CELC Home / Academics / Elementary Education
Elementary Education graduates are prepared to teach basic skills and knowledge and form learning foundations in young learners.
Teacher Education Licensure:
Elementary Education (K-6)


We all remember at least one of our elementary teachers — one of the key people who made a difference in our lives. Elementary educators work with young learners (K-6), teaching basic skills and knowledge that form the foundation of learning. Teaching at this level requires a unique combination of content knowledge, pedagogy, understanding of individual development and learning styles, and familiarity with learners’ families and communities.

As you complete the Teacher Education program at the University of St. Thomas you will:

  • Gain the knowledge and skills to have a positive impact on students in the K-12 classroom
  • Become part of a supportive network of fellow students, alumni and faculty that will inspire and sustain you throughout your career
  • Learn from expert faculty currently active in the K-12 classroom who are here to help you shape your path to your own classroom


What you can earn

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Where you'll learn

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  • On-campus (St. Thomas)

 

 

 

When you can start

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  • Fall semester begins: September 3, 2014

 



Questions about this program

Ea Porter is an Administrative Assistant for the Teacher Education program in the College of Education, Leadership and Counseling at the University of St. Thomas.

Ea Porter

Enrollment Advisor

651-962-4657

celc@stthomas.edu


Program Details

For the License

Critical analysis of education’s place in today’s rapidly changing society. Focus is on the understanding of education from historic, philosophic and social perspectives and the impact of those perspectives on current practice. The course includes a guided, reflective, in-school field experience.

Designed to assist persons in modeling appropriate multicultural, gender-fair values and actions through awareness of the crucial role of teachers in influencing positive, systemic change on critical social issues of personal growth, human interaction feedback and interpersonal relations. Fulfills Minnesota Human Relations requirement.

This graduate-level course integrates psychological principles with strategies for effective instruction. Prospective K-12 teachers explore the scientific knowledge base that underlies good teaching practices and learn to apply the principles of educational psychology to their own learning and future teaching. Participants study standards-based instruction, performance-enhancing assessment strategies, technology-assisted teaching and learning, and a variety of means of meeting the diverse needs of learners. Through reading, discussion, classroom simulations, school observations and microteaching demonstrations, participants analyze and personalize good practice. Includes research into effective teaching and learning models and guided clinical experiences. Prerequisite: TEGR 510. Concurrent registration with TEGR 532.

The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The second formal field experience is a 30-hour guided, reflective, in-school field experience that focuses on questions involving the exploration of learning and teaching:  Who are the learners and how do they learn?  In what ways are they diverse?  What general approaches can I use to meet each learner’s needs? How can I maximize this opportunity to help me develop as a professional?
Prerequisites: TEGR 510, TEGR 511. Concurrent registration with TEGR 530. Grading: Satisfactory/Unsatisfactory.

Provides an overview of special education and the specific categories of exceptionality. Examines the history, theories, legal mandates, definitions and terminology related to special education. Identifies roles and responsibilities of general and special education professionals. Characteristics of individuals with exceptionalities are explored. These include but are not limited to: gifted and talented, learning disabilities, emotional and behavioral disorders, developmental disabilities, sensory disabilities, early childhood special education, autism spectrum disorders and speech and language disorders or differences.

This graduate level course is Part I of a two-course literacy block designed to introduce the pre-service teacher to the theory and practice of elementary curriculum and instruction in the areas of reading, language arts and children’s literature. Campus and elementary school experiences will emphasize the importance of teaching in an integrated manner to students of diverse socio-economic backgrounds and cultures. The course will present developmentally appropriate practice for kindergarten, primary and intermediate grades, the current knowledge base of research, state and national standards and recommendations for professional development. As the introductory course in literacy, it will focus on language development and literacy processes as a foundation for understanding curricular development in and applications for literacy in the elementary classroom. Participants will research critical issues in the field of literacy development.

This graduate-level course is Part II of a two-course literacy block designed to introduce the pre-service teacher to the theory and practice of elementary curriculum and instruction in the areas of reading, language arts and children’s literature. Campus and elementary school experiences will emphasize the importance of teaching in an integrated manner to students of diverse socio-economic backgrounds and cultures. The course will present developmentally appropriate practice for kindergarten, primary and intermediate grades, and the current knowledge base of research and recommendations for professional development. This second course in the literacy block will extend the foundations in language, literacy and children’s literature presented in the initial course to classroom applications in composing processes (writer’s workshop), assessment and evaluation, and interdisciplinary instruction. Participants will research critical issues in the field of literacy development. Prerequisites: TEGR 501, TEGR 510, TEGR 550. 

