We want you to succeed from your first day in the classroom. That’s why our teacher education programs prepare you to be an expert in your field and an effective teacher. As a teacher licensure student at the University, you’ll be a part of:
2019 handbook website now available.
Our handbook for teacher candidates, cooperating teachers, and University supervisors has been revised for the 2019-2020 academic year.
Graduate level teacher education affords you the opportunity to first master your content knowledge through your undergraduate degree. Then, we place you into real classrooms in ways that work best for you and our school partners, creating an optimal experience. Our teacher education students collaborate with co-teachers to design and deliver lessons, work one-on-one with struggling learners, and assess student learning.
This supports not only teacher preparation, but also classroom experiences for the preK-12 learners. Our model:
The Multiple Pathways to Teaching Office develops programs with local partners to address acute needs and specific goals. These programs include K-6 Elementary MEd and Initial Licensure with a focus on Dual Language Immersion (DLI-L) and the Minnesota Grow Your Own Teachers Program (MNGOT) which offers a combined master's degree with licensure options including K-6 Elementary, K-12 ESL, Secondary Science, and Secondary Math.
We support current teacher licensure students throughout their time at the University. Major aspects of our work include: new student orientation, completing the Minnesota state teacher licensing process, and post-graduation job search.
We deepen University-school partnerships to improve preK-12 student learning. Major initiatives include: enhancing clinical placements, co-teaching in student teaching, improving mentoring of teacher candidates, preparing liaisons as teacher leaders, supporting partner school change, coordinating innovative projects, and sustaining a strong partner network.
These workshops are an important part of a successful co-teaching experience for teacher candidates (TCs) and their cooperating teachers (CTs). It is during these workshops that TCs and new CTs learn about co-teaching and how it differs from a traditional student-teaching model.
We are committed to our partnership with the U of M because our Sanford teachers learn so much from co-teaching with the future teachers! This is an exemplary model of teacher preparation and ongoing development.
Dr. Emily Lilja Palmer
Principal, Minneapolis Public Schools