English education
Master of education/initial
licensure
(Minnesota state licensure in communication
arts and literature education)
The program's multifaceted approach allows you to acquire an understanding about teaching a range of different aspects of teaching English at both the middle and high school levels: composition, language, literature, reading, media, digital technologies, and oral interactions.
Information session: Before applying to this program, applicants are strongly encouraged to attend an information session for an overview of admission and program requirements. Hour-long sessions are held at Student Services. Register online.
Program
The English education initial licensure program is designed to develop inquiring, analytical, and reflective professional educators prepared to teach in the classroom and lead in the schools. These educators can help students succeed in mastering a wide range of written and spoken communication skills.
Master of education (M.Ed.)/initial licensure programs are for individuals with bachelor’s degrees who want to become licensed teachers. These graduate-level programs provide rigorous, professional teacher preparation in accordance with Standards of Effective Practice for Teachers (SEPT) and content standards adopted in fall 1998 by the Minnesota Board of Teaching.
English education students enter a 15-month program integrating educational theory with classroom practice. This program is offered through the Department of Curriculum & Instruction (C&I) in the College of Education and Human Development (CEHD). Practicum and 10 weeks of student teaching create a strong experience base in which to apply the principles and methods learned in University classes. Topics include understanding student learning, working with diverse learners, using a variety of instructional strategies, creating positive learning environments, communication, lesson planning, assessment, reflection and professional development, and collaboration, ethics, and relationships.
An important advantage of this program is its cohorts nature. Students in each emphasis area begin classes together and continue through their course of study as a single group, building a valuable sense of community. Throughout their student teaching, prospective teachers work closely with experienced teachers, observing firsthand the daily rewards and challenges of the profession.
This program includes two components: initial licensure and M.Ed. degree. After successfully completing initial licensure requirements, students are recommended for state licensure to teach communication arts and literature education for grades 5-12. After completing an additional 12 credits, students are awarded a master of education (M.Ed.) degree in teaching. Students have seven years to complete their degree, beginning with the first course(s) used in the program, and must maintain a 2.80 grade point average (GPA) for M.Ed. courses.
Curriculum
Students complete foundations, methods, and clinical experience coursework for licensure.
First summer term*
- EDHD 5001—Learning, Cognition, and Assessment (3 cr)
- EDHD 5003—Developmental and Individual Differences in Educational Contexts (2 cr)
- EDHD 5004—Teaching Students with Special Needs in Inclusive Settings (2 cr) (effective fall 2009)
- EDHD 5009—Human Relations: Applied Skills for School and Society (1 cr)
- PUBH 6003—Fundamentals of Alcohol and Drug Abuse (1 cr)
Note: The PUBH-designated course listed above may not be applied toward the M.Ed. degree.
Throughout the program, students take courses in foundations of education, including courses on psychological, sociological, philosophical, and theoretical foundations of education. These courses lay the foundation for developing a breadth and depth of knowledge and skills in education. Through inquiry, analysis, and reflection, prospective teachers learn to examine educational issues from multiple perspectives. Students may also complete remaining prerequisite English courses.
* Some of these courses may also be completed during fall, spring, or second summer session.
Fall semester
- CI 5441—Teaching Literature in the Secondary School (3 cr)
- CI 5451—Teaching Reading in Middle and Secondary Grades (3 cr)
- EDHD 5005—School and Society (2 cr)
- EDHD 5007—Technology for Teaching and Learning (1.5 cr)
- Fall practicum
In the fall, students enroll in courses that include field-based experiences (practicum). If student teaching in a high school, the practicum is in a middle school; if student teaching at a middle school, the practicum is in a high school. Courses cover methods of fostering understanding of texts and reading interests, teaching and modeling comprehension strategies, current theories of teaching literature, adolescent literature, theory and research on response to literature, and uses of technology tools and computer software in English/language arts classrooms.
Spring term
- CI 5461—Teaching Composition in the Secondary School (2 cr)
- CI 5481—Developments in Teaching English and Speech (3 cr)
- CI 5644—Working with Linguistically and Culturally Diverse Students in the Mainstream Classroom (1 cr)
- Pre-student teaching experience
- CI 5496—Directed Experiences in Teaching English (8 cr) [does not count toward M.Ed.]
The spring semester is divided into two parts. Students take three methods courses and any additional outstanding foundations or prerequisite courses, and complete a pre-student teaching experience in the school in which they are student teaching. Topics include methods of teaching writing, describing and evaluating features of student writing, using and modeling conference strategies, current theories of English/language arts/speech curriculum, teaching oral language, and organizing English/language arts/speech curriculum. The last 10 weeks is a full-time student teaching experience, ending in early June.
