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Become a Leader in Education – Earn Your Online MAE in Teacher Education

The Program

At Marian, we aim to develop leaders who make a positive impact in the field of education. We have crafted our teacher education program for professionals who have earned a bachelor’s degree and want to become teachers in grades 1-8. As a student in the program, you’ll integrate content, pedagogy and professional studies through dynamic classroom and applied learning experiences. When you complete the program, you’ll be qualified for the Middle Childhood-Early Adolescence license through the Wisconsin Department of Public Instruction.

For more details regarding this program, view Marian’s Academic Bulletin.

35 credits:

Introduction to the impact of multiculturalism and diversity on current educational issues and practices. Introduction to the history and philosophy of American Education through the examination of principles, policies and current trends. An overview of effective teacher characteristics and their application in today’s classrooms.

Develops foundational skills for clinical practice such as instructional context, lesson planning, interactive instructional strategies, assessment, integrating technology and classroom management. Students plan and deliver micro-lessons to their peers and engage in reflective practice.

Develop an understanding of the historical background of special education in the United States as well as local, state and national legislation that affects special education. Evaluate the five main principles that form the legal underpinnings of special education law: free appropriate public education, least restrictive environment, parent and student participation, Individualized Education Program (IEP), and due process protections. Apply knowledge of exceptional learners to the development of Response to Intervention and Individual Education Plans and integrate with effective collaborative and inclusive teaching practices.

Literacy is a complex process that is best developed through both holistic and systematic methods. This course is intended to provide an overview of early reading and writing instructional strategies in word recognition, including phonemic awareness and phonics, vocabulary development, fluency, and comprehension. It is designed to encompass both the theoretical and practical aspects of learning how to teach and assess reading in the primary grade classrooms. Spelling and handwriting, as they relate to the developmental stages of students, are also elements of this course. A variety of genres will be studied, such as poetry, drama, song, informational text, and fiction.


In this course, emphasis will be placed on a developmental approach to teaching literacy which uses a balanced approach to meeting the needs of the students.  Strategies for teaching fluency, vocabulary and word study, and comprehension will be studied to enable learners to become independent and competent readers and writers. The reading/writing connection will be expanded upon.  Assessment and evaluation will be taught as a means to inform instruction. This course includes a 20 hour field experience.

This course is designed to provide students with experiences using methodologies recommended for the effective teaching of mathematics. Students review mathematics theory and content necessary for teaching, elementary and middle school levels. They develop mathematical thinking skills as they learn about various aspects of mathematics and how to integrate these into other areas of the curriculum. Evaluation of mathematics curricula and supplementary materials using specific assessment tools will be completed.


This course develops professional expertise in the design and evaluation of science curriculum and instruction, including the health sciences, and in the assessment of student learning of this content. Theory, methods and models specific to the fields of science and health education are used to evaluate curriculum and select standards-based learning targets, design inquiry-based instruction, plan for the assessment of student learning, and critique peer designed units.


This interdisciplinary course integrates the social sciences and language arts, focusing on socio-cultural, practical, and political aspects of language arts and social science instruction, including the reciprocal nature of reading and writing. Various approaches and strategies in teaching social studies interwoven with language arts skills will be explored. The democratic principles of equality and justice will also be emphasized along with the current global and environmental issues.


Permission by a faculty member

Pre-student teaching clinical experience for all graduate level, initial licensure candidates. Students complete a 40-hour field experience, under the supervision of the cooperating teacher. Students apply and analyze instructional methods, assessment alternatives, reading strategies, technology integration, co-teaching and collaborative methods, through teaching experiences and reflective practice.

A supervised classroom teaching experience that provides an opportunity for practical application of educational theory and research related to licensure grade level.  The seminar is designed to allow the student to reflect upon and analyze teaching experiences and discuss relevant issues.

International Society for Technology in Education
ISTE Standards for Administrators
ISTE-A Standards

Wisconsin Administrators License
WI Admin Standards

State of Wisconsin Dept. of Public Instruction
Licensure Program Content Guidelines

Teacher Education Department Mission
The mission of Graduate Level Teacher Education Program (TCH) is to prepare candidates who already have a bachelor’s degree for the teaching profession by providing candidates with the knowledge, skills, and experience necessary to assist them to develop the pedagogical, content, and technological skills necessary to function effectively as a teacher in the areas of elementary and middle school education.

Program Learning Outcomes
After completion of this program, candidates will demonstrate:

  1. An understanding of the teaching standards, including the knowledge, skills, and dispositions expected of a professional teacher.
  2. Academic competence in a broad base of general education and in a major appropriate for the licensure being sought and demonstrate knowledge of a variety of effective teaching methods and materials (including technology) which utilize skills that effectively apply content knowledge and knowledge of children and adolescents to the learning environment.
  3. The ability to design instruction effectively using a variety of instructional strategies and adapting instruction to encourage the development of critical thinking, problem solving, and performance skills for all students. Candidates also reflect on the instructional process to improve future teaching and learning experiences.
  4. An understanding and an ability to design, assess, and evaluate (both formal and informal) assessments for student learning and reflect on the assessment process to improve future teaching and learning experiences.
  5. An understanding of a diverse student population and apply appropriate instructional strategies and assessments that acknowledge sensitivity to students’ diverse learning needs.

The Education Programs offered by the Marian University School of Education are approved by the:

wi-dept-public-instruction-logo         aacte-logo          caep-logo

Marian University is accredited by the Higher Learning Commission.

Admission to the Program

  1. Earned a minimum cumulative grade point average of 2.75 of 4.00 upon completion baccalaureate degree.
  2. The student will meet one of the following criteria:

a) Reported passing scores on all components of the Praxis Core Test


Reading 156
Writing 162
Mathematics 150

b) ACT score of 23 or SAT score of 1030 (These scores must be less than 10 years old.)

c) Score of “Sufficient” or higher of all sections listed below of the Next-Generation Accuplacer Exam:

i) Writing 250
ii) Reading 250
iii) Arithmetic 276
iv) Quantitative Reasoning, Algebra, and Statistics 250

  1. Proficiency in Oral Communication course (grade of “C” or better). [This course will be used in GPA calculation for Demonstration of Content Knowledge: Oral Communication.]
  1. Proficiency in College English (writing) course (grade of “C” or better) [This course will be used in GPA calculation for Demonstration of Content Knowledge: Written Communication. Literature courses will not be used to fulfill this requirement unless it is indicated on the student’s transcript that the course was “writing intensive”.]

Progression Requirements

  1. The student must meet one of the following:

a) A passing score on the standardized test(s) approved by the state superintendent related to the declared program that will result in licensure

b) A 3.0 GPA or higher in the content area to be licensed, based on a transcript review of undergraduate degree and required content-related methods courses.

For those teacher candidates who opt to use the Content Area GPA in lieu of the Praxis II score, a transcript review will be conducted by the Director of Teacher Education and Licensure Officer upon application for Clinical Practice to verify required GPA.

**Must be completed prior to student teaching TCH 665**

  1. A passing score on the Wisconsin Foundations of Reading Test (Pearson)

**Must be completed prior to student teaching TCH 665**

    1. EdTPA Portfolio



Philip Johnson M.S.

Polly Manske, M.S.
Assistant Professor

Sr. Cyndi Nienhaus, Ph.D.
Assistant Professor

Dr. Kimiko Ott
Chair, Education Department

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Dr. Kimiko Ott
Chair, Education Department

Office of Adult and Online Studies