Graduate Teaching Licensure
Prepare to make a difference as a teacher. The transition to teaching is a rewarding endeavor and our online program is designed to prepare students to get there seamlessly. Individuals with a bachelor’s degree can become a teacher in just two years.
St. Scholastica opened doors for me that have greatly improved my life.
Saints Succeed Scholarship
Request more information about this scholarship.
Study Buddy Scholarship
Receive a $1,000 scholarship when you and a friend (or a group) enroll.
Students will be allowed to enter the program after successfully passing a background check ($50 fee). If you are NOT currently working as a teacher in the state of Minnesota.
* Tuition rates are for the 2021-22 academic year. Additional fees and costs for course materials may apply. Total program cost and completion time varies depending on transfer credits and individual program plans. Tuition rates are subject to change.
Prepare for licensure in one of the following areas:
- Elementary Education (broad studies, K–6)
- Secondary Education (choose one concentration area, 5–12)
- Communication Arts and Literature
- Life Science
- Social Studies
- Spanish (K–12)
Our online Master of Science in Teaching with Licensure program was created in collaboration with the K-12 community. Through coursework grounded in research and best practices, we instill committed teachers with the knowledge, skills and dispositions needed to promote student learning. The varied courses and field experiences enable students to develop mastery of the Standards of Effective Practice for beginning teachers.
Work Toward Your Master’s While Earning Your Teaching License
Our Master of Science in Teaching with Licensure program is designed to meet the requirements of a Master of Science while you are working toward your initial Minnesota teaching license. This means you will be able to enter the teaching profession with a master’s degree, giving you more earning potential, better credentials and a full understanding of how to be an effective teacher.
If you’re not interested in earning a Master of Science degree and just want your teaching license, then we can accommodate your needs as well. To learn more, fill out the form today. Or if you’re ready, start the application.
Federal Loan Forgiveness Programs for Teachers
Learn more about the U.S. Department of Education’s loan forgiveness programs for teachers.
The GTL program varies in length due to the differences in students’ undergraduate education. Typically, students are able to complete the program in less than two years.
We highly recommend before you apply to the program to scan or mail the coordinator (listed below) of the site you will be attending, the following:
- copy of your undergraduate transcripts (can be a copy, does not need to be official)
- contact information including an email address
- content area and grade level you are interested in teaching
We will do an informal analysis of how many courses you will need to be licensed in the area you want to teach. We do this because program length varies due to our program being customized around your undergraduate degree and the Minnesota teaching standards in the area you want to teach.
The master’s degree requires the completion of 34 graduate-level credits. If students completed some of the licensure requirements at the undergraduate level, they may take electives from our other graduate programs, our professional development courses, or a maximum of 6 graduate credits transferred in from another accredited institution.
EDU 5111 – Reflection/Professional Development
Introduces students to the concepts and practice of professional reflection. Students are introduced to the Backward Design framework as they develop skills in writing instructional outcomes and engage in the lesson planning process that will be required throughout the program. The course also provides students opportunities to be actively engaged in learning about the School of Education claims and the SOE four program strands; reflection & professional development, technology, diversity, and learning to learn. The Education Teacher Performance Assessment (edTPA) is introduced in the course.
EDU 5112 – Technology Integration & Computational Thinking I
Participants will work with a community of learners to develop technology skills for engaging 21st Century learners. Provides frameworks on how technology can be used for collaboration and to support student learning outcomes and professional productivity. Students are also introduced to computer science and computational thinking as a critical content area for all K-12 learners. Equity, bias and access issues are examined from a critical pedagogical lens in the context of a digital society.
EDU 5114 – Technology Integration & Computational Thinking II
Teacher candidates will work with a community of learners to apply a variety of technology tools to increase their technology skills and engage students in 21st Century Skills. Provides frameworks and conceptual understanding of how technology can be used for collaboration and to support student achievement and professional productivity. Teacher candidates examine different instructional delivery modalities including online teaching.
