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Master in Education at ºìÌÒÊÓƵ College

Master in Education: Degree Requirements

Initial Teacher Certification with AME
The AME program is intentionally designed to prepare qualified initial certification teacher candidates through cohort-based professional preparation coursework completed concurrently with reflective, clinical experience work that includes significant opportunities for observing, teaching, and co-teaching. Essential to the residency model of the AME program is an attitude that is receptive to constructive feedback and mentor input with regard to instructional and professional practice.

Required Coursework for Initial Certification
To be recommended for initial certification, candidates must complete either the Elementary (PK-3 or 3-6) or the Secondary coursework, related clinical experiences, and pass the relevant Michigan Test(s) for Teacher Certification (MTTC).

    Credits  
ELEMENTARY Candidates  
EN-501 Introduction to Education   3  
EN-502 Instructional Design   1  
EN-530 Lower Elementary Literacy Methods (PK-3)    3  
EN-532 Upper Elementary Literacy Methods (3-6)   3  
EN-540 Lower Elementary Math Methods (PK-3)    3  
EN-542 Upper Elementary Math Methods (3-6)    3  
EN-596 School & Society   3  
EN-503 Teaching Apprenticeship    3  
EN-560 Methods in Science & Soc Studies    3  
EN-579 Inclusion    3  
EN-610 Reading Diagnosis & Remediation    3  
EN-543 Literacy for Diverse Learners   3  
EN-590 Teaching Internship & Seminar    6  

 

SECONDARY Candidates  
EN-501 Introduction to Education   3  
EN-502 Instructional Design   1  
EN-550 Adolescent Development   3  
EN-508 Secondary Curriculum, Methods, & Assessment   3  
EN-596 School & Society    3  
EN-503 Teaching Apprenticeship   3  
EN-554 Literacy & Methods in the Disciplines   3  
EN-579 Inclusion   3  
EN-610 Reading Diagnosis & Remediation   3  
EN-543 Literacy for Diverse Learners    3  
EN-590 Teaching Internship & Seminar    6  

 

To earn a graduate degree, candidates must complete the Graduate Research coursework. All coursework must be completed five years from their first Cohort graduate course. At least 36 graduate credits are required for the Master in Education (M.Ed.) degree at ºìÌÒÊÓƵ College. Candidates must pass the appropriate MTTC test(s) before beginning the research coursework.

EN-510 Research Methods, Design & Analysis (3 credits)
EN-630 Thesis: Data Collection / Analysis (3 credits)
EN-640 Thesis: Publication and Presentation (1 credit)

 

All cohort participants will be required to assemble a digital artifact portfolio that includes evidence that they have met all certification and competency requirements. The portfolio will be introduced in the first semester of the program and co-constructed with input from AME instructors throughout the program. The portfolio will be reviewed and evaluated by the School of Education faculty prior to recommendation for certification. Teacher candidates will have the opportunity to collaborate and revise artifacts in their portfolios.

A support team will be established and each team will include the following individuals:

  • The AME participant/teacher candidate
  • The building principal or assigned district administrator
  • An assigned mentor teacher from the same building or district
  • A teacher education field supervisor from ºìÌÒÊÓƵ College

The focus of the support team will be:

  1. To offer support and share resources with the candidate
  2. To conduct clinical field observations and evaluations
  3. To provide formative feedback to the candidate

Each support team should be established prior to the start of the program and must include a signed Memorandum of Understanding (MOU) outlining the AME candidate's duties and responsibilities as well as the responsibilities of the school district hosting the candidate. AME will collaborate with school districts or community partners (e.g., Talent Together) to make the best use of available resources.

Members of the support team should meet regularly throughout the semester. Meetings will involve the candidate and will focus on reviewing independent field observation evaluations and providing feedback and support. The building administrator and the ºìÌÒÊÓƵ College field supervisor should each conduct a minimum of three observation evaluations during the student teaching phase. The mentor classroom teacher should log a minimum of 50 hours of contact time with the candidate (including both formal and informal meetings). The
Residency/Induction Support Team will meet as a whole at least once every six weeks to review evaluation findings and to develop collaborative response and intervention plans considering input from all members of the team.

Upon completion of the clinical field placement, the Residency/Induction Support Team will prepare a summary report that either supports the recommendation for initial teacher certification or proposes additional clinical fieldwork which would allow the candidate the opportunity to address evaluation  concerns.

Once a participant has successfully completed all coursework with grades being posted, constructed an approved portfolio, received acceptable clinical placement evaluation ratings from the support team, successfully passed the appropriate MTTC subject area test(s), and completed all other certification requirements, including the MOECS verification, the candidate will be eligible to be recommended for initial, standard teacher certification.

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