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Special Education with K-12 Licensure: Urban Education MS

About The Program

Expand your credentials to serve the needs of students with exceptionalities for success in school and life. Gain an initial or additional Minnesota teaching license for grades K-12 Special Education-Academic Behavioral Strategist (ABS) and your Master’s degree. Our flexible program also allows you to complete only the K12 Special Education-ABS licensure program if you are not interested in the Masters, or only the Master’s degree without licensure if you just want more understanding and skill in working with students who have mild-moderate special needs.

Our approach to teacher education focuses on preparing diverse, reflective and resilient teachers who are outstanding in their commitment to teaching urban youth and creating equitable educational opportunities. While this program is primarily designed to meet the needs of urban elementary, middle and high schools for licensed Special Education teachers who can improve students' educational achievement, others who work with youth who have special needs outside of the K-12 school setting will find this concentration worthwhile in our Urban Education Master’s degree.

Program accreditation

This program is accredited by the Minnesota Professional Educator Licensing and Standards Board (PELSB) to meet the requirements for being licensed to teach in a specific subject area.

Students completing this program will meet the following standards for K12 Special Education-Academic Behavioral Strategist licensure:

  • Understands the foundations of special education services for students who have mild to moderate needs in the areas of academics, behavior, social, emotional, communication, and functional performance on which to base practice.
  • Understands and applies principles of prevention and intervening early and procedures for referral, assessment, evaluation, individualized planning, programming, and placement specific to teaching students who have mild to moderate needs in the areas of academics, behavior, social, emotional, communication, and functional performance.
  • Understands how to use individualized education program plans to design, implement, monitor, and adjust instruction for students who have mild to moderate needs in the areas of academics, behavior, social, emotional, communication, and functional performance.
  • Cultivates and maintains positive, collaborative relationships with children and youth with disabilities who have a range of mild to moderate needs in the areas of academics, behavior, social, emotional, communication, and functional performance, families, educators, other professionals, and the community to support development and educational progress.

How to enroll

Program eligibility requirements

Earned Bachelor’s degree or higher from an accredited institution with a GPA of 2.75 or higher. Students seeking additional K12 licensure must already possess a current Minnesota teaching license in another field or be pursuing another license and finish before or with the SPED-ABS licensure program.

Application instructions

Application deadlines

United States applicants

April 1 - Summer semester
Priority July 1, Final July 31 - Fall semester
Dec. 1 - Spring semester

International students 

No Summer Admissions
May 1 - Fall semester
Sept. 1 - Spring semester

NOTE: Applications are accepted throughout the year, but early applications are encouraged to ensure classes are available.

Application file

A complete application file consists of two parts. Begin the application process by first applying online using the online graduate application. Once you've applied online you can log in to the Applicant Portal using your StarID and password at any time and upload your remaining documents, submit your references, and check on the status of your application. All application materials become the property of Metropolitan State University and are not returned.

Part one

  • Online Graduate Programs Application. Please note you will need a Minnesota State StarID to complete the application. If you don't have a StarID, you will create one at the beginning of the application.
    • If you do not have or choose not to provide your Social Security number (SSN) you will need to follow the No SSN instructions to activate your StarID.
    • If you encounter difficulty with the online application, email graduate.studies@metrostate.edu
  • $20 Non-refundable Application Fee; pay online
    • Waived for graduates of Metropolitan State University and for certified veterans and active military.
  • Official Transcripts
    • For those applicants that were previously admitted to Metropolitan State University we will reuse official transcripts that we received IF they were electronically imaged at that time; if they were not, we will inform you of the transcripts we still need.
    • Any course work completed elsewhere AFTER attending Metropolitan State University will require an official transcript.
    • Submit official transcripts showing a baccalaureate degree or higher earned from an accredited institution with grade-point average or narrative description describing courses completed.
    • Transcripts from ALL schools attended after high school and from any graduate or professional programs are required.
    • Must have a cumulative GPA of 2.75 or higher for full admission (GPAs of 2.5 to 2.74 may be considered for conditional admission)
    • All transcripts from non-U.S. schools must be evaluated (course-by-course) by either ECE (preferred) or WES.
    • Electronic transcripts (preferred) sent to graduate.studies@metrostate.edu
    • Paper transcripts sent directly from the sending institution (preferred) to:
    • Metropolitan State University
      Attn: Graduate Admissions
      700 East Seventh Street
      Saint Paul MN 55106

Part two

After you have submitted your online application, log in to the Applicant Portal using your StarID and password to upload application materials, and check on the status of your application.  The Applicant Portal will indicate missing application items.

