Master of Arts in Teaching—Noncertification

Today's learners need knowledgeable and dedicated teachers. If you are interested in the field of education, and have already earned a bachelor's degree in another field of study or are working in another profession, Kaplan University's Master of Arts in Teaching, noncertification track, can help you answer the call to teach. Although the program on its own will not lead to certification, we have established partnerships with state-approved alternative certification programs that could help you pursue certification in specific states.* Those pursuing certification in specific partner states can do so via the Classroom Pathways Bundle. Students in Texas could also seek alternative certification through our alliance with the Education Career Alternatives Program (ECAP), which offers a state-approved route to teacher certification.

The program is designed to help career changers develop the professional competencies required of secondary educators (grades 5 through 12) and become well versed in academic content, application and theory, assessment, professional responsibilities, and professional relationships. The goal of the program is to provide you with an understanding of secondary teaching practices. While this program is not state-approved for licensure and does not include hands-on field experience, students who have successfully completed the program may be eligible to seek alternative certification in specific states. (Note: Completion of the Master of Arts in Teaching's noncertification track is not required in order to pursue a state alternative teacher certification program.)

The program prepares career changers who have never held a prekindergarten through 12th grade teaching license and who have never been a Teacher of Record or classroom teacher to teach diverse learners and become reflective decision makers who promote student learning. This program is not for teachers looking for an advanced teacher preparation track.

At this time, residents of Kentucky may not enroll in the online Master of Arts in Teaching—Noncertification program.

Master of Arts in Teaching—Noncertification Program Highlights

This program is based on national professional standards for beginning teachers and is offered to students nationwide. The online coursework will provide you with an opportunity to:

  • Explore the reflective decision-maker model and other research-based theories of learning with an emphasis on student diversity
  • Evaluate current issues in educational psychology and philosophical viewpoints that can affect teaching priorities and strategies
  • Develop skills for effective teaching, including designing curricula, organizing and managing a classroom, building literacy, and assessing secondary student learning

The program’s curriculum is designed to help you build a strong foundation in teaching methods and does not include fieldwork, student teaching, or internship requirements—the entire program can be completed online.

Dr. Harry Wong's eLearning Course

Students taking ED 581: Secondary Classroom Management are given access to Dr. Harry Wong’s popular Classroom Management eLearning course, as well as his bundle of materials that includes a binder of activities and his text, The First Days of School. Dr. Harry Wong is known as the expert in classroom management for K-12 education. After students successfully complete Dr. Wong’s eLearning, students will receive a classroom management certificate from Dr. Wong.

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A Pathway to Certification Through the American Board’s Plus Program and the Education Career Alternatives Program

Classroom Pathways Bundle

The Classroom Pathways Bundle is a unique enrollment package for students looking to become certified in specific states and consists of two separate and distinct programs: the American Board’s Plus Program and the Master of Arts in Teaching’s noncertification track.   

  • You will complete the Master of Arts in Teaching’s noncertification track prior to beginning the Plus Program courses in order build a solid knowledge base of secondary teaching and learning principles and to develop the professional competencies required of beginning teachers. 
  • Upon graduation, you will complete the Plus Program and have the opportunity to become a certified teacher in Arkansas, Florida, Idaho, Mississippi, Missouri, New Hampshire, Oklahoma, Pennsylvania, South Carolina, Texas, or Utah. You must pass the American Board examinations to be eligible for certification. 
  • American Board program resources and examination costs are included in the price of tuition for Kaplan University’s Classroom Pathways Bundle and may be covered by financial aid for those who qualify; one less thing to think about on your path to becoming a certified teacher.* 

Education Career Alternatives Program (ECAP) Alliance

Kaplan University’s alliance with the Education Career Alternatives Program offers you a state-approved route to teacher certification in Texas and special opportunities to save time and money by transferring select master’s degree courses into the ECAP.

Other States

Licensing requirements for teaching grades 5 through 12 vary by state. In almost every state, you must enroll in a state-approved certification program that may include completing coursework, a supervised teaching internship or student teaching course, and/or passing a subject area and pedagogy exam. If you are interested in becoming a certified teacher and live in a state that is not covered by the Classroom Pathways Bundle or the ECAP alliance, you must independently research and pursue certification in your state .On its own, the Master of Arts in Teaching’s noncertification track will not lead to certification nor will it assist you in becoming a teacher in those states.

However, if you live in a state not covered by the Classroom Pathways Bundle or the ECAP alliance, you may still pursue the Master of Arts in Teaching’s noncertification track in order to:

  • Boost your  knowledge of the secondary education field and develop the professional competencies required of beginning teachers
  • Potentially benefit from a pay increase if your state pays more to teachers entering the field with a graduate degree

Full licensure requirements vary from state to state and are subject to change. View the interactive map to identify your state’s teaching and certification requirements.