EDU 5115 – Critical History for American Educational Equity
Provides students with grounding in the cultural, philosophical and historical roots of education as well as knowledge of the current theories, structures, and practices. Students analyze major topics including the relationship between schools and society, teacher identity, equity literacy, educational responses to address equity in today’s classrooms, and the current and evolving process of teaching and learning. Students synthesize the knowledge of theories, structures, and practices to develop an understanding of the American system of education, empowering them to make informed decisions about their careers.
EDU 5125 – Diversity in the Classroom
Provides students with an understanding of the diversity that is in our classrooms today and explores ways in which classrooms and schools can become more inclusive. This course also explores learning strategies, personal and professional philosophies, and research that will help meet the educational needs of diverse learners. The topics include multicultural education, gender equity, English language learners and cultural diversity.
EDU 5130 – Student Learning and Development
Provides candidates with a solid grounding in cognitive/educational psychology. Teacher candidates examine elementary and secondary grades students’ cognitive, social and emotional growth and development as a function of their social and cultural context. The context of schools that serve students with diversity of needs and backgrounds will frame the discussion of specific topics including: mental health, social emotional learning, motivation, cognitive preferences, moral development, personality development, general theories of intelligence, and theories of cognitive development and their effects on the educational process.
EDU 5135 – Exceptionality & Inclusion
Exceptionality and inclusion addresses the social construction of disability, types and characteristics of exceptionalities, including students with gifts and talents, and requirements of disability legislation. Students are prepared to apply the principles of differentiation, universal design for learning, and collaboration in inclusive classrooms.
EDU 5220 – Classroom Assessment
An inquiry into the essence of the assessment process. The purpose and process of assessments is investigated from a theoretical, phenomenological and personal, experiential perspective. Topics include a brief history of assessment in education; underlying assumptions driving our assessment practices; the forms, purposes and effects of assessment used in classrooms today; and new directions for assessment being advocated.
EDU 5505 – Student Teaching Internship for Second Licensure
This student teaching internship is specifically designed for second licensure teacher candidates. Each second licensure candidate will complete a practical teaching experience in a local school, under the supervision of a licensed teacher. The candidate will be placed in either an elementary, middle, or high school classroom to match the area for second licensure endorsement. This student teaching experience will include formal observation, planning of teaching units, and participation in school activities, working with students with diverse learning needs, communicating effectively with parents/guardians, and working with school support personnel. Candidates are supervised and observed by a college faculty.
Elementary (K-6) Methods and Field Experience
BIO 1210 – Introduction to Biology
Introductory Biology course for non-majors. The focus is on the core topics of cells, genes, evolution, and ecology with emphasis placed on concepts and applications that are essential for the student to be biologically literate.
EDU 5325 – Reading/Lang Arts: Meth I
Through instruction that is grounded in methodologically sound research, students will develop the knowledge base needed to design an effective reading/language arts program. In this first of two courses, students will engage in analysis of current reading philosophies and receive extensive instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension. Theory and practice will merge as students design lessons, analyze case studies, and view and assess classroom video clips. Students will use a variety of assessment tools and experience interpreting results that inform instruction.
EDU 5330 – Comm Arts & Lit: Elementary
Examines and integrates the areas of language arts (reading, writing, listening, speaking) and children’s literature. Prepares students to be successful teachers of the language arts by providing an understanding of the roles of reading, language arts, and children’s literature in elementary and middle school classroom instruction. Students analyze and evaluate current research trends. Best practice in teaching language arts is the focus of the course. Topics include oral language development and oral language activities, listening comprehension, reading (phonemic awareness, phonics instruction, reading fluency, vocabulary instruction, text comprehension, and content area reading), children’s literature and the language arts, process writing (including grammar, usage, mechanics of language), spelling, handwriting, assessment, and working with children from multicultural backgrounds.
EDU 5340 – Social Studies Methods: Elem
This course focuses on fundamental social studies teaching methods for elementary learners. Candidates learn appropriate methods of inquiry, curriculum development, instructional planning strategies, and assessment in social studies. An understanding and application of the research base for and the best practices of elementary and middle level social studies education is the framework for the course.
