• Course Delivery
    100% Online
  • Total Credits
    49
  • In-State Tuition Per Credit
    $476.50
  • Out of State Tuition Per Credit
    $1169.70
UMSLs innovative Teach in 12 program offers post-baccalaureate teacher certification in as little as 12 months. Aspiring candidates must already hold a bachelors degree and must pass the appropriate Missouri Content Assessment prior to admission. The MEd in Secondary Education (9-12) Teach in 12 program is designed for students who want to obtain Missouri teacher certification in Secondary Education while earning a master's degree. Certification options include: Biology, Chemistry, English, Fresh, Spanish, Mathematics, Physics, and Social Studies.As a teacher candidate, you will work with students in youth serving agencies to support them in non-traditional settings. You will also gain valuable practical knowledge by applying university course content to interactions with young learners in academically focused content-based community agencies such the St. Louis Chess Club, Powder Valley, and many United Way agencies.

Admissions & Requirements

To be accepted to this program, you must have:

  1. 3.0 GPA or above on a 4.0 scale
  2. International students are required to document English proficiency.
  3. Letters of recommendation may be invited for applicants who do not meet the normal criteria for admission.
NOTE: Individuals residing in AL, LA, OR, OK, PA, MD, AK, ME, AS, AZ, MA, PR, RI, MI, AR, CA, MN, SC, SD, MS, CO, CT, TN, TX, MT, DE, FL, NE, UT, VT, NV, GA, GU, NH, VA, VI, NJ, HI, ID, NM, WA, DC, NY, IL, IN, NC, WV, WI, WY, OH, MP, ND, KS, IA or KY are not able to enroll in this program.

To apply to this program:

Teach in 12 is a program run by the College of Education to assist student in obtaining teacher certification from the state of Missouri.  It is not a UMSL degree or graduate certificate.  You cannot apply to the Graduate School and list Teach in 12 as your degree program.  If you have any questions about applying to the Teach in 12 program, you should contact OASIS at 314-516-5937 or teachin12@umsl.edu.

Application Deadlines

Rolling admissions. Application review will begin upon receipt of all required application materials.

Courses

Core
  • ED PSY 6030Instruction, Learning and Assessment3 Credits

    Prerequisite: Admission to Graduate School. Reviews cognitive theories and research to examine how teachers can improve the design of classroom instruction, including the development of units, lesson plans, and assessment strategies. Students will critically evaluate current educational practices, design appropriate assessments based on instructional goals, and assess their own professional development as teachers.

  • ED TECH 6135 Technology for Preparing Inquiry-Based Teaching1 Credit

    Prerequisites: Graduate standing. This course instructs teacher candidates in the use of digital tools in their teaching practice. Candidates develop strategies for incorporating current technology developments and social media in educational practice. Technology for educators challenges the candidates to think about the underlying principles, terms, and concepts of educational technology. Students are introduced to the different methods teachers can use to integrate technology into classroom instruction for varying grade levels and content areas. Activities undertaken in this course include learning about educational technology tools and applying some of them to create the academic instructional materials through interactive collaboration.

  • ED PSY 6030Instruction, Learning And Assessment3 Credits

    Reviews cognitive theories and research to examine how teachers can improve the design of classroom instruction, including the development of units, lesson plans, and assessment strategies. Students will critically evaluate current educational practices, design appropriate assessments based on instructional goals, and assess their own professional development as teachers.

  • ELE ED 5990 Practicum II: Elementary/Special Education Site Based Experience8 Credits

    Prerequisites: Grade of B- or higher in ELE ED 5989 and admission to Teacher Education Program. Clinical teaching experiences, 4 days per week where placements occur in K-12 school settings. These sites offer settings where classrooms implement inclusion (combined general education and special education) and/or have pull-out resource room settings and may also have self-contained settings where students with complex disabilities are education exclusively. Teacher candidates collect data for a research project.

