Master of Arts with Secondary Teacher Certification
In the Master of Arts in Educational Studies with Secondary Teacher Certification program, students participate in university and school-based experiences that enable them to meet the challenges facing today's educators teaching at the junior high and high school levels. The immersive full-time program begins in mid-June and finishes in mid-June the following year. Coursework is completed concurrently with a teaching internship to allow students to explore pedagogies through authentic classroom interactions while being fully supported by field instructors.
The 12-month program is designed to allow program faculty to integrate most of the required courses into a series of interconnected topics. Rather than teaching a given education course during a single term, the content is taught across several terms. This allows faculty to transcend traditional term-time constraints and teach topics when they are most beneficial to students.
Teacher Certification
The Secondary Master of Arts with Secondary Teacher Certification program prepares you for certification to teach in grades 6-12. With successful completion of the program, you will earn a Master of Arts in Educational Studies degree and a recommendation for Michigan teacher certification.
Cohort
Students join a 30 to 40-person cohort for the 12-month program, which allows them to learn in the company of other interns who are working in similar contexts. This allows you to develop a network of colleagues who bring multiple perspectives to the field of education.
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
Core credits
Students complete the following courses:
- EDUC 402 – Reading and Writing in Content Areas (3 credits)
- EDUC 445 – Teaching Students with Exceptionalities in the General Education Middle and High School (1 credits)
- EDUC 4XX – Content Area Methods (3–5 credits)
- EDUC 504 – Teaching with Technology (3 credits)
- EDUC 571 – Professional Development Seminar in Teacher Education (1.5 credit)
- EDUC 593 – Educational Linguistics (3 credits)
- EDUC 606 – Educational Psychology (3 credits)
- EDUC 649 – Foundational Perspectives on Educational Reform (3 credits)
- EDUC 695 – Educational Research (3 credits)
Some students may opt for additional Content Area Methods, depending on their endorsement area(s).
Teaching / practicum credits
Students complete the following courses:
- EDUC 650 – Reflective Teaching Field Experience (3–4 credits)
- EDUC 652 – Directed Teaching in the Secondary School (6 credits)
- EDUC 654 – Problems and Principles of Secondary Education (1.5 credits)
Some students may opt for additional Content Area Methods, depending on their endorsement area(s).
Endorsement area credits
Students generally complete the requirements for the endorsement area of their choice before entering the program.
Course Sequence
- SEMESTER 1: Summer
Mid-June–Early August Course Credit Hours EDUC 445 – Teaching Students with Exceptionalities in the General Education Middle and High School 1 credit hour EDUC 504 – Teaching with Technology 1 credit hour EDUC 606 – Educational Psychology 3 credit hours EDUC 649 – Foundational Perspectives on Educational Reform 3 credit hours EDUC 650 – Reflective Teaching Field Experience 1 credit hour EDUC 695 – Research and Educational Practice 3 credit hours Semester 1 total: 12 credit hours Fieldwork
In addition to coursework, students- spend time in one school;
- observe and teach parts of lessons in small groups;
- and meet for 2–3 hours per week in seminar class to reflect on experiences.
- SEMESTER 2: Fall
Late August–Mid-December Course Credit Hours EDUC 402 – Reading and Writing in the Content Areas 3 credit hours EDUC 4XX – Content Area Methods 3–5 credit hours* EDUC 504 – Teaching with Technology 1 credit hour EDUC 571 – Professional Development Seminar in Teacher Education .5 credit hour EDUC 593 – Educational Linguistics 3 credit hours EDUC 650 – Reflective Teaching Field Experience 2–3 credit hours* Content area courses Varies Semester 2 minimum: 12.5 credit hours Fieldwork
In addition to coursework, students- spend 16–19 hours (2 days) 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
* A second practicum and methods are required for non-aligned endorsements- SEMESTER 3: Winter
Early January–Mid-March Course Credit Hours EDUC 504 – Teaching with Technology 1 credit hour EDUC 571 – Professional Development Seminar in Teacher Education .5 credit hour EDUC 652 – Directed Teaching in the Secondary School 5 credit hours EDUC 654 – Problems and Principles of Secondary Education 1 credit hour Semester 3 total: 9.5 credit hours Fieldwork
In addition to coursework, students- spend 30–35 hours (4 days) per week in a single school;
- teach sequences (units) of lessons by themselves or in pairs;
- and meet for 2 hours per week in seminar class to reflect on experiences.
