CELC Home / Academics / English as a Second Language
In the English as a Second Language program, educators study second language acquisition and sociolinguistics.
Teacher Education Licensure:
English as a Second Language


Over the past two decades, the Twin Cities have enjoyed a significant rise in Hmong, Hispanic, Somali and other immigrant populations. Since 1979, the number of children speaking a language other than English at home has grown by more than 150 percent. To meet this growing need, the University of St. Thomas is offering an opportunity for licensed teachers to earn their Master of Arts in Teaching with an Endorsement in English as a Second Language.

In the English as a Second Language program, you will:

  • Explore second language acquisition and development
  • Study bilingualism
  • Understand language universals
  • Examine sociolinguistics
  • Evaluate the roles culture and society play in the acquisition of ESL


What you can earn

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  • Certificate
  • License
  • Endorsement
  • Master of Arts (M.A.)

Where you'll learn

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  • On-campus (St. Thomas)

 

When you can start

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  • Spring semester begins: February 2, 2015


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


ESL 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.

Field Experience I: Exploration is a guided, reflective, in-school field experience that provides an opportunity for beginning teacher education candidates to explore schools, education, and teaching as well as their own motivation for choosing the profession of teaching. This field experience focuses on questions that begin a general exploration of the profession: What is a good school? What is a good education? What is good teaching? What filters and assumptions do I use in making these determinations? How can I maximize this opportunity to help me develop as a professional? Co-requisite: TEGR 510

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 course covers currently recognized best practice in language teaching methodology such as content-based instruction, co-teaching, communicative approaches, collaborative learning, and task-based learning. Theory and practical dimensions will be included. Students will demonstrate their knowledge, skills and dispositions related to best practice in English as a Second Language content and methodology in a field-based integrative project and will also lead an advocacy discussion highlighting the instructional implications of a current issue impacting diverse language learners.

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 professional? Prerequisite: TEGR 512, 530. Concurrent registration with either TEGR 571, 580 or 581. Grading: Satisfactory/ Unsatisfactory.

Examines the key aspects of understanding the role and relevance of technology in today's learning environment.  Participants will develop skills, knowledge, and strategies to effectively utilize instructional tools to facilitate teaching and learning activities as well as to make use of technology resources for communication, collaboration, and creativity.

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.

Candidates seeking ESL licensure must provide documentation of World Language coursework. A minimum of 2 years of high school level or 1 year of college level in a single language is required. Students also take the content courses listed below.

TEGR 620   Additional Language Acquisition for Diverse Learners TEGR 622   ESL Language and Culture for Academic Development
TEGR 626   Introduction to Linguistics for Teachers of Diverse Learners TEGR 628   Literacy and Oral Language Development for Diverse Learners
TEGR 630   Testing and Assessment for Diverse Learners TEGR 632   Grammer Instruction for Diverse Learners

TOTAL 44 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.

Field Experience I: Exploration is a guided, reflective, in-school field experience that provides an opportunity for beginning teacher education candidates to explore schools, education, and teaching as well as their own motivation for choosing the profession of teaching. This field experience focuses on questions that begin a general exploration of the profession: What is a good school? What is a good education? What is good teaching? What filters and assumptions do I use in making these determinations? How can I maximize this opportunity to help me develop as a professional? Co-requisite: TEGR 510

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 course covers currently recognized best practice in language teaching methodology such as content-based instruction, co-teaching, communicative approaches, collaborative learning, and task-based learning. Theory and practical dimensions will be included. Students will demonstrate their knowledge, skills and dispositions related to best practice in English as a Second Language content and methodology in a field-based integrative project and will also lead an advocacy discussion highlighting the instructional implications of a current issue impacting diverse language learners.

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 professional? Prerequisite: TEGR 512, 530. Concurrent registration with either TEGR 571, 580 or 581. Grading: Satisfactory/ Unsatisfactory.

Examines the key aspects of understanding the role and relevance of technology in today's learning environment.  Participants will develop skills, knowledge, and strategies to effectively utilize instructional tools to facilitate teaching and learning activities as well as to make use of technology resources for communication, collaboration, and creativity.

