Join a Community of Learners

Saint Mary’s University of Minnesota is wholly devoted to creating a learning environment that promotes collaboration and inspires teachers in their professional growth.

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Learn more how to achieve your career goals in teaching. This webinar is for you, whether you are looking master's or graduate certificates to enhance your salary, or career training to add another license or go into administration.

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The Master of Education in Teaching and Learning program is especially designed for licensed teachers who are passionate about the pursuit of knowledge.

Program Highlights

  • You can expect hands-on, practical, and meaningful course content. You will be able to implement what you learned on Saturday in your classroom on Monday morning.
  • This nontraditional program is learner-centered, active, community-based, and focuses on your specific research needs or interests.
  • Each course is taught by an expert practitioner currently working in the field who has an earned doctorate or master’s degree.
  • Our blended delivery model includes face-to-face meetings one Saturday a month supplemented with ongoing online learning experiences.
  • The program's culminating project is to lead a roundtable dialog focused on your final action research at a program-wide professional conference.
  • Collaborate online with other M.Ed. learners who teach in the same grade level and/or content area and access a wealth of specialized resources culled especially for educators.
  • Throughout the length of the program, experience learning in an interdependent community setting where you will build trust with your colleagues that enables a unique, dynamic level of learning
  • Students of this program have the opportunity to apply for the Remick Fellowship scholarship.

Spring and Fall Conferences

All year one and year two learners participate in the spring conference on the Twin Cities Campus. At the spring conference, year two learners lead a seminar focused on their action research findings and facilitate discussions around concepts related to their research. Year two learners participate in a fall conference on the Twin Cities Campus. 

Final Project

The culminating project for this program is an opportunity to share learning at a professional conference with program peers. Sharing takes place via roundtable seminars during which learners will lead dialogue around one of his/her action research projects.

Frequently Asked Questions

Because the admission process is connected to the registration process, we encourage you to complete your admission materials as soon as possible. This will allow us to activate your Saint Mary’s email account, provide you with access to the M.Ed. program portal, and continue your financial aid process if you are applying for financial aid. Contact program staff for specific application deadlines.

The learning community meets in schools convenient to where you live and/or teach.

Financial Aid representatives can be reached at Student Central at 612-728-5100, Ext. 4566. They will provide you with all the information you will need for completing the financial aid application process. 

No, you do not have to buy textbooks for this program. Each learning community has an extensive collection of professional literature relevant to areas of interest and the core program concepts. The choice of professional, quality titles allows learners to choose resources that align with their research and classroom needs.

Our Tuition and Fees page provides a comprehensive view of the cost of this program.

You are required to complete six semester credits beyond the 30 semester credits you will earn in the program. You must take the elective credits from Saint Mary’s once you begin the program and those credits must be completed through the GPDE program. If you have transfer credits from other institutions that you completed prior to your official registration for the M.Ed. program, please contact program staff.

Coursework may be taken through the Graduate Professional Development for Educators and Professional Development Initiatives programs. 

Elective/transfer credits taken prior to starting the M.Ed. program will be considered for transfer if they meet the following criteria:

  • Completed through an accredited college or university
  • Completed within five years from starting the M.Ed. program
  • Received a B- or higher
  • Graduate level

Hear what people say about our program.

Outcomes and Indicators

  1. Self-aware individuals, understanding the influence of unique talents, personalities, perspectives, bias, and experiences.
    • Recognize one’s own strengths and weaknesses.
    • Leverage strengths to impact efficacy, student learning, and school-wide community
    • Practice the 12 virtues of a Lasallian Educator for the purpose of acting with integrity
  2. Reflective practitioners, integrating metacognition and coaching thinking into practice.
    • Employ habits of systematic and intentional reflection
    • Analyze one's impact on the world through various theoretical frameworks
  3. Scholarly educators, understanding and negotiating the complexities of teaching and learning.
    • Apply learning theories and research based strategies 
    • Discriminate among variables that help and hinder learning
    • Utilize feedback that empowers learning
    • Support, with a culturally responsive mindset, the learning needs of all students
    • Articulate reasons for pedagogical choices
    • Operate with the habit of mind to incorporate on-going research into practice
  4. Designers, approaching design with intention.
    • Formulate goals, outcomes, enduring understandings, and essential questions
    • Create assessments aligned with the goals and outcomes assessed
    • Construct learning experiences that engage and challenge students to make content rich connections
    • Design a learning environment that integrates social, emotional, and academic learning
  5. Collaborators, utilizing various skills, that foster positive interdependent relationships.
    • Engage in courageous and meaningful interactions
    • Employ listening and silence to deepen one's understanding of others and themselves
    • Value the use of questions
    • Communicate effectively through writing
  6. Inquirers, leading with curiosity, being open to wonder and ambiguity.
    • Formulate questions to impact learning
    • Solve challenges by utilizing data to inform decision making
    • Synthesize research to drive change and innovation
  7. Leaders, validating and embracing the role as teacher leaders.
    • Make proactive, intentional contributions to the educational community
    • Use coaching thinking as tool to support colleague and student growth
    • Demonstrate AGAPE (Association, Generativity, Adaptation, Presence, Engagement)

