The University of Redlands School of Education's Master of Arts in Learning and Teaching (MALT) degree blends a master's in education with a teaching credential to prepare you for Pre K-12 teaching upon graduation. An innovative program integrating research and practice, the MALT curriculum addresses new approaches that respond to the complexities of teaching in the modern world.
An innovative master's program, the MALT degree prepares students to teach in the Pre K-12 setting, and its curriculum features student teaching, internships, and the use of theory to inform educationally just practices and create confident and competent teachers.
With three different pathways, Multiple Subject (elementary), Single Subject (secondary), and an Educational Specialist teaching credential, the Master of Arts in Learning and Teaching degree lays the foundation for a fulfilling career in education.
The curriculum builds expertise from theory and inquiry to action, with challenging and rewarding coursework that is accented by full-time student teaching in school placement. Students in the MALT program gain knowledge of fundamental teaching methods in instructional design and foundations of learning in order to better serve their own future students.
The School of Education is a leading force in the world of education, and all the teacher preparation programs are accredited by the California Commission on Teacher Credentialing (CCTC).
Earn up to $34,000 as a full-time Teacher Resident by spending 1 academic year immersed in a Resident Mentor’s classroom to gain a high-quality practical experience. Learn more here.
The MALT program is offered at the following University of Redlands Campus Locations:
Learn more about the School of Education campus locations.
The Master of Arts in Learning and Teaching program is an integrative blend of a teaching credential and a master's degree. Combined, the MALT program consists of 36-39 units and can be completed in eighteen months or two years, depending on the start term.
An innovative program based in research and practice, the degree caters to aspiring Pre K-12 teachers who want to concurrently earn their master's degree while meeting the State of California requirements for the Preliminary Teaching Credential in a single subject, multiple subject, or educational specialist preliminary credential.
Accordingly, the MALT degree has three different pathways to ensure you are in the best fit program for your future goals as an educator:
- Students who began the education specialist program in Summer 2022 or after will obtain a Mild to Moderate Support Needs (MMSN) Education Specialist credential.
- Students who began the education specialist program in Spring 2022 or prior will obtain a Mild/Moderate Disabilities Education Specialist credential.
The Redlands School of Education, through the MALT degree, is dedicated to developing and mentoring compassionate, influential teachers who are driven to contribute to something greater than themselves. The degree pathways allow students to find the specialization for their interests and future success as a teacher.
The MALT degree also lays the foundation for a long-term future in education, not only as a teacher but also in leadership roles as well. Teaching experience is the first step to becoming a department head, administrator, or principal that can shape educational access and equity for a school and the greater community.
The Redlands Master of Arts in Learning and Teaching degree develops teachers and educational leaders who are paving the way for academic innovation. Interested in taking the next step in your own career? Explore the MALT degree admission requirements, or get started on your application today!
2. Evidence of a bachelor's degree from a regionally-accredited institution
3. One (1) official transcript issued by the Registrar of the institution where your degree was conferred must be sent directly to the Office of Graduate and Professional Enrollment
4. Two (2) letters of recommendation from faculty or professionals who know your work
5. Personal Statement: Please write a 500-word statement that articulates why an equity-centered pedagogy will be important for you as a future teacher. In your response, please refer to at least three of the bold-faced words/phrases in the conceptual framework.
6. Minimum cumulative GPA of 2.75 - Application files with less than 2.75 cumulative GPA require two additional letters of recommendations (a total of four) and a GPA petition statement
7. Certificate of Clearance, for CCTC issue, to be cleared through the DOJ and FBI
8. Evidence of negative TB test results within the last two years
9. Evidence of 50 hours of observation or work with children, preferably in a public school setting or equivalent
10. Completion of Child Development course, CLEP exam, or equivalent
11. Meet Basic Skills Requirement
12. Evidence of Subject Matter Competency
Evidence of subject matter competency by providing proof of registration for CSET examination(s), completion of state-approved subject matter waiver program, or by qualified college-level coursework/degree. Applicants may show evidence of registering for examination(s) for application purposes, but will need to meet Subject Matter Competency by the designated student teaching application deadlines in order to student teach.