Applicants who previously earned full graduate admission to the Urban Teacher Program seeking 5-12 licensure are not required to provide part two documents. All other applicants must submit the following:

  • One Professional Reference: submit reference contact information using the online application.
    • The reference should be a person familiar with the quality of your work as a student, as a teacher or other work related to diverse youth/communities. Personal references will not be considered. Applicants should remind their references of the application deadline when speaking with them.
    • Once submitted, references will receive a "no-reply" email from Minnesota State with a link to the recommendation form. References should check junk mail if the email is not in their inbox.
    • The link is good for 60 days, however, the application deadline may be sooner.
  • Resume: Upload
    • Include work and volunteer experience related to urban education and diverse communities
    • Include titles of teaching license(s) earned (if any), state issued, and license number
  • Letter of Application: Upload
    • Stating which of the following concentrations you are interested in completing and why
      • Curriculum, Pedagogy and Schooling (non-licensure)
      • English as a Second Language (for additional licensure or non-licensure)
      • Special Education (for additional ABS licensure or non-licensure)
      • Secondary Education Teacher Preparation (for grades 5-12 licensure to teach English Language Arts, Life Science/General Science, Mathematics, or Social Studies)
    • Explaining how the MS-Urban Education would contribute to your professional growth and professional goals or interests, especially in relation to the School of Urban Education's Vision and Mission
      • Information about your experience working with culturally and linguistically diverse youth in urban settings and what you have learned from these experiences
    • Plan/strategy for completing the master's degree
    • Letters of application should be typed with 1.5-2.0 line spacing and a total of 1-2 pages in length. The letter serves as a demonstration of your writing skills and will be judged on both content and professionalism in writing mechanics needed for a master's degree candidate

Part three - international students only

In addition to parts one and two, international applicants in the U.S. or abroad, on any type of visa, are required to provide this information for admission to the university.

  • Proof of English proficiency (official TOEFL, IELTS, or Duolingo score)
    • Minimum scores: TOEFL 80 IBT, 213 CBT, 550 PBT, IELTS 6.5, or Duolingo 105-110
    • IBT=internet based; CBT=computer based; PBT=paper based
  • Financial statement (F1 visa only)
  • Immunization records
  • Copies of passport, visa, I-94, and international home address and phone numbers

Questions about applying to the Master of Science in Urban Education?

Questions about the online application, fee, transcripts, references, and document upload feature can be sent to graduate.studies@metrostate.edu (preferred) or you can call 651-793-1302.

Questions about Part Two requirements or the program can be sent to the Master of Science in Urban Education Graduate Coordinator Dr. Paul Spies paul.spies@metrostate.edu.

Courses and Requirements

SKIP TO COURSE REQUIREMENTS

For Additional K12 SPED-ABS Licensure

Most practicum experiences may be completed where a student works as a teacher. However, practicum experiences working with students who have mild to moderate disabilities are required at the elementary, middle and high school level. 

In addition to completing required coursework with a cumulative GPA of 2.75 or higher and practicums, the following are among the requirements for completing the additional SPED-ABS licensure program:

• Passing all required licensure exams.

• Licensure application with fee.
 

For Initial K12 SPED-ABS Licensure

Practicum experiences working with students who have mild to moderate disabilities are required at the elementary, middle and high school level (at least 120 hours total). Student Teaching (SPED 490) includes 15 weeks, full-time and two placements at different school levels (i.e. elementary, middle or high school).

