Master's of Education Plus Teacher Certification Overview

Description

GENERAL INFORMATION

The Education Department works in collaboration with academic departments in the other Divisions to professionally prepare graduate students for teaching. The first teaching certificate that can be earned is the Provisional Certificate, specified for teaching either at the Elementary or Secondary Level. 

The Marygrove College Teacher Certification programs have state approval through the Michigan Department of Education and are accredited by the Council for the Accreditation of Educator Preparation (CAEP).

pdfIB_Commission_accreditation_letter_Marygrove_College.pdf

It is important to determine the desired teaching level at the beginning of one’s program. Elementary and Secondary Level requirements are different, as are Elementary and Secondary classroom environments.

The Elementary Level teaching certificate allows the holder to teach all subjects in a self- contained classroom, grades K-8. The Secondary Level certified teacher is allowed to instruct grades 6-12 in endorsed subjects. Art and Music teachers are certified to teach their subject areas across the K-12 spectrum, minors are not required in these two comprehensive teaching majors. 

An Elementary or Secondary Education student must have a certifiable teaching major for which Marygrove is authorized to recommend for Provisional Certification. An Elementary Education student also must complete the Elementary Education minor offered by Marygrove. A Secondary Education student must complete a certifiable Marygrove teaching minor.

Teaching majors and minors are done at the undergraduate level. The teaching majors and minors Marygrove offers are listed below.

Elementary Teaching Majors:

Integrated Science (54 credits)

Language Arts (39 credits)

Mathematics (35 credits)

Social Studies (40 credits)

Elementary Education Minor (29 credits)

Secondary Teaching Majors:

Art Education – Comprehensive Group Major (65 credits); to teach Art to grades K-12, teaching minor not required

Biology (35 credits)

English (36 credits)

Dance (K-12) (71 credits) 

History (30 credits)

Mathematics (35 credits)

Music – Comprehensive group Major (74-80 credits); to teach music to grades K-12, teaching minor not required

Political Science (30 credits)

Social Studies (40 credits)

Secondary Teaching Minors: 

Chemistry (20 credits)

Dance (K-12) (24 credits)

English (24 credits)

French (20 credits)

History (20 credits)

Mathematics (24 credits)

Political Science (20 credits)

Spanish (20 credits)

Elementary and Secondary Teacher Certification Program progression occurs in four phases: 

  I.  Exploratory

  II.  Pre-Candidate

  III. Candidate 

  IV. Student Teaching 

Entrance into the College does not guarantee admission to the Teacher Certification Program. After completing the Exploratory Phase courses and successfully passing the Michigan Test for Teacher Certification (MTTC) Basic Skills Test, a student must make a separate application to the Teacher Certification Program. Application forms and directions are available in the Education Department Office.

Successful candidates become eligible for recommendation by Marygrove to the Michigan Department of Education for the Provisional Teaching Certificate after completing all Teacher Certification Program requirements. These include completion of: 

All necessary teaching major and minor course work 

All professional Education sequence coursework 

All appropriate Michigan Tests for Teacher Certification (MTTC)

Certifiable teaching major and minor coursework is done in Arts and Sciences subject area departments; the Elementary Education minor is offered in the Education Department. For full descriptions please see their respective program sections in the Marygrove College Undergraduate Catalog.

In addition to graduate Professional Sequence courses and undergraduate teaching major and minor coursework, a nine credit Cognate must be selected. A Cognate is a series of three elective courses within a focused area of study [Reading, Special Education, or Educational Technology] that a student selects to enhance understanding of a related teaching area. The selected nine credit Cognate may be started after acceptance to the Candidacy Phase and can be completed after student teaching to finish the Master of Education Degree. 

There is a six year program completion time limit that begins with acceptance into the M.Ed. Plus Teacher Certification Program as a Pre-Candidate. All program requirements, including the selected cognate courses, must be completed within this six year time frame. 

