Graduate Education

Program Goals: The Saint Michael’s Education Department is committed to awakening and sustaining the spirit of teaching and learning through nurturing the following characteristics in ourselves and in our students.

Dignity and Diversity

We are committed to a deep respect for the dignity and inherent worthiness of each person. We honor all dimensions of human development and emphasize the distinct gifts, needs, and interests of each learner. We are also committed to the inclusion of diverse cultural values and knowledge. As a result, we embrace and model varied learning and teaching methodologies.

Character and Community

We view teaching as an ethical calling through which our students and we can nurture the moral dimensions of our lives, including our sense of social responsibility and our leadership qualities within a context of compassionate relationships. The qualities we strive to promote include the development of integrity, a commitment to peace and justice, empathy, humility, and the courage to act on one’s principles in pursuit of both educational and social change.

Knowledge and Wisdom

Our search for knowledge and wisdom is strongly grounded in the liberal arts tradition, which incorporates mastery of a discipline, inter-disciplinary perspectives, and an increasing sense of responsibility for one’s own learning. We value the habits of mind of intellectual curiosity and persistence, critical thinking, self-reflection, and imagination, and we apply them to challenges within schools and the larger culture. Graduate Programs in Education offer courses of graduate study leading to:

Master of Education (M.Ed.)
Certificate of Advanced Graduate Study (C.A.G.S.)
Initial Teacher Licensure
Endorsements for Licensed Teachers

History and Description

Graduate Programs in Education began in the summer session of 1940. This was the first program of graduate studies at Saint Michael’s College. Then, as now, professional courses of study for educators were viewed as an extension of the liberal arts tradition upon which the College was founded. Entrance requirements have always sought to identify candidates who were and are potential leaders and scholars in their disciplines. Throughout the years, the graduate education program has grown and diversified, but the connection to the liberal arts tradition remains.

The programs are designed for adults who already have a baccalaureate degree. Students may begin their program during any semester, although a specific sequence of courses may be recommended in some concentrations. During the fall and spring semesters, classes meet evenings and on weekends. During the summer, classes meet both during the day and in the evening.

In planning a M.Ed. or C.A.G.S. program, students may choose one of the concentrations listed below, which are described in detail later in this catalogue:

Arts in Education
Curriculum
Reading
School Leadership
Special Education

Within Graduate Programs in Education, students may follow Vermont Department of Education approved programs to obtain initial licensure as an elementary, middle level, or secondary educator, K-12 licensure in art, special education, and English as a second language are also available. Approved content areas for secondary teachers are: art, English, mathematics, modern and classical languages, science and social studies. A maximum of eighteen credits earned towards initial licensure can be applied towards a Masters of Education (M.Ed.). The licensure program is embedded in the M.Ed. Those students applying for licensure must also apply for a M.Ed.

Teachers who are already licensed can earn an additional endorsement in areas such as English as a second language, leadership (school principal), reading teacher, consulting teacher, special educator and Director of Special Education. These programs are designed so that a student can complete an M.Ed. degree and the license endorsement concurrently. However, requirements for the completion of the degree and the license are not exactly the same, and such a program must be carefully planned with the appropriate academic advisor.

Initial Vermont Teacher Licensure Program

The initial teacher licensure program is comprised of master’s level courses and is embedded in the master’s program, with all students selecting a master’s concentration and a licensure endorsement area. Students will have an advisor for each of these areas. All students applying to a licensure program must have previous experience with children, ideally within the K-12 schools at the level they want to teach. Students who complete the licensure program may apply eighteen of the licensure credits to their master’s program with the exception of Practicum credits. The admissions process is a selective one. We do not admit all those candidates who meet our minimum requirements that are listed under each licensure description.

Students follow Vermont Department of Education approved programs to obtain initial licensure as an Elementary, Middle, Secondary, Art, English as a Second Language, and Special Education teacher. Approved content areas for Secondary Teachers are: Art, English, Mathematics, Modern and Classical Languages, Science, Social Studies, and Theater Arts.

The teacher preparation courses address the program goal and encourage prospective teachers to consider and emphasize knowledge and skills directly related to the Common Core State Standards and Vermont’s Framework of Standards and Learning Opportunities. Each licensure student must complete a Teacher Licensure Portfolio. Successful completion of required courses usually indicates readiness for student teaching. Occasionally, however, additional work may be necessary to be recommended for licensure. Students must have a B or better in each required licensure course.

A maximum of eighteen credits of the coursework towards teacher licensure may be applied to the requirements for the M.Ed. degree. Certain courses in the licensure programs (such as GED 688 and 689) cannot be applied towards the M.Ed. degree. Students should work closely with their academic advisor when planning their course of study towards teacher licensure and the M.Ed. degree.

Federal Title II

According to Federal Title II mandates, Saint Michael’s College must publish the percentage of those students who are recommended for licensure. To be recommended for licensure, students must successfully complete our programs by meeting all GPA, course, portfolio, and testing requirements. Based on these criteria, we have recommended 100 percent of our program completers for licensure.

Praxis I and II Exams

Initial licensure students must pass PRAXIS I (and PRAXIS II where applicable) prior to student teaching. It is the student’s responsibility to complete this testing by the appropriate deadline. The State Board adopted assessments of the GRE, SAT, and ACT exams as alternatives to Praxis I PPST provided the licensure candidates meet the total and minimal scores required.