2. Evidence of a bachelor's degree from a regionally-accredited institution
3. One (1) official transcript issued by the Registrar of the institution where your degree was conferred must be sent directly to the Office of Graduate and Professional Enrollment
4. Two (2) letters of recommendation from faculty or professionals who know your work
5. Personal Statement: Please write a 500- word statement that articulates why an equity-centered pedagogy will be important for you as a future teacher. In your response, please refer to at least three of the bold-faced words/phrases in the conceptual framework.
6. Minimum cumulative GPA of 2.75 - Application files with less than 2.75 cumulative GPA require two additional letters of recommendations (a total of four) and a GPA petition statement.
7. Certificate of Clearance, for CCTC issue, to be cleared through the DOJ and FBI
8. Evidence of negative TB test result within the last two years
9. Evidence of 50 hours of observation or work with children, preferably in a public school setting or equivalent
10. Completion of Child Development course, CLEP exam, or equivalent
11. Meet Basic Skills Requirement
12. Evidence of Subject Matter Competency
The Master of Arts in Learning and Teaching program is an integrative blend of a teaching credential and a master's degree. Combined, the program totals 36-39 units and can be completed in eighteen months or two years, depending on start term. This program adds technology sophistication and addresses the Common Core standards in depth. Candidates engage in curriculum design related to their subject areas and grade levels and learn new approaches to respond to the complexities of teaching in the 21st century. Our underlying philosophy derives from social justice principles; all of the work you will do as a student is informed by these perspectives.
Three tracks to meet your needs:
Master of Arts in Education: Learning and Teaching, Multiple Subject prepares students to teach multiple-subjects in Pre K–12 schools.
Master of Arts in Education: Learning and Teaching, Single Subject prepares students to teach single-subjects in Pre K–12 schools.
Master of Arts in Education: Learning and Teaching, Education Specialist prepares students to teach mild to moderate disability special education students with autism spectrum disorders in K–12 settings through age 22.
Teacher candidates have several options for fulfilling the fieldwork requirement.
Student-teaching
During student-teaching, teacher candidates will be paired with a cooperating teacher in one of our partnered school districts, full-time for at least 70 days. Student-teachers are supported every other week by a university supervisor.
Internship
Interested students may be eligible for a teaching internship to fulfill their fieldwork experience. As an intern, the student is a full-time employee of a district with a classroom of their own. It is the student’s responsibility to secure a full-time position in their credential field. The University of Redlands will oversee the student for at least 90-days in this position. Students must be prepared to take on this immense responsibility and it is only recommended to those who have prior teaching experience. Interns are supported weekly by a district-assigned mentor and a university supervisor.
Teacher Residency
The School of Education’s teacher residency pathway is designed to provide aspiring teachers with a high-quality practical experience while working towards a California teaching credential and a master’s degree in education, with an emphasis in teaching and learning.
The School of Education’s teacher residency pathway is designed to provide aspiring teachers with a high-quality practical experience while working towards a California teaching credential and a master’s degree in education, with an emphasis in teaching and learning.
MALT 601 Foundations of Learning (3)
Introduction to the field of education; its history, major philosophies, socio-cultural context, diversity, pedagogy, educational psychology, legal issues, and educational reform. Integrates traditional educational thinking with culturally relevant perspectives based on current research on practice.
MALT 603 Multiple Subjects Methods I: STEM Methods (3)
Focuses on pedagogical content knowledge and instructional methods in Science, Technology, Engineering, and Mathematics (STEM), and related content. Models project and problem-based learning incorporating digital resources with an emphasis on promoting research-based strategies.