In addition to completing required coursework with a cumulative GPA of 2.75 or higher and practicums/student teaching, the following are among the requirements for program completion and K12 SPED-ABS licensure:

• Passing all required licensure exams and performance assessments.

• Background check and licensure application with fee.
 

For the Master's Degree (minimum of 34 credits earned at the graduate level)

In addition to the course requirements and earning at least 34 graduate credits and a cumulative GPA of 3.0 or higher, to earn this master's degree students are required to complete a capstone project demonstrating significant mastery in understanding related to a central question on a particular topic of the student’s choice related to urban education. The capstone project may be a traditional, formal written thesis, or a 30-minute presentation.  However, if a student decides to do a presentation option for their capstone project, then an additional 3 credit elective must be completed. 

Research options for a traditional, formal written thesis include:  An extensive literature review, action research or empirical research (qualitative, quantitative or mixed methods).  Non-thesis, presentation options for the capstone include:  an extensive literature review, an action research project, or an equity proposal/plan. Questions about these options should be directed to the M.S. Urban Education program director.

Courses Needed for Degree Only, Licensure Only and for Both Degree and Licensure

+ Foundations Courses for Master's Degree Only (6 credits)

The course shall provide students with an overview of student exceptionality: students with disabilities and students with gifts and talents. Special emphasis will be placed on characteristics of exceptional children; the legal aspects of educating students with disabilities; and assessment, instructional, and collaborative strategies. An important outcome of this course is to foster participant dispositions toward appreciating the diverse talents of all learners with exceptionalities and to value flexibility and collaboration in adapting instruction for urban students with diverse needs. The content and skills learned and practiced in this course are designed to meet Minnesota standards of effective teaching practice in the area of special education. This course contributes to the mission, vision, and guiding principles of the Metropolitan State Urban Teacher Program. In addition the course is designed for students to integrate knowledge through content reflection and discussion and…

Full course description for Foundations of Teaching Urban Learners with Exceptionalities

This course explores advanced theory and practice to support academic literacy among urban learners in secondary classrooms. First, through readings, discursive presentations, and applied exercises, participants in this course will acquire techniques to assist struggling readers and writers. Alongside these skills, course participants will learn how to engage secondary urban learners in assuming responsibility for literacy self-development. Third, the course will include review and development of a variety of materials to teach diverse middle and high school students whose reading and developmental levels vary widely.

Full course description for Literacy Education in Urban Schools - Advanced Theory and Practice

+ Foundations Courses for Students Seeking Additional K12 SPED - ABS Licensure (9 credits)

These foundations courses are for students seeking an additional license for K12 Special Education-Academic Behavior Strategist, and must have or will have a Tier 3 or 4 license in another field. Most likely an equivalent to at least one of the following will have already been completed as part of the student's first license. These courses may be completed with required Core courses.

The course shall provide students with an overview of student exceptionality: students with disabilities and students with gifts and talents. Special emphasis will be placed on characteristics of exceptional children; the legal aspects of educating students with disabilities; and assessment, instructional, and collaborative strategies. An important outcome of this course is to foster participant dispositions toward appreciating the diverse talents of all learners with exceptionalities and to value flexibility and collaboration in adapting instruction for urban students with diverse needs. The content and skills learned and practiced in this course are designed to meet Minnesota standards of effective teaching practice in the area of special education. This course contributes to the mission, vision, and guiding principles of the Metropolitan State Urban Teacher Program. In addition the course is designed for students to integrate knowledge through content reflection and discussion and…

Full course description for Foundations of Teaching Urban Learners with Exceptionalities

This course explores the fundamentals of reading instruction. The course provides Early Childhood and pre service k-6 teachers with knowledge of the foundations of the reading and writing process, strategies and curriculum materials to support reading and writing instruction, assessment tools and practices to plan and evaluate effective reading instruction, and create a literate environment that fosters reading and writing.

