Join a Community of Learners
Saint Mary’s University of Minnesota is wholly devoted to creating a learning environment that promotes collaboration and inspires teachers in their professional growth.
The Master of Education in Teaching and Learning program is specially designed for licensed teachers who are passionate about the pursuit of knowledge.
A learning community model allows for a group of learners to collaborate in convenient locations across the state one Saturday per month on average. Additional online instruction and activities supplement these face-to-face interactions. Learning communities start in the spring and fall semesters.
The program is a five-semester, 30-credit program. Semesters run year-round with three semesters in a calendar year.
- You can expect hands-on, practical, and meaningful course content. You will be able to implement what you learned on Saturday in your classroom on Monday morning.
- This nontraditional program is learner-centered, active, community-based, and focuses on your specific research needs or interests.
- Each course is taught by an expert practitioner currently working in the field who has an earned doctorate or master’s degree.
- Our blended delivery model includes face-to-face meetings one Saturday a month supplemented with ongoing online learning experiences.
- The program's culminating project is to lead a roundtable dialog focused on your final action research at a program-wide professional conference.
- You will collaborate online with other M.Ed. learners who teach in the same grade level and/or content area and access a wealth of specialized resources culled especially for educators.
- Throughout the length of the program, you will experience learning in an interdependent community setting where you will build trust with your colleagues that enables a unique, dynamic level of learning.
Spring and Fall Conferences
All year one and year two learners participate in the spring conference on the Twin Cities Campus. At the spring conference, year two learners lead a seminar focused on their action research findings and facilitate discussions around concepts related to their research. Year two learners participate in a fall conference on the Twin Cities Campus.
The culminating project for this program is an opportunity to share learning at a professional conference with program peers. Sharing takes place via roundtable seminars, during which learners will lead dialogue around one of their action research projects.
Frequently Asked Questions
Because the admission process is connected to the registration process, we encourage you to complete your admission materials as soon as possible. This will allow us to activate your Saint Mary’s email account, provide you with access to the M.Ed. program portal, and continue the process if you are applying for financial aid. Contact program staff for specific application deadlines.
The learning community meets in schools convenient to where you live and/or teach.
Financial Aid representatives can be reached at Student Central at 612-728-5100, Ext. 4566. They will provide you with the information you will need for completing the financial aid application process.
No, you do not have to buy textbooks for this program. Each learning community has an extensive collection of professional literature relevant to areas of interest and the core program concepts. The choice of professional, quality titles allows learners to choose resources that align with their research and classroom needs.
Our Tuition and Fees page provides a comprehensive view of the cost of this program.
Hear what people say about our program.
Outcomes and Indicators
Self-aware individuals, understanding the influence of unique talents, personalities, perspectives, bias, and experiences.
- Recognize one’s own strengths and weaknesses
- Leverage strengths to impact efficacy, student learning, and the schoolwide community
- Practice the 12 Virtues of a Lasallian Educator for the purpose of acting with integrity
Reflective practitioners, integrating metacognition and coaching thinking into practice.
- Employ habits of systematic and intentional reflection
- Analyze one's impact on the world through various theoretical frameworks
Scholarly educators, understanding and negotiating the complexities of teaching and learning.
- Apply learning theories and research based strategies
- Discriminate among variables that help and hinder learning
- Utilize feedback that empowers learning
- Support, with a culturally responsive mindset, the learning needs of all students
- Articulate reasons for pedagogical choices
- Operate with the habit of mind to incorporate ongoing research into practice
Designers, approaching design with intention.
- Formulate goals, outcomes, enduring understandings, and essential questions
- Create assessments aligned with the goals and outcomes assessed
- Construct learning experiences that engage and challenge students to make content-rich connections
- Design a learning environment that integrates social, emotional, and academic learning
Collaborators, utilizing various skills that foster positive interdependent relationships.
- Engage in courageous and meaningful interactions
- Employ listening and silence to deepen one's understanding of others and themselves
- Value the use of questions
- Communicate effectively through writing
Inquirers, leading with curiosity, open to wonder and ambiguity.
- Formulate questions to impact learning
- Solve challenges by utilizing data to inform decision making
- Synthesize research to drive change and innovation
Leaders, validating and embracing the role as teacher leaders.
- Make proactive, intentional contributions to the educational community
- Use coaching thinking as a tool to support colleague and student growth
- Demonstrate AGAPE (Association, Generativity, Adaptation, Presence, Engagement)