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In order to make sure that a student enjoys the best education possible, he must be aware of some vital characteristics of adult education.
We were the first teacher preparation program in the state to work with Michigan Virtual University to provide students with teaching experience in an on-line classroom learning environment, and the first to guide students to develop and publish our Educator Code of Ethics. Collaborative relationships with universities around the United States and abroad offer students the opportunity for international experience. All classes provide students with field experience opportunities, and teacher certification students complete a minimum of 80-100 hours of field service, depending on their certification specialty before student teaching.
You will advance in your professional career in education, thanks to the experiences afforded to you at UDM. When you graduate, your electronic portfolio will demonstrate evidence of your professional knowledge and skills to potential employers.
Each year, nearly 50 percent of our teacher certification graduates fill high-need areas of math, science and special education.
Graduates of UDM Master Degree Programs are recognized regularly as outstanding teachers by their School Administrators and students for their contributions to student learning and school outcome achievement. Our Education programs focus on developing the know-how to be an educator who uses research, inquiry and the guidelines of the UDM Educator Code of Ethics to act as a moral agent in the best interests of students who continually improve our world. Do you dream of being a leader in your classroom, in an educational program, a school community, professional organization, a district or school system? You have the opportunity to make a difference in the lives of students and parents from across our diverse area.
Come, open the door, visit us and learn how you can play an active role in creating your own path to success. A teaching major consists of not less than 30 credit hours in a single discipline or 36 credit hours in a group of disciplines. For individuals who alreay possess a baccalaureate degree from an accredited college or university, and who whish to become certified by the Michigan Department of Education  to teach elementary education, Detroit Mercy offers a non-degree program that may be pursued on a part-time, late afternoon or evening basis with the exception of the student teaching requirement which is a 15-week semester of full-day attendance. Teacher education programs of the College of Liberal Arts & Education prepare effective and responsible professional teachers who have a commitment to the implementation of the Education Department's Code of Professional Ethics. University of Detroit Mercy offers this Bachelor of Arts with a major in social studies education with the purposes of teacher certification with endorsement in Social Studies (RX) for students who wish to teach in secondary schools. Note: Pre-teacher education students are expected to pass all sections of the Professional Readiness Exam (PRE) --reading, mathematics and writing--prior to admission into the teacher education program. Students planning to become certified to teach in secondary schools must complete 35 semester credit hours in the following sequence of Education courses. Post-degree students may prepare for an elementary or secondary teaching certificate in the College of Liberal Arts & Education. The requirements for this non-degree program include completion of a teaching major and teaching minor in an academic subject area appropriate to the secondary school and the professional education sequence. Students in the secondary teacher education program are assigned an education advisor in the Education Department upon admission to the teacher certification program to plan the completion of the teaching major, the teaching minor and the education sequence of courses. A teaching major consists of not less than 30 semester hours in a single discipline or 36 semester hours in a group of disciplines. Please view the catalog for more detailed information about requirements for secondary teacher program.
Learning Disabilities is a field of Special Education which deals with children who have average or above average intelligence but who are not able to learn in conventional ways. Students majoring in special education will be recommended for an elementary provisional certification or a secondary provisional certificate. Additionally, the state elementary provisional certificate is valid for teaching all subjects in grades K-5, and for teaching K-8 self-contained.
The state secondary provisional certificate is valid for teaching in subject areas in grades 7 to and including grade 12 in which the applicant has completed a major or minor. Please view the catalog for more detailed information about requirements for a major in Learning Disabilities Special Education. The requirements for admission to graduate study in special education are a 3.0 grade point average and fulfillment of requirements for a state teaching certificate, or a background of education and experience satisfactory to the department. This program is designed to meet the needs of teachers who wish to prepare themselves for working with individuals experiencing specific and general learning problems at the elementary, middle and secondary levels. This program is designed to meet the needs of teachers who wish to prepare themselves for working with individuals experiencing mild to severe emotional and behavioral problems at the elementary, middle, and secondary levels. The 18-credit-hour minor in education is designed for those students who are interested in applying content knowledge in diverse settings and working with diverse populations but are not planning to pursue teacher certification as this minor will not prepare the student to become a certified teacher in Michigan. Pursing a master’s degree in curriculum and instruction will help you to envision, create and implement effective, high-achieving and equitable education in our fast-paced and ever-evolving world. Educators seeking initial teacher certification that positions them to be educator leaders. Both programs model a hybrid course teaching methodology so that you experience the power of integrating face-to-face and technology supported learning to engage the learner. To learn more about our program for educators seeking initial certification, please visit the page for our Master of Arts with a major in curriculum and instruction and a concentration in teaching certification program.