EDU 5360 – Math Methods: Elementary
Focuses on best practices and current research trends that enable learners to be successful teachers of mathematics in the K-6 classroom. Learners analyze and evaluate current research, teaching strategies and philosophies related to teaching K-6 mathematics. Helps future teachers build a basic foundation concerning pedagogy, standards based instruction, technology use, and equity issues. Special attention is given to teaching practices that can help ALL K-6 students be successful in mathematics.
EDU 5370 – Science Methods: Elementary
Prepares the teacher candidate to teach science in elementary and middle schools. Emphasis is on use of standards, teaching science as inquiry, and use of a variety of strategies to teach science concepts. Students examine, analyze, and apply best practices for teaching and learning science. Students examine and discuss recommendations for science teaching from research and national science organizations, and justify the use of particular methods for teaching science in the elementary and middle school classroom.
EDU 5380 – Elementary Education Arts & Movements Methods
Examines and integrates the arts, physical education and health as basic and essential components of human life and student learning in elementary classrooms. Explores and analyzes integration of the arts as a way to increase student engagement, learning and achievement. Students learn to integrate the five arts areas (dance, media arts, music, theatre, and visual arts) throughout the curriculum by developing knowledge of concepts and practices in the arts, reasons for integration, and integration strategies and principles. Students explore physical education and health components and their impacts on the elementary students’ learning and academic achievement. Course learning experiences require students to design lessons that include active learning experiences in arts, physical education and health.
ESC 1210 – Introduction to Earth Science
An introductory course covering the major principles of Earth science, including geology, oceanography, meteorology, and astronomy. Emphasis will be placed on the interactions between the lithosphere, atmosphere, biosphere, hydrosphere and space, and the forces which drive these systems. Special topics include the impact humans have on the environment and potential solutions. This course provides the basic content and concepts required for elementary teachers as outlined in the Minnesota Teacher Licensure standards. Authentic scenarios as well as lab activities demonstrating basic principles of Earth science will be presented to the student for analysis, allowing students to construct their own meaning of the basic content/concepts presented in the text. Students will also be required to conduct one inquiry-based research project.
MTH 1210 – Mathematical Ideas A
Addresses the full spectrum of K-8 math when combined with MTH1211, from a conceptual as well a procedural standpoint to meet the mathematical strands of the Minnesota Board of Teaching Standards for elementary teachers. Examines the concepts and diverse modalities by which students learn patterns and functions, problem solving, probability, sets, number sense, computational procedures, relationships of integers, properties of real numbers, and number theory including divisibility, factors, multiples, and prime factors. Learners analyze these concepts while examining the reasonableness of student’s answers, drawing connections to real world applications, and as well showing understanding of the connections between various mathematical domains. Understanding of multiple problem solving methods for the concepts covered and understanding the mathematical properties and processes involved are key focuses of the course. Admission to this course requires Graduate Teaching Licensure Program enrollment, or permission of the instructor, based on having ACT math sub-score 26 or higher.
MTH 1211 – Mathematical Ideas B
Addresses the full spectrum of K-8 math when combined with MTH1210, from a conceptual as well a procedural standpoint, to meet the mathematical strands of the Minnesota Board of Teaching Standards for elementary teachers. Examines the concepts and diverse modalities by which students learn properties and relationships of 2D and 3D geometric figures, measurement, usage of geometric learning tools, data investigations, randomness and uncertainty, and algebraic representation. Learners will demonstrate knowledge and application of concepts from abstract and concrete perspectives as well as real world applications, quantitative and qualitative approaches to answering questions, ability to communicate mathematics effectively at a variety of levels, relationships between mathematics and other fields, how to integrate the history of math and the relations between various cultures and mathematics as well as how to integrate technological and tools with mathematics. Understanding of multiple problem solving methods for the concepts covered and understanding the mathematical properties and processes involved are key focuses of the course. Admission to this course requires Graduate Teaching Licensure Program enrollment, or permission of the instructor based on having ACT math sub-score 26 or higher.
PSC 1210 – Introduction to Physical Scien
This course provides the basic content and concepts required for elementary and middle school teachers as outlined in the Minnesota Teacher Licensure standards. It will cover the major principles of Physical Science, including motion, waves, light, electricity, magnetism, properties of matter, chemical reactions, thermodynamics, and chemical kinetics. Tutorials and interactive activities, and discussion of concepts demonstrating basic principles of physical science will be presented to the student for analysis, thus allowing students to construct their own meaning of higher level concepts as presented in the text.