COLLEGE ADMISSION REQUIREMENTS FOR TEACHER CERTIFICATION

Graduate teacher certification can be pursued by students who have already completed a Bachelor’s Degree by applying to the Master of Education (M.Ed.) Plus Teacher Certification Program through the Graduate Office of Recruitment and Enrollment.

Applicants must meet general College graduate admission requirements (see the “Graduate Admissions” section of this catalog) and specific Program application requirements described below. Official copies of all college level transcripts and an official application to the Master of Education (M.Ed.) Plus Teacher Certification Program must be on file before college admission will be granted.

Specific Requirements for Admission to a Graduate Teacher Certification Program 

Participation in the graduate Teacher Certification Program depends on applicants having an undergraduate Grade Point Average (GPA) of 3.0 or higher. Once a graduate application is received, a transcript review is conducted to determine acceptance to the College to pursue Master’s Plus Teacher Certification Program studies. Faculty transcript reviews in the teaching major (and minor for Secondary) determine what prior undergraduate or graduate coursework can be accepted. To be admitted to the College to begin Exploratory Phase courses, the student must have fewer than 30 undergraduate teaching major/minor credits yet to be completed. 

For students accepted into the Exploratory Phase, the Education Student Services Specialist and faculty liaisons in the teaching major department will determine a “Plan of Work” listing the undergraduate and graduate courses needed for meeting the program requirements of the applicant’s chosen teaching major, minor and certification level. 

As described above, a four phase process is utilized for progressing in the Teacher Certification Program; all requirements for each phase must be completed before advancing to the next phase. Aspiring Teacher Certification Program students work through specific introductory coursework and testing in the Exploratory Phase to be accepted to the Program as Pre-Candidates, explained below. Once accepted as a Phase II Pre-Candidate, the student will be assigned an Education Department faculty advisor. To then become admitted as Phase III Teacher Certification Program Candidates, students must fulfill further requirements. The final phase is student teaching, a full time, supervised, professional residency teaching in a school.

The Education Department reserves the right to offer admission and continuance in programs based on criteria established in the Teacher Certification Program Handbook and on the professional judgment of Marygrove College faculty.

Academic Performance

Participation in the graduate Teacher Certification Program depends on maintaining undergraduate and graduate GPAs of 3.0 or higher, and successfully passing all required MTTC tests. 

A student whose GPA drops below 3.0 will be put on academic probation and will receive a letter indicating if one term is granted to bring the GPA up to standard. Students who do not raise the GPA to 3.0 during the probationary period will be dropped from the M.ED. Plus Teacher Certification Program. No more than one notice of academic probation is allowed for continued participation in the Teacher Certification Program. Candidates on academic probation will not be allowed to enroll in Student Teaching. 

The Education Department holds high standards for the professional behaviors and dispositions of future teachers. These include expectations for behaviors appropriate to the classroom setting, and display of the attitudes and interpersonal skills necessary for successful careers in schools. Education students are regularly assessed by faculty for satisfactory Professional Behaviors and Dispositions; unacceptable behavioral events will be documented and appropriate interventions will be assigned by Education faculty advisors in consultation with the Program Coordinator. 

Academic program requirements may be subject to change as College, Education Department or Michigan Department of Education policies are modified or adjusted. 

SPECIFIC PROGRAM REQUIREMENTS

Phase I: Exploratory Phase

The following list explains fundamental Exploratory Phase requirements. An Exploratory student must fulfill Phase I requirements, then apply for admission to the graduate Teacher Certification Program as Pre-Candidate. Phase I Exploratory courses introduce aspiring teacher education students to the dynamic scope of considerations in the teaching profession. Additional information is found in the Teacher Certification Program Handbook, available from Education Department office, and the Marygrove College Undergraduate Catalog. 

