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:
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MATH 100 Mathematical Sampler
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|
MATH 121 Structures of Elementary Mathematics
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|
EITHER 2 Lab Sciences
OR IDSC 150 + 1 additional Lab Science
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|
NOTE: 3 Lab Sciences highly recommended for licensure
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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.
3 credits determined by student's academic advisor (CIED 500-999, SPED 500-999)