From Start to Finish

  • You can earn your M.Ed. in Teaching and Learning in less than two years.
  • A learning community model allows for a group of learners to collaborate in convenient locations across the state, on average, one Saturday per month. Additional online instruction and activities supplement these face-to-face interactions. Learning communities start in the spring and fall semesters.
  • The program is a five-semester, 36-credit program. Semesters run year-round, with three semesters in a calendar year. 30 credits are completed while enrolled in a learning community. The additional six may be transferred in or taken as elective credits. 
Visit the Graduate Professional Development for Educators website for a catalog of elective credits that you can take to fulfill the elective requirements.

Apply Now

Applicants must submit the following:

  1. Completed application form with the nonrefundable application fee (fee not required for alumni or students seeking readmission or veterans and active military personnel), and
  2. An official transcript issued to Saint Mary’s University of Minnesota from the institution posting the applicant’s completed bachelor degree and other relevant transcripts documenting program prerequisites and potential transfer credits.(An official transcript is one that is sent to the university by the credit-granting institution. Transcripts from countries other than the U.S. must be evaluated by a university accepted evaluation source, such as World Education Services, Educational Credential Evaluators, Educational Perspectives, or One Earth International Credential Evaluators and be deemed equivalent to accredited U.S. university standards).
  3. A reflective essay which includes the following:
    • brief description of the applicant’s background, training, and experience; and
    • statement indicating the career goals of the applicant and his or her reasons for seeking admission to the program; and
    • description of the areas the applicant considers to be his or her strengths and areas in which the applicant wishes to develop greater strengths and abilities; and
    • personal information the applicant wishes to share.
  4. Two letters of recommendation that verify professional and/or volunteer experience and academic ability; and
  5. A current résumé listing educational background and work experience.
  6. Applicants with international transcripts may require an English language proficiency exam (TOEFL, IELTS, PTE or MELAB accepted.)

Please Note: Application materials should be sent to the attention of the Office of Admission on the Twin Cities campus.

Saint Mary’s University of Minnesota
Office of Admission
2500 Park Avenue
Minneapolis, MN  55404


This program is offered at our Twin Cities, Rochester, and Winona locations and at regional cohorts. The program is also available to educators practicing in Jamaica.

Degree Requirements

Degree Requirements

Required Courses 30 cr.
Transfer Credits/GPDE or GPDI Elective Courses 6 cr.
Total 36 cr.

Required Courses: 30 cr.

Students starting in Spring 2019 take MED633 and MED634 instead of MED625.

MED615 Becoming a Community of Learners (4 cr.)

In this first semester, learners engage in social emotional learning experiences to learn how self-awareness influences learning, teaching, and interactions with others.  Learners engage in reflection of current beliefs and practices to develop a vision of personal and professional growth as an educator.  Learners gain an appreciation of what it means to be a member of a learning community by experiencing learning with, from, and for others. This learning, together in association with one another deepens appreciation of the diverse perspectives that are a part of a learning community model.  Study and application of research based practices that span the duration of the program begin in exploration of concepts and the impact of classroom environment on learning.

Upon completion of the course, learners are expected to be able to do the following:

  1. Use the results of various self-awareness assessments to reflect on their strengths and weaknesses.
  2. Describe the five competencies of social emotional learning.
  3. Challenge beliefs about teaching and learning.
  4. Describe the impact of learning in a community of learners.
  5. Identify and unpack concepts.
  6. Unpack association.

MED616 Applying Social Emotional Learning and Principles of Community (2 cr.)

In this practicum course learners apply principles of community and social emotional learning to the everyday classroom experience. Application of learning is captured and documented through reflective thinking.  