MALT 605 Multiple Subjects Methods II: English Language Arts (3)
Examines the relationship between language, power, and signifying practices from the perspective that literacies are multiple, distinctive, situated social practices. Considers the role of oral language, critical literacy, and situated literacy in a linguistically and culturally diverse society.
MALT 611 Foundations of Literacies (3)
Examines the relationship between language, power, and signifying practices from the perspective that literacies are multiple, distinctive, situated social practices. Considers the role of oral language, critical literacy, and situated literacy in a linguistically and culturally diverse society.
MALT 607 Multiple Subject Methods III: Multicultural Social Studies (3 Credits)
Evidence-based strategies for planning, implementing, and assessing Pre-K-12 history-social science curriculum. Emphasis on developing analytic thinking skills while providing insights into historical periods and cultures. Focuses on critical educational perspectives, comprehension, and creation of complex relevant texts, and integration of diverse media and technology in classrooms.
MALT 609 Multiple Subject Methods IV: Literacy and Assessment (3 Credits)
Pre-K-12 curriculum development, assessment strategies and literacy instruction. Emphasis on the study and design of research-based assessment and instruction to support the needs of all learners.
MALT-655 Student-Teaching Seminar (2 Credits)
Culmination of the Teacher Credential Program for Student-Teachers. Consists of a series of topics designed to further develop candidates' professional preparation. Provides time for candidates to link theory to daily practice and prepares them for seeking a position in a school district.
MALT 653A Student Teaching I (5)
Supervised classroom experiences in Pre–K through grade 12. Full-day student teaching required for even weeks, constituting a full-time job. Student teaching placements are arranged prior to student teaching by the Director of Field Experiences.
MALT 653B Student Teaching II (5)
Supervised classroom experiences in Pre–K through grade 12. Full-day student teaching required for even weeks, constituting a full-time job. Student teaching placements are arranged prior to student teaching by the Director of Field Experiences.
MALT-656 Internship Seminar (2 Credits)
Culmination of the Teacher Credential Program for Interns. Consists of a series of topics designed to further develop candidates' professional preparation. Provides time for candidates to link theory to daily practice and prepares them for seeking a position in a school district.
MALT 654 Internship (13)
The Internship Program is an eighteen-week placement, supervised weekly in a public school classroom. Open for application to those who have earned a bachelor’s degree and have passed both the CBEST and the applicable CSET or an approved waiver program. Separate internship application required.
MALT-610 Research in Practice (6 Credits)
This course focuses on the basic concepts and techniques of research in practice, formulating meaningful research questions, designing a study, collecting, analyzing, and evaluating data, and implicating issues for classroom and online-based instruction. The objectives are research applied to educational settings involving subject- specific classroom practices.
Masters + Credential
The coursework and the field experience segments of the program are delivered in a prescribed sequence.
Pathways are recommended for timely program completion.
MALT 601 Foundations of Learning (3)
Introduction to the field of education; its history, major philosophies, socio-cultural context, diversity, pedagogy, educational psychology, legal issues, and educational reform. Integrates traditional educational thinking with culturally relevant perspectives based on current research on practice.
MALT 602 Single Subject Methods I : Critical Pedagogy and Instructional Design (3)
Engages candidates in the creation of culturally responsive curricula with an understanding that diversity differences affect learning. Teacher candidates investigate effective and meaningful instruction and assessments based on subject matter knowledge, content standards, and use of technology through the theoretical lens of social justice and critical theory.
MALT 604 Single Subject Methods II: Literacies for Diverse Learners (3)
This course examines factors related to classroom-based work with at-risk learners, including ELL’s, special needs students and others whose profiles require care. Topics include language development, assessment, curriculum development, leadership, and research based on the needs of such learners. A critical theory lens is adopted in viewing relevant critical issues.
MALT 611 Foundations of Literacies (3)
Examines the relationship between language, power, and signifying practices from the perspective that literacies are multiple, distinctive, situated social practices. Considers the role of oral language, critical literacy, and situated literacy in a linguistically and culturally diverse society.