Note: Completion of the Master of Arts in Teaching’s noncertification track is not required in order to pursue a state alternative teacher certification program.

Prior to enrolling in the Classroom Pathways Bundle, prospective students must confirm via email to their Advisor that they understand (1) the Master of Arts in Teaching’s noncertification track does not lead to certification and (2) the certification and eligibility requirements of the American Board.Students and their advisors must contact the American Board advisor to confirm costs, deadlines, additional fees, required approvals, residency, and continuing requirements for certification.

Kaplan University makes no representations or warranties as to whether the program meets the specific requirements for any individual state or school system for pay increase purposes. Students must independently research the requirements in their state or school system.

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Higher Education at the Highest Standards

Kaplan University is accredited by The Higher Learning Commission (HLC) and committed to the highest standards. Our specific programs hold additional industry-relevant approvals and accreditations.

What Are the Career Opportunities?

The Master of Arts in Teaching's noncertification track is designed to help career changers enter the field of secondary teaching (grades 5 through 12). The Bureau of Labor Statistics predicts that the increases in enrollment may result in job growth for kindergarten and high school teachers through 2024.‡§ If you are interested in obtaining a teaching position in your area, Kaplan University career specialists can provide you with information. If you are interested in pursuing certification in your home state, your Admissions Advisor can explain how to pursue alternative certification and who to contact at your state department. Upon successful completion of the program, you will receive a master’s degree and may be eligible to pursue further doctorate-level studies.#

How Do I Get Started?

Kaplan University offers multiple start dates, giving you greater flexibility with your education, life, and work schedules.

23

Nov

Online Start Date

November 23, 2016

11

Jan

Online Start Date

January 11, 2017

01

Mar

Online Start Date

March 01, 2017

12

Apr

Online Start Date

April 12, 2017

31

May

Online Start Date

May 31, 2017

12

Jul

Online Start Date

July 12, 2017

30

Aug

Online Start Date

August 30, 2017

11

Oct

Online Start Date

October 11, 2017

Curriculum: All Tracks

  • Core

    Total Core Credits: 45

    Total Program Credits: 45

    • ED 503: EDUCATIONAL PSYCHOLOGY Change

      This course introduces students to prominent research-based theories of learning and examines the impact of these theories on students, learning and motivation, teaching, and assessment. Students critically evaluate opposing sides of current issues in educational psychology and articulate and defend personal positions on these issues.

      Credits:

      4

      Prerequisites Required:

      None

    • ED 511: TEACHING METHODS THROUGH DIFFERENTIATED INSTRUCTION Change

      This course explores major middle and secondary school issues, providing prospective teachers with the opportunity to reflect upon and develop their own practical vision of building a classroom environment that effectively promotes student learning. Focus is placed on a variety of instructional strategies, principles, and best practices for helping students learn in secondary school settings.

      Credits:

      4

      Prerequisites Required:

      None

    • ED 513: CHILD AND ADOLESCENT DEVELOPMENT Change

      This course examines the course of normal child and adolescent development. Emphasis is placed on strategies for applying development theory to classroom management and educational practice, and understanding how development influences academic achievement. Students will learn how to apply knowledge of child and adolescent development to their teaching practice as a way to identify various student behaviors and create classroom management strategies that address those behaviors.

      Credits:

      4

      Prerequisites Required:

      None

    • ED 521: READING IN THE CONTENT AREAS Change

      This course, grounded in the theoretical bases of balanced literacy and constructivist learning, focuses on building prospective teachers’ competence in the processes of planning, implementing, and evaluating content-area literacy learning for secondary students. Students will use a standards-based approach in crafting strategies to increase reading comprehension in different content areas. Topics covered include using writing to improve reading, teaching diverse students, and using technology in reading instruction.

      Credits:

      4

      Prerequisites Required:

      None

    • ED 523: RESEARCH ON EFFECTIVE TEACHING Change

      This course acquaints students with the broad body of research on effective teaching, with an emphasis on applying research findings to students’ own classroom instruction. Students will review and synthesize the theoretical and methodological contributions of current research on a selected topic related to K–12 teaching practice.

      Credits:

      4

      Prerequisites Required:

      None

    • ED 531: SECONDARY STUDENT ASSESSMENT Change

      This course examines best practices of assessing secondary student learning, with particular emphasis on the relationship between assessment procedures, instruction, and student achievement. Topics include the use of both formal and informal assessments, norm-referenced and criterion-referenced assessments, formative and summative assessments, and methods of using assessment data to improve instruction and student achievement.

