Master of Arts in Teaching (MAT) in Special Education (K – Age 21) Candidate Guidebook:

Section 1. Introduction

The following vision and mission statements represent the commitment of The Richard W. Riley College of Education and Human Sciences at Walden University to pursue academic excellence, embrace rich diversity, value all stakeholders, and encourage civic responsibility through the promotion of positive social change. For graduates to cultivate habits of lifelong learning and continuous advancement of their knowledge, Walden considers it essential that these statements guide the college to seek to help ensure the quality and synergy of  the educator preparation programs (EPP).

The Richard W. Riley College of Education and Human Sciences envisions being a premier leader in online education offering transformative and interdisciplinary programs aligned to the social determinants of health. We empower diverse scholars and practitioners to become globally conscious citizens who advance healthy communities and positive social change.

The Richard W. Riley College of Education and Human Sciences uses innovative programs and inclusive learner-centered pedagogies to empower diverse scholars and practitioners to actualize innovation and positive social change for the communities they serve. We prepare transformative leaders who inspire, influence, and impact their diverse communities and advance research and discovery for the global good.

Foster a dynamic and diverse network of educational leaders who seek to support learners globally by leveraging the power of teaching and technology and who are committed to the pursuit of positive social change through education, and to valuing the inherent worth, dignity, and humanity of all engaged in the learning process through intentionally inclusive practices. 

Provide access to high-caliber programs that prepare learners as scholar-practitioners and leaders who can inspire, influence, and impact their diverse communities by helping to meet the challenges and opportunities of education worldwide. 

In collaboration with the professional educator community, Walden University’s conceptual framework articulates the shared vision of the EPP’s efforts to prepare educators to work in P–12 schools. This conceptual framework provides the EPP’s philosophical foundation and serves as a guide for decision-making. The EPP’s conceptual framework theme—Educators as Change Agents Through Knowledge, Pedagogy, and Leadership—is consistent with both the vision and mission of the university and the Richard W. Riley College of Education and Human Sciences. The overarching theme is the commitment of Walden degree candidates, alumni, and faculty to improving the human and social condition by creating and applying ideas and research that promote the development of individuals, communities, organizations, and society as a whole. 

Critical Components of the Conceptual Framework

All educator preparation programs within the College have been built on professional standards that represent agreed-upon effective practices informed by our shared philosophical beliefs. This strong alignment supports our purpose of ensuring all candidates have the knowledge, skills, and professional dispositions to create positive impact on P–12 student learning. 

These critical components of our conceptual framework are based on professional standards, our guiding philosophy, and our vision and mission at the College and university. Knowledge bases in these areas drive our work, and the critical components serve as EPP outcomes to measure candidate proficiency.

Walden is committed to attracting candidates who seek to become skilled classroom teachers and to providing them with developmentally appropriate, student-centered learning experiences that build their students’ knowledge and skills. To that end, candidates begin the teacher preparation program with a set of core courses and then are increasingly challenged as their studies advance in specific subject areas, as well as in the pedagogy and technology necessary for effective and creative teaching.

At the end of the teacher preparation program, teachers are able to achieve the following:

1. Understand 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 subject matter meaningful for students. 
2. Understand how children learn and develop and can provide learning opportunities that support a child’s intellectual, social, and personal development. 
3. Understand and use a variety of instructional strategies to encourage student development of critical-thinking, problem-solving, and performance skills. 
4. Plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals. 
5. Understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. 
6. Be 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. Use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. 
8. Foster relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being. 
9. Understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners. 
10. Use 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.

Notes on Licensure

Walden University is approved by the Minnesota PELSB to offer a program leading to a Minnesota Tier 3 license in Special Education: Academic Behavioral Strategist. Candidates seeking licensure in Minnesota are responsible for completing all Minnesota requirements beyond Walden’s state-approved program. The Minnesota PELSB is solely responsible for reviewing applications and issuing licenses. 
Individuals interested in licensure in states other than Minnesota may qualify for a comparable license by virtue of completing a state-approved teacher preparation program; however, individuals must review their state’s regulations to ensure the program meets all requirements, paying particular attention to any requirements specific to out-of-state program completers. Individuals who reside in certain states may be ineligible to enroll in this program. Walden Enrollment Specialists can provide guidance on licensure questions; however, it remains the individual’s responsibility to understand and comply with all state licensure requirements. Walden makes no representation or guarantee that completion of Walden coursework or programs will permit an individual to obtain state licensure.