Full course description for Foundations of Teaching Reading in Urban Grades K-6

This course presents an in-depth study of the predominant current philosophies and methodologies of Early Childhood and Elementary reading instruction. Emphasis will be placed on the critical elements in literacy development. These elements are: phonemic awareness, phonic instruction, vocabulary development, fluency, and comprehension. Current organizational procedures and foundations of reading instruction will be presented. Special consideration is given to effective practices and adapting instruction for culturally and linguistically diverse students.

Full course description for Methods of Teaching Reading in Urban Grades K-6

+ Foundations Courses for Initial Licensure K12 SPED - ABS (up to 32 credits)

These foundations courses are for students seeking an initial license for K12 Special Education-Academic Behavior Strategist. In addition to the courses listed below, students will need to demonstrate prior ethnic studies learning/competency or complete at least one Ethnic Studies (ETHS) course (at least 3cr). Consult with your SPED faculty advisor about the best sequence of courses and whether or not any prior coursework can apply to these requirements.

The course shall provide students with an overview of student exceptionality: students with disabilities and students with gifts and talents. Special emphasis will be placed on characteristics of exceptional children; the legal aspects of educating students with disabilities; and assessment, instructional, and collaborative strategies. An important outcome of this course is to foster participant dispositions toward appreciating the diverse talents of all learners with exceptionalities and to value flexibility and collaboration in adapting instruction for urban students with diverse needs. The content and skills learned and practiced in this course are designed to meet Minnesota standards of effective teaching practice in the area of special education. This course contributes to the mission, vision, and guiding principles of the Metropolitan State Urban Teacher Program. In addition the course is designed for students to integrate knowledge through content reflection and discussion and…

Full course description for Foundations of Teaching Urban Learners with Exceptionalities

This course introduces psychological perspective to teaching and learning in classroom contexts through an overview of theories, principles, issues, and related research in educational psychology. Through readings, lectures, discussions, videos, activities and assignments, we will explore thinking, learning and memory in both classroom and daily life situations. Topics include, but not limited to: child and adolescent development, research in educational psychology, cognitive process and motivation, information processing, assessment of student learning, classroom management, and instructional strategies in education.

Full course description for Educational Psychology

This course will cover the normal development of skills and understandings necessary for a young child to learn to read and write. The individual nature of readiness and the differences in children's approaches to learning to read and write will be a focus of the course. The instructional strategies and materials that constitute a developmentally and culturally appropriate reading and language arts program for young urban children will be presented and used in practice sessions. The important role of multicultural literature in an emergent literacy curriculum for diverse urban children from a variety of backgrounds, experiences, and families will be emphasized. Clinical field experience hours are part of the course requirements.

Full course description for Emergent Literacy in Urban Early Childhood Education

This course explores the fundamentals of reading instruction. The course provides Early Childhood and pre service k-6 teachers with knowledge of the foundations of the reading and writing process, strategies and curriculum materials to support reading and writing instruction, assessment tools and practices to plan and evaluate effective reading instruction, and create a literate environment that fosters reading and writing.

Full course description for Foundations of Teaching Reading in Urban Grades K-6

This course presents an in-depth study of the predominant current philosophies and methodologies of Early Childhood and Elementary reading instruction. Emphasis will be placed on the critical elements in literacy development. These elements are: phonemic awareness, phonic instruction, vocabulary development, fluency, and comprehension. Current organizational procedures and foundations of reading instruction will be presented. Special consideration is given to effective practices and adapting instruction for culturally and linguistically diverse students.

Full course description for Methods of Teaching Reading in Urban Grades K-6

This course provides the background for teaching contemporary mathematics in the elementary school. The use of mathematics manipulatives for modeling the basic operations is emphasized. Set theory, numeration, and the system of whole numbers, integers and rational numbers are considered. Requirements include knowing what mathematics is expected of and taught to K-6 learners. Mathematics is taught as an integrated and continuous curriculum.

