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 education department has adopted the theme of “developing reflective practice in an urban, multicultural context.” Emanating from the central theme is a four-tiered shared vision which acknowledges the importance of promoting equity in schools and society; building communities of teachers and learners; constructing knowledge; and practicing thoughtful inquiry and reflection. During the course of the program, students are placed in several different urban school settings where they develop the knowledge, skills, and dispositions essential to effective teaching. The education department believes that future teachers educated in this context will be better prepared to teach in a variety of settings. In this way, the education program serves as a bridge to teaching in urban, rural, suburban, and global educational environments.
Hamline students do not major in education, but complete a full liberal arts major in the field of their choice. Completion of the professional education sequence, taken in addition to the major, leads to a Minnesota teaching license. Certain courses in the sequence also may be used for a minor or for specific requirements in the Hamline Plan. 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.
Licensure Programs: All teaching candidates are advised that completion of the program within a four-year time frame requires careful planning. If you seek a license to teach, please seek early advising from the Education Department to plan your program.
Licensure Examination Requirements
Praxis I Pre-Professional Skills Test (PPST)
All candidates for licensure must successfully complete the Praxis I Pre-Professional Skills Test (PPST) in reading, writing, and math. All students are expected to take this exam prior to application for admission to the teacher education program. Completion of the PPST exam is required before formal admission into the teacher education program is granted. Taking the PPST during the sophomore year ensures the opportunity to retake some or all of the exam before applying for a license. No student will be recommended for licensure without passing this exam.
Other State of Minnesota Licensure Examination Requirements
All candidates who are applying for a first-time Minnesota teaching license must complete the Praxis II Principles of Learning and Teaching test and Subject Assessment/Specialty Area Tests. Information regarding registration procedures, fees, and exam dates can be obtained from the program coordinator in the education department or from the ETS/Praxis web page at www.ets.org/praxis. No student can obtain a full license without passing the appropriate Praxis II exams.
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 Hamline University Graduate School of Education’s Center for Second Language Teaching and Learning, the 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, it is likely that ESL licensure candidates will complete the outlined program as postgraduates. 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 is a combined winter term and spring term experience that provides a student teaching opportunity in another cultural and geographical setting. Students are first placed in a Twin Cities urban school where they student teach for eight weeks (January-February). Participants then student teach in an overseas school for ten weeks (March-May). HOST overseas placements are made in collaboration with Global Student Teaching and Hamline’s Office of Off-Campus and Study Abroad Programs. 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 check with Kim Koeppen, HOST program director, for specific details.
Postbaccalaureate students seeking an initial teaching license from Hamline must possess a baccalaureate degree (B.A. or B.S.) from an accredited college with a minimum overall GPA of 2.50. An official transcript of previous coursework and other application materials will be reviewed to determine admission status. An assessment is completed with the postbaccalaureate coordinator after admission but prior to registration for coursework. Completion of the first licensure coursework ranges from 15 months to several years, dependent on the applicant’s prior coursework, professional experiences, and preferred pace of study. Postbaccalaureates are subject to the criteria for formal admission to the Teacher Education Program and to Student Teaching outlined previously.
Letitia Basford, assistant professor. BA 1995, University of Minnesota; MA 2000, San Francisco State University; PhD 2008, University of Minnesota.
Nancy Desmond, associate professor. BA 1977, University of Oregon; MA 1990, Mankato State University; PhD 1997, University of Minnesota.
Sarah Hick, assistant professor. BA 1992, Grinnell College; MES 1996, Yale University; PhD 2008, University of Minnesota.
Steven Jongewaard, professor. BA 1969, University of Minnesota-Duluth; MEd 1971, PhD 1981, University of Minnesota.
Kim Koeppen, associate professor. BA 1984, Iowa State University; MSEd 1991, Northern Illinois University; PhD 1996, University of Iowa.
George L. Redman, professor. BAEd 1963, Hamline University; MA 1965, PhD 1975, University of Minnesota.
Jean Strait, associate professor, BA 1987, University of Pittsburgh; MS 1991, Moorhead State University; PhD 1995, University of Minnesota.