hours of direct student teaching in the elementary classroom. Candidates will receive guidance throughout their day-to-day instructional experience as student teachers in a public elementary school setting. The clinical practice sequence offers opportunities to engage with diverse student populations and communities. All teaching experiences fall within the scope of the credential candidates are pursuing. Clinical practice serves as a cornerstone of the Teacher Preparation Program, bridging educational theory and classroom application, reflecting the mission of United States University, and aligning with Arizona's teaching standards. Graded CR/NC.
EDU512 offers academic and professional support to candidates throughout their student teaching experience. Delivered in an online seminar format, this course centers on synchronous, reflective discussions drawn from experiences in content-area classes, field placements, and supervised teaching, while encouraging collaboration among candidates, university faculty, and on-site support providers. Students are required to attend live, synchronous meetings conducted through digital technology. Graded CR/NC.
EDU513 (https://usuniversity.smartcatalogiq.com/en/current/general-catalog/courses/edu-education/500/edu513) continues the supervised course in clinical practice which builds on foundational knowledge by deepening students’ understanding of curriculum implementation, standards-based instruction, and data-informed teaching practices in the elementary setting and encompasses the required 300 hours of direct student teaching. Candidates will receive guidance throughout their day-to-day instructional experience as student teachers in a public elementary school setting. The clinical practice sequence offers repeated opportunities to engage with diverse student populations and communities. All teaching experiences fall within the scope of the credential candidates are pursuing. Clinical practice serves as a cornerstone of the Teacher Preparation Program, bridging educational theory and classroom application, reflecting the mission of United States University, and aligning with Arizona's teaching standards. Graded CR/NC.
EDU518 offers continued academic and professional support to candidates throughout their student teaching experience. Delivered in an online seminar format, this course centers on synchronous, reflective discussions drawn from experiences in content-area classes, field placements, and supervised teaching, while encouraging collaboration among candidates, university faculty, and on-site support providers. Students are required to attend live, synchronous meetings conducted through digital technology. Graded CR/NC.
Secondary Education Credential Requirements :
This course will focus on the theoretical basis of literacy and approaches to teaching reading across content areas. It will cover methods and techniques for teaching literacy skills in diverse urban school settings with linguistically diverse students. The course also explores literacy processes and assessment in secondary school curricula. Methods and content are focused in diverse student populations and aligned with State Frameworks for grades 6-12.
The course is an overview of curriculum and State Frameworks and Subject Specific Standards, and district performance standards. It includes classroom procedures, instructional planning, lesson plan delivery skills, English Language Development (ELD), and Specially Designed Academic Instruction in English techniques for grades 6-12 with/and diverse student populations.
This course is designed to provide opportunities for prospective teachers to observe, develop, and practice a variety of methods to create positive learning environments, effective discipline, and traditional and alternative assessments. Emphasis is placed on strategies used for students with widely ranging linguistic and academic abilities, diverse learning styles and varying cultural backgrounds.
In this course, teacher candidates will examine foundations, assessment, English language learner proficiency standards, and strategies (including Structured English Immersion) for the secondary classroom. Students will also examine educational practices and historical legal issues related to English learners in 6-12 grade settings.
This full-time, supervised course in clinical practice encompasses 300 hours of direct student teaching in the secondary classroom. Candidates will receive guidance throughout their day-to-day instructional experience as student teachers in a public secondary school setting. The clinical practice sequence offers opportunities to engage with diverse student populations and communities. All teaching experiences fall within the scope of the credential candidates are pursuing. Clinical practice serves as a cornerstone of the Teacher Preparation Program, bridging educational theory and classroom application, reflecting the mission of United States University, and aligning with Arizona's teaching standards. Graded CR/NC.
EDU514 provides academic and professional support during student teaching placements for the secondary classroom. Delivered in an online seminar format, it engages candidates in synchronous, reflective discussions connected to their coursework, field experiences, and supervised teaching. The course emphasizes collaboration among candidates, university faculty, and site-based mentors. Participation in scheduled synchronous (live) online sessions is required. Graded CR/NC.
This full-time, supervised course in clinical practice continues the 300 hours of direct student teaching in the secondary classroom. Candidates will continue to receive guidance throughout their day-to-day instructional experience as student teachers in a public secondary school setting. The clinical practice sequence offers opportunities to engage with diverse student populations and communities. All teaching experiences fall within the scope of the credential candidates are pursuing. Clinical practice serves as a cornerstone of the Teacher Preparation Program, bridging educational theory and classroom application, reflecting the mission of United States University, and aligning with Arizona's teaching standards. Graded CR/NC.
EDU517 (https://usuniversity.smartcatalogiq.com/en/current/general-catalog/courses/edu-education/500/edu517) provides continued academic and professional support during student teaching placements for the secondary classroom. Delivered in an online seminar format, this course engages candidates in synchronous, reflective discussions connected to their coursework, field experiences, and supervised teaching. The course emphasizes collaboration among candidates, university faculty, and site-based mentors. Participation in scheduled synchronous (live) online sessions is required. CR/NC