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Undergraduate Secondary Teacher Education

Overview and Requirements
Careers & Field Experience

The secondary teacher education program at the University of Michigan is a three-term program that prepares students to teach grades 6-12. Starting during your junior year, you can work toward an undergraduate degree and secondary teacher certification through the State of Michigan. As a prospective secondary teacher, also called a “teaching intern,” you get the opportunity to teach subjects about which you have a deep understanding.

First-year students interested in secondary teacher education should consider applying for the Teacher Education Preferred Admissions (TEPA) Program.

Education Degree with Teacher Certification
Earn a Bachelor of Arts or a Bachelor of Science degree in Education along with teacher certification.

Other U-M Degree with Teacher Certification
The program also offers the option to add certification to the degree you are pursuing in another school or college at the University of Michigan.

LSA Degree + Education Degree with Teacher Certification
Another option is to earn degrees in LSA and the Marsal School simultaneously. Students interested in the Multiple Dependent Degree Program (MDDP) can earn two degrees by meeting all requirements for both LSA and Marsal School degrees, along with certification. Admission to both LSA and the Marsal School is required, along with written permission from advisors in both units and a detailed academic plan for completion of all requirements. This MDDP option requires a minimum of 150 credits.

Post-baccalaureate Certification Only
Students who have already completed a bachelor’s degree (and do not seek a second bachelor’s degree) may apply as a non-degree applicant to the Marsal Family School of Education to complete the teacher certification requirements. This Post-Baccalaureate/Non-Candidate for Degree Status program is for the undergraduate level only.

Program Policy Regarding Transportation
The secondary teacher education program prioritizes learning about issues of diversity, inclusion, justice, and equity in teaching. We aim for all interns to experience teaching and learning in a variety of school contexts and become effective teachers of students from diverse backgrounds. Therefore, interns are placed in a range of clinical experience placements that require travel as much as 45 miles from the Marsal Family School of Education.

Interns are responsible for their own transportation to and from their placement sites and should keep this expense in mind when calculating their educational expenses. It is expected that interns have independent reliable transportation to ensure their ability to adequately access the schools with whom we partner for clinical experiences.

Want to learn more about the program?
See our upcoming information sessions

Additional certificate and endorsement opportunities


Students are generally admitted to the Secondary Teacher Education program in their junior year, having completed at least 54 credits. To graduate, students must meet the following requirements while completing a minimum of 120 credits.

Minimum credits required

Credits to complete before entering the professional sequence: minimum 54

General studies credits


The State of Michigan requires teacher certification candidates to complete an approved program of general or liberal education. This includes English, literature, humanities, social sciences, mathematics, natural or physical sciences, and the arts:

  • Humanities (12 credits)
  • Natural science / Mathematics (12 credits)
  • Social science (12 credits)

Students generally have the majority of these general education requirements fulfilled when they are admitted to the program, though there is room in the sequence to finish some general studies courses if needed.

If you are earning a bachelor's degree from another unit: Specific general studies courses are not required for certification-only students. If you meet the distribution requirements of the school where you earned your degree, the Marsal Family School of Education is satisfied.

If you are pursuing an MDDP: These general studies requirements apply to anyone earning a degree from the Marsal Family School of Education, including MDDP students. You will also have to meet the distribution requirements for your other degree.

Endorsement area credits


Students choose one or more endorsement areas; see Endorsement Areas section for specific area requirements.

Credits to complete during the professional sequence

Core credits


Students complete the following courses:

These courses must be completed in a specific sequence.

Teaching credits


Course Sequence

Semester 1
Course Credit Hours
EDUC 307 – Practicum & Seminar 2 credit hours
EDUC 391 – Educational Psychology and Human Development 3 credit hours
EDUC 392 – Educational Foundations in a Multicultural Society 3 credit hours
EDUC 445 – Teaching Students with Exceptionalities in the General Education Middle and High School Classroom 1 credit hour
EDUC 446 – Teaching with Digital Technologies 6–12 1 credit hour
Additional content courses  
Semester 1 total: 10 credit hours
Fieldwork & Seminar
In addition to coursework, students
  • spend 10–12 hours (2 mornings) per week in up to three different schools;
  • observe and teach parts of lessons in pairs or small groups;
  • and meet for 2 hours per week in seminar class to reflect on experiences.
Semester 2
Course Credit Hours
EDUC 307 – Practicum II & Seminar 2–3* credit hours
EDUC 402 – Literacy in the Endorsement Area 3 credit hours
EDUC 446 – Teaching with Digital Technologies 6–12 1 credit hour
EDUC 4XX – Endorsement Area Methods 3–5* credit hours
Additional content courses  
Semester 2 minimum: 9 credit hours
Fieldwork & Seminar
In addition to coursework, students
  • spend 10–15 hours (2 mornings) per week in up to two different schools;
  • teach parts of lessons and whole lessons by themselves, in pairs, or in small groups;
  • and meet for 2 hours per week in seminar class to reflect on experiences.
* Additional practicum and methods courses required for non-aligned endorsements
Semester 3
Course Credit Hours
EDUC 302 – Directed Teaching in the Secondary School 10 credit hours
EDUC 304 – Problems and Principles of Secondary Education 2 credit hours
EDUC 446 – Teaching with Digital Technologies 6–12 1 credit hour
Semester 3 total: 13 credit hours
Fieldwork & Seminar
In addition to coursework, students
  • spend 40–45 hours (5 days) per week in a single school;
  • teach sequences (units) of lessons by themselves (or occasionally in pairs);
  • and meet for 2 hours per week in seminar class to reflect on experiences.