      Credits:

      4

      Prerequisites Required:

      None

    • ED 533: PERSPECTIVES ON DIVERSITY Change

      This course explores the various issues of student diversity and challenges students to examine and define their own educational experiences with regard to culture and ethnicity, socioeconomic class, race, gender, religion, language, learning style, and exceptionality. Particular emphasis will be placed on the practical implications of diversity issues in classroom practice.

      Credits:

      4

      Prerequisites Required:

      None

    • ED 543: EDUCATION AND PSYCHOLOGY OF EXCEPTIONAL CHILDREN Change

      This course focuses on preparing you to plan and deliver appropriate instruction for all students in diverse and inclusive classroom settings, including students with disabilities, gifted/talented students, culturally or socioeconomically diverse students, and students with limited English proficiency. The course examines a range of learning, emotional, and physiological disabilities, the history of attitudes toward those disabilities, and the federal mandates governing them. You will develop a classroom environment to support the diverse students within the general student population using strategies and methodologies. Additionally, the course addresses individualized education programs, 504 plans, and the role you will play in implementing them.

      Credits:

      4

      Prerequisites Required:

      None

    • ED 552: EDUCATIONAL LEADERSHIP Change

      This course introduces the concept of instructional leaders and explores strategies for managing change in educational settings including best practices for collaborative decision-making in schools. You will critically examine your current knowledge base, skillsets, and leadership abilities with the goal of improvement and increased self-awareness and reflection. You will explore the importance of the instructional leader in school cultures, the instructional leader’s impact on student learning, and how you can help facilitate effective change in school culture and student achievement.

      Credits:

      5

      Prerequisites Required:

      None

    • ED 553: HISTORY AND PHILOSOPHY OF EDUCATION Change

      This course introduces philosophical viewpoints that can affect new teachers' priorities and strategy choices in their practice. This course will also provide a historical perspective of how public education has become a democratic right in the United States. Candidates will compare and contrast philosophical theories that have driven pedagogy over the past two centuries. Candidates will also evaluate current research in their quest to develop as reflective and creative practitioners in the twenty-first century classroom.

      Credits:

      4

      Prerequisites Required:

      None

    • ED 581: SECONDARY CLASSROOM MANAGEMENT Change

      This course focuses on training teachers to organize their classroom to maximize the amount of time students are actively engaged in learning. The foundation of the course uses classroom-management strategies developed by leading educators, including Harry K. and Rosemary Wong. Students will go through online instruction and in-depth reflection, and will demonstrate mastery of course material by designing a personal classroom management action plan that will be easily implemented in their classroom.

      Credits:

      4

      Prerequisites Required:

      None

Curriculum: Concentration

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View notes and conditions

*Some states require teacher education programs to be accredited by the National Council for the Accreditation of Teacher Education (NCATE) or Council for the Accreditation of Educator Preparation (CAEP). Kaplan University's Master of Arts in Teaching program is not NCATE or CAEP-accredited, nor is it state approved for teacher certification or endorsements of any kind. Accordingly, you should determine whether graduation from a NCATE or CAEP-accredited program is required in the state in which you intend to seek licensure.

The Master of Arts in Teaching program and curriculum are designed to provide candidates with the background and practical experience that meet nationally recognized standards for such a degree. However, individual state licensing requirements vary and are subject to change. Thus, the University makes no representations or warranties as to whether the program meets the specific licensing requirements for any individual state. Candidates enrolled in the noncertification track who are interested in state certification must independently research the licensing requirements in any states in which they intend to seek licensure.

Kaplan University cannot guarantee employment or career advancement.

Source: U.S. Department of Labor, Bureau of Labor Statistics, Occupational Outlook Handbook, 2016-17 Edition, Kindergarten and Elementary School Teachers, on the Internet at www.bls.gov/ooh/Education-Training-and-Library/Kindergarten-and-elementary-school-teachers.htm. National long-term projections may not reflect local and/or short-term economic or job conditions, and do not guarantee actual job growth.

§Source: U.S. Department of Labor, Bureau of Labor Statistics, Occupational Outlook Handbook, 2016-17 Edition, High School Teachers, on the Internet at www.bls.gov/ooh/education-training-and-library/high-school-teachers.htm. National long-term projections may not reflect local and/or short-term economic or job conditions, and do not guarantee actual job growth.

#While many of Kaplan University's degree programs are designed to prepare graduates to pursue continued bachelor-, graduate-, or doctorate-level education, the University cannot guarantee that students will be granted admission to any programs.