The Post-Baccalaureate Teacher Licensure graduate certificate prepares students to obtain either a 5 – 12 or a K – 12 Minnesota teaching license in one of the specialized content area teaching programs offered through the College of Education. The graduate certificate program is designed for students who have already earned a bachelor’s degree and are now seeking a MN teacher license. The coursework for the core required courses in teaching and learning are all offered online including both synchronous and asynchronous online components. Students will work collaboratively with advisors to develop an individual program of study that includes meeting MN licensure requirements for both teaching and learning courses and content area courses in the relevant departments. Field experience and student teaching in K-12 schools are required components of this program (we have a job-embedded option for students who are currently teaching while seeking licensure).
In this graduate certificate program, graduate students, as teacher candidates, will explore their intersectional identities and the importance of ongoing self-reflective practices necessary to cultivate identity affirming learning environments and experiences for K – 12 students. Teacher candidates will critically explore methods for creating equitable, anti-racist, culturally relevant, asset-based, and inclusive learning experiences for students and strategies to build strong relationships with students, families, and the community. Teacher candidates will gain practical knowledge, skills, and experience in teaching and learning for their chosen content areas and each of the core components of the MN Teacher Standards of Effective Practice: student learning, learning environments, assessment, planning for instruction, instructional strategies, professional responsibilities, collaboration and leadership, and racial consciousness and reflection. To obtain the graduate certificate, teacher candidates must complete all required courses and field experiences.
Program Requirements
Common Core
* Courses in specific teaching areas may need to be completed to meet state licensure requirements (e.g., Art, English, History, Math, Music, TESOL).
In this course, teacher candidates will learn instructional design principles to prepare to use current and emerging technologies in ways that will be accessible, equitable, culturally relevant, engaging and supportive to students. Candidates will use a critical lens to analyze and evaluate potential uses, challenges, and limitation of technology tools with an emphasis on safe, legal, and ethical uses.
Prerequisites:
none
The purpose of this course is for teacher candidates to engage in self-reflection to deeply explore their personal intersectional identities. Furthermore, teacher candidates will examine historic and ongoing systemic inequities in education. Teacher candidates will analyze the implications of systemic oppression on pedagogy, curriculum, communication, relationships, and learning in classrooms. Finally, teacher candidates will explore creating learning opportunities for students to critique historical and current inequity and injustices in education and to make change.
Prerequisites:
none
The purpose of this course is for teacher candidates to apply a critical lens to unit and lesson planning that fosters social and emotional learning, critical thinking, discussion, engagement, and inquiry. Teacher candidates will also explore methods to develop equitable, accessible, and culturally relevant learning experiences to eliminate barriers to learning.
Prerequisites:
none
In this course, teacher candidates will explore strategies to build strong relationships with and advocate for students, families, and the community. Candidates will examine ways that the curriculum addresses multiple perspectives, cultures and backgrounds to emphasize culturally relevant learning experiences. They will explore professional responsibilities and teacher leadership roles. Finally, teachers will examine methods to use data and information gathered from the students, school, and caregivers to advocate and support students for positive change.
Prerequisites:
none
In this course teacher candidates will critically explore asset-based pedagogy grounded in anti-racist, culturally relevant, and responsive practices to differentiate instruction. Additionally, teacher candidates will explore their intersectional identity and the importance of ongoing self-reflective practices necessary to cultivate identity affirming learning environments and experiences for students. Finally, teacher candidates examine instructional strategies that model and explain concepts and skills in multiple ways to support the diverse needs of students.
Prerequisites:
none
In this course, teacher candidates will explore strategies to cultivate learning experiences that are equitable, culturally relevant, justice-oriented, student-centered, and meaningful. Candidates will have an opportunity to create a unit plan, rubric, and formative and summative assessments that emphasize multiple ways of expressing learning. Furthermore, candidates will examine grading practices and methods for sharing feedback that supports learner variability and facilitates student ownership of their learning.
Prerequisites:
none
In this course, teacher candidates apply learning from coursework to practice in the K-12 classroom.
Prerequisites:
none
In this course, teacher candidates investigate how traditional methods of reading instruction can contribute to systemic oppression in classrooms and how anti-oppressive methods can help break the cycle of inequities in education. This work includes implementing high-interest reading strategies in the content areas, recognizing the characteristics of reading disabilities, creating accommodations to meet student needs, and supporting multilingual learners through the language-development framework to provide ongoing, asset-based support for students. Teacher candidates address: What professional responsibilities do teachers have regarding reading and multilingualism? How can teachers use knowledge of these topics to advocate for students through school- and community-based resources?
Prerequisites:
none
In this seminar, teacher candidates will reflect upon, assess, and discuss practices, experiences, challenges, and success in their student teaching experience.
Prerequisites:
none
Degree Plan
The Degree Plan is a model for completing your degree in a timely manner. Your individual degree plan may change based on a number of variables including transfer courses and the semester/year you start your major. Carefully work with your academic advisors to devise your own unique plan. * Please meet with your advisor on appropriate course selection to meet your educational and degree goals.
