Secondary Education M.A.T.

Education students smiling and having fun in class
Secondary Education M.A.T.

The Secondary Education program provides certification and an M.A.T. degree for those who wish to teach in secondary schools.

What is the difference between an M.Ed. and the M.A.T in Secondary Education? The M.A.T. requires that at least three graduate-level courses be in an area of subject matter concentration rather than in education.  The basic program to achieve these ends is the five-year program in which students begin preparation for teaching at the undergraduate level with a semester of field experience and professional course work in education. Students complete a baccalaureate degree outside of education and move into a fifth year of study and full-year internship which lead to either the M.Ed. or M.A.T. degree and licensure for teaching. Students who have already completed a baccalaureate degree may also enter the teacher preparation program at the graduate level. With no prior course work in education, these programs will normally require two years to achieve licensure and a degree.

Admission Criteria

In determining admission of students to teacher education graduate programs, several criteria are used:

  1. The undergraduate record. The undergraduate overall minimum grade point average for admission is 3.0.  The undergraduate grade point average of students admitted to the graduate programs in teacher education is approximately 3.52 (based on 2016 admissions).
  2. Positive recommendations from EDUC 500, Exploring Teaching, EDUC 935A or the equivalent and from those able to relay information about a candidate's performance in teaching situations or related areas.
  3. Praxis Core Academic Skills for Educators (Core) exam scores are required. Applicants must obtain, at a minimum, a qualifying score (as set by the state of New Hampshire at the time of testing) on all three (Reading, Writing, and Mathematics) Core exams in order to be considered for admission. Current NH qualifying scores may be found at the ETS Praxis Website under the “Tests required for all licensure areas” page.
  4. Additional required application materials can be found at under programs.


Department of Education
Morrill Hall
University of New Hampshire
62 College Road
Durham, NH 03824

Phone: (603) 862-2310
Fax: (603) 862-2174


Curriculum & Requirements

The M.A.T. degree requires a minimum of 32 hours of graduate-­level credits. The exact number of credit hours will depend on the student's academic background, competencies, and professional goals, and will be determined by the adviser.

Any Education course taken for a teacher licensure requirement must be completed with a grade of B- or better.  This applies to any courses from other departments that have been designated as equivalent to an Education course.

Core Requirements
EDUC 500Exploring Teaching4
or EDUC 935A Seminar and Practicum in Teaching
EDUC 800Educational Structure and Change4
EDUC 801Human Development and Learning: Educational Psychology4
EDUC 805Contemporary Educational Perspectives4
EDUC 807Teaching Reading through the Content Areas (807 is required for licensure in Art, Biology, Chemistry, Earth Science, General Science, Physcis, and Social Studies)2
EDUC 851BEducating Exceptional Learners: Secondary4
Subject Field Curriculum Methods Course(s) (for example, EDUC 891 Methods of Teaching Secondary School Science)
EDUC 900AInternship and Seminar in Teaching (Fall semester) 13 or 6
EDUC 901AInternship and Seminar in Teaching (Spring semester)3 or 6

Explore Program Details


The teacher education program prepares teachers who possess the knowledge, disposition, and skills necessary to take the lead in establishing effective teaching and learning environments within their own classrooms and school communities. Immersion in subject matter, research, theory, and field-based experience provides a base for our graduates to make well-reasoned judgments in complex situations, render informed decisions, model exemplary practice, and take initiative for planned change. Students learn to establish caring environments which celebrate individual differences and backgrounds while fostering cooperation and educational improvement. We stress reflective critical inquiry as a mode of study and community-building as a means for promoting change. We value and support both our students' local practice and their broader leadership within the profession.

Program Themes

Excellence in Practice

We expect our students to gain mastery of subject matter, command professional knowledge, and acquire a good grounding in general education, including global perspectives regarding diverse cultures and environments. They will recognize how knowledge in their subject matter areas is created, organized, and linked to other subjects. Upon graduation, they should possess a specialized knowledge of how to teach subject matter to their students and employ multiple, motivational approaches in teaching their subjects. They will know how to orchestrate learning in group settings, placing a premium on student engagement and thoughtfulness. They will remain mindful of their teaching and learning objectives through selection and use of appropriate measures.

In their commitment to students and their students' learning, our graduates will recognize diverse backgrounds and perspectives in their students as well as individual development. They will be able to adjust their practice to meet students' needs, working diligently to help each student reach his or her full potential. They will create and contribute to a classroom atmosphere which fosters a community of learners, establishes an atmosphere of mutual respect and caring, and cultivates a celebration of diversity.

We expect our graduates to be thoughtful and reflective practitioners who learn from experience. They will be capable of making choices and decisions in complex and demanding situations, analyzing the effects of their actions, taking into account moral and philosophical implications. They will seek to improve their practice by observing others, seeking advice, and drawing upon educational research and scholarship.