MALT 606 Single Subject Methods III: Content Area Teaching (3)
Development of methodology and strategies related to curriculum and instructional methods, assessment and diagnostic strategies pertaining to the content areas in secondary schools. Focus includes inclusive teaching, content area literacy and assessment methodology through the theoretical orientation of critical theory. Field experience required.
MALT 608 Single Subject Methods IV : Content Area Literacy and Assessment (3)
Explores principles, and practices related to curriculum design, assessment and methods applicable to candidates’ content areas. Candidates apply curricular and assessment design principles, investigate specific content-area literacy strategies, and apply micro-teaching approaches. Formative and summative assessments explored relative to subject area. A critical theory lens embraces course content.
MALT-655 Student-Teaching Seminar (2 Credits)
Culmination of the Teacher Credential Program for Student-Teachers. Consists of a series of topics designed to further develop candidates' professional preparation. Provides time for candidates to link theory to daily practice and prepares them for seeking a position in a school district.
MALT 653A Student Teaching I (5)
Supervised classroom experiences in Pre–K through grade 12. Full-day student teaching required for even weeks, constituting a full-time job. Student teaching placements are arranged prior to student teaching by the Director of Field Experiences.
MALT 653B Student Teaching II (5)
Supervised classroom experiences in Pre–K through grade 12. Full-day student teaching required for even weeks, constituting a full-time job. Student teaching placements are arranged prior to student teaching by the Director of Field Experiences.
MALT-656 Internship Seminar (2 Credits)
Culmination of the Teacher Credential Program for Interns. Consists of a series of topics designed to further develop candidates' professional preparation. Provides time for candidates to link theory to daily practice and prepares them for seeking a position in a school district.
MALT 654 Internship (13)
The Internship Program is an eighteen-week placement, supervised weekly in a public school classroom. Open for application to those who have earned a bachelor’s degree and have passed both the CBEST and the applicable CSET or an approved waiver program. Separate internship application required.
MALT-610 Research in Practice (6 Credits)
This course focuses on the basic concepts and techniques of research in practice, formulating meaningful research questions, designing a study, collecting, analyzing, and evaluating data, and implicating issues for classroom and online-based instruction. The objectives are research applied to educational settings involving subject- specific classroom practices.
Masters + Credential
The coursework and the field experience segments of the program are delivered in a prescribed sequence.
Pathways are recommended for timely program completion.
The Master of Arts in Learning and Teaching (MALT) with an Education Specialist California Credential (EDSP) prepares students to teach mild to moderate disability special education students with autism spectrum disorders in K-12 settings through age 22. The combined M.A. and credential program is 36–39 credit hours.
MALT 601 Foundations of Learning (3)
Introduction to the field of education; its history, major philosophies, socio-cultural context, diversity, pedagogy, educational psychology, legal issues, and educational reform. Integrates traditional educational thinking with culturally relevant perspectives based on current research on practice.
EDSP 610 Foundations of (Dis)ability and Special Education (3 Credits)
Critically examines the (dis)ability studies movement as it relates to our past, present and future political climate both in and outside of school. Explores the impact of othering. Develops awareness of tensions between (dis)ability studies and special education while practicing self-reflexivity and advocating for students with (dis)abilities.
MALT 603 Multiple Subjects Methods I: STEM Methods (3)
Focuses on pedagogical content knowledge and instructional methods in Science, Technology, Engineering, and Mathematics (STEM), and related content. Models project and problem-based learning incorporating digital resources with an emphasis on promoting research-based strategies.
EDSP 616 Inclusion, (Dis)ability and Classroom Community (3 Credits)
Students will explore the ways in which they make sense of student behavior and will learn evidence-based instructional practices that are grounded in person-centered values. Students will become familiar with the application of Response to Intervention (RtI), Behavior Support Plans (BSP), Positive Behavior Interventions (PBI) and IEP goal-writing.