Full course description for Math for Elementary Teachers

This course provides students with the knowledge and experience of intermediate and middle school mathematics to be an effective teacher in urban, multicultural classrooms. The content of this math methods course emphasizes the interconnectedness of curriculum, instruction and assessment. The overarching philosophical framework for this course is the social justice perspective of mathematics education particularly for urban students. Field experience in an intermediate or middle school mathematics classroom is required. Prerequisites for Mathematics Teaching majors: EDU 300 Assessment of Learning and Teaching in Urban Grades 5-12 and EDU 306 Urban Middle School and High School Methods and at least 24 credits of Math courses required for the Mathematics Teaching major. Prerequisite for Urban Elementary Education majors: MATH 106 Math for Elementary Teachers AND one of the following: MATH 110 Math for Liberal Arts OR MATH 115 College Algebra OR STAT 201 Statistics I. Corequisite…

Full course description for Teaching Mathematics to Urban Learners in Grades K-8

This course explores historical, cultural, sociological, and philosophical foundations of education in the United States with an express focus on urban education principles and practices. The metropolitan community is used as a resource for learning about the educational strengths and challenges faced by diverse groups. Students will gain understanding of the contributions and lifestyles of various racial, cultural, and economic groups in our society, including an emphasis on Minnesota-based American Indian culture, history, and tribal government. Core concepts include democracy and education, educational equity for all students, and historical as well as contemporary relationships between school and society. Emphasis is on issues of power and the educational segregation and attempted deculteruralization of historically marginalized groups. Resilience and persistent struggles for equal educational opportunity in the face of oppression are also emphasized from diverse cultural…

Full course description for Historical, Cultural, and Philosophical Foundations of Urban Education

This course includes an examination of theory, research, and practice regarding the process of second language acquisition and various strategies for teaching English Language Learners (ELL) subject matter content in urban K-12 classrooms. Prospective and current urban teachers will learn how to modify mainstream course materials and instructional strategies so that ELL students can engage in course content while simultaneously developing their English language skills. Course activities and expectations include demonstrating teaching strategies; developing lesson modifications; evaluating textbooks and other materials and resources available in the field; and examining issues in testing students of limited English proficiency for placement, diagnosis, exit, and evaluation. There is a requirement of a 10-hour field experience in urban setting involving classroom participant-observations and working with an ELL student.

Full course description for Teaching Assessing ELL Students in Content-Advanced Theory and Practice

+ Special Education Core (16 credits)

These courses are required for all students in the program, whether interested in earning master’s degree only, additional licensure, initial licensure, or both degree and license. (Note: SPED 611 Urban Special Education Practicum and Seminar may be required instead of EDU 311 for students transferring coursework from another institution which does not have an urban focus.)

This course is designed for special education professionals to build knowledge and skill in examining the characteristics and risk factors leading to chronic learning, behavioral, and mental health issues of diverse urban students with disabilities. Participants will learn mediating practices that support students with disabilities from an ecological perspective that examines, service integration, and individual social integration supports that promote lifelong social and academic learning. Students enrolled in this course fulfill requirements toward teacher certification in special education. Competence Statement: Participants in this course will develop content and skills well enough to meet Minnesota standards of effective teaching practice in the area of special education regarding knowledge and practice in federal and state law as well as pedagogy and professional responsibility in serving children and adolescents with disabilities.

Full course description for Applying Behavioral and Learning Principles in Urban Settings

This practicum is designed to give urban teacher candidates the opportunity to document and reflect upon at least 40 hours practical clinical experience working with diverse youth in an urban middle school or high school. Most of the field experience hours will be determined by field-based assignments required in other Education courses. Included with these experiences, urban teacher candidates practice using diagnostic assessment to guide their instructional planning of at least three lessons for a small group of 1-5 students needing help to improve their reading or mathematics literacy. Successful completion of this practicum is a prerequisite for student teaching. Requirements include attendance and participation in periodic seminars to help prospective urban teacher candidates reflect upon their field experiences, and prepare for future clinical field experiences including student teaching. Co-requisites: EDU 306, OR EDU 606, OR EDU 323, OR EDU 481.