Secondary (5-12) Methods and Field Experience
EDU 5240 – Secondary Drug & Hlth Edu
Secondary Drug & Health Education takes a holistic approach to adolescent health issues and problems including: depression, suicide, eating disorders, violence in school, family and relationships issues, drug abuse, sexual abuse, and STDs. Students identify how risk factors in a student’s environment outside of school, including family circumstances, community environments, health and economic conditions, may influence the quality of student life and learning. Prevention, intervention and follow-up approaches are emphasized.
EDU 5333 – Secondary Communication Arts and Literature Methods
Provides students with an understanding of the theories and practices emphasized by teaching through an integrated approach of reading, writing, listening, speaking and thinking skills at the middle and high school levels. Students analyze and evaluate best practices in lesson planning and delivery with focus on Communication Arts, English language and literature. Students reflect, respond, and participate in on-line discussions and Zoom classes. Topics include strategies for teaching grammar, comprehension, literature, and communication arts.
EDU 5335 – Secondary Content Area Reading Strategies
Looks at a balanced approach between student-centered and teacher-directed instructional approaches, focusing on describing, illustrating, and applying strategies for content area literacy in the middle and secondary grades. The course will explore content literacy within the context of multiple literacies. Through modeled practices and activities, participants will acquire strategies to nurture the skills needed by their future secondary students to understand and learn content. In addition to analyzing text structure and vocabulary of texts in their content discipline, students will examine research data and explore Internet resources. This course follows the recommendations of and supports the policies set forth by the National Reading Panel.
EDU 5373 – Secondary Science Methods
Explores science content knowledge and applies inquiry skills for teaching middle or high school. Major topics include best practices for science teaching, inquiry and the nature of science, the use of educational technology for student learning, safety in the science classroom, assessments of student learning, and research-based unit planning.
EDU 5440 – Spanish Teaching Methods
Examination of the teaching-learning situation in the world language classrooms (K-12). Lecture, discussion, written reports and simulated teaching (i.e. micro-teaching, TPA preparation). Topics include communication vs. grammar as an organizing principle, historical background of second language acquisition, curriculum development, national and state standards, technology and foreign language learning, proficiency, learning styles, assessment, FLES, FLEX, world languages in the elementary, middle, and high school, articulation across age/grade levels, and advocacy. Required course for Graduate Teacher Licensure in Spanish. Prerequisites: Admission: Graduate Teacher Licensure program.
Educating isn’t just a rewarding occupation; it’s also in-demand. According to the Bureau of Labor Statistics, teaching positions are projected to grow at about 4% between 2010 and 2020. That demand is even stronger across inner cities and rural areas.
Getting a teacher certificate is a great path to pursue your passion and become the best educator possible. Take the next step to earning your Master of Science in Teaching with Licensure at CSS.
The Teacher Education program at the College of St. Scholastica is accredited by the Association for Advancing Quality in Educator Preparation (AAQEP) for a period of 7 years, from July 2019 to July 2026. The accreditation does not include individual education courses that the Educator Preparation Program offers to P-12 educators for professional development, re-licensure, or other purposes.
Minnesota Professional Educator Licensing and Standards Board (PELSB)
The fully accredited Teacher Education Program is assessed according to the requirements and standards of the Minnesota Professional Educator Licensing and Standards Board (PELSB). The teacher education program has full continuing unit and program approval through June 30, 2024.
Fall: July 15
The program starts fall 2020 in an online format with once-weekly virtual classes.
Contact your admissions counselor for additional start options.
- BA/BS degree from an accredited college or university
- GPA of at least 2.8
A returning student is a student who was admitted and enrolled in a program at St. Scholastica but has been absent from the program for at least three continuous semesters, including summer. To return to the same program at St. Scholastica, a returning student must be in good academic standing and must apply for readmission to the College.
The GTL program length varies due to our program being customized around your undergraduate degree and the Minnesota teaching standards in the area you want to teach. Before submitting an application, you may request an informal analysis of how many courses you will need by contacting your Admissions counselor.