- SEMESTER 4: Spring
Mid-March–Mid-June Course Credit Hours EDUC 571 – Professional Development Seminar in Teacher Education .5 credit hour EDUC 652 – Directed Teaching in the Secondary School 1 credit hour EDUC 654 – Problems and Principles of Secondary Education .5 credit hour Semester 4 total: 2 credit hours Fieldwork
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 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
Application Deadlines
Application Process
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.
To submit a successful application for admission, you need to provide the following:
- Academic Statement of Purpose
- 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
- Please review the Educator Preparation Program Mission and Vision Statements Below:
- Personal Statement
- 500 word limit
- How have your background and life experiences, including cultural, geographical, financial, educational or other opportunities or challenges motivated your decision to pursue a graduate degree at the University of Michigan? For example, if you grew up in a community where educational, cultural, or other opportunities were either especially plentiful or especially lacking, you might discuss the impact this had on your development and interests. This should be a discussion of the journey that has led to your decision to seek a graduate degree. Please do not repeat your Academic Statement of Purpose.
- Two (2) letters of recommendation
- Academic/Intellectual Letter (typically a professor or instructor): One 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, a letter from a professor or instructor from the content area in which you are seeking certification is preferred.
- Teaching Potential Letter One letter addressing the candidate’s potential to become a successful teacher. This may include: personal characteristics, work ability, capacity to work with people, specifically youth, etc.
- 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. - Register your recommenders' names and contact information on the online application so that they will be sent instructions for submitting their letters via the application system. Let your recommenders know that they need to upload a letter and that it is required by the program.
- As soon as you click "save" on the page of the application where your recommenders' contact information is entered, they will receive an email with instructions for completing the process. Proceed to this point in the application process as soon as possible to trigger that email.
- Resume or CV
- 1-2 pages
- Test Scores (See test details in Step 7 below)
- English proficiency scores (for non-native speakers of English only)
- GRE Test Scores are not required for admission
Create an account with Rackham Graduate School.
This program, like all of the Marsal Family School of Education's graduate programs, is administered through the University of Michigan's Horace H. Rackham School of Graduate Studies. Rackham offers a host of resources and administrative support to help see you through from submitting your application to completion of your degree.
- After completing page 5 of the application, you will receive an e-mail with your U-M ID. A U-M ID number will be issued to you via email within 5 business days of completing pages 1-5 and advancing to page 6 of the ApplyWeb application. Having your U-M ID number to include on all your application materials ensures accurate and timely processing, so we encourage you to complete pages 1-5 early in the process.
- If you need to submit your application before you receive your U-M ID number, you may still complete the application. Include your date of birth and the program’s name on your application materials.
- Current and former U-M Ann Arbor students, alumni and employees: You do not need to obtain a new U-M ID number. Use your previously obtained U-M ID number.
- If your personal information has changed (for example, legal name, gender), make sure the personal information you submit with your application matches your previous Ann Arbor campus record. If your previous Ann Arbor campus record does not display your current personal information, contact the Registrar’s Office or the Shared Services Center to change your personal information before you apply.
Include at the top of each document:
- The type of document (Academic Statement of Purpose, Personal Statement, or Curriculum Vitae or Resume)
- Your name
- The name of the graduate program
- Your 8 digit U-M ID (if known)
Make sure margins are at least one-inch so nothing is cropped when you upload the documents to the application. Please preview your files after they have been uploaded. You can also convert your documents to PDF format before uploading.