To complete the Exploratory Phase and be admitted to the M.Ed. Plus Teacher Certification Program as a Pre-Candidate, a student must have fewer than 30 undergraduate teaching major credits to yet to fulfill, and the following:

Satisfactorily complete 12 undergraduate pre-requisite credits in academic teaching major with no grade less than a “C.”

Pass the three introductory Exploratory Phase courses with a grade of ‘B” or better: 
EDU 203 The Teaching Profession (3 credits)
EDU 541 Educational Psychology (3 credits)
EDU 575 Foundations in American Education (3 credits)

Maintain undergraduate pre-requisite and graduate coursework grade point averages of 3.0 or higher.

Receive passing scores on all three sections of the MTTC Basic Skills Test (BST) within one calendar year of the start of Exploratory Phase courses. 

Have satisfactory Professional Behaviors and Dispositions Assessments in Exploratory courses, and no more than one notice of academic probation.

Submit an acceptable Pre-Candidate application to the Education Department, along with all necessary documentation including two letters of recommendation. This application packet can be obtained in the Education Department Office, Madame Cadillac Building, Room 215.

Receive positive application review, including a student interview with Education Department faculty. Students will be notified of program acceptance after their interviews, and will be assigned an Education faculty advisor at that time.

Phase II: Elementary Level Pre-Candidate

Accepted Elementary Pre-Candidates take further teaching major and minor coursework, fulfill major and minor Gateway Requirements (explained below), and work to be accepted as Candidates in the Teacher Certification Program. 

All graduate Elementary Pre-Candidates must take the following four Education courses:

EDU 530 Technology in the Classroom (3 credits)

EDU 551 Curriculum, Instruction, and Assessment (3 credits)

EDU 552 Assessment and Differentiation (3 credits)

EDU/EDL 602 Introduction to Educational Research (3credits)

To become a Teacher Certification Candidate, a Phase II Elementary Level student must:

Pass all Exploratory Phase Education courses and complete all teaching major and Elementary minor courses including Gateway Courses, with a grade of “B” or better

Maintain undergraduate and graduate GPAs of 3.0 or higher.

Have satisfactory Professional Behaviors and Dispositions Assessments and no more than one notice of academic probation.

Apply to the Education Department for full acceptance as a Phase III Teacher Certification Candidate. The Elementary Level Candidate Application packet can be obtained in the Education Department office, Madame Cadillac Building, Room 215. The Candidate Application packet includes the student application and two Candidacy recommendation forms. Recommendation forms must be filled out by the teaching major liaison faculty member and the student’s Education faculty advisor and must be submitted as part of the Candidacy application. 

Receive notification of acceptance. Students will be notified of full acceptance as Candidates in a letter from the Elementary Program Coordinator.

Phase II: Secondary Level Pre-Candidate

In Phase II accepted Secondary Pre-Candidates take further teaching major and minor coursework, fulfill major and minor Gateway Requirements (explained below), and work toward acceptance as Candidates in the Teacher Certification Program. 

Secondary Pre-Candidates must take the following four Education courses:

EDU 530 Technology in the Classroom (3 credits)

EDU 548 Teaching Writing and Speaking in the Elementary and Secondary Classroom (3 credits)

EDU 551 Curriculum, Instruction, and Assessment (3 credits)

EDU/EDL 602 Introduction to Educational Research (3 credits)

To become a Teacher Certification Candidate, a Phase II Secondary student must:

Pass all Exploratory Phase Education courses and complete all teaching major and minor courses including Gateway Courses, with a grade of “B” or better.

Maintain undergraduate and graduate GPAs of 3.0 or higher.

Have satisfactory Professional Behaviors and Dispositions Assessments, and no more than one notice of academic probation.

Attend five one-hour test information and preparation sessions in the Teacher Education Academic Support (TEAS) Lab during the Gateway Course semester, with additional sessions if necessary as determined by the teaching major/minor liaison faculty member. 

Successfully pass the MTTC Content Area Test (CAT) readiness test for the major. Some readiness tests are administered in the TEAS Lab, others are given in the subject area departments.