Endorsement Areas

under construction


Arabic (minimum 30 credits)
Requirement Description
ARABIC 401 or ARABIC 402 Advanced Arabic I or
Advanced Arabic II
ARABIC 503 Classical Arabic Grammar
ARABIC 506 Arabic Phonology and Morphophonology
ARABIC 507 Arabic Syntax and Semantics
ANTHRCUL 409 Peoples and Cultures of the Near East and North Africa
EDUC 307 or
Practicum or
Reflective Teaching Field Experience
EDUC 419 or
Teaching Methods for World Language Minors or
Teaching World Languages in the Secondary School
Literature Students choose two (6 credits) of the following courses: ARABIC 600, 601, 602, 604.
Electives Electives (if needed) to meet 30-credit minimum. Students choose from the following courses: ARABIC 410, 504, 508, 509 (strongly suggested), 510, 513, 612 (strongly suggested), 613 (strongly suggested); NEAREAST 200, 325, 483; LING 351; or any category above.

Required for endorsement but doesn't count toward minimum credits or GPA

Upcoming Information Sessions

Aug 6, 2024
5:00-6:00 p.m.

Sep 4, 2024
7:00-8:00 p.m.

Sep 17, 2024
7:00-8:00 p.m.

Oct 8, 2024
6:00-7:00 p.m.

Application Deadlines

Fall (Aug)
February 1
Winter (Jan)
October 1

Application Process

Step 2: Submit a request for coursework evaluation

Complete a request for coursework evaluation form.

This process is used to determine the content coursework you have previously completed towards certification requirements. Please submit all transcripts reflecting college-level coursework directly to the Marsal Family School of Education. Unofficial transcripts are accepted for this initial evaluation, but official transcripts will be required upon admission. Evaluations are free of charge and may take three to four weeks to complete.

Step 3: Prepare application materials
  • Two Letters of Recommendation
    • Academic Letter (typically from a professor or instructor): this letter should speak to your intellectual curiosity, preparedness for university study, receptivity to feedback, and/or perseverance. If you are applying to the secondary program, a letter from a professor or instructor from the content area in which you are seeking certification is preferred.
    • Teaching Potential Letter: this letter should comment specifically on your potential to become a successful teacher. This may include personal characteristics; work ability; and capacity to work with people, especially youth. 
    • Your recommenders can submit their letters directly to [email protected]. Be sure that your recommenders include your name and, if possible, UMID or uniqname.
    • Due to COVID-19, we are aware that complications may arise when seeking
      your letters of recommendation. Please view the letter of recommendation
      requirements *as guidelines* for the type of information we are seeking as
      you determine your two recommenders. We will offer additional flexibility
      as we understand the complications during this time of gathering letters of
      recommendation that speak to these requirements.
  • Essay prompt #1
    • Please review the Educator Preparation Program Mission and Vision Statements Below:
      • Mission: Our mission in the Educator Preparation Program (EPP) at the U-M Marsal Family School of Education is to prepare educators to support the well-being and learning of young people and to advance justice through their practice, advocacy, and activism. All pathways within the EPP leverage both research and the expertise of experienced educators to prepare novices for the complex work of supporting young people's learning and thriving, as well as that of  their families and communities. We drive to uphold diversity and inclusion, and to advance justice and equity, in the field of educator preparation. 
      • Vision: The Educator Preparation Program  at the U-M Marsal Family School of Education pursues a vision of educating towards justice. 
    • Please address the following in your Essay:
      • How does your experience prepare you to engage in a program with these commitments?
      • What goals do you have for your own career in light of these commitments?
    • 4000 characters - approx. 500 words - maximum
  • Essay prompt #2 
    • Please answer in approximately 250 words (2000 characters) maximum. 
    • Describe your experiences (work and/or volunteer) engaging with youth. 

Quick Facts

Financial aid


Part-time status

No applications accepted

Field placements


In-school placements every semester, plus additional courses that occur in schools



of known graduates found full-time employment or pursued an advanced degree


of known graduates are highly satisfied or satisfied with their current position


of known graduates found a job within 4 months
Hiring organizations and job titles


Organization Job Title Location
Canton Preparatory High School 9th-12th Grade Social Studies Teacher Canton, MI
Detroit International Academy for Young Women Teacher Detroit, MI
Holland High School Spanish Teacher Holland, MI
Huron High School Social Studies Teacher Ann Arbor, MI
Pioneer High School High School Science Teacher Ann Arbor, MI
Washtenaw International Academy 7th, 8th, 9th Grade ELA Teacher Ypsilanti, MI


Organization Job title Location
Caruso Middle School 6th-8th Grade Spanish Teacher Deerfield, IL
Costa Mesa Middle School 7th & 8th Grade Special Education Costa Mesa, CA
Discovery Outdoor Education Program 2nd-12th Grade Outdoor Educator Navasota, TX
Mendham Township Middle School 5th-8th Grades Choir Director Mendham, NJ
Somerville High School 10th Grade College Prep & Honors English Teacher Somerville, MA

Field Experience

Classroom Experience 

Having a real-world experience within the settings of your chosen profession is an essential part of your educational preparation. In the first two terms, you will spend 6–8 hours per week in classrooms as a teaching intern. You will observe the classroom in action and collect data on student learning and teaching practice. You will contribute to the classroom instruction by tutoring, co-teaching, and planning with mentor teachers and your university partners. 

The culminating field experience is the student teaching term of 14–15 weeks. You will spend 5 days per week for the full school day immersed in the classroom. You will slowly and deliberately take on all aspects of instructional responsibility for your students in grades 7–12, building toward lead teaching.

School Partnerships

Substantial field experience in a diverse array of classrooms, urban to rural, is a key component of the program. You will have one field placement in a school in Ann Arbor and at least one placement in a neighboring district.