This methods course introduces pre-service teachers to facets of instruction, curricula, and assessment that characterize teaching to facilitate meaningful learning in mathematics for elementary school children.  The course provides opportunities for participants to develop a personal vision of elementary school mathematics that is consistent with current state and national goals in mathematics education. Prerequisites: TEGR 501, TEGR 512, TEGR 530.

Intended for all students earning licensure in K-6 with a specialty, this graduate-level class is designed to prepare teachers who will effectively engage learners with science and help them have the skills for lifelong, healthy, active living. Emphasis is on developmentally appropriate practice for a range of learners in grades K-6, curriculum content and sources, instructionally based assessment strategies, connections with community resources, national and state standards, lesson and unit planning, and curriculum and technology integration. Participants will engage in research related to science and healthy, active living. Prerequisites: TEGR 501, TEGR 512, TEGR 530.

Intended for all students earning licensure in K-6 with a specialty, this graduate-level course provides an overview of the social studies and fine arts for the pre-service elementary teacher. It is designed to develop a civic and cultural awareness respectful of human diversity. National and state standards, unit and lesson planning, instructional resources and technology, teaching and assessment strategies, and curriculum integration are addressed. Prerequisites: TEGR 501, TEGR 512, TEGR 530.

The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. This field experience focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a proffessional? Prerequisite: TEGR 512, 530. Concurrent registration with TEGR 570. Grading: Satisfactory/Unsatisfactory.

As the culminating experience of the graduate teacher licensure program, student teaching provides the opportunity for students to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars encourage students to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Student teaching is a full-time commitment under the supervision of university and school-based professionals. Prerequisites: Satisfactory completion of all other required licensure coursework, Unconditional Admission to the Teacher Education Program, Admission to student teaching.

The following licensure requirements are to meet the Math and Science Allied Requirements:

MATH 100   Mathematical Sampler

MATH 121   Structures of Elementary Mathematics

EITHER       2 Lab Sciences
OR              IDSC 150 + 1 additional Lab Science

NOTE:        3 Lab Sciences highly recommended for licensure

TOTAL 39+ Credits

For the License + Master of Arts (M.A.)

Critical analysis of education’s place in today’s rapidly changing society. Focus is on the understanding of education from historic, philosophic and social perspectives and the impact of those perspectives on current practice. The course includes a guided, reflective, in-school field experience.

Designed to assist persons in modeling appropriate multicultural, gender-fair values and actions through awareness of the crucial role of teachers in influencing positive, systemic change on critical social issues of personal growth, human interaction feedback and interpersonal relations. Fulfills Minnesota Human Relations requirement.

This graduate-level course integrates psychological principles with strategies for effective instruction. Prospective K-12 teachers explore the scientific knowledge base that underlies good teaching practices and learn to apply the principles of educational psychology to their own learning and future teaching. Participants study standards-based instruction, performance-enhancing assessment strategies, technology-assisted teaching and learning, and a variety of means of meeting the diverse needs of learners. Through reading, discussion, classroom simulations, school observations and microteaching demonstrations, participants analyze and personalize good practice. Includes research into effective teaching and learning models and guided clinical experiences. Prerequisite: TEGR 510. Concurrent registration with TEGR 532.

The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The second formal field experience is a 30-hour guided, reflective, in-school field experience that focuses on questions involving the exploration of learning and teaching:  Who are the learners and how do they learn?  In what ways are they diverse?  What general approaches can I use to meet each learner’s needs? How can I maximize this opportunity to help me develop as a professional?
Prerequisites: TEGR 510, TEGR 511. Concurrent registration with TEGR 530. Grading: Satisfactory/Unsatisfactory.

Provides an overview of special education and the specific categories of exceptionality. Examines the history, theories, legal mandates, definitions and terminology related to special education. Identifies roles and responsibilities of general and special education professionals. Characteristics of individuals with exceptionalities are explored. These include but are not limited to: gifted and talented, learning disabilities, emotional and behavioral disorders, developmental disabilities, sensory disabilities, early childhood special education, autism spectrum disorders and speech and language disorders or differences.

This graduate level course is Part I of a two-course literacy block designed to introduce the pre-service teacher to the theory and practice of elementary curriculum and instruction in the areas of reading, language arts and children’s literature. Campus and elementary school experiences will emphasize the importance of teaching in an integrated manner to students of diverse socio-economic backgrounds and cultures. The course will present developmentally appropriate practice for kindergarten, primary and intermediate grades, the current knowledge base of research, state and national standards and recommendations for professional development. As the introductory course in literacy, it will focus on language development and literacy processes as a foundation for understanding curricular development in and applications for literacy in the elementary classroom. Participants will research critical issues in the field of literacy development.