Request Candidacy Recommendation from the teaching major liaison before taking the MTTC Subject Area Test. The Secondary Level Candidate Application packet includes the Candidacy recommendation form, which must be filled out by the student and signed by the teaching major liaison faculty member and TEAS Lab Director prior to MTTC CAT test registration. Application packet can be obtained in Education Department office, MC Room 215.

Apply to the Education Department for full acceptance as a Phase III Teacher Certification Candidate. Students may apply once Candidacy Recommendation is made by the teaching major liaison.

Receive notification of acceptance. Students will be notified of full acceptance as Candidates in a letter from the Secondary Program Coordinator. It is expected that recommended Secondary Level Candidates will pass their MTTC Content Area Tests (CATs). If test is not passed, a written study plan must be designed with the teaching major liaison and signed by the Education faculty advisor. No further Secondary Teacher Education courses are allowed until the MTTC CAT is passed.

Phase III: Candidate - Elementary and Secondary Levels

The Candidate Phase focuses pre-service teachers on learning a variety of teaching methodologies. Only fully accepted Candidates may take the teaching methods course listed below. Methods coursework begins with 

EDU 553 Designing and Managing Effective Learning Environments for Diverse Learners.

Elementary Teaching Methods Sequence 

EDU 553 Designing and Managing Effective Learning Environments for Diverse Learners (3 credits)

EDU 544 Methods for Teaching Elementary School Mathematics (3 credits)

EDU 554 Methods for Teaching Elementary School Social Studies (3 credits)

EDU 564A Methods for Teaching Elementary Reading and Other Language Arts (3 credits)

EDU 564B Methods for Teaching Elementary Reading: Practicum (3 credits)

EDU 574 Methods for Teaching Elementary School Science (3 credits)

Five of these six courses must be passed, including EDU 553, before taking the MTTC Content Area Test. Elementary candidates must attend five one-hour test information and preparation sessions in the Teacher Education Academic Support (TEAS) Lab during their Candidacy Phase, with additional sessions attended as necessary. ONLY then may Candidates request recommendation from the Elementary Program Coordinator to take the Elementary MTTC CAT. 

The Elementary CAT must be passed, and all courses from this list completed satisfactorily before student teaching can begin. It is expected that recommended Elementary Level Candidates will pass their MTTC CAT Test. If the MTTC CAT test is not passed, a study plan must be designed with the student’s Education faculty advisor in consultation with the Elementary Program Coordinator.  Each Candidate must have satisfactory Professional Behaviors and Dispositions Assessments. Candidates on academic probation will not be allowed to enroll in Student Teaching.

Marygrove strongly recommends that the Elementary major MTTC CAT be taken only after receipt of a Provisional Teaching Certificate from the Michigan Department of Education.

Secondary Teaching Methods Sequence

EDU 553 Designing and Managing Effective Learning Environments for Diverse Learners (3 credits)

EDU 547 General Secondary Methods (3credits)

(MAJOR) 547 Discipline Specific Secondary Methods – see teaching major department (3 credits)

EDU 557 Methods for Teaching Intermediate and Secondary Reading (3 credits)

The Secondary teaching methods courses must all be successfully passed before student teaching can occur. Candidates must have satisfactory Professional Behaviors and Dispositions Assessments.  Candidates on academic probation will not be allowed to enroll in Student Teaching.

Marygrove strongly recommends that the Secondary minor MTTC CATs be taken only after receipt of a Provisional Teaching Certificate from the Michigan Department of Education.

Phase IV: Elementary and Secondary Student Teaching and Seminar

Student teaching is a full-time professional practice residency in a classroom setting. Candidates may be considered for student teaching only when the three prior phases have been successfully completed. All major, minor, liberal arts and Education coursework requirements, as well as all Michigan Tests for teacher Certification, must be successfully completed for student teaching to occur.