Upon completion of the course, learners are expected to be able to do the following:

  1. Apply research-based strategies into classroom practice.
  2. Use reflective models to analyze practice.

MED625 Developing Principles for Practice (4 cr.)

In this learning experience, learners continue the journey of self­-study, engaging in critical reflection on beliefs and current practices. While growing together toward true community, learners practice skills of coaching thinking and feedback, designed to build the capacity of others.  Learners begin to explore intentional design and examine the action research process, while deepening their understanding of the concepts uncovered in semester one of community and environment.  Within curriculum design, learners experience, explore, and implement multiple assessment and instructional strategies.

Upon completion of the course, learners are expected to be able to do the following:

  1. Use feedback and coaching thinking to assist other community members' reflections on improving and evaluating practice.
  2. Write enduring understandings and essential questions connected to concepts and outcomes.
  3. Classify assessments as "for" learning, "of" learning, and "as" learning.
  4. Identify elements of a classroom environment that integrate social, emotional, and academic learning.
  5. Articulate the importance of an intentional approach to design.
  6. Unpack generativity.

MED626 Applying Principles for Practice (2 cr.)

In this practicum course learners apply the learning from MED 625 to everyday classroom experience. Application of learning is captured and documented through reflective thinking.

Upon completion of the course, learners are expected to be able to do the following:

  1. Apply research-based strategies into classroom practice.
  2. Use reflective models to analyze practice.

MED635 Research and Design (4 cr.)

Learners formalize the approach to research and design, building on learnings from previous semesters.  Learners gain a deeper understanding of the integration of pedagogy across the IDEA (instruction, discipline, environment, and assessment) spectrum.  Design of assessment and data collection tools is a primary focus.  Employing the concept of adaptation, learners apply the nuances of being a power searcher through extensive independent research. Research is centered on concepts derived from sensed needs and curiosity.

Upon completion of the course, learners are expected to be able to do the following:

  1. Formulate an inquiry question that drives research.
  2. Locate, evaluate, and organize resources.
  3. Analyze and synthesize research.
  4. Design and evaluate data collection tools and assessment tools.
  5. Develop a classroom environment design encompassing climate, culture, and physical space.
  6. Unpack adaptation.

MED636 Applying Research to Design (2 cr.)

In this practicum course learners apply the learning from MED625 to everyday classroom experience. Application of learning  is captured and documented through reflective thinking.

Upon completion of the course, learners are expected to be able to do the following:

  1. Apply research based strategies into practice.
  2. Use reflective models to analyze practice.

MED645 Integrating Principles of Design into Practice (4 cr.)

Building on previous semesters, learners begin the implementation of a research-based classroom environment plan and action research process. Learners work collaboratively with community members, applying coaching thinking approaches to problem pose and problem resolve, and to construct a deeper understanding of strategies that enhance student learning. Learners apply previous course learnings and best practice to curricular design.  Through examination of best practice and building upon curricular design work from previous semesters, learners apply this knowledge to curricular design. Learners begin forming beliefs around the concept of leadership, and examine the concept of presence and the role it plays in being a Lasallian educator.

Upon completion of the course, learners are expected to be able to do the following:

  1. Engage in the action research process.
  2. Examine leadership.
  3. Apply coaching thinking skills.
  4. Reflect about their practice to uncover assumptions, biases, and show the transformation of  thinking.
  5. Design instruction, integrating a variety of learning theories and research-based strategies.
  6. Describe Lasallian education and its connection to self.
  7. Unpack presence.

MED646 Application of Research and Design (2 cr.)

In this practicum course, learners apply the learning from MED645, implementing your action research and classroom environment design. Application of learning  is captured and documented through reflective thinking.

Upon completion of the course, learners are expected to be able to do the following:

  1. Apply research-based strategies into classroom practice.
  2. Implement action research.  
  3. Use reflection to analyze practice.

MED655 Becoming a Teacher Leader (4 cr.)

In this culminating semester, learners prepare themselves to be learning leaders.  They identify an approach to leadership, identifying opportunities to embrace and practice the role as a teacher leader. Learners expand their circle of influence by continuing to develop their personal learning network and facilitating dialogue amongst other educators at the spring conference. Leading with curiosity and gratitude, learners use concept-centered dialogue to cultivate leadership qualities. Learners incorporate real life, authentic learning experiences into their practice by integrating design, collaboration, and community-based processes, while applying the habit of reflection. Learners write an intentional plan of continued growth and application of learning as they embark on being a master teacher.

