School of Education and Leadership

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 a diverse, multicultural context.” As an integral part of the Hamline School of Education and Leadership, the program also works within the larger conceptual framework which acknowledges the importance of 1) promoting equity, justice, and antiracism in schools and society; 2) building and sustaining supportive and inclusive communities of teachers and learners; 3) co-constructing knowledge through learner-centered classrooms and practices; and 4) practicing thoughtful inquiry and critical reflection. Throughout the program, students are placed in several diverse 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 major, co-major, or minor in education. An education major is available with concentrations in elementary education, English as a second language, special education, or education studies. The education studies concentration is available for students who choose not to pursue a teaching license. The education co-major is designed for students pursuing a secondary license. These students pair the education major with a subject area major (for example, English and communication studies, Social Studies, math, or a science). The STEM education major is another option for students interested in teaching biology/life science, chemistry, mathematics, or physics at the middle or secondary level. 

Education students are encouraged to pursue a Minnesota teaching license, but this is not required to complete the undergraduate degree. Completion of the license within a four-year time frame requires careful planning. Please seek early advising from the Teacher Education program faculty if you are trying to complete licensure along with your undergraduate degree. Education students are strongly encouraged to pursue the Master of Arts in Teaching (MAT) pathway. The MAT pathway includes licensure and allows for a smooth transition to completing a masters degree after graduation.

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 and Leadership 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 and Leadership at education@hamline.edu.

Admission to the MAT Pathway

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:

1. EDU 1150 - Schools  and Society & Lab with a C- or better
2. EDU 1250 - Educational Psychology with a C- or better
3. EDU 3260 or EDU 3500
4. Education GPA of 3.0 or higher; 2.5-2.9 considered for provisional admission
5. Cumulative GPA of 3.0 or higher; 2.5-2.9 considered for provisional admission
6. Favorable cooperating teacher evaluation from EDU 1150 - Schools and Society LAB
7. Registration/completion of 0-credit Lab course, GED 7801 - Intro to Advanced Teacher Thinking

Admission to Student Teaching

Students should take GED 7802 (Preparing to Student Teach) one year before they plan to student teach. This orientation course will address all of the steps needed for admission to student teaching. 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 education faculty, to progress into the student teaching semester.

Applicants must satisfy the following criteria to student teach:

1. Senior standing at the time of student teaching (graduates may also student teach as MAT students)
2. Completion of content-major coursework (CLA/HSB)
3. Completion of licensure coursework (HSEL)
4. Primary major GPA and licensure coursework GPA are both at 3.0 or above
5. GED courses for licensure must have a grade of B- or higher
6. Demonstrate readiness to student teach by meeting all SEPs (MN Standards of Effective Practice) and submitting all required materials
7. 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 satisfied  or petition the Education Department  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, 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.

Faculty

Letitia Basford, professor. BA 1995, University of Minnesota; MA 2000, San Francisco State University; PhD 2008, University of Minnesota.

Michelle Benegas, associate professor. BA 2000, University of Saint Thomas; MA 2003, Hamline University; PhD 2015, University of Minnesota.

Patty Born Selly, assistant professor. BA 2001, Metropolitan State University; MA 2005, EdD 2019, Hamline University.

Jennifer Carlson, professor. BS 1991, Winona State University; MS 1998, Minnesota State University-Mankato; PhD 2001, University of Wisconsin-Madison.

Suzanne Gikas, professor of practice. BA 1984, University of Essex; MEd 2006, PhD 2013, Kent State University.

Sarah Hick, associate professor. BA 1992, Grinnell College; MES 1996, Yale University; PhD 2008, University of Minnesota.

Anne Ittner, assistant professor. BA 1999, University of St. Thomas; MA 2005, Adams State College; PhD 2017, University of Minnesota.

Joe Lewis, professor, chair. BA 1989, Grinnell College; MA 1999, University of Wisconsin-Milwaukee; EdD 2006, Columbia University Teachers College.

Rebecca Neal, professor, Sanders Endowed Chair in Teacher Education. BS 1993, Hampton University; MEd 1994, College of William and Mary; PhD 2014, Arizona State University.

Maggie Struck, associate professor. BA 2000, University of St. Thomas; MA 2012, PhD 2017, University of Minnesota.

Linnette Werner, associate professor, associate dean. BS 1995, University of Wisconsin-Eau Claire; MA 1998, PhD 2001, University of Minnesota.