Second summer term
In the second summer of the program, students complete any outstanding foundations and prerequisite courses.
M.Ed. completion
Students earn the master of education degree by completing at least 12 credits from the following list:
- Required courses
- CI 5472—Teaching Film, Television, and Media Studies (3 cr)
- Plus nine
credits from the
following list:
- CI 5147—Language, Culture, and Education (3 cr)
- CI 5410—Special Topics in the Teaching of Literacy (1-3 cr)
[consult with faculty adviser for course section; can be repeated for a maximum of 12 credits] - CI 5422 Teaching Writing in Schools (3cr)
- CI 5442—Literature for Adolescents (3 cr)
- CI 5462—Evaluating and Assessing Writing (3 cr)
- CI 5475—Teaching Digital Writing: Blogs, Wikis, Online Talk, Podcasting, and E-Portfolios to Teach Writing (3 cr)
- CI 5647—Teaching Middle and Secondary Immigrant and Refugee Students With Limited Formal Schooling (3 cr)
- Other courses with approval of faculty adviser
See course descriptions and course schedules.
Admission Criteria
Admission to the program is based on the following criteria:
- Prerequisite
courses for content
area knowledge:
- Applicants must have a fully developed knowledge base of the subject area they plan to teach. This knowledge is recognized through completion of prerequisite courses.
- A transcript review can be completed before applying. To have your transcript(s) reviewed, please email a copy of all unofficial transcripts to the Prospective Graduate Student Adviser and Recruiter, Jontue Austin.
- Please allow two weeks for a completed transcript review to be emailed to you.
- If your transcript is from outside of the United States, you must arrange for a national evaluation (see #3 under the Application materials heading below).
- Grade point
average (GPA):
- Grade point average (GPA)—2.80 overall GPA and 3.00 GPA in major coursework at the time of application. Bachelor’s degree must be completed at the time of matriculation.
- Bachelor’s degree must be completed at the time the program begins.
- Classroom hours:
- Minimum requirement is 100 hours in the classroom. Competitive applicants have significant experiences with diverse populations both inside and outside of a classroom setting. We consider experiences with diverse populations to be within an environment or situation different from that which you are familiar (e.g., race/ethnicity, socioeconomic status, gender, language, religion, geography, sexuality, special needs).
- Must be completed within grades 5-12 in a U.S. public or charter school.
- For more information about this requirement, see the Classroom experience website.
- These hours are to be documented on the Classroom Hours form [PDF] [WORD DOC].
- This form will be uploaded into the application system when you apply.
- Additional related
experiences
- Additional related experiences are considered to be outside of a classroom setting and related to the field of teaching.
- Although there is no minimum hour requirement for additional experiences, competitive applicants have significant experiences with diverse populations both inside and outside of a classroom setting. We consider experiences with diverse populations to be within an environment or situation different from that which you are familiar (e.g., race/ethnicity, socioeconomic status, gender, language, religion, geography, sexuality, special needs).
- These experiences are outside of the required classroom hours and are to be documented on the Additional Related Experiences form [PDF] [WORD DOC].
- This form will be uploaded into the application system when you apply.
- Admission statements
- There are three statements required to complete the application:
QUESTION A: Experience with difference
Please describe a specific experience in your life that required you to navigate through an environment or situation different from that which you are familiar. How did you approach this experience? What did you learn? Note that the experience you describe may reflect difference across dimensions such as race, socio-economic status, gender, language, religion, geography, sexuality, special needs.
QUESTION B: Educational disparities
Disparity in educational outcomes is a major challenge in Minnesota. How do you account for these disparities? How do you view your role as a future educator in addressing educational disparities?
QUESTION C: Becoming a teacher
Discuss your life and work experiences that have influenced your decision to become a teacher.
- Write statements as separate documents (e.g., Question A is one document, Question B is a separate document, etc.), save them separately to your computer, and upload them separately into the application system.
- Each statement should be no longer than 2 double-spaced pages with 12 point font.
- At the top of the statement page, include your name and the question title (e.g., Question A: experience with difference).
- For tips on writing an effective personal statement, watch the Writing effective personal statements online workshop.
- Please visit your writing center for feedback on your statements, as CEHD staff are unable to provide this service.
- We will evaluate your statements to:
- Ensure best fit between applicants and proposed Initial Licensure Program
- Capture ability and experiences not reflected in other admission materials
- Evaluate academic writing skills
How to apply
-
Apply Online
- Be sure to save your PIN number and password, so that you can work on the application over time.
- Take your time and follow instructions carefully! Once your application is submitted, you will no longer have access to add/change information or upload required supplemental material.
- As your application is reviewed, you will receive email notifications of your status.
- Your application status and decision will also be posted in your application account.