- TOEFL, MELAB, ECPE, or IELTS scores (for non-native speakers of English only; valid 2 years from test date)
- Information regarding English Proficiency tests and exemption guidelines can be found on the Rackham Graduate School website.
- GRE Test Scores
- GRE test scores are not required for admission, but scores (valid 5 years from test date) can be included with your application.
- Provide ETS with the U-M Institutional Code of 1839 and your scores will be sent directly to the university.
- Test scores must be sent directly from the testing center to the Rackham Graduate School. We recommend starting this process early as it can take up to two weeks for the scores to be received.
- Upload an electronic version of your official transcript(s) for each Bachelor’s, Master’s, Professional, or Doctoral degree earned or in progress through your ApplyWeb application account (part of the Rackham application system).
- Do not upload academic records printed from your school’s website or student portal.
- Students who have studied in a country outside of the U.S. should review the required credentials from non-U.S. institutions. For all degrees obtained at non-U.S. institutions—Request that degree-granting institutions submit official transcripts/records to the Rackham Graduate School at the time of application.
- If you are recommended for admission, the Rackham Graduate School will require official transcript(s). Recommended applicants will receive an email notification when the official transcript(s) are required for submission.
- Check the status of your letters of recommendation, change a recommender, or resend the notification email to your recommender using the ApplyWeb Activity Page
- Please reach out to [email protected] if there are any questions regarding the submission of the letters of recommendation.
Check on your application status. If you’ve been accepted, you will receive an email with information on how to send your official transcripts.
- If you have been accepted, congratulations! You may accept or decline the offer of admission in your U-M Friend Account.
- For international students that accept offer of admission, Rackham prepares immigration documents for visas.
Scholarships & Quick Facts
Application fee waiver
The $75 application fee is waived for all U.S. Citizens and Permanent Residents
GRE general exam scores
Financial aid
- Minimum scholarship offer to in-state admitted students: $11,500
- Minimum scholarship offer to out-of-state admitted students was $25,000
- Each of our Teacher Education programs recognized two Rackham Merit Fellowships (Rackham Master’s Awards - RMAs) as a result of allocations received from Rackham Graduate School
Part-time status
Careers
91%
82%
95%
Hiring organizations and job titles
In-state
| Organization | Job Title | Location |
|---|---|---|
| Bark River-Harris High School | Social Studies/Psychology Teacher | Bark River, MI |
| Forest Hills Central High School | 9th, 10th & AP English Teacher | Grand Rapids, MI |
| Freeland High School | High School History Teacher | Freeland, MI |
| Greenhills School | 10th Grade Science Teacher | Ann Arbor, MI |
| Lumen Christi Catholic School | 9th-12th Grade Teacher | Jackson, MI |
| Owosso High School | Science Teacher | Owosso, MI |
| Pathways to Success | High School Teacher | Ann Arbor, MI |
| South Lyon High School | English Teacher | South Lyon, MI |
| West Middle School | 6th and 7th Grade Teacher | Rochester, MI |
Out-of-state
| Organization | Job title | Location |
|---|---|---|
| Annandale High School | Mathematics Teacher | Annandale, VA |
| Franklin High School | Social Studies Teacher | Franklin, NJ |
| Glenn Westlake Middle School | ELL/ Bilingual 8th Grade Teacher | Lombard, IL |
| New Providence High School | Mathematics Teacher | New Providence, NJ |
Field Experience
Program-long involvement and experience in schools is central to the Master of Arts with Secondary Teacher Certification program. This allows students to delve deeply into issues related to public school education and to work closely with experienced school colleagues.
You will begin working with cooperating teachers in late August. You will help with planning for the year and assisting in classroom set-up for the fall. You will work with the same students and cooperating teacher throughout the school year. Students also work with the same field instructor who works regularly with students, observes classroom teaching, conducts seminar sessions with the cohort, and assists students to become skilled professionals.