Prerequisite and content courses may be taken throughout the year.
The School of Education implemented a Background Study Policy fall semester 2008 for all students enrolled in School of Education programs.
About the Process
First time: For GTL students, the initial background check cost is $50, and must be paid via credit card.
For Duluth Undergraduate students, the background check will be processed during EDU 1540 and paid via a $50 course fee. For Degree Completion students, the background check will be processed during your orientation and paid via a $50 course fee in EDU 2600.
Enter code for the program you will be attending at “Get Started Here!”
- Undergraduate – Duluth: BBPCG-27247
- GTL – Online: WXHVM-94863
- Elementary Education Completion Program (2+2) – Inver Grove Heights and Grand Rapids: RTJBJ-74242
If you have any questions, the Client Services Team at Verified Credentials is ready to assist you. Please call them at 800-938-6090 or email at ClientServices@verifiedcredentials.com.
- Annual Follow-up Checks (These are through the State of Minnesota and are free.)
- Conduct Review Statement
- Release Form
Criminal Background Study
Our goal in this criminal background study is to protect vulnerable populations. Students in a K-12 system are considered by The College of St. Scholastica’s School of Education (SOE) a vulnerable population. Any costs incurred to complete the background study are the student’s responsibility and must be paid in-full at the time the student is made aware of them.
The SOE requires a criminal background study prior to students entering field experiences or courses that require field experiences. MN law also requires that applicants for licensure complete a similar criminal background study. This study will be made at the initiation of field course work utilizing:
- Conduct Review Statement (provided by the SOE)
- Verified Credentials (a private firm that does nation-wide background checks) and each following year utilizing:
- Conduct Review Statement (provided by the SOE)
- Criminal history review through the Minnesota Bureau of Criminal Apprehension, or appropriate local, county, state, providence, or country agency where student resided
The SOE will make the sole and final risk determination of a student. The Red Flag Review (see Red Flag Review procedure below) will be implemented if any discrepancies occur during the Criminal Background Study. An individual who is deemed a security or safety risk to vulnerable populations will be disqualified from having direct student contact as a result of the background study and will not be permitted to participate in field experiences, or courses that require field experiences. Students who receive notice that they are disqualified must arrange for an immediate appointment with the appropriate SOE Chair, or Chair’s designee. Student deemed a risk will not be allowed to complete the Education program. Materials gathered for the background study will be held by the Educational Experience Coordinator in the School of Education offices.
Red Flag Review
The Red Flag Review is a process used when a discrepancy appears on the background check, or Conduct Review Statement, of a School of Education student that may be cause for concern for the safety or security of vulnerable individuals.
Identified discrepancies which may result in a Red Flag Review being initiated:
- Any Felony
- Any Abuse Incident
- Drug/Alcohol Incident
- Harm to children
- Crimes of violence
- Plea bargains
- Patterns of behavior
When a discrepancy appears on a background check, or Conduct Review Statement, the following procedures will be followed:
- Contact student involved and schedule a meeting regarding the discrepancy with the “Background Account Administrator” and appropriate “SOE Chair” or designee.
- Review the circumstances of the discrepancy.
- The Background Account Administrator and SOE chair will determine if notification of the discrepancy to the field experience site personnel is needed. If needed:
- Obtain a “Release of Information” from the student.
- Notify field experience site personnel of discrepancy.
- As needed, meet with field experience site personnel to review discrepancy and background check report. The final determination on placement is determined by the “Superintendent” or designee of the field experience site. Upon acceptance of the student, documentation on the discrepancy will be provided to the field experience site personnel.
- Inform student in writing of placement meeting outcome.
View more information about the MN Bureau of Criminal Apprehension criminal background check.
We hope you will appreciate our efforts in keeping kids safe. Questions regarding this policy can be addressed to:
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Expect to be heard, to be challenged and to be involved. St. Scholastica faculty are world-class scholars and experts in their field who bring their deep experience to online and on-campus classrooms. Our values of community, respect, stewardship and love of learning reflect our faculty’s commitment to lifting up others and celebrating our common humanity.