Student Teaching placement is made only after the candidate’s Student Teaching Application to the Student Teaching Director’s office is accepted. Applications are available in the Student Teaching Director’s office. Application should first be made when there are two Phase III teaching methods courses yet to complete. 

Accepted student teachers register for the course: EDU 699 Student Teaching Seminar (see more information in the Marygrove Student Teaching Handbook) 10 credits Traditional, or 12 credits On-The-Job. Student Teachers must undergo security checks and join a student educator organization before placements can begin.

Traditional Student Teaching involves placement in a new school site under the direction of a cooperating classroom teacher and a college supervisor. On-the-Job Student Teaching involves classroom teaching within the school where the student teacher is employed.  On-the-job student teaching requires regular observation and direction from a college-approved, certified teacher on site along with additional classroom visits by the college supervisor.

In addition to their school placements, student teachers attend regular sessions of the Student Teaching Seminar. 

Successful completion of student teaching and submission of all required documents leads to College recommendation to the Michigan Department of Education for the Provisional Teaching Certificate. In order to be recommended, student teachers must also successfully:

Pass First Aid and CPR training as required by State law, and must complete all processes required by the Michigan Department of Education and the College, including surveys and questionnaires.

PROVISIONAL TEACHER CERTIFICATION: ELEMENTARY

A comprehensive listing of coursework for the M.Ed. Plus Elementary Teacher Certification Program follows.

Liberal Arts Requirements

Every Marygrove teacher preparation student is expected to have a strong liberal arts background, as described by the Professional Standards for Michigan Teachers. Transcripts are reviewed for such an academic background. Where gaps are evident, additional pre-requisite work will be required, as determined by faculty and placed on the student’s plan of work.

Elementary Teaching Majors Currently Available (35-54 credits)

• Integrated Science – Group Major (54 credits)

• Language Arts – Group Major (39 credits)

• Mathematics – Major (35 credits)

• Social Studies – Group Major (40 credits)

Please see the required undergraduate teaching major and minor coursework as described in the respective academic department sections of the Marygrove College Undergraduate Catalog for required course work. Undergraduate course work in the teaching major and minor must be completed before the Candidacy Phase. 

All professional Education courses must be completed before student teaching. 

Elementary Education Minor (29 credits)

ENG 205 Children’s Literature (3)

EDU 348 Teaching Writing & Speaking in Elementary Classrooms (3)

ISC 210   Integrated Science I (4)

ISC 211   Integrated Science II (4)

MTH 310  Concepts in Elementary Math I (3)

MTH 311  Concepts in Elementary Math II (3)

SST 350   Social Studies for Elementary Classrooms (3)

AIE 344   Arts Infused Education (3)

HSC 200  Introduction to Teaching Health and Physical Education (2)

EDU 358  Language Acquisition and ELL (1)

Elementary Level Professional Education Sequence Courses (49-51 credits)

EDU 203  The Teaching Profession (3)

EDU 530  Technology in the Classroom (3)

EDU 541  Educational Psychology (3)

EDU 544  Methods for Teaching Elementary and Middle School Mathematics (3)

EDU 551  Curriculum, Instruction, and Assessment (3)

EDU 552  Assessment and Differentiation (3)

EDU 553  Designing and Managing Effective Learning Environments for Diverse Learners (3)

EDU 554  Methods for Teaching Elementary and Middle School Social Studies (3)

EDU 564A Methods for Elementary Reading and Other Language Arts (3)

EDU 564B Methods for Elementary Reading: Practicum Strategies (3)

EDU 574  Methods for Teaching Elementary and Middle School Science (3)

EDU 575  Foundations in American Education (3)

EDU/EDL 602  Introduction to Educational Research (3)

EDU 699  Student Teaching (10-12)

PROVISIONAL TEACHER CERTIFICATION: SECONDARY

A comprehensive listing of coursework for the M.Ed. Plus Secondary Teacher Certification Program follows.