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.

Candidates seeking ESL licensure must provide documentation of World Language coursework. A minimum of 2 years of high school level or 1 year of college level in a single language is required. Students also take the content courses listed below.

TEGR 620   Additional Language Acquisition for Diverse Learners TEGR 622   ESL Language and Culture for Academic Development
TEGR 626   Introduction to Linguistics for Teachers of Diverse Learners TEGR 628   Literacy and Oral Language Development for Diverse Learners
TEGR 630   Testing and Assessment for Diverse Learners TEGR 632   Grammer Instruction for Diverse Learners

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

TOTAL 47 Credits

For the Certificate

This course is an overview of second language acquisition. It examines topics such as: differences in first and second language development, bilingualism, understanding language universals and sociolinguistics. It includes the examination of acquisition theories by Stephen Krashen, Virginia Collier, Jim Cummins and others. A part of this course involves collecting data from real second language learning situations and critically examining that data against theories and our own assumptions.

This course will examine current theories, instructional methods and materials, and issues in the areas of reading and writing for second language learners. Relevant research will be investigated and relationships between research and best practice will be discussed and applied. It is expected that registrants will attend all classes, complete all readings and assignments, and participate in class discussions and activities.

This course examines the roles culture and society play in the acquisition of English as a second language. Aspects of anthropology, the underlying discipline of culture, will be addressed as will the impact of social class and gender on student experiences with schooling. A primary focus will be on field observations and interactions with ESL classrooms that have students from cultures of East Africa, Mexico, Central and Latin America, and East Asia.

This course covers currently recognized best practice in language teaching methodology such as content-based instruction, co-teaching, communicative approaches, collaborative learning, and task-based learning. Theory and practical dimensions will be included. Students will demonstrate their knowledge, skills and dispositions related to best practice in English as a Second Language content and methodology in a field-based integrative project and will also lead an advocacy discussion highlighting the instructional implications of a current issue impacting diverse language learners.

TOTAL 12 Credits

For the Endorsement (current teachers)

This course is an overview of second language acquisition. It examines topics such as: differences in first and second language development, bilingualism, understanding language universals and sociolinguistics. It includes the examination of acquisition theories by Stephen Krashen, Virginia Collier, Jim Cummins and others. A part of this course involves collecting data from real second language learning situations and critically examining that data against theories and our own assumptions.

This course examines the roles culture and society play in the acquisition of English as a second language. Aspects of anthropology, the underlying discipline of culture, will be addressed as will the impact of social class and gender on student experiences with schooling. A primary focus will be on field observations and interactions with ESL classrooms that have students from cultures of East Africa, Mexico, Central and Latin America, and East Asia.

This course examines an array of tools that inform language teaching. The course will include an overview of phonetics, IPA, phonology, morphology, syntax, semantics, historical- comparative linguistics and language universals. This course explores how teachers can use the above tools to structure instruction in ways that diverse learners will develop academic language proficiency in the areas of listening, speaking, reading and writing.

This course will examine current theories, instructional methods and materials, and issues in the areas of reading and writing for second language learners. Relevant research will be investigated and relationships between research and best practice will be discussed and applied. It is expected that registrants will attend all classes, complete all readings and assignments, and participate in class discussions and activities.

This course looks at issues involved in the testing and evaluating of diverse learners in a variety of educational settings. Instruments and procedures for assessing the language proficiency, as well as content knowledge and skills will be examined and discussed. Uses of test results, assessing the four language domains and issues of advocacy will be included.

This course systematically examines the grammar of English specifically as it relates to the teaching of English to non-native speakers. The class will examine English structures in depth, recognize basic linguistic features of English including morphology, syntax and semantics. The relationship of English grammar to those of other languages will be explored, as will the history and development of English.