Upon completion of the course, learners are expected to be able to do the following:

  1. Participate in professional dialogue.
  2. Identify their own leadership style through a developed capacity for self-awareness.
  3. Draw on their strengths to be agents of change.
  4. Embed research into the design of engaging instruction, environment and assessment.
  5. Articulate their transformation as teachers, learners, and wholehearted selves, including a plan for continual growth.
  6. Unpack engagement.

MED656 Applying Principles of Leadership (2 cr.)

In this practicum course, learners apply the learning from MED655 to everyday classroom experience. Application of learning is captured and documented through reflective thinking.

Upon completion of the course, learners are expected to be able to do the following:

  1. Integrate research-based strategies into classroom practice.
  2. Use critical reflection to analyze practice.
  3. Articulate the impact of a classroom environment designed to integrate social, emotional, and academic learning.  
  4. Make intentional contributions to education.
  5. Facilitate professional dialogue.

Elective Courses/Transfer Credits: 6 cr.

You are required to complete six semester elective/transfer credits. Transfer credits from other institutions completed prior to official registration for the M.Ed. program will be accepted as stated in the transfer credit policy. Elective credits must be completed through the GPDE or GPDI program.

Connect With Us

Michelle Dougherty, M.A.

SGPP Admission - Assistant Director of Admission

LaSalle Hall-TC Campus, LSH114

Campus Box: # 28

(612) 728-5122


Tracy Lysne, M.Ed.

GSOE, M.Ed. In Teaching & Learning - Program Director

Mother Teresa Hall-TC Campus, MTH17

Campus Box: # 28

(612) 238-4520

Tracy Lysne M.Ed.
Sarah Haugen, M.Ed.

Associate Director, M.Ed. Teaching & Learning/PDI

The Heights, HT201

Campus Box: # 28

(612) 728-5179

Sarah Haugen M.Ed.
Jana Korder

GSOE - Program Coordinator

The Heights, HT201

Campus Box: # 76

(507) 457-6615

Jana Korder
Yvonne Malewicki

MED - Administrative Assistant

The Heights, HT201

Campus Box: # 76

(507) 457-1520

Yvonne Malewicki
Emily Albrecht, M.Ed.

MED - Facilitator / GPDE Instructor

(952) 226-0190

Emily Albrecht M.Ed.
Nicole Biondich, M.Ed.

MED - Facilitator

Tamara Colucci, M.Ed.

M.Ed. Program Facilitator

Tamara Colucci M.Ed.
Jennifer Davis, Ed.S.

MED - Facilitator

Jennifer Davis Ed.S.
Jeremy Engebretson

Master of Education Program - Facilitator

Tony Hastings, M.Ed.

MED - Facilitator

Tony Hastings M.Ed.
Katherine Higgins, M.Ed.

MED - Facilitator

Katherine Higgins M.Ed.
David Jackson, Ph.D.

Education - Associate Professor, MED - Facilitator

Griffin Hall, GR220

Campus Box: # 23

(507) 457-6613

David Jackson Ph.D.
William Knutson, M.Ed.

MED - Facilitator

William Knutson M.Ed.
Patti Lagos, M.Ed.

MED - Facilitator

Emily Larsen, Ed.D.

MED - Facilitator

Emily Larsen Ed.D.
Theresa Lewis, M.S.

MED - Facilitator

Theresa Lewis M.S.
Mary Lien, M.Ed.

MED - Facilitator

Mary Lien M.Ed.
Stacy Lufkin, M.Ed.

MED - Facilitator

Stacy Lufkin M.Ed.
Mary Jo Nairn, M.Ed.

MED - Facilitator

Mary Jo Nairn M.Ed.
Shane Rasmussen, M.Ed.

MED - Facilitator

Shane Rasmussen M.Ed.
Dennis Rickert, M.S.

(651) 480-7325

Dennis Rickert M.S.
Stefanie Scarset, M.Ed.

MED Teaching & Learning - Facilitator

Stefanie Scarset M.Ed.
Joseph Schingen, M.Ed.

MED - Facilitator

Joseph Schingen M.Ed.
David Tukey, M.Ed.

MED - Facilitator

David Tukey M.Ed.
Jami Weber, M.Ed.

MED - Facilitator

Jami Weber M.Ed.
Michele Wood, M.Ed.

MED - Facilitator

Michele Wood M.Ed.
Mark Woodcock, M.Ed.

Master of Education - Facilitator

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