Undergraduate Secondary Teacher Education
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
Requirements
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.
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:
- EDUC 391 – Educational Psychology & Human Development (3 credits)
- EDUC 392 – Educational Foundations in a Multicultural Society (3 credits)
- EDUC 402 – Reading and Writing in Content Areas (3 credits; dependent on endorsement area)
- EDUC 445 – Teaching Students with Exceptionalities in the General Education Middle and High School Classroom (1 credit)
- EDUC 446 – Teaching with Digital Technologies 6–12 (3 credits)
- EDUC 4XX – Content Area Methods* (3–5 credits; dependent on endorsement area)
These courses must be completed in a specific sequence.
Teaching credits
Students complete the following courses:
- EDUC 302 – Directed Teaching in the Secondary School (10 credits)
- EDUC 304 – Problems and Principles of Secondary Education (2 credits)
- EDUC 307 – Practicum I (2 credits)
- EDUC 307 – Practicum II (2–3 credits)
Course Sequence
- Semester 1
Winter 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
Fall 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.
Note
* Additional practicum and methods courses required for non-aligned endorsements- Semester 3
Winter 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
ENDORSEMENT AREAS
| 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 650* |
Practicum or Reflective Teaching Field Experience |
| EDUC 419 or 420* |
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
There are no information sessions currently scheduled; please contact us at [email protected] to speak with a recruiter.
Application Deadlines
Application Process
- Please submit a request for a free coursework evaluation prior to preparing application materials.
- In order to ensure you have met the academic prerequisite requirements for the educator preparation program, your previous coursework must be evaluated by an academic advisor.
- Unofficial transcripts are accepted for this initial evaluation, but official transcripts will be required upon admission.
- Evaluations may take 3-4 weeks to complete once all materials are submitted.
- Please direct questions to the advising team at [email protected].
- Review Application Writing Prompts
- Essay 1: Please review the Educator Preparation Program Mission and Vision Statements and 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 (~500 words) maximum.
- Essay 2: Describe your experiences (work and/or volunteer) engaging with youth.
- 2000 characters (~250 words) maximum.
- Essay 1: Please review the Educator Preparation Program Mission and Vision Statements and address the following in your essay:
- Request Letters of Recommendation
- Academic Letter: one required letter assessing the applicant’s intellectual curiosity, preparedness for university study, receptivity to feedback, and/or perseverance. If you are applying to the secondary program, your letter must be from a professor or instructor from the content area in which you are seeking certification. Recommender must be from a professor or post-secondary instructor.
- Teaching Potential Letter: The teaching potential letter should come from a professional reference familiar with your experiences working with youth. This may include: personal characteristics, work ability, capacity to work with people (specifically youth), etc. If you are applying to the secondary program, your recommender is ideally someone who has seen you recently work with children or someone who can speak to your potential to work with students.
- Your recommenders can submit their letters directly to [email protected]. Be sure that your recommenders include your name and, if possible, UMID or uniqname.
Quick Facts
Financial aid
Part-time status
Field placements
In-school placements every semester, plus additional courses that occur in schools
Careers
86%
92%
100%
Hiring organizations and job titles
In-state
| 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 |
Out-of-state
| 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.