This course covers currently recognized best practice in language teaching methodology such as content-based instruction, co-teaching, communicative approaches, collaborative learning, and task-based learning. Theory and practical dimensions will be included. Students will demonstrate their knowledge, skills and dispositions related to best practice in English as a Second Language content and methodology in a field-based integrative project and will also lead an advocacy discussion highlighting the instructional implications of a current issue impacting diverse language learners.

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 professional? Prerequisite: TEGR 512, 530. Concurrent registration with either TEGR 571, 580 or 581. Grading: Satisfactory/ Unsatisfactory.

This university supervised field experience provides the opportunity for students to demonstrate their classroom knowledge and skills relating to a new licensure endorsement area. Prerequisite: Permission of Department Chair.

TOTAL 23 Credits

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

This course is an overview of second language acquisition. It examines topics such as: differences in first and second language development, bilingualism, understanding language universals and sociolinguistics. It includes the examination of acquisition theories by Stephen Krashen, Virginia Collier, Jim Cummins and others. A part of this course involves collecting data from real second language learning situations and critically examining that data against theories and our own assumptions.

This course examines the roles culture and society play in the acquisition of English as a second language. Aspects of anthropology, the underlying discipline of culture, will be addressed as will the impact of social class and gender on student experiences with schooling. A primary focus will be on field observations and interactions with ESL classrooms that have students from cultures of East Africa, Mexico, Central and Latin America, and East Asia.

This course examines an array of tools that inform language teaching. The course will include an overview of phonetics, IPA, phonology, morphology, syntax, semantics, historical- comparative linguistics and language universals. This course explores how teachers can use the above tools to structure instruction in ways that diverse learners will develop academic language proficiency in the areas of listening, speaking, reading and writing.

This course looks at issues involved in the testing and evaluating of diverse learners in a variety of educational settings. Instruments and procedures for assessing the language proficiency, as well as content knowledge and skills will be examined and discussed. Uses of test results, assessing the four language domains and issues of advocacy will be included.

This course will examine current theories, instructional methods and materials, and issues in the areas of reading and writing for second language learners. Relevant research will be investigated and relationships between research and best practice will be discussed and applied. It is expected that registrants will attend all classes, complete all readings and assignments, and participate in class discussions and activities.

This course systematically examines the grammar of English specifically as it relates to the teaching of English to non-native speakers. The class will examine English structures in depth, recognize basic linguistic features of English including morphology, syntax and semantics. The relationship of English grammar to those of other languages will be explored, as will the history and development of English.

This course covers currently recognized best practice in language teaching methodology such as content-based instruction, co-teaching, communicative approaches, collaborative learning, and task-based learning. Theory and practical dimensions will be included. Students will demonstrate their knowledge, skills and dispositions related to best practice in English as a Second Language content and methodology in a field-based integrative project and will also lead an advocacy discussion highlighting the instructional implications of a current issue impacting diverse language learners.

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 professional? Prerequisite: TEGR 512, 530. Concurrent registration with either TEGR 571, 580 or 581. Grading: Satisfactory/ Unsatisfactory.

This university supervised field experience provides the opportunity for students to demonstrate their classroom knowledge and skills relating to a new licensure endorsement area. Prerequisite: Permission of Department Chair.

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

5 credits determined with student's academic advisor (CIED 500-999, SPED 500-999)

TOTAL 31 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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Kate Caffrey

Director, Tutor Mentor Program Teacher Education (651) 962-4438
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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 Teacher Education (651) 962-4446
MOH 306 | Opus Hall

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Bruce P. Gleason, Ph.D.

Chair Teacher Education (651) 962-4439
MOH 310

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

Jeanne Mortinson, Ed.D., is the director of the Collaborative Urban Educator (CUE) program in the School of Education at the University of St. Thomas.

Jeanne Mortinson, Ed.D.

Director of C.U.E. Program Teacher Education (651) 962-4659
MOH 316 | 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

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Lucy Payne, Ph.D.

Associate Professor Teacher Education (651) 962-4811
MOH 308

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

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.

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.




Cost

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

On-campus Tuition (per credit) $793.50
Off-site Program Tuition (per credit) $415
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