If you are an experienced educator please continue reading on this page for our Master of Arts with a major in curriculum and instruction.
Designed for the experienced educator, the course of study for the Master of Arts with a major in curriculum and instruction for experienced educators provides the conceptual, technical and decision-making skills needed to be a master educator and leader in school renewal. As you pursue this degree program, you can use coursework to address school, program, classroom issues and challenges as a classroom teacher and school leader. Applicants must qualify for graduate study, have a 3.0 GPA, a state teaching certificate or a background in education and experience satisfactory to the department. Core competency courses are continuously adjusted to meet the rapidly changing demands of effective education. If you are currently working full-time as a teacher, substitute, administrator, paraprofessional, counselor, or teacher's aid of an elementary or secondary school you may be eligible to receive 60% off your tuition. To learn more about our program for experienced educators please visit the page for our Master of Arts with a major in curriculum and instruction. If you are an experienced educator please continue reading on this page for more on our Master of Arts with a major in curriculum and instruction and concentration in teacher certification.
Designed to meet your needs when you elect to change careers and enter the teaching profession, addresses the teaching standards required to qualify for certification and emphasizes the application of previous education and experience. You develop a comprehensive knowledge and competency base for making effective teaching decisions by engaging in active learning situations which integrate theory and research findings with practical action toward student achievement of clear educational goals. Core courses of this master’s degree provide you with a framework to leverage classroom and school-wide strategies that enable you to collaborate with professional colleagues, parents and community resources as a teacher leader.
You will work closely with your program advisor to select a program focus and to plan a course of study that includes prior knowledge, experience, and special interests. Note: The above requirements are subject to change if state requirements for certification change.
The Master of Arts with a major in educational administration is designed for those individuals who are interested in pursuing a professional career in educational administration as a principal, assistant principal, other leadership positions in districts, schools, and community-based organizations. If you are currently working full-time as a teacher, substitute, administrator, paraprofessional, counselor, or teacher’s aid of an elementary or secondary school you may be eligible to receive 60% off your tuition. This Policy sets out how UTS realises the commitments and sentiments within the UTS Reconciliation Statement.
Indigenous research means research about and with Indigenous Australians by either Indigenous or non-Indigenous researchers. The following principles underpin all activities relating to this Policy’s objectives, set out in section 5.1.
Within the context of UTS, self-determination means the right of Indigenous people to celebrate their culture and identity and to determine the direction of Indigenous education and employment subject to the established rules, management and governance structures of UTS. This document achieves this balance by embedding the aspirations and values of Indigenous people into the UTS governance framework. 4.2 UTS acknowledges Indigenous Australians as the original Australians and ongoing custodians of 'Country' who occupy a unique place within Australian society and subsequently within UTS. 4.3 UTS acknowledges that Indigenous education is a priority area of operation, is a core business and as such occupies a status similar to internationalisation.
4.4 Implementation of this Policy is a responsibility shared across all sections of UTS and will be included in the University's staff performance management system. 4.5 This Policy and the progression of its objectives will be considered in preparation of all strategies, plans, programs and reviews across UTS. 4.6 UTS is committed to an environment that is welcoming, respectful, non-discriminatory and free of harassment for Indigenous people. 4.7 UTS acknowledges that due to past educational practices many non-Indigenous Australians know very little about Indigenous Australia. 4.8 UTS is committed to ethical Indigenous research principles founded on respect for Indigenous peoples’ inherent right to self-determination including the control and maintenance of their culture and heritage. It is essential that Indigenous peoples be informed and active participants in any UTS related research project that concerns them.
4.9 UTS is committed to the development of Indigenous professional competency among its non-Indigenous staff.
4.10 UTS is committed to the achievement of educational outcomes for Indigenous Australians that are at least equal to those of other Australian students. 4.11 UTS endorses the principle of equity for Indigenous peoples and expects all its staff to be flexible and innovative in developing and delivering appropriate and effective educational programs and services for Indigenous students, and in employment of Indigenous people.
4.12 In support of Indigenous education and employment, and in recognition of the need for the development and maintenance of innovative and flexible practices, UTS is committed to the provision of additional financial resourcing to support Indigenous education and employment where appropriate. 4.14 In recognition of the relatively small numbers of Indigenous staff and the considerable committee responsibilities they have UTS will ensure that Indigenous committee membership is recognised as an additional element of their workload and accommodated appropriately. The Vice-Chancellor’s Indigenous Advisory Committee (VCIAC) is the premier body in terms of the University’s relationship with the external Indigenous community, organisations, networks and services providers, and comprises ex officio and external Indigenous members.


