Learning to inspire bright young minds.

You’re a lifelong learner. And you’re ready to make an exciting change in your career path. You recognize the power of education and want to engage in this dynamic field. At Marian, we share your passion for education and inspiring bright young minds. Leading to a Master of Arts in Education (M.A.E.) degree, our teacher education program will empower you to inspire your future students and communities in countless ways.

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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. You can choose to earn the teacher education certificate, also leading to Middle Childhood-Early Adolescence licensure, by completing three less courses than the master’s degree.

*The following courses are not required for certification only:  TDE 612, TDE 613

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

Sample Course Plan:
Download Sample Course Plan

40 credits:

The seminar introduces students to the Teacher Education program policies and procedures, the assessment system, the InTASK Teacher Standards, and how this certification program can lead to a Masters of Arts in Education.

An initial field-based experience focusing on observation and interaction with students, teachers, and other school personnel that provides an opportunity to apply theory and teaching strategies to the teaching experience. Seminars provide opportunities to reflect on classroom experiences and provide a pedagogical base for the implementation of the InTASK Teacher Standards.

A field-based experience in which content from methods courses is applied to classroom teaching. Emphasis is placed on the integration of content, technology, and the use of various teaching strategies. Seminars provide the student an opportunity to reflect on and dialogue about the multiple facets of the teaching-learning situation, and continue the development and understanding of the InTASK Teacher Standards.

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 will examine effective theories of practice for the development, implementation and evaluation of quality curriculum and assessments. A major focus of the course is the theoretical relationship among curriculum, instruction, and assessment as a basis for creating and evaluating standards-based curriculum. Approaches to standards-based teaching and assessment are explored and current issues and theories about curriculum and assessment are analyzed throughout the course.

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.

This course examines the history of education, education today, and the future of education in the age of technology. The students will discuss various software programs and computer peripherals that are just now being developed and discuss the future implications for their use in the educational setting. Students will analyze key technological trends that will affect our personal lives and educational institutions, interact with assigned websites, conduct research, address equity and ethical issues, examine software programs used with alternative learners, examine ways to differentiate instruction with technology, and participate in online discussions.

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.

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.

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.

This course will examine the role of action research in improving the effectiveness of curriculum and instruction focusing on alternative learners. Candidates use action research in the classroom to address questions related to the improvement of their practice. Candidates develop skills in creating research questions, using a variety of information sources, exploring quantitative and qualitative methods of data gathering, and applying basic statistical techniques useful for evaluating classroom practices. Candidates develop a research methodology, conduct an action research project focusing on alternative learners or issues, and report their findings. Candidates will complete components of this course across two semesters.


This course is designed to help participants draw conclusions and write up the results of their action research project. The culminating project for this course will be an action research project that presents a study focusing on alternative learners or issues in the learning environment.

Philosophical, social, historical and political foundations of American education will be explored. Specifically, this course will focus on selected contemporary and historical thought in American education as it interrelates to society at large.

This course explores individual differences as well as normative development in children from birth through adulthood. Children vary in physical, intellectual, emotional and social development, and this course will familiarize educators with conceptual foundations as well as applied methodologies that are consistent with current human development and learning theory. Learning needs of all children, particularly at risk learners are the focal point for discussion, review of methodologies and applications to development and learning theories.

3 credits from the following:*

Designed to assist both mainstream and alternative educators to more effectively understand, assess, reach and teach at-risk youth. Learning theories and practices will be reviewed; diverse methods for diverse students will be identified and practiced. Recent research and best practice in using a variety of methods and strategies will be targeted.

This course is designed to assist both mainstream and alternative school educators to more effectively understand, assess, reach, and teach the increasing population of discouraged, difficult, and alternative learners. A major emphasis in the course is the discovery of how cultural, family, and societal issues can and do influence youth both outside and inside the school environment, and what alterations and adaptations educators may need to make to remain effective with the affected student.

This course examines how philosophy, classroom strategies, and known research may be combined into a team approach including students, parents, and other professionals to better meet the intellectual, personal, social needs of diverse populations of alternative learners at the classroom, building, and district levels. Special emphasis will be given to the effective schools body of research.

This course explores individual differences in students and the concepts of Differentiated Instruction and how it applies to RTI initiatives and Understanding by Design. Universal Design for Learning will serve as a conceptual framework for making information and activities equally accessible to all people of all functional and ability levels without distinctions.

Candidates will demonstrate professional planning, applied research, evaluation and reflective skills to support the delivery of more effective teaching of diverse or alternative education PK-12 students. The course content and analysis of student achievement project will provide a context for the teacher to analyze instructional practices and assessment data to maximize student learning. Candidates will apply methods of assessing student achievement and analysis of results in order to document student progress toward specific learning goals.

International Society for Technology in Education
ISTE Standards for Teachers
ISTE-T Standards

InTASC Model Core Teaching Standards
InTasc Standards

Wisconsin Teacher Standards
WI Teacher Standards

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.

A baccalaureate degree from an accredited 4-year college or university

Admission Criteria
1. Completion of a Marian University Teacher Education Certification Program Application Form and payment of application fee
2. Submission of original transcripts from all colleges and universities attended
3. Passing scores on all components of the Praxis I (PPST – Pre-Professional Skills Test) or Praxis Core Test (Praxis® Core Academic Skills for Educators Tests) if tests are taken after September 1, 2014
4. Review of the transcript(s), which will include:
a. GPA
b. Written communication course with a grade of C or better (2.0)
c. Oral communication course with a grade of C or better (2.0)
d. Designation of area of concentration of non-licensable minor
e. Any courses accepted in transfer

Admission with Full Standing

1. 2.75 cumulative GPA from undergraduate degree
2. Written communication course with a grade of C or better (2.0)
3. Oral communication course with a grade of C or better (2.0)
4. Passing scores on all three Praxis I tests


Reading 175
Writing 174
Mathematics 173

OR Reported scores on the Praxis Core Test (Praxis® Core Academic Skills forEducators Tests) if tests are taken after September 1, 2014


Reading 156
Writing 162
Mathematics 150

Kathy McCord, M.S.

Polly Manske, M.S.
Assistant Professor

Aida Michlowski, Ph.D.

Sr. Cyndi Nienhaus, Ph.D.
Assistant Professor

Kristi Reitz, Ph.D.
Assistant Professor

Sr. Catherine Stewart, Ph.D.
Assistant Professor

Sue Stoddart, Ph.D.
Associate Professor

Robert Wagner, M.E.

Apply Now

Dean, School of Education
Dr. Kelly Chaney
1-800-262-7426 ext. 8100

Department Chairperson
Dr. Kristi Reitz
1-800-262-7426 ext. 7177

Support Staff
Ms. Leah Schraeder, Support Specialist III
1-800-262-7426 ext. 8128 or 920-923-8128

Certification Officer/Advisor
Ms. Joan Ferguson
1-800-262-7426 ext. 8778

Director of Field & Clinical Experiences
Mr. Phil Johnson
1-800-262-7426 ext. 8752