First Year
Fall - 9 Credits
The purpose of this course is for teacher candidates to engage in self-reflection to deeply explore their personal intersectional identities. Furthermore, teacher candidates will examine historic and ongoing systemic inequities in education. Teacher candidates will analyze the implications of systemic oppression on pedagogy, curriculum, communication, relationships, and learning in classrooms. Finally, teacher candidates will explore creating learning opportunities for students to critique historical and current inequity and injustices in education and to make change.
Prerequisites:
none
The purpose of this course is for teacher candidates to apply a critical lens to unit and lesson planning that fosters social and emotional learning, critical thinking, discussion, engagement, and inquiry. Teacher candidates will also explore methods to develop equitable, accessible, and culturally relevant learning experiences to eliminate barriers to learning.
Prerequisites:
none
In this course, teacher candidates will explore strategies to build strong relationships with and advocate for students, families, and the community. Candidates will examine ways that the curriculum addresses multiple perspectives, cultures and backgrounds to emphasize culturally relevant learning experiences. They will explore professional responsibilities and teacher leadership roles. Finally, teachers will examine methods to use data and information gathered from the students, school, and caregivers to advocate and support students for positive change.
Prerequisites:
none
Spring - 9 Credits
In this course teacher candidates will critically explore asset-based pedagogy grounded in anti-racist, culturally relevant, and responsive practices to differentiate instruction. Additionally, teacher candidates will explore their intersectional identity and the importance of ongoing self-reflective practices necessary to cultivate identity affirming learning environments and experiences for students. Finally, teacher candidates examine instructional strategies that model and explain concepts and skills in multiple ways to support the diverse needs of students.
Prerequisites:
none
In this course, teacher candidates will explore strategies to cultivate learning experiences that are equitable, culturally relevant, justice-oriented, student-centered, and meaningful. Candidates will have an opportunity to create a unit plan, rubric, and formative and summative assessments that emphasize multiple ways of expressing learning. Furthermore, candidates will examine grading practices and methods for sharing feedback that supports learner variability and facilitates student ownership of their learning.
Prerequisites:
none
In this course, teacher candidates investigate how traditional methods of reading instruction can contribute to systemic oppression in classrooms and how anti-oppressive methods can help break the cycle of inequities in education. This work includes implementing high-interest reading strategies in the content areas, recognizing the characteristics of reading disabilities, creating accommodations to meet student needs, and supporting multilingual learners through the language-development framework to provide ongoing, asset-based support for students. Teacher candidates address: What professional responsibilities do teachers have regarding reading and multilingualism? How can teachers use knowledge of these topics to advocate for students through school- and community-based resources?
Prerequisites:
none
Summer - 2 Credits
In this course, teacher candidates will learn instructional design principles to prepare to use current and emerging technologies in ways that will be accessible, equitable, culturally relevant, engaging and supportive to students. Candidates will use a critical lens to analyze and evaluate potential uses, challenges, and limitation of technology tools with an emphasis on safe, legal, and ethical uses.
Prerequisites:
none
Second Year
Fall - 8 Credits
In this seminar, teacher candidates will reflect upon, assess, and discuss practices, experiences, challenges, and success in their student teaching experience.
Prerequisites:
none
In this course, teacher candidates apply learning from coursework to practice in the K-12 classroom.
Prerequisites:
none
Policies
The Post-Baccalaureate Teacher Licensure graduate certificate (GC) prepares students to obtain either a 5-12 or a K-12 Minnesota teaching license in one of the specialized content area teaching programs offered through the College of Education. This graduate certificate program is designed for students who have already earned a bachelor’s degree and are now seeking a MN teacher license.
Admissions Standards
Applications are accepted on a rolling basis for fall start. Applications are reviewed as they are completed and until the cohort is full. Applications received before June 1 will be prioritized. To complete the online application, you will need to submit the following:
Personal Statement – 6 writing prompts
Three letters of recommendation
One essay response
Resume or vita
Transcripts for institutions that you’ve attended
Bachelor's degree from an accredited university. Students with an undergraduate cumulative GPA of 2.75 or above will be most competitive for admission to the program.
Progression Standards
Students will work collaboratively with advisors to develop an individual program of study that includes meeting MN licensure requirements for both teaching and learning courses and content area courses in the relevant departments. Field experience and student teaching in K-12 schools are required components of this program (we have a job-embedded option for students who are currently teaching while seeking licensure). To be classified as full time, students need to complete 6 credits/2 classes each semester fall and spring.
Students must make adequate yearly progress toward degree completion and must know the MSU, Mankato, Graduate College Policy and Course Requirements and adhere to time limits for program completion. Students are strongly encouraged to complete in two to three years and inform their advisor if they are unable to enroll in classes during a given academic year.
Completion/ Graduation Standards
To obtain this 28-credit GC, teacher candidates must complete all education coursework, that covers the pedagogical standards for initial MN licensure, and field experiences. Coursework covering content standards required for MN licensure may be covered through undergraduate content courses approved by a content advisor.
Students may choose this program at the start of their teaching journey or may select the Masters of Arts in Teaching (MAT) if they are interested in completing a masters program.
Degree Certificate
Major Credits 28
Total Credits 28
Locations Mankato; Online
Career Cluster Education and Training
This program satisfies licensure-to-practice standards for Minnesota and may satisfy standards for other states or US territories.