  • ELE ED 6241Science Content, Inquiry-Based Instruction, and Assessment: STEM-Integrated Pedagogy3 Credits

    Prerequisites: Graduate standing, and a passing score on the designated Missouri Content Examination or an approved program of study. The course is designed to provide teacher candidates with research-based theories and practices focused upon the teaching and learning of science. Candidates will acquire skills to plan and implement lessons to facilitate each learner's ability to conceptualize science concepts. The course will integrate related disciplines, such as technology, engineering and mathematics, in order to provide prospective teachers with a context for understanding the content of science, how science knowledge is acquired and understood, and how the sciences are connected across disciplines. Through course experiences and scholarly readings, prospective teachers will realize that to become an effective teacher one must acquire a positive attitude toward learning science, technology, engineering and mathematics; know how to acquire scientific information; and know how to facilitate learners' construction of scientific understandings.

  • ELE ED 6246Math Content Pedagogy, Inquiry-Based Instruction, and Assessment3 Credits

    Prerequisites: Graduate standing, and a passing score on the designated Missouri Content Examination or an approved program of study. This course provides the teacher candidate with math content and math pedagogical techniques to lead them to prepare and deliver best practices of teaching that are aligned with the elementary math learning standards and research-based practices. The students are encouraged to adopt interdisciplinary resources including multicultural children's literature and coping strategies for diverse students in the classroom settings. The students will develop lessons that entail using inquiry-based instructional materials, and reflective practice with assessment data.

  • ELE ED 6253Teaching Social Studies through Reading, Writing, and English Language Learners3 Credits

    Prerequisites: Graduate standing, and a passing score on the designated Missouri Content Examination or an approved program of study. Examines the teaching of social studies through reading elementary children's literature about U.S. history and examines writing instruction as a complex and dynamic process. The course integrates a standards-based, backward-planning approach; authentic literacy instruction through the lens of social studies; attention to the linguistic and cultural demands of social studies; and differentiation in instruction so that each student has access to meaningful and challenging learning opportunities using Sheltered Instruction Observation Protocol (SIOP). It focuses on essential attributes of effective literacy and content teachers, including the ability to draw upon students' cultural and linguistic backgrounds, help students make connections between new information and previous knowledge and skills that are research-based, and support students to transfer new information to real-life contexts and environments using critical thinking skills.

  • ELE ED 6337 Teaching and Learning Literacy in the Elementary Classrooms: Teaching Reading and Writing4 Credits

    Prerequisites: Level I courses. Emphasizes literacy development, literacy instruction, and children's literature in the process of teaching reading and writing. Students survey literacy and literacy development as social practices, to focus on methods of teaching reading and writing, and to effectively utilize children's literature within classroom practice. Instructional practices explored will include reading and writing workshops, guided reading, word work, and phonics alongside matching texts (print and digital) and readers. Includes readings of academic research articles and book chapters that promote critical thinking in the design and implementation of literacy instruction. Particular attention will be given to learning to teach literacy within diverse contexts and with linguistically and culturally diverse students.

  • ELE ED 6338Literacy Assessment for Guided Instruction3 Credits

    Prerequisites: Level I and ELE ED 6337. Addresses assessment issues that include examining the differences and difficulties that may occur in literacy learning processes. Topics covered include the effective use and evaluation of assessment instruments to prevent student literacy difficulties and promote accelerated learning. Students design classroom literacy engagements utilizing a variety of instructional strategies and materials. Includes reading peer-reviewed research articles and book chapters that promote critical thinking in the assessment and evaluation of literacy achievement. Assessment practices explored include running records of oral reading, an observation survey of early literacy behaviors (e.g., phonemic awareness, letter identification), qualitative reading inventories, spelling inventories, and writing assessment. Teacher candidates will learn to assess and create literacy instruction that is multicultural and integrates global technologies.

