Master of Arts in Teaching (MAT)

Master of Arts in Teaching (MAT)

Program Options

Loyola's Master of Arts in Teaching (MAT) program offers a course of study that provides initial teacher certification and is designed to prepare exceptionally qualified teachers who are responsive to the needs of diverse learners. Offered for both full-time and part-time enrollment, the MAT program offers a rich integration of coursework, clinical experience, and individualized attention. Students become educators committed to the development of all children—with particular attention paid to those who have been underserved.

A female teacher hands out worksheets to a classroom of elementary students
Elementary Certification in Grades 1-6

Full-time or part-time, 39 credits
A female teacher sits with high school students as they work on laptops and in workbooks
Secondary Certification in Grades 7-12 or PK-12

Full-time or part-time, 34 credits

Meet Our Community

Pursuing Justice, Together

When students enroll in the undergraduate, graduate, and continuing education programs at Loyola’s School of Education, they are welcomed into a vibrant and diverse community of faculty, staff, students, and alumni who are engaged in ensuring an inclusive educational system that actualizes social justice.

LaShanda Lawrence
Students

LaShanda

“I chose Loyola's School of Education for the personalized support from my instructors. They always consider my busy work and my family life, and they established an open line of communication. ”
Monica Pang
Students

Monica

“All the courses in this program touched me deeply and have had a profound impact on my current work as an educator and on my future career and life. ”
Mike McCourt
Alumni

Mike McCourt

“Jesuits have a solid reputation as educators. The other students in my cohort were amazing and made the intensity of this program a shared, instead of solitary, experience of growth and learning.”
Camika Royal
Faculty

Camika Royal, Ph.D.

“I hope students leave my classes with bigger, broader questions about oppression in schools and classrooms, and I hope they continue developing ideas and plans about how to confront and disrupt these issues.”