UTS will discourage the creation of multiple or alternative Indigenous advisory bodies or committees unless otherwise endorsed by the VCIAC. The Vice-Chancellor’s Indigenous Strategies Committee (VCISC) is the senior strategic committee of the University in relation to the progression of Indigenous education and employment. The VCISC may form sub-committees or working groups to provide specialist advice, or to recommend initiatives for inclusion in the Indigenous Education Strategy or the Wingara Indigenous Employment Strategy. In acknowledging Indigenous Australians as the original Australians and ongoing custodians of ‘Country’ who occupy a unique place within Australian society and subsequently within UTS, and in seeking to develop an institutional identity which takes pride in and actively seeks to identify with Indigenous Australia, UTS is committed to the following acts of recognition and cultural protocols. As a matter of Indigenous cultural protocol, and in recognising that UTS facilities occupy Indigenous traditional lands, UTS acknowledges the Gadigal people of the Eora Nation and the Boorooberongal People of the Dharug Nation upon whose ancestral lands the University now stands.
In recognising the unique position of Indigenous Australians where appropriate, UTS will either seek a ‘Welcome to Country’ or give an ‘Acknowledgement of the Traditional Owners’ at all significant UTS events. UTS will permanently display the Australian National Flag and the Aboriginal and Torres Strait Islander flags beside each other in a prominent location on the UTS campus.
UTS will ensure that all Indigenous graduates, with prior UTS approval, are able to graduate wearing elements of academic dress that have Indigenous cultural relevance and which celebrate their Indigenous identity.
The following responsibilities and fora are designed to ensure effective implementation of the UTS Indigenous education and employment commitments. The Director, Jumbunna Indigenous House of Learning, is a significant source of advice to senior staff on the implementation of this Policy and good governance of Indigenous education and employment across UTS. The Director, Jumbunna Indigenous House of Learning, is also responsible for facilitating and monitoring the progression of the Indigenous Education Strategy. In relation to the Wingara Indigenous Employment Strategy, the Director, Jumbunna Indigenous House of Learning, is the senior Indigenous stakeholder and the Director, Equity and Diversity Unit, is the implementation officer.
Academic Board considers any matter referred to it by the VCISC that is relevant to the board's terms of reference.
Deans have responsibility for the implementation of this Policy within their faculty and will have relevant Key Performance Indicators and other performance measures. Deans will report annually to the VCISC on their implementation of this Policy and its objectives as set out in section 5.1 (and supported by the Indigenous Education Strategy and Wingara Indigenous Employment Strategy).
UTS will ensure that senior staff with carriage of areas relevant to Indigenous access and support, teaching and learning, research, engagement, internationalisation and employment have relevant UTS Key Performance Indicators and other relevant Indigenous education and employment performance measures included in their performance management.
Apart from its external reporting, recruitment, access, support, advocacy, engagement, research and other scholarly functions, Jumbunna Indigenous House of Learning plays a significant role in the advancement of Indigenous education across all sections of UTS.
The Vice-Chancellor will broadly report to Council on matters relating to Indigenous education and employment. The purpose of the VCIAC is to provide advice relating to strategic, social and cultural matters and to be the primary source of external Indigenous accountability. The VCISC develops, endorses, and monitors the two multi-year strategies under this Policy: the Indigenous Education Strategy and the Wingara Indigenous Employment Strategy. The VCISC will forward to Academic Board any matter relevant to the terms of reference of Academic Board. This report proposes a collaborative approach be developed involving universities, governments, professional bodies, the business sector and communities working together to improve the lives of Aboriginal and Torres Strait Islander people through higher education. The Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People follows on from the 2008 Review of Higher Education (the Bradley Review) by proposing measures that address what is a significant gap between Aboriginal and Torres Strait Islander peoples' and non-Indigenous Australians' higher education outcomes. The Declaration on the Rights of Indigenous Peoples is a set of principles describing equality, non-discrimination, partnership, consultation and cooperation between Indigenous peoples and governments and their institutions. The National Aboriginal and Torres Strait Islander Education Policy forms the foundation of all Indigenous education programs. The Indigenous Higher Education Advisory Council (IHEAC) is an advisory body established by the Commonwealth Government to provide policy advice on issues concerning Indigenous Australians in higher education.