  • ELEED 5989Practicum 1 (Studio School) 3 Credits
  • SEC ED 5989Practicum I: Site Based Experience2-3 Credit

    Prerequisites: Graduate standing and completion of Level I and Level II courses. An intensive professional development experience (1 day per week for 14 weeks) working in a school setting. Activities on site include assisting the classroom teacher in all areas of instruction, assessment, and classroom management. This course is to be taken during the semester immediately preceding Practicum II (student teaching). This course must be taken in conjunction with methods of instruction course in specific content area. Assignments from the methods course(s) may be completed in the Practicum setting, and experiences in the school guide the methods course activities and discussions. Activities to acquire research skills will be included. May be taken in one credit hour sections for a total of two credit hours.

  • SEC ED 5990Practicum II: Site Based Experience8 Credits

    Prerequisites: SEC ED 5989 with a B- or better and appropriate curriculum and methods course in the teaching field. Teacher candidates spend time in schools engaged in various capacities to improve student learning within small group instruction, whole class teaching, lesson planning and special programs to demonstrate proficiency on all MoSPE standards. Teacher candidates collect data for a research project.

  • SECED XXXXSubject Area Methods Course3 Credits
  • SPEC ED 6325 Advanced Studies in Classroom & Behavior Management3 Credits

    Prerequisite: Graduate Standing. Advanced study of classroom management and applied behavior analysis strategies. Focus on teacher as decision maker in the design, implementation, and evaluation of individual and group management programs with emphasis on functional assessment and positive behavior support.

  • SPEC ED 6412 Psychology of Exceptional Children3 Credits

    An in-depth analysis of the unique psychological problems of exceptional children and youth. Current psychological theories and research emphasized.

  • TCH ED 5001Advanced Mid-Level Clinical Experience: Diverse Learners1 Credit

    Prerequisites: Admission into the Teacher Education Program and graduate standing. This course involves education candidates in active and purposeful advanced mid-level clinical experiences with regional community agencies that include and support individuals with disabilities and their families. Candidates are required to participate at agencies to meet organization goals and course objectives. This course requires the study of research and analysis of cultural competency in instruction, curriculum and student learning outcomes. Completion of this course partially fulfills mid-level clinical requirement for teacher certification. Current and clear background and TB screening required. 20 clock hours outside class time are required.

  • TCH ED 5001 Advanced Mid-Level Clinical Experience1 Credit

    Prerequisites: Admission into the Teacher Education Program and graduate standing. This course involves education candidates in active and purposeful advanced mid-level clinical experiences with regional community agencies that include and support individuals with disabilities and their families. Candidates are required to participate at agencies to meet organization goals and course objectives. This course requires the study of research and analysis of cultural competency in instruction, curriculum and student learning outcomes. Completion of this course partially fulfills mid-level clinical requirement for teacher certification. Current and clear background and TB screening required. 20 clock hours outside class time are required.

  • TCH ED 5311Foundations of Education3 Credits

    Prerequisite: Graduate standing. Students will learn the history of public education, the role of the teacher as a change agent, the influence of technology, and the impact of diversity of American classrooms. Ten clock hours of field work required.

  • TCH ED 5312Teaching Reading in the Content Area3 Credits

    Prerequisites: Graduate Standing. Explores differentiated instruction as an approach to meeting the diverse literacy needs of all students in the classroom—including identifying students with reading difficulties and supporting their literacy in the content area. This differentiated instruction approach will be used to enhance literacy developments of adolescent learners in functional literacy, content literacy, technological literacy and creative/innovative literacy.

  • TCH ED 5880Writing in the Content Area3 Credits

    This course emphasizes the importance of integrating writing instruction in classrooms across subject areas. Theories of writing and writing instruction will be explored, and students will discuss how to put the theories into practice in their classrooms. Students will learn to explore their own writing process while learning strategies that will help them to teach writing rather than just assign writing. The course examines the tools pre-service and in-service teachers will need to work with diverse learning communities, to utilize best practice in the teaching of writing, and to use writing as a tool for student learning in any content area. Students in this class will be held to professional writing and speaking standards. The course counts toward the Certificate in Writing.

  • TCH ED 6020Teacher Action, Advocacy and Leadership3 Credits

    nvestigates the relationships among students, general and special education teachers, counselors, principals, parents, and other support and specialist personnel typically present in schools in Missouri and the changing roles of all these individuals as a consequence of general and special education reform initiatives. Develop systemic action plans and become advocates and leaders whthin the school and larger community for children, families, and the profession. Assists teachers to analyze and improve their management, planning and record keeping systems and professional development planning.

