Teacher Education Program
Teaching is one of the most satisfying and rewarding professions for those who enjoy working with young people. It is also one of the most important and challenging professions. Teachers carry a tremendous responsibility as they work to prepare students for their lives beyond P-12 classrooms.
Hamline has served the needs of new teachers since the 1850s. This legacy continues today as we work to prepare teachers who can meet the demands of the teaching profession in the 21st century. To that end, Hamline’s Teacher Education Program is committed to “developing reflective practice in an urban, multicultural context.” As an integral part of the Hamline School of Education, the program also works within the larger conceptual framework which acknowledges the importance of 1) promoting equity in schools and society, 2) building communities of teachers and learners, 3) constructing knowledge, and 4) practicing thoughtful inquiry and reflection. Throughout the program, students are placed in several different urban school settings where they develop the knowledge, skills, and dispositions essential to effective teaching. The Teacher Education program believes that future teachers educated in this context will be better prepared to teach in urban, rural, suburban, and global educational environments.
Hamline students have the option to earn a co-major or a minor in education, combined with a major in the liberal arts or business, and to pursue a Minnesota teaching license. Students interested in school-based careers beyond classroom teaching (e.g. school counseling, school administration, media generalists) should be aware that these programs normally require an initial teaching license. Students must seek advanced study to prepare for these careers after completing a bachelor’s degree and all requirements for an initial teaching license.
All teaching candidates are advised that completion of the program within a four-year time frame requires careful planning. If you are interested in licensure, please seek early advising from the Teacher Education program faculty to plan your program.
Examples of Unique Program Opportunities
English as a Second Language
Growing immigration to the United States has increased the need for English instruction for those who are learning English as a second language. In collaboration with the faculty of the Second Language Teaching and Learning program, the teacher education department offers a K-12 license in English as a Second Language to interested undergraduates with any major. In addition to the K-12 courses, eight courses in ESL are required. Because of this considerable amount of required coursework, careful planning is required. Please consult with a departmental advisor for the list of required ESL courses.
Hamline Overseas Student Teaching (HOST)
The HOST program in partnership with Educators Abroad is an experience that provides a student teaching opportunity in another cultural and geographical setting. HOST is available only to education students who have completed all required coursework and are eligible for a regular student teaching placement. Interested students should contact the School of Education Department chair for specific details.
Teaching English as a Foreign Language (TEFL)
The TEFL Certificate prepares individuals to become effective teachers of English to speakers of foreign languages. Our faculty follow an interactive and hands-on approach through which students learn valuable and practical teaching techniques. Students apply what they learn as they work together to plan and teach lessons with a class of non-native English speakers. TEFL Certificate completers have taught in over 50 countries around the world.
Departmental Honors
Departmental Honors Projects (DHPs) are a rigorous and fulfilling way of pursuing a long-term research project in your major. DHPs may emerge out of sophomore- and junior-year courses, study-abroad experiences, collaborative research projects, or students’ intellectual passions. Students usually begin formal work on DHPs in the spring of junior year, and complete the DHP in the spring of the senior year. To learn more about DHPs in your department, consult your advisor and your department chair.
Initial Teacher Licensure and Pathway to the Master of Arts in Teaching
Education students are eligible to apply their licensure credits toward Hamline’s Master of Arts in Teaching program. This program allows for a seamless transition from undergraduate to graduate study. For more details about the benefits of this program and the requirements for admission, please contact the School of Education at education@hamline.edu.
Admission to the Education Program
Interested students will apply for admission to the education program during EDU 1150 - Schools and Society.
Applicants must satisfy the following criteria for admission to the program:
- Completion of EDU 1150 - Schools and Society & Lab with a C- or better
- Completion of EDU 1250 - Educational Psychology with a C- or better
- Education GPA of 3.0 or higher; 2.5-2.9 considered for provisional admission
- Cumulative GPA of 3.0 or higher; 2.5-2.9 considered for provisional admission
- Favorable Professional Readiness Form from EDU 1150 - Schools and Society
- Favorable cooperating teacher evaluation from EDU 1150 - Schools and Society LAB
- Intake (initial advising) meeting with faculty or staff advisor
- Basic Skills test (ACT + Writing, or SAT) completed (passing scores not required for admission to the program)
- Registration/completion of 0-credit Lab course, GED 7801 - Intro to Advanced Teacher Thinking
Admission to Student Teaching
Application for admission to student teaching must be made at the beginning of the term preceding student teaching. Students should complete the application process during a student teaching intake meeting as scheduled by the department and the School of Education’s Office of Clinical Experience. Completing coursework does not guarantee licensure or program completion. Students must meet all of the outlined criteria specified in the bulletin and program handbook, as well as receive approval from the teacher education faculty, to progress into the student teaching semester.