This graduate-level course is Part II of a two-course literacy block designed to introduce the pre-service teacher to the theory and practice of elementary curriculum and instruction in the areas of reading, language arts and children’s literature. Campus and elementary school experiences will emphasize the importance of teaching in an integrated manner to students of diverse socio-economic backgrounds and cultures. The course will present developmentally appropriate practice for kindergarten, primary and intermediate grades, and the current knowledge base of research and recommendations for professional development. This second course in the literacy block will extend the foundations in language, literacy and children’s literature presented in the initial course to classroom applications in composing processes (writer’s workshop), assessment and evaluation, and interdisciplinary instruction. Participants will research critical issues in the field of literacy development. Prerequisites: TEGR 501, TEGR 510, TEGR 550. 

This methods course introduces pre-service teachers to facets of instruction, curricula, and assessment that characterize teaching to facilitate meaningful learning in mathematics for elementary school children.  The course provides opportunities for participants to develop a personal vision of elementary school mathematics that is consistent with current state and national goals in mathematics education. Prerequisites: TEGR 501, TEGR 512, TEGR 530.

Intended for all students earning licensure in K-6 with a specialty, this graduate-level class is designed to prepare teachers who will effectively engage learners with science and help them have the skills for lifelong, healthy, active living. Emphasis is on developmentally appropriate practice for a range of learners in grades K-6, curriculum content and sources, instructionally based assessment strategies, connections with community resources, national and state standards, lesson and unit planning, and curriculum and technology integration. Participants will engage in research related to science and healthy, active living. Prerequisites: TEGR 501, TEGR 512, TEGR 530.

Intended for all students earning licensure in K-6 with a specialty, this graduate-level course provides an overview of the social studies and fine arts for the pre-service elementary teacher. It is designed to develop a civic and cultural awareness respectful of human diversity. National and state standards, unit and lesson planning, instructional resources and technology, teaching and assessment strategies, and curriculum integration are addressed. Prerequisites: TEGR 501, TEGR 512, TEGR 530.

The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. This field experience focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a proffessional? Prerequisite: TEGR 512, 530. Concurrent registration with TEGR 570. Grading: Satisfactory/Unsatisfactory.

As the culminating experience of the graduate teacher licensure program, student teaching provides the opportunity for students to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars encourage students to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Student teaching is a full-time commitment under the supervision of university and school-based professionals. Prerequisites: Satisfactory completion of all other required licensure coursework, Unconditional Admission to the Teacher Education Program, Admission to student teaching.

The following licensure requirements are to meet the Math and Science Allied Requirements:

MATH 100   Mathematical Sampler

MATH 121   Structures of Elementary Mathematics

EITHER       2 Lab Sciences
OR              IDSC 150 + 1 additional Lab Science

NOTE:        3 Lab Sciences highly recommended for licensure

Methods of descriptive and experimental research, basic statistical theory and application, orientation to library resources, development of significant research methodology.

TOTAL 42+ Credits

Rosemary Barreto is the department assistant for the Teacher Education program at the University of St. Thomas.

Rosemary Barreto

Department Assistant Teacher Education (651) 962-4420
MOH 305 | Opus Hall

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Seehwa Cho, Ph.D.

Associate Professor Teacher Education (651) 962-4434
MOH 312 | Opus Hall

Jan Frank, Ph.D., is the department chair of the Teacher Education program at the University of St. Thomas.

Jan Frank, Ph.D.

Associate Professor | Department Chair Teacher Education (651) 962-4446
MOH 306 | Opus Hall

Carole Koch is the assessment coordinator for the Teacher Education program at the University of St. Thomas.

Carole Koch

Assessment Coordinator Teacher Education (651) 962-4468
MOH 311 | Opus Hall

John Melick is the director of Field Experiences & Clinical Practice in the Teacher Education program at the University of St. Thomas.

John Melick

Director of Field Experiences & Clinical Practice Teacher Education (651) 962-4424
MOH 310

Debbie Monson, Ph.D., is an assistant professor in the Teacher Education program at the University of St. Thomas.

Debbie Monson, Ph.D.

Assistant Professor Teacher Education (651) 962-4443
MOH 304 | Opus Hall

Robert J. Nistler, Ph.D., is an associate professor in the Teacher Education program at the University of St. Thomas.

Robert J. Nistler, Ph.D.