Full course description for Urban Teaching Practicum and Seminar

Students in this course examine, discuss, and practice the elements of special education law, litigation, ethics of professional practice in special education and how these elements affect the identification, eligibility determination, planning, programming, and instruction of diverse student with disabilities. Attention is paid to the social and political issues and contexts affecting such services, especially regarding the differences and similarities that would facilitate the involvement of students with disabilities and their families from diverse ethnic/racial, linguistic, and social, gendered, and socio-economic backgrounds. Topics include the rights and responsibilities of students, parents, and educators, due process, data privacy safeguards, ethical practices, and effective communication strategies for working with diverse students with disabilities and their families.

Full course description for Legal, Political, and Ethical Issues in Urban Special Education

This course will introduce students to the basic psychometric foundations of standardized and classroom-based assessment to inform data-based decision-making about exceptionality, eligibility, and educational programming for students with disabilities. Students in this course will learn models of educational assessment, practice methods of observation in classroom and clinical education settings, and administration of standardized assessments of academic achievement. Participants will be introduced to methods of providing and promoting assessment accommodations, adaptations, and modifications for a range of diverse learners including the use of interpreters and assistive technologies. Finally, this course will be technology-enhanced in the following areas: (1) incorporate knowledge about technology-based program planning solutions in special education (2) use of online methods and materials to enhance instruction between class times and to compensate for potential class period…

Full course description for Assessment in Urban Special Education

This course will prepare urban special education teacher candidates in the development of individualized education programs, the management of teaching and learning for individualized instruction, and the implementation of models for collaboration with general educators, parents, and specialists including instructional assistants, cultural liaisons and language interpreters in urban settings. Participants will learn basic principles of group process, problem solving, decision making, collaboration, and teamwork for IEP development. Case management and collaboration processes will be integrated with computer-based systems for creating and managing IEPs including the potential for asynchronous electronic collaboration models. Students will create and differentiate between annual goals and learning objectives for instructional planning to promote educational achievement of students with high-incidence disabilities.

Full course description for Collaboration and Transition Practices in Special Education

This course will prepare educators and other professionals in advanced theory and practice to support the education of exceptional urban and diverse learners with mild to moderate forms of emotional or behavioral disorders, specific learning disabilities, developmental cognitive disabilities, autism spectrum disorders, and other health disabilities. The course will include characteristics of students from prevalent categories of mild to moderate exceptionality; the legal aspects of addressing students with mild/moderate disabilities, and assessment, instructional, and collaborative strategies in the knowledge and practice for managing the teaching and learning of culturally and linguistically diverse exceptional students in urban schools and other cross-cultural educational settings. Finally, students will learn models of culturally and linguistically responsive practices in the context of emerging models of special education and general education class-wide and school-wide systems.

Full course description for Characteristics of Diverse Urban Learners with Mild/Moderate Disabilities

This advanced pre-student teaching practicum is designed to give urban teacher candidates the opportunity to document and reflect upon at least 60 hours practical clinical experience in an urban middle school or high school classroom within their subject area of licensure. Requirements include teaching at least 3 lessons in their licensure area to a whole class of students, but most of the clinical field experience hours and active classroom involvement will be determined by field-based assignments required in other Education courses and the cooperating urban school teacher hosting the practicum. Successful completion of this practicum is a prerequisite for student teaching. Requirements include attendance and participation in periodic seminars to help prospective urban teacher candidates reflect upon their field experiences, and prepare for student teaching.

Full course description for Advanced Urban Teaching Practicum and Seminar

+ Additional Courses, Practicum & Student Teaching for Licensure (10 - 16 credits)

These courses are only required for students seeking additional or initial K12 Special Education (ABS) licensure. (Students interested in Master’s degree only are not required to take these courses.)

This course will familiarize students with the legal guidelines and required technology practices governing the use of technology devices and accommodations for individual with disabilities in school settings. Components include (a) current legislation governing uses of technology for students with disabilities (b) practices in the use of assistive technology and services in the classroom, (c) implications of technology use for students with various forms of disability, (d) assessment of student needs for "high" and "low¿ technology use in the classroom, and (e) methods for using computer-based planning and data recording in special education.

