Saint Mary’s University of Minnesota

What you'll study

This programme combines core coursework in adult learning, curriculum design and instructional leadership with subject‑specific modules that target the pedagogical needs of particular disciplines (for example literacy, mathematics/STEM, social studies, or special education). Typical topics include:

• Foundations of Teacher Education: theories of learning, teacher professional development and reflective practice.
• Curriculum Design and Assessment: backward design, formative and summative assessment, standards alignment and data‑informed instruction.
• Instructional Strategies for Specific Subjects: content‑area pedagogy such as discipline‑specific methods for literacy, STEM, arts or inclusive classrooms.
• Differentiation and Inclusive Practice: meeting diverse learner needs, universal design for learning and adaptations for learners with special educational needs.
• Technology and Learning Environments: effective integration of digital tools, blended and hybrid learning strategies.
• Instructional Leadership and Professional Learning: designing, implementing and evaluating school‑wide professional development, coaching and mentoring teachers.
• Research Methods and Capstone Project: applied practitioner research or a capstone project that addresses a real‑world problem in a school or district.

Study is typically delivered through a combination of online and on‑campus sessions, with a mix of seminars, practicum placements or action research projects that allow candidates to apply learning directly in their classrooms or school settings.

Entry requirements

• A recognised bachelor’s degree from an accredited institution.
• Teaching certification or licensure is normally required for teacher‑focused or licensure pathways; non‑licensed education professionals may be considered for certain strands.
• A statement of purpose describing professional goals and how the programme will support them.
• Academic transcripts and at least one professional reference (often from a school leader or supervisor).
• A CV or résumé outlining relevant employment and professional experience working with learners.
• Some special subject areas or endorsement tracks may require prior coursework or experience in the subject; applicants should consult the programme adviser for specific prerequisites.

Career prospects

Graduates move into a range of school and district roles that focus on improving teaching and learning. Common career pathways include:

• Instructional coach or mentor supporting teacher development and classroom practice.
• Curriculum specialist or coordinator responsible for subject area curriculum and assessment design.
• Professional development facilitator or staff developer leading continuing education for teachers.
• Lead teacher or teacher leader taking on peer leadership without leaving the classroom.
• Specialist roles in literacy, STEM, special education or other content areas, dependent on subject focus.
• School and district level positions such as academic coordinator or director of teaching and learning (additional administrative credentials may be required for formal leadership posts).
• Opportunities to pursue further research, doctoral study or roles in higher education teacher preparation programmes.

Why study at Saint Mary’s University of Minnesota

Saint Mary’s University of Minnesota offers a practitioner‑focused Master’s with small class cohorts, personalised faculty support and a Lasallian tradition emphasising service, community and ethical leadership. The university is known for flexible delivery models that accommodate working educators, including blended and fully online options, and for strong partnerships with regional schools and diocesan systems that create authentic practicum and project opportunities. Faculty bring active classroom experience and applied research expertise, enabling candidates to translate course learning directly into improved classroom outcomes and school practices.