MALT 605 Multiple Subjects Methods II: English Language Arts (3)
Examines the relationship between language, power, and signifying practices from the perspective that literacies are multiple, distinctive, situated social practices. Considers the role of oral language, critical literacy, and situated literacy in a linguistically and culturally diverse society.
EDSP 625 Diagnostic Reading and Specialized Interventions (3 Credits)
This course addresses the design and implementation of reading, literacy, and communication assessments and interventions to meet the needs of a full range of learners. Candidates will learn how to use these assessments and interventions in the context of Response-to-Intervention and other pre-referral intervention models.
EDSP 652A Education Specialist Teaching Seminar I (1 Credits)
Culmination of the Education Specialist Teaching Credential Program. Consists of a series of topics designed to develop and further candidates’ professional preparation.
EDSP 652B Education Specialist Teaching Seminar II (1 Credits)
Culmination of the Education Specialist Teaching Credential Program. Consists of a series of topics designed to develop and further candidates’ professional preparation.
EDSP 653 Education Specialist Internship (13 Credits)
The internship program is an eighteen-week supervised public school classroom experience in mild/moderate delivery model and setting, K-12 through age 22.
EDSP 655A Education Specialist Student Teaching I (5 Credits)
Supervised public school classroom experiences in mild/moderate delivery models and settings, K-12 through age 22. Full-day student teaching required for seven weeks, constituting a full-time job.
EDSP 655B Education Specialist Student Teaching II (5 Credits)
Supervised public school classroom experiences in mild/moderate delivery models and settings, K-12 through age 22. Full-day student teaching required for seven weeks, constituting a full-time job.
MALT-610 Research in Practice (6 Credits)
This course focuses on the basic concepts and techniques of research in practice, formulating meaningful research questions, designing a study, collecting, analyzing, and evaluating data, and implicating issues for classroom and online-based instruction. The objectives are research applied to educational settings involving subject-specific classroom practices.
MALT 610 A Foundations of Inquiry: Research, Assessment, and Evaluation in Schools (3)
Equips beginning researchers with the tools to conduct meaningful teacher research to inform classroom practice. Educational research is evaluated to understand the relationship between theory and practice when conducting an inquiry. This is one of two courses for the MALT program capstone experience.
MALT 610 B Foundations of Inquiry: From Inquiry to Action (3)
Completion of an inquiry-based project from MALT 610A that includes a research proposal, questions, research design, plan, and appropriate form of publication. Research agendas connect coursework to relevant community issues while emphasizing an exploration of a teacher-researcher identity.
Prerequisite: MALT 610A.
MALT Education Specialist Pathway
MALT Education Specialist-Online Pathway
I identify as a special education teacher and a critical (dis)ability studies scholar. This means, more often than not, I find myself having conversations with pre- and in-service special educators helping them to unlearn what it means to be in special education.
Growing up in Morocco in a family of educators, School of Education student Amal Houck ‘18 knew that she was destined to be a teacher.
Through the practice of restorative circles, School of Education student Zuliana Perez ’19 encourages children to build relationships and emotional intelligence.
Kristen Horton ’19 and Celia Castro ’19 are among the graduate students who travel each week to the San Bernardino Juvenile Detention Center for an unusual course.
Are you a teacher who wants to show U of R pride in your classroom?
As a positive behavior interventions and supports (PBIS) specialist at a small charter school, Chavez wears many hats.
What happens to students when they get pushed out of the education system? This is a question that University of Redlands School of Education Professor Brian Charest has been trying to answer.
As PRIDE month wraps up, we took a moment to catch up with some of our faculty in the University of Redlands School of Education, which trains future educators, administrators, school counselors, and mental health counselors, to discuss the ways LGBTQ+ issues are, or could be, handled in school and counseling settings.
It is not uncommon to hear mathematics described as boring, difficult, abstract, confusing, or irrelevant. Coupled with worry, discomfort, and other negative views toward numbers, these feelings could be attributed to mathematics anxiety.
