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.
The Master of Education in Teaching and Learning program is especially designed for licensed teachers who are passionate about the pursuit of knowledge.
- 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. At the fall conference, learners collaborate with other year two learners around their curriculum units and emerging action research plans and findings.
The culminating project for this program is an opportunity to share learning at a professional conference with program peers. Sharing takes place via roundtable discussions during which the learner will present and share one of his/her action research projects including the review of literature, the data collection and analysis processes, the results, and plans for future implementation.
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 K-12 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.
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.
- To apply, you'll need to submit an application, $25 application fee, résumé, brief personal statement outlining your professional and educational goals, official transcripts, and letters of reference. For more information, visit the graduate admission page.
|Required Courses||30 cr.|
|Elective Courses/SMU K-12 Reading Transfer Credits||6 cr.|
Required Courses: 30 cr.
In this learning experience, learning community members begin their journey of self-study, engaging in critical reflection on beliefs and current practices in relationship to their vision for who they want to become as teachers. Learners gain an understanding of and experience with the learning community model. Community examination of research-based practices aligning instruction, content (knowledge in the discipline), the classroom environment, and assessment provides the learning community member a springboard for focusing personally chosen areas of inquiry and action research. Learning community members begin the action research/inquiry process by creating questions and engaging in personally directed research reading.
This course engages teachers in self-directing and sharing classroom inquiry with other teachers on research-based best practices for teaching within their self-chosen discipline of study. As a result of this course, teachers understand and incorporate concept-based instruction and assessment principles, including best practices in facilitating learner understanding of content.
In this learning experience, learning community members continue their journey of self-study, engaging in critical reflection on beliefs and current practices in relationship to their vision for who they want to become as teachers. Investigation of research based practices of instruction, the discipline (content area), the classroom environment, and use of a backward design assessment process capable of promoting student learning makes it possible for the learner to align principles guiding all aspects of his/her practice. The development of research based principles of practice provides learning community members a springboard for implementing and evaluating sound teaching strategies in the context of their classroom. The accompanying action research process provides the community member the opportunity to study personally chosen questions related to the implementation of their principles of practice.
This course engages teachers in self-directing and sharing classroom inquiry constructing standards-based, discipline-specific concept learning. As a result of this course, teachers demonstrate framing discipline-specific types of concept learning with curriculum goals, standards, and in-depth learning in mind.
In this learning experience, extended theory-based research focused on standards and teaching within a specific discipline provides the community member with strategies to build practices of instruction, environment, and assessment into a coherent framework for comprehensive change. Collaborative research and development with community members assists the learner's formation of integrated strategies across instruction, content standards in the discipline, classroom environment, and assessments using the backward design process. Construction of an action research plan provides a means for incorporating backward designed assessments into the examination of resultant changes in student learning.
This course engages teachers in self-directing and sharing classroom inquiry, designing learning-friendly, concept-rich learning experiences for diverse learners. As a result of this course, teachers demonstrate construction of concept-rich and inquiry-based learning experiences. Lessons incorporate learner use of the rules for knowledge construction within the discipline and integrate standards into a thematic unit of study.
In this experience, learning community members focus on becoming collaborative learners through critical reflection on research-based principles and practices in relationship to their vision for their own practice. Learning community investigation into authentic interdisciplinary learning experiences supports the learning community member's ability to engage in interdisciplinary planning and instruction. Collaborative exploration of how to create authentic interdisciplinary learning through shared collegial learning at a professional conference provides the community member with the ability to build life relevance into the learning process. An expectation that community members create a parent involvement plan as a tool for collaborative learner support provides the learning community member with experience collaborating directly with stakeholders in promoting learner success.
This course engages teachers in self-directing and sharing classroom inquiry as they develop lessons in problem solving with concepts within the discipline they have chosen to study. As a result of this course, teachers demonstrate embedding discipline-based concepts in 1) learner-relevant, life-like problem solving, 2) developmentally appropriate lessons for meaning making, and 3) culturally responsive learner opportunities for metacognitive thinking with concepts.
In the last semester learning experience, learning community members continue their journey of self-study, focusing on becoming collaborative teacher leaders through critical reflection on principles and practices in action in relationship to a vision for education. Learning community investigation into "real life/applied learning" across disciplines supports the learning community member's incorporation of authentic and problem-based learning experiences into their practice. Collaborative exploration of how to create authentic learning within a discipline through shared collegial learning at a professional conference provides the community member with the ability to build complexity and flexibility into the learning process. The incorporation of school, parent, community, and technology resources into the learning process exercises the community member's ability to serve the educational community as a teacher leader.
This course engages teachers in sharing content teaching expertise through the collaborative lesson study process within a specific content area lesson. As a result of this course, teachers demonstrate thinking expertise 1) framing concepts for learning within their individual lesson plans, 2) preparing ways to observe learners problem solving with concepts, and 3) developing strategies to enhance student thinking with the concepts being taught.
Elective Courses/Transfer Credits: 6 cr.
These courses will be accepted towards your elective/transfer credits prior to the start of the M.Ed. program and during enrollment in the M.Ed. program. Any learner enrolled in both programs will have the core credit requirement waived.
- EDRD 600-606 (K-12 Reading Teacher Licensure Program)
Courses toward the M.Ed. degree are offered at sites convenient for learners, one weekend a month. The community meets a total of 20 weekends in consecutive semesters. A semester includes four or five monthly weekend sessions with time between weekends for new learning to be applied inside the classroom. Three of the weekend sessions include professional networking conferences. A weekend conference is held in the Minneapolis area during each of the spring semesters, in addition to one in the fall during the second year of the program. The weekend conferences are part of the community learning experience as they allow learners to engage in further inquiry and community networking beyond the individual learning community but as a member of the M.Ed. community. These conferences further the development of learning and establish potential connections for continued professional growth.
The curriculum is integrated around teacher self-study of their 1) inner life of beliefs, visions, goals, hopes and dreams; 2) instructional practices; 3) knowledge in the discipline(s); 4) creation of a productive and caring learning environment; and 5) use of assessment as a tool to promote student learning. The self-study process is anchored by action research embedded in the learner’s work in their classroom. The assessment process focuses on promoting learner growth through alignment of instruction and assessment with research based practices in education.
Learn about the necessary steps to complete the application process and how acceptance works.
Meet with Saint Mary’s faculty and staff and get your questions answered at an upcoming information session.
Learn more about the convenient doctoral and master’s programs that Saint Mary’s offers to help advance you in your career.
Connect With Us
Michelle Dougherty, M.A.
SGPP Admission - Enrollment Counselor Graduate School of Education
LaSalle Hall-TC Campus, LSH112
Campus Box: # 28