Full course description for Supporting Inclusive Education through Differentiation and Technology

This course will prepare special education teacher candidates seeking special education licensure¿Academic & Behavior Specialists, Emotional/Behavioral Disabilities, and Learning Disabilities¿in academic interventions and practices for differentiating instruction of diverse urban educational settings. Participants will develop a working knowledge of instructional methods, curricula, materials, skills; and strategies from which to draw when designing and implementing reading/writing/math and content area instruction to meet the needs of individual students with disabilities for differentiated instruction in resource and general education settings including settings in bilingual education, English as a second language programs, and other general education configurations for supporting a diversity of students. Methods will include instruction in literacy across the curriculum, mathematics, social studies, science, and study skills. Students will also learn approaches to adapting evidence…

Full course description for Interventions: Mild Disabilities

Final Practicum or Student Teaching (3-9 credits)

Choose one of the following. Students earning additional licensure complete SPED 690 which includes at least 80 hours with a continuous group of students that fills in any gaps in prior experience. Students earning initial licensure complete SPED 490 which is 15-weeks, full-time in two placements. Teacher Candidates must notify the Field Experience Director two semesters prior to doing their student teaching SPED 490. They must also submit a student teaching application by September 1st for spring placements and February 1st for fall placements. MTLE Content and Pedagogy exams must be taken before student teaching.

This course is the clinical field experience where special education teacher candidates will demonstrate their learning in an urban environment, working with urban students with disabilities. Special education teacher candidates will be supervised by a university professional and a cooperating classroom teacher in an urban special education setting. Placement is for a minimum of twelve full-time weeks based on teacher candidate's Individualized Student Teaching Plan that is developed with and approved by the teacher candidate's advisor and the Field Experience Coordinator, the semester prior to clinical field experience. Weekly reflections, periodic seminars with other student teachers, and the development of a standards-based e-folio are also required.

Full course description for Student Teaching in Urban Special Education

Supervised student teaching with students in urban special education elementary to high school (grades K to 12) individualized for post-baccalaureate special education teacher candidates required for Minnesota teacher licensure in Academic and Behavior Specialist. Periodic seminars with other student teachers and a standards-based electronic assessment review are also required for course completion.

Full course description for Graduate Practicum: Mild Disabilities

+ Final core sequence for master's degree completion (12 credits)

These courses are only required for students pursuing the master's degree. (Students interested only in licensure are not required to take these courses.) EDU 670 and EDU 688 (co-requisites typically offered in the summer), and EDU 698 (typically offered in fall) are taken at the end of the program. If a student chooses to make a 30-minute capstone research presentation instead of writing a formal thesis, then an additional 3 graduate elective credits must also be completed.

This course examines the important role of critical reflection for the professional development and effectiveness of urban teachers in their efforts to provide equitable educational opportunities and increase achievement of their diverse students. Various types of reflection will be practiced in critically thinking about the multiple and complex aspects of the teaching and learning process within a racial, socio-economic, cultural, historical, structural and systemic context. The role of urban educators as agents and leaders of change will be examined, in addition to how reflection can be used as a tool to foster change for educational equity. Reflection during the course will lead to identifying a central focus and question for thesis research.

Full course description for Advanced Reflective Practice for Urban Educators

The course engages students in the variety of educational research designs, analyses and conceptual frameworks appropriate for research in diverse and urban educational settings. The course examines approaches to research for improving classroom or school practices and/or connections with diverse urban or cross-cultural communities. Research methods learned include responsible conduct of research and human subjects protections, quantitative, qualitative, and mixed methods along with issues of sampling, measurement, and technical adequacy of observed research results in urban educational settings.

Full course description for Research Methods in Urban/Cross-Cultural Education

This course provides both an introduction to modes of research and scholarship useful in urban education or other diverse cross-cultural educational settings and an opportunity for applying principles learned to classrooms, schools, or communities. Students develop and complete a culminating project of research to improve an aspect of teaching, student learning, a school program/initiative or a community service and share their findings with others.

Full course description for Capstone: Conducting Research in Urban Classrooms, Schools and Communities