Applicants must satisfy the following criteria to student teach:
- Formal admission to the Teacher Education Department (you will receive a letter from the department chair or authorized designee)
- Senior standing at the time of student teaching
- Recommendation from the faculty of the student’s major department
- Recommendation from the teacher education faculty
- Completion of content-major coursework (CLA/HSB)
- Completion of licensure coursework (HSE)
- Primary major GPA and licensure coursework GPA are both at 3.0 or above
- GED courses for licensure must have a grade of B- or higher
- Demonstrate readiness to student teach by meeting all SEPBTs (MN Standards of Effective Practice for Beginning Teachers)
- If world language license is sought, a minimum score of Advanced Low on ACTFL Oral Proficiency Interview (OPI) must be attained
Students who do not meet academic GPA or letter-grade standards may have options to request exceptions to academic policies, but must initiate conversations early with their faculty advisors to learn about deadlines and procedures for submitting academic petitions.
A student whose application for student teaching is denied may either reapply when all criteria are satisfactorily met or petition the Office of Clinical Experience to reconsider the decision.
Grade Policy
The cumulative GPA for all education coursework (EDU and GED) must be 3.0 or above. The cumulative GPA for content area coursework (life science, math, Spanish, etc.) must be 3.0 or above. Grades in GED courses must be B- or better to count toward the licensure program. Exceptions to the grading policy will be considered on a case by case basis.
State of Minnesota Licensure Examination Requirements
All candidates for licensure must successfully complete the Basic Skills Exam required by Minnesota’s Professional Educator Licensing and Standards Board. Visit the MTLE website (http://www.mtle.nesinc.com/) for further information on testing requirements. Completion of the Basic Skills exam is required before formal admission into the Teacher Education program is granted. Taking the exam during or before the sophomore year ensures the opportunity to retake some or all of the exam before applying for a license.
All candidates applying for a first-time Minnesota teaching license must also complete the appropriate content and pedagogy MTLEs. Information regarding registration procedures, fees, and exam dates may be obtained from a faculty advisor or staff member in the teacher education program, or from the MTLE website. No one may be licensed in the state of Minnesota without passing the appropriate exams.
The cost of MTLE exams may be covered by financial aid. For questions, please contact the Financial Aid Department at 651.523.2000.
Faculty
Letitia Basford, associate professor. BA 1995, University of Minnesota; MA 2000, San Francisco State University; PhD 2008, University of Minnesota.
Michelle Benegas, assistant professor. BA 2000, University of Saint Thomas; MA 2003, Hamline University.
James Brickwedde, assistant professor. BA 1977, State Universities of New York-Buffalo; MSE 1993, University of Wisconsin-River Falls; PhD 2011, University of Minnesota.
Jennifer Carlson, associate professor. BS 1991, Winona State University; MS 1998, Minnesota State University-Mankato; PhD 2001, University of Wisconsin-Madison.
Jeff Fink, lecturer. BS 1976, University of Minnesota; MA 1984, University of Saint Thomas.
Sarah Hick, associate professor. BA 1992, Grinnell College; MES 1996, Yale University; PhD 2008, University of Minnesota.
Kim Koeppen, professor. BA 1984, Iowa State University; MSE 1991, Northern Illinois University; PhD 1996, The University of Iowa.
Joe Lewis, associate professor. BA 1989, Grinnell College; MA 1999, University of Wisconsin-Milwaukee; EdD 2006, Columbia University Teachers College.
Bill Lindquist, associate professor and School of Education chair. BA 1976, Augsburg College; MA 1993, University of Saint Thomas; PhD 2001, University of Minnesota.
Rebecca Neal, associate professor. BS 1993, Hampton University; MEd 1994, College of William and Mary; PhD 2014, Arizona State University.
Deb Sheffer, assistant professor. BA 1977, Gustavus Adolphus College; MA 1998, Hamline University; EdD 2011, Hamline University.
Maggie Struck, assistant professor. BA 2000, University of St. Thomas; MA 2012, PhD Candidate, University of Minnesota.
Major
Minor
Teacher Licensure and Pathway to the Master of Arts in Teaching
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