We believe that, over time, our graduates will become well-informed decision makers and agents of change, providing leadership within the school community and profession. We seek to equip our graduates with the knowledge, skills, and dispositions necessary for such leadership, but we recognize that development and demonstration of leadership skills take time and practice within the professional setting. Through study and experience, our graduates will learn to assess the relative merits of educational reform efforts, determining their appropriateness to the classroom, the institution, and the broader societal contexts in which reform is implemented. Drawing upon current theories and research in education, graduates will be able to develop and articulate their own conceptual and philosophical perspectives on teaching and learning. We expect them to develop an understanding of how leadership is informed by varied perspectives on the structure of public education, the nature of educational change, and the teacher's role in the change process. They should be willing to take risks in advocating for high levels of quality within the teaching profession. We expect them to become active members of learning and professional communities. In doing so, they will engage colleagues in their own and others' teaching, learning, and professional development. They will be able to work collaboratively with all members of the community--students, peers, specialists, parents, etc., to contribute to effective learning environments. They will continue to be active learners, participating in professional organizations, pursuing avenues of inquiry through study, research, and dialogue while taking into account the moral and ethical implications of their professional practice and efforts to enhance the school, community, and profession.

Our two program themes, Excellence in Practice and Leadership in the Profession, are reflected in the goals and expected student outcomes that form the basis of our program.

Preparing Teacher Leaders for Better Schools

We focus our teacher education program on preparing teacher-leaders. These are teachers who are not only excellent practitioners but teachers who work toward improving education in and beyond their own classrooms.

To achieve classroom excellence we are committed to the five core propositions of the National Board for Professional Teaching Standards. We select and prepare teachers who:

  • are committed to students and their learning,
  • know their subject areas and how to teach those subjects to students,
  • are responsible for managing and monitoring student learning,
  • think systematically about their practice and learn from experience, and
  • are active members of learning communities.

Building directly from these original core propositions, we have articulated seven program goals with supporting outcomes that guide out selection and preparation of teachers.

Goal One. Our graduates are knowledgeable in the subjects they teach
Outcomes. Our graduates:
  • demonstrate depth of knowledge in their subjects.
  • recognize how knowledge in their subjects is created, organized, and linked to other disciplines.
  • identify the organizing themes and central concepts necessary for understanding a subject.
  • identify associated content necessary for students to understand these themes and concepts.
Goal Two. Our graduates are committed to knowing their students and cultivating a community of learners.

Outcomes. Our graduates:

  • understand how students develop and learn.
  • treat students equitably and work diligently to help each student reach his or her potential.
  • create and maintain an atmosphere conducive to learning.
  • recognize diversity among their students and adjust their practice accordingly.
  • create and maintain an atmosphere fostering mutual respect and caring.
  • cultivate within their own students a recognition and valuing of diversity.
Goal Three. Our graduates know how to teach subject matter to students.

Outcomes. Our graduates:

  • demonstrate specialized knowledge of how to teach subject matter to their students.
  • use multiple approaches to facilitate student learning.
  • create lessons that are engaging and motivating for students.
  • create learning experiences that are appropriately challenging for all students.
  • involve students in thoughtful inquiry and reflection.
  • ensure that students understand the purpose of activities within and across lessons and units.
Goal Four. Our graduates effectively monitor student learning.

Outcomes. Our graduates:

  • use multiple strategies to assess students.
  • regularly assess student progress using appropriate measures.
  • demonstrate the ability to make informed decisions about students and their learning based on classroom, district, and state assessments.
Goal Five. Our graduates are thoughtful and reflective practitioners who learn from experience.

Outcomes. Our graduates:

  • make well-reasoned choices and decisions within the complex and demanding conditions of teaching.
  • analyze the effects of their actions and make appropriate changes.
  • take into account the moral and philosophical implications of educational decisions.
  • improve their practice by reflecting on their own experience, observing others, seeking advice, and drawing upon educational research and scholarship.
Goal Six. Our graduates understand the nature of school reform and their roles as agents of change.

Outcomes. Our graduates:

  • assess the relative merits of educational reform efforts and determine their appropriateness to the classroom, school, and broader societal contexts in which teaching and learning occur.
  • develop and articulate their own conceptual and philosophical perspective on teaching and learning based on professional experience and current theories and research in education.
  • develop an understanding of how leadership is informed by varied perspectives on the structure of public education, the nature of educational change, and the teacher's role in the change process.
  • are willing to take risks as advocates for the benefit of students, teachers, and the profession.
Goal Seven. Our graduates are active members of learning and professional communities.

Outcomes. Our graduates:

  • work with colleagues to enhance their own teaching, learning, and professional development.
  • work collaboratively with students, peers, and community members to create and contribute to effective learning environments.
  • participate in professional organizations.
  • continue to pursue avenues of inquiry into the teaching and learning process through study, research, and dialogue.

For students in educator preparation programs at UNH, a two-semester, post-graduate teaching internship is required. [Note: A four year undergraduate option, including one semester of student teaching is available for teacher candidates in Kinesiology, Family Studies, Mathematics, and Music.]

In many respects, the two-semester internship experience is the heart of UNH teacher preparation programs, and the selection of healthy, productive sites and competent, supportive school personnel is of critical importance to the quality of our program. We are very aware of the essential role that cooperating teachers and other school personnel play in the professional development of our interns. We view our relationship with the schools as a truly collaborative one in which we strive to create communities where we can support one another and explore new ideas and concepts together.

Resources for Secondary Interns

Check out videos of interns in the field!

Hear from current interns and learn what their internship is like and how they are making the most of their experience. Videos were filmed, directed and edited by Teacher Ed Graduate Assistant, Adam Kraus!

Noble High School Interns

Portsmouth High School Interns

More to Explore

take the next step

student posing in doorway on campus
thompson hall in summer
student at Career Event