45 courses with the subject MDSK, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
or EDUC 1511 - Local Social Science: Public Education and Schooling in the U.S. (3 to 4) and SPED 2100 - Exceptionality in Schools and Society (3) Pre-Internship (11 credit hours)
or TESL 4204 - Learning, Schools, and Community (3) Semester 2 (8 credit hours)
Introduction to the systematic process of planning for effective instruction, assessment, technology integration, and classroom leadership. Clinical experience required.
(3)*
Prerequisite(s): MDSK 3151. This course prepares candidates to analyze and evaluate differentiated instructional strategies. Candidates will also apply their understanding of differentiated instruction by developing lesson plans that are responsive to student readiness, interest, and learning profile.
second languages in the high school, with emphasis on practical applications. Addresses state-mandated competencies. Required for licensure in the teaching of French, German, or Spanish (K-12). Includes 25 hours of field experiences.
Learners in Science. (2) Cross-listed Course(s): MDSK 5101. Prerequisite(s): MDSK 3100, MDSK 3151, and MDSK 4210. Pre- or Corequisite(s): MDSK 4100L and MDSK 4251. For current and future teachers of middle grades and secondary schools to develop multiple criteria assessment models and to master other competencies prescribed by the State of North Carolina. Provides a foundation in the understanding of authentic assessment and its application in middle and secondary school science classrooms.
Mathematics. (2) Cross-listed Course(s): MDSK 5102. Prerequisite(s): MDSK 3100; MDSK 3151; MDSK 4210; and MDLG 3130 or SECD 4140. Pre- or Corequisite(s): MAED 4252 and MDSK 4100L. Designed to foster Secondary Mathematics Education teacher candidates’ knowledge of and skills for creating and implementing equitable assessments in K-12 classrooms. Learning modules provide an overview of the major principles involved in mathematics assessment, focusing on both e theoretical and practical issues. Students practice creating/adapting, Course Descriptions | 747
Studies. (2) Cross-listed Course(s): MDSK 5103. Prerequisite(s): MDSK 3100; MDSK 3151; MDSK 4210; and MDLG 3130 or SECD 4140. Pre- or Corequisite(s): MDSK 4100L and MDSK 4253. Prepares middle and secondary social studies teachers to plan and implement formal and informal assessments. Encompasses both authentic assessment and more traditional evaluation forms.
Course(s): MDSK 5104. Prerequisite(s): MDSK 3100; MDSK 3151; MDSK 4210; MDLG 3130 or SECD 4140; and permission of department. Corequisite(s): ENGL 4254 and MDSK 4100L. Supports current and future English Language Arts teachers as they critically analyze and develop appropriate and diverse assessments for learners. Approaches assessment as a method to support students’ literacy development, with particular attention to the ways that assessment should align with and extend students’ cultural and learning differences. Examines the alignment across standards and assessment methods and supports students in understanding the ways that assessment data can be analyzed and used to inform future teaching and lesson planning. Students consider how they can engage learners in the assessment process to encourage learners to take responsibility for and ownership over their own learning.
Corequisite(s): For Middle Grades major - : MDLG 4440; For Secondary Education minor - SECD 4451, SECD 4452, SECD 4453, or SECD 4454. In addition to receiving edTPA support, teacher candidates are familiarized with concepts, methods, and practices used by effective teachers in their daily classroom routine, including assessment, reflection, classroom and behavior management. Course may be taught on site at a Professional Development School. Includes 30 hours of field experiences.
Learners (3) (SL)
Semester 4 (15 credit hours) (Second Semester of Yearlong Internship)
to 6) May include classroom and/or clinical experiences in the content area. With department approval, May be repeated for credit with change of topic.
School Learners in Science. (2) Cross-listed Course(s): MDSK 4101. Prerequisite(s): MDSK 5204 and MDSK 6162. Pre- or Corequisite(s): FLED 5105 and MDSK 5251. For current and future teachers of middle grades and secondary schools to develop multiple criteria assessment models and to master other competencies prescribed by the State of North Carolina, this course provides a foundation in the understanding of authentic assessment and its application in middle and secondary school science classrooms.
Mathematics. (2) Cross-listed Course(s): MDSK 4102. Prerequisite(s): MDSK 5204 and MDSK 6162. Pre- or Corequisite(s): FLED 5105 and MAED 5252. Fosters secondary mathematics education teacher candidates' knowledge of and skills for creating and implementing equitable assessments in K-12 classrooms. Learning modules provide an overview of the major principles involved in mathematics assessment, focusing on both theoretical and practical issues. Students practice creating/adapting, administering, and/or scoring both formative and summative assessments. Students take into account issues of equity and cultural relevance in this work. They also practice analyzing data from such assessments, making instructional decisions based on those data, and providing student feedback.