  • TCH ED 6020Teacher Action, Advocacy and Leadership3 Credits

    Investigates the relationships among students, general and special education teachers, counselors, principals, parents, and other support and specialist personnel typically present in schools in Missouri and the changing roles of all these individuals as a consequence of general and special education reform initiatives. Develop systemic action plans and become advocates and leaders whthin the school and larger community for children, families, and the profession. Assists teachers to analyze and improve their management, planning and record keeping systems and professional development planning.

  • TCH ED 6565 Enriching Learning through Multicultural Arts, Music, Physical Education & Health1 Credit

    Prerequisite: Graduate standing. Surveys the association between academic achievement and student participation in art, music, health, and physical education. Review research pertaining to the relationship between participation in the arts and physical education and language development, memory, creativity and learning in other subject areas.

  • TCH ED 6566Cross-Curricular Connections with Multicultural Arts, Music, Physical Education & Health1 Credit

    Prerequisites: Graduate standing. Surveys research-based methods and strategies for implementing cross-curricular learning activities between the core subject areas and the arts, health, and physical education.

  • TCHED 5000Advanced Early Clinical Experience3 Credits

    Prerequisites: Graduate Standing and current and clear background and TB screening required. This course requires clinical experiences for those wishing to explore teaching as a career. Includes regularly scheduled on-site teaching as outlined by instructor. Required for secondary candidates seeking accelerated entry into teacher certification program and must be taken prior to Practicum 1. Completion of this course partially fulfills early clinical requirement for teacher certification.

  • TCHED 5310AInstructional Design2 Credits
  • TCH ED 6010Examining History, Community And Social Justice In Education3 Credits

    Addresses the issues of equity and social justice from the context of personal and educational history. Students will develop a cultural understanding of their own previous school, community and family experiences and generalize those findings to their current work as educators. They will develop an understanding of the historical foundations of American education and the role of the teacher to be a catalyst for change. Curriculum, instruction and learning will be examined through a variety of lenses including race, class, gender, ability, sexual orientation and religion to become culturally responsive teachers.

  • TCH ED 6909Teacher Action Research I3 Credits

    Students learn the knowledge, skills and tools for systematic reflective practice in preparation for completing the Masters Capstone Action Research project in TCH ED 6910.

  • TCH ED 6910Teacher Action Research Capstone3 Credits

    Students apply research knowledge, skills, and dispositions developed in TCH ED 6909 to an Action Research project, reflecting on and evaluating an aspect of one's own practice within a situated context. Students identify focused questions, collect and analyze data, using both analytic and practice tools, and review literature to research multiple factors in order to improve student learning. The research findings and insights will be shared in a public forum as a capstone for the M.Ed.

Tuition & Fees

Missouri Resident Fee Rates
  • Per Credit Hour
  • Tuition: $476.50
  • Fees: $90.90
  • Total: $567.40
  • 3 Credit Hours
  • Tuition: $1429.50
  • Fees: $272.70
  • Total: $1702.20
Missouri Non-Resident Fee Rates
  • Per Credit Hour
  • Tuition: $1169.70
  • Fees: $90.90
  • Total: $1260.60
  • 3 Credit Hours
  • Tuition: $3509.10
  • Fees: $272.70
  • Total: $3781.80
Missouri Midwest Exchange Fee Rates
  • Per Credit Hour
  • Tuition: $714.75
  • Fees: $90.90
  • Total: $805.65
  • 3 Credit Hours
  • Tuition: $2144.25
  • Fees: $272.70
  • Total: $2416.95
Metro Fee Rates
  • Per Credit Hour
  • Tuition: $476.50
  • Fees: $90.90
  • Total: $567.40
  • 3 Credit Hours
  • Tuition: $1429.50
  • Fees: $272.70
  • Total: $1702.20
Tuition rates are subject to change.

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