Liberal Arts Requirements

Every Marygrove teacher preparation student is expected to have a strong liberal arts background, as described by the Professional Standards for Michigan Teachers. Transcripts are reviewed for such an academic background. Where gaps are evident, additional pre-requisite work will be required, as determined by faculty and placed on the student’s Plan of Work.

Secondary Teaching Majors (30-80 credits) currently available:**

• Art Education – Comprehensive Group Major (65 credits); to teach Art to grades K-12, teaching minor not             required 

• Biology (38 credits)

• English (36 credits)

• Dance (K-12) (71 credits)

• History (30 credits)

• Mathematics (35 credits)

• Music - Comprehensive group Major (74-80 credits); to teach music to grades K-12, teaching minor not             required 

• Political Science (30 credits)

• Social Studies (40 credits)

Secondary Teaching Minors (20-24 credits) currently available:

• Chemistry (20 credits)

• Dance (K-12) (24 credits)

• English (23 credits)

• French (20 credits)

• History (20 credits)

• Mathematics (24 credits)

• Political Science (20 credits)

• Spanish (20 credits)

** Please see the required undergraduate teaching major and minor coursework as described in the respective academic department sections of the Marygrove College Undergraduate Catalog. Any coursework required to meet Marygrove’s Graduate Program liberal arts requirements, and undergraduate course work in the teaching major and minor must be completed in the Pre-Candidate Phase. These will be placed in the student’s Plan of Work. All professional Education courses must be completed before student teaching.

Due to possible changes in College offerings or Michigan Department of Education standards, Teacher Certification Programs requirements may change. See an Education Department advisor for current information on programs and requirements; curriculum updates will also be placed on the Marygrove website.

Secondary Level Professional Education Sequence Courses (43-45 credits):***

EDU 203  The Teaching Profession (3)

EDU 530  Technology in the Classroom (3)

EDU 541  Educational Psychology (3)

EDU 547  General Secondary Methods (3)

MAJOR 547 Methods Course in Major (3) (For appropriate methods course‚ see teaching major’s academic  department section of the Marygrove College Undergraduate Catalog)

EDU 548  Teaching Writing and Speaking in the Elementary and Secondary Classroom (3)

EDU 551  Curriculum, Instruction and Assessment (3)

EDU 553  Designing and Managing Effective Learning Environments for Diverse Learners (3)

EDU 557  Methods for Teaching Intermediate and Secondary Reading (3)

EDU 575  Foundations in American Education (3)

EDU/EDL 602  Introduction to Educational Research (3)

EDU 699  Student Teaching (10-12)

***Students must complete field-based experiences and practicums for Professional Education Courses. These are guided experiences done in schools and other educational institution sites.

M.Ed. Plus Teacher Certification Program Cognates

M.Ed. Plus Teacher Certification students must choose one of the following Cognates and complete the nine credit hours in the Cognate to complete the Master of Education Degree. Cognates may be selected and coursework begun with acceptance to the Candidacy Phase when all other teacher certification coursework is completed. 

Cognate Choices: 

Educational Technology Cognate (9 credits)*

EDT 640 Technology Tools for Teachers (3)

EDT 688 Issues in Educational Technology (3)

EDU/EDT 665 Educational Research (3)

* See Educational Technology Section of Catalog for Course Descriptions

Reading Cognate (9 credits)**

RDG 559 Literature Based Approaches to Reading Instruction (3)

RDG 567 The Writing Process in Literary Development (3)

RDG 639 Research in Reading and Curriculum Development (3)

** See Reading Section of Catalog for Course Descriptions

Special Education Cognate (9 credits)***

SED 556 Language Development and Disorders (3)

SED 570 Students with Disabilities: School, Family and Community Interaction (3)

EDU/EDT 665 Educational Research (3)

*** See Special Education Section of Catalog for SED 

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