- Submit all
six required
application materials
(listed below)
- You will only upload materials listed below into the “Additional Program Specific Uploads – Initial licensure program” section – please disregard all other sections requesting information
- Transcripts
- Submit official transcripts from all postsecondary institutions you have attended (except the University of Minnesota) to:
CEHD Student Services – ILP Admissions
360 Education Sciences Building
56 East River Road
Minneapolis, MN 55455 - If you completed coursework at a university outside of the United States, your transcripts must be evaluated by a professional credential evaluation center by requesting a “course-by-course” evaluation. This process can take 4-6 weeks, so please plan in advance. A suggested provider of this service is Educational Credential Evaluators (ECE). You can, however, use any provider that is an accredited member of the National Association of Credential Evaluation Services (NACES).
- Submit official transcripts from all postsecondary institutions you have attended (except the University of Minnesota) to:
- Classroom Hours form (upload into the application system in the “classroom experience form” section.)
- Additional Related Experiences form (upload into the application system in the "additional related experiences form" section
- Three Admission
Statements
- Each statement is to be uploaded into the application system separately under the “Additional Program Specific Uploads – Initial licensure program” section for “Question A”, “Question B”, and “Question C”.
- Two Letters
of Recommendation
- These will be requested and submitted through the application system.
- These letters should address your education-related experiences, work style, and personal attributes.
- One letter must be from a 5-12 site supervisor listed on your Classroom Hours form.
- Application
fee
- This fee is charged when you submit your application and is required for each application you submit.
- Fees must be paid online with a credit card.
Nonnative English speakers and/or international students
- Submit an official score report from the Test of English as a Foreign Language (TOEFL). Register for the test and submit scores here: http://www.ets.org/toefl/.
- Exceptions may be granted for applicants who will have completed 16 semester or 24 quarter credits within the past 24 months in residence as a full-time student at an accredited institution of higher learning in the United States before entering the University of Minnesota.
- Minimum TOEFL score requirements are listed below:
| Internet-based test | 79-80 |
| Computer-based test | 213 |
| Paper-based test | 550 |
- Applicants may also be required to demonstrate spoken English proficiency in an Oral Proficiency Interview (OPI) and/or oral interview with faculty or staff. Contact Student Services for more information.
- International applicants who will require an I-20 for a student visa must submit a Financial Certification Statement, which will be mailed to you upon admission to the program.
- Questions regarding the TOEFL should be directed to TOEFL Services, Inside the U.S. and Canada: 1-877-863-3546, Outside the U.S. and Canada: 1-609-771-7100
Timeline
December 15—Priority deadline for admission—All application materials must be submitted by this deadline to be given full consideration for admission.
Applications received or completed after this deadline will be reviewed on a space-available basis. We are unable to determine if space is available until after April 1.
February—Submit Free Application for Federal Student Aid (FAFSA) form for financial aid
February/March—Committee review of applications
Late March—Notification of admission decisions
May 1—Deadline for University of Minnesota application for summer financial aid (eligible if FAFSA has been submitted)
Mid-May—Orientation and summer registration
Early June—Summer term begins. To be eligible to start the program in June, the student’s official MTLE Basic Skills test scores must be submitted to Student Services by June 1.
Before you begin the program
Minnesota Teacher Licensure Exam
As of September 2010, the Minnesota Board of Teaching requires licensure applicants to pass the Minnesota Teacher Licensure Exams (MTLE). These tests are offered several times a year; students are responsible for registering for and taking MTLE tests by the required deadlines. The GRE is not required for our teacher licensure programs.
Students must pass the following tests to be recommended by CEHD for teaching licensure:
- MTLE Basic Skills Tests. Students must take this test before starting the licensure program. Official test scores must be submitted to Student Services before starting the program.
The following tests must be taken before licensure program completion:
- MTLE Content Area Test: Communication Arts/Literature (Grades 5-12)
- MTLE Pedagogy Test: Secondary (Grades 5-12)
Find out more about the MTLE »
Criminal background check
Before starting student teaching or practicums, students are subject to a criminal background check required by the college. The investigation is conducted by a private agency contracted by the college and is designed to meet school district guidelines governing adults with responsibility for children. Decisions about candidate placement will be made by the district approving the assignment. For background check details and fees, contact Bob Utke at CEHD, 612-625-1084, email: stuteach@umn.edu.
Completing the program
Career information for teachers (CEHD Career Services center)
Faculty and staff
Prospective Student Advisor
Michelle McElroy
Phone: 612-625-3339
Email:
cehdinfo@umn.edu
Core faculty
Cynthia Lewis
612-625-6313
Email:
lewis@umn.edu
David O’Brien
612-625-0541
Email:
dobrien@umn.edu
Other resources
Revised January 2011