Associate Professor Teacher Education (651) 962-4426
MOH 307 | Opus Hall

Amy F. Smith, Ph.D., is an associate professor in the Teacher Education program at the University of St. Thomas.

Amy F. Smith, Ph.D.

Associate Professor Teacher Education (651) 962-4445
MOH 313 | Opus Hall

Muffet Trout, Ph.D., is an assistant professor in the Teacher Education program at the University of St. Thomas.

Muffet Trout, Ph.D.

Assistant Professor Teacher Education (651) 962-4424
MOH 303

Douglas F. Warring, Ph.D., is a professor in the Teacher Education program at the University of St. Thomas.

Douglas F. Warring, Ph.D.

Professor Teacher Education (651) 962-4877
MOH 314 | Opus Hall

 
 

Ongoing Professional Development
Whether networking with leaders in the field of education reform, acquiring new tools to identify early warning signs of mental illness in your classroom, or simply catching up on the latest offerings in children’s literature, annual events and conferences in the College of Education, Leadership & Counseling offer a variety of networking and professional development opportunities. Most events include a CEU component.
 

Mentored Clinical Practice

The dedicated faculty and staff in the Teacher Education program will work with you to ensure that your clinical practice experience (student teaching) will meet your needs and facilitate your growth, both personally and professionally. Throughout your time student teaching, regularly scheduled seminars with faculty and peers offer the opportunity to form a strong professional network as you prepare to enter the field.

 

Community Partnerships

The College of Education, Leadership & Counseling takes pride in engaging in innovative partnerships with a variety of organizations. Students in the College of Education, Leadership & Counseling will find many opportunities for professional growth as a result of working these organizations. Partnership examples include the Northwest Suburban Integration District, Center for Academics and Sports, FAIR School and the Collaborative Urban Educators program. 

 

The Value of a St. Thomas Degree

Calculating the cost of your degree can be challenging, as every institution approaches it a bit differently. At St. Thomas, we list our tuition cost as cost per credit:

  • Each course can be 1-3 semester credits, but the standard course is 3 credits.  
  • A typical part-time student in our graduate programs takes 3-6 credits per term.
  • To view the total number of credits per program you can view the courses tab above.

It may be possible for you to receive some type of financial assistance. To learn more, please visit our Graduate Financial Aid page.

We offer our students much more than just a degree. We offer the chance to be a part of a personal and professional network like no other, which means your graduate education will enrich your life and career long into the future.




Cost

Education (M.A., Ed.S., Certificate, Licensure)

On-campus Tuition (per credit) $793.50
Books and materials
(estimate per course)
$150-250
One-time application fee $50

1 | Meet the requirements:

  • A bachelor's degree from a regionally accredited institution
  • A cumulative minimum undergraduate G.P.A. of 2.75 (4.0 scale) or the successful completion of a graduate level program from another institution

If you do not meet the above requirement(s), you may be eligible for special admission, which requires:

  • The GPA requirement for admittance to our Teacher Education master’s degree is 2.75 and above for full acceptance; 2.5-2.74 for conditional acceptance; and below 2.5 acceptance based on interview or review of materials by department chair. Please contact us if your GPA requires review.
  • The completion of a standardized test, such as the Miller Analogies Test (MAT), GRE, GMAT or LSAT
  • A possible interview with an admissions person/committee

2 | Submit the following application materials:

  • Application form and one-time $50 application fee
  • Two positive letters of reference from non-related individuals
  • Official transcripts for all undergraduate and graduate work (unless that work was completed at the University of St. Thomas)
  • Personal statement
  • Transcript Review: All Teacher Education applicants seeking licensure must have a transcript review completed.  Official transcripts from all previous institutions are required.  There is a $25 fee per content area review.  Please contact the Teacher Education Department to request a transcript review form.  Email to  barr7879@stthomas.edu.

3 |  Submit the supplementary materials:

  • Initial Licensure:  MTLE Basic Skills required by the end of an initial teacher licensure candidate's first semester of coursework.
  • International Applicants:  (1) Test of English as a Foreign Language (TOEFL) required for any candidate whose primary language is not English. (2) Transcript Review: All international transcripts must be reviewed by an accredited evaluation service to determine U.S. equivalency of the degree awarded and the institution awarding the degree. Applications will not be reviewed for admissions until the official review is submitted.

Deadlines

Application Deadlines:

  • For Fall Term: June 1
  • For Spring Term: Rolling
  • For Summer Term: May 1

When you can start

  • Fall semester begins September 3, 2014

Looking for more?

Apply online

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1000 LaSalle Avenue · Minneapolis, Minnesota 55403 · USA
1-651-962-4550 · education@stthomas.edu