Secondary Social Studies. (2) Cross-listed Course(s): MDSK 4103. Prerequisite(s): MDSK 5204 and MDSK 6162. Pre- or Corequisite(s): FLED 5105 and MDSK 5253. Prepares middle and secondary social studies teachers to plan and implement formal and informal assessments. Encompasses both authentic assessment and more traditional evaluation forms. uate Catalog 2026-2027
Cross-listed Course(s): MDSK 4104. Prerequisite(s): MDSK 5204, MDSK 6162, and permission of department. Pre- or Corequisite(s): ENGL 5254 and FLED 5105. Supports current and future English Language Arts teachers as they critically analyze and develop appropriate and diverse assessments for learners. Approaches assessment as a method to support students' literacy development, with particular attention to the ways that assessment should align with and extend students' cultural and learning differences. Examines the alignment across standards and assessment methods and supports students in understanding the ways that assessment data can be analyzed and used to inform future teaching and lesson planning. Finally, students consider how they can engage learners in the assessment process to encourage learners to take responsibility for and ownership over their own learning.
Education. (2) Prerequisite(s): MDSK 5204 and MDSK 6162. Pre- or Corequisite(s): FLED 5105 and MDSK 5255. Fosters Career and Technical Education (CTE) teacher candidates' knowledge and skills of creating and implementing content and performance-based assessments in 6-12 classrooms. Learning modules provide an overview of the major principles involved in CTE assessment, focusing on both the theoretical and practical issues. Students practice creating, administering, and scoring assessments. They also practice analyzing data from such assessments, interpreting necessary changes in instruction based on those data, and providing student feedback.
or EDUC 5100 - 21st Century Learners (3) or TESL 5204 - Learning, Schools, and Community (3) or TESL 6204 - Multicultural Education (3)
School Learners (3)
Secondary School Learners (3)
Education (3) Assessment Course (3 credit hours) Select the assessment course section that corresponds with the intended area of licensure:
Education (3)
Adolescent Development Course (2 credit hours) Select the adolescent development course that corresponds with the intended area of licensure:
Across the Curriculum (3)
Issues in Education (3)
Content Methods Course (3 credit hours) Select the content methods course corresponding with the intended area of licensure:
adolescence as a phase of development and its relationship to the learning process.
Orientation to content, curriculum and methods appropriate for teaching science. Emphasis is on a critical examination of current trends and practices in the teaching of science.
Learners (1 to 3) Internship/Student Teaching
Advanced Specialization Pedagogy Course (3 credit hours) A graduate-level pedagogy course should be chosen in consultation with student's advisor. Possible elective options include, and are limited to one of, the following:
Capstone Course (3 credit hours) Candidates complete the Comprehensive Electronic Portfolio project within the Capstone Course. In addition, candidates for the M.A.T. complete an electronic licensure portfolio during coursework that demonstrates their readiness for the advanced Standard Professional II teaching license.
OR choose one in the specific content area:
Advanced content course for middle and secondary social studies teachers seeking advanced social studies licensure. Provides a focused study of primary and secondary sources that effectively support middle and secondary student understanding of social studies content. Emphases include increased content knowledge of social studies, extensive content research and reading, development of content resources, application of advanced instructional methods through the integration of content resources to support student learning of social studies content, and experience in curriculum evaluation.
Secondary Science (3)
Secondary Social Studies (3)
Technical Education (3)
Physical Education. (3) A critical and analytical exploration of the nature of teaching Health and Physical Education in a K-12 classroom. Emphasis will be given to the development of knowledge relative to K-12 students, Health and Physical Education (PE) standards, and teaching; to the teacher as reflective practitioner; and to the assessment of learning and teaching in a Health and PE classroom.
to 6) Note: The graduate-level student teaching/internship is the culminating experience in Phase I of the M.A.T., offering candidates the opportunity to demonstrate their readiness for the initial Standard Professional I teaching license. Candidates are assigned to an appropriate classroom for a full-time, semester-long experience under the supervision of the classroom teacher and University faculty. - Residency teachers must contact the Office of School and Community Partnerships to determine the appropriateness of their classroom for the student teaching/internship experience and licensure requirements. This contact should take place upon admission to the program. There is no required internship for Phase II of the M.A.T. Phase II/Completion of M.A.T. (14 credit hours) Core Courses
Advanced Content Specialization Courses (3 credit hours) Select one of the following areas:
Source: University of North Carolina at Charlotte's catalog, linked per course · table learning_unit · CourseShelf publish 61
