The standards listed below serve as the Program Outcomes for the Master of Arts in Instruction program. These standards serve as the principles guiding Saint Mary’s University of Minnesota’s vision of an effective teacher. We both teach and hold our students accountable for demonstrating proficiency on these standards. Consistent with the mission of Saint Mary's University of Minnesota and the educational outcomes for the School of Graduate and Professional Programs, the Master of Arts in Instruction program expects its graduates to be able to demonstrate mastery at the beginning teacher level.

Standard 1, Subject Matter:  A teacher must understand the central concepts, tools of inquiry, and structures of the disciplines taught and be able to create learning experiences that make these aspects of a subject matter meaningful for students. (SMU 1)

Standard 2, Student Learning: A teacher must understand how students learn and develop and must provide learning opportunities that support a student’s intellectual, social, and personal development.

Standard 3, Diverse Learners: A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities. (SMU 3)

Standard 4, Instructional Strategies: A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills. (SMU 4)

Standard 5, Learning Environment: A teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self motivation.

Standard 6, Communication: A teacher must be able to use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. (SMU 2)

Standard 7, Planning Instruction: A teacher must be able to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Standard 8, Assessment: A teacher must understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student.

Standard 9, Reflection and Personal Development: A teacher must be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth. (SMU 5, 6)

Standard 10, Collaboration, Ethics, and Relationships: A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being.

Program Delivery

The program on the Twin Cities campus is delivered on evenings and weekends. Students are expected to spend significant time in K-12 schools in conjunction with their coursework.

Program Structure

Students will be asked to demonstrate preparation in a specialty, or content area, which is determined by undergraduate coursework. Specialty areas include: Communication Arts and Literature, Mathematics, Social Studies, Science (Life, Physical), or World Languages & Cultures (Spanish, French).

All students will be required to present evidence of successfully completing content area courses that fulfill the state requirements for content area competence. Documentation may include syllabi, course descriptions or other evidence that can detail the student's competence. Content courses completed with a grade of C or above may be submitted as evidence of competence. Students will be required to retake coursework completed with a grade of C- or lower. Prerequisites must be completed and documented (by submitting an official transcript) before placement for student teaching.

The program director, in consultation with content faculty, will complete a transcript analysis during the application process to determine whether content area coursework is needed. Preferably the student will have completed the content area coursework as an undergraduate. However, students may complete any outstanding courses while enrolled in the master's program.