Chaired by Professor Denise Bradley, the Review of Australian Higher Education was tasked to examine and report on the future direction of the higher education sector, its fitness for purpose in meeting the needs of the Australian community and economy and the options for reform.
The principles contained in the AIATSIS 'Guidelines for Ethical Research in Australian Indigenous Studies' are founded on respect for Indigenous peoples' inherent right to self-determination, and to control and maintain their culture and heritage. The document contains guidelines for ethical health research on Aboriginal and Torres Strait Islander peoples. The Australia Council for the Arts has produced five protocol guides that set out the legal, ethical and moral considerations for the use of Indigenous material.
While being a teacher is never easy, working with students in special education comes with some unique challenges. Yet even the best special education teachers can use a little guidance, inspiration, and information to help them to be even better at what they do.
These blogs are written by teachers and educational professionals who share their ideas, tips, tools, and advice for working with special education students. Reality 101:The Council for Exceptional Children maintains this blog along with the help of several special education teachers who share their experiences and advice.
Teachers at Risk: Teacher Elona Hartjes shares her insights, resources, and practical classroom advice here, an invaluable resource for any special education teacher. Successful Teaching: This blog isn’t focused on special education, but that doesn’t mean it can’t be a great place for special ed teachers to find advice on all things education-related. Special Education Strategies and More: Teachers and parents of children with special needs can find some helpful strategies for helping them grow academically, emotionally, and socially on this blog. Teacher Sol: Exceptional Needs Specialist Maria Angala shares what’s going on in her class as well as updates on her battle to improve special education here.
Teaching Students with Learning Difficulties: Teachers and staff working with high schoolers in special education can find useful lessons, tips, and more on this great blog. Life in Special Education: Head to this blog to see what special education teacher Karla Banks is doing in her elementary school classroom.
Special Education Advisor: Find help with your IEPs and special education classroom through the help of this blog for K-12 educators. ESU 4 Special Education: From staff development to lessons, this blog offers numerous resources to help teachers and administrators working with special education students.
Special Education and Learning Differences:PCI Education offers tips and ideas for helping students with special needs excel in school and beyond. The Cooke Special Education Blog: The faculty at the Cooke Center share their advice for improving the educational experience of special needs children. Assistive Technology: Head to this blog to learn more about some of the best assistive technologies out there today or in the works for tomorrow. Teaching All Students: Get tips and tools for using technological tools in the special education classroom from this excellent blog. Free Resources from the Net for Every Learner: The web is full of great educational resources. The Assistive Technology Blog:The Virginia Department of Education’s Training and Technical Assistance Center shares expertise on the latest classroom-ready technologies for special students here.
Apace of Change: Damian Bariexca shares his lessons from the special education classroom, his educational experience, and openness to using technology on this education blog.
All Together We Can: Samuel Sennott authors this blog, focused on assistive technology, which he helps to develop and implement. Barto’s World:Learn more about learning disabilities like dyslexia and ADHD, as well as ways that teachers can help students who have them on this blog from blogger Barto.
Eide Neurolearning Blog:This blog focuses on highlighting news and articles related to brain-based learning and learning disorders. EBD Blog: Read up on the latest news, commentary, and resources related to emotional and behavioral disorders here. Special Needs Resource Magazine: Teachers can find a wealth of information to help them assist children with special needs through this great online magazine.
Bilingual Special Ed: Are your special education students struggling not only with a disability but also learning another language?
I Speak of Dreams: Read through this blog for great information and commentary on a wide range of learning disability issues.
The Shut-Down Learner: For many students with learning disabilities, school isn’t always a fun place. ADDitude Blogs: Read blogs written by those struggling with ADHD, teachers, and parents on this great site focused on the condition.
Dyslexia My Life: Girard Sagmiller has struggled with dyslexia for decades and today offers advice for teachers and those with the condition on his blog.
Keep up with the latest news and public policy developments related to special education when you read these blogs.
On Special Education: Education Week shares the latest on special education topics through this blog. Special Education Today: This blog makes it simple to keep up with special education news, bringing together the biggest headlines into one place.
Making Special Education Actually Work: KPS 4 Parents publishes this blog, focused on improving access and availability of special education programs to all students who need them.
Special Education and Disability Rights Blog: Do you know what rights your students have under the law? Special Education Law Blog: Attorney Jim Gerl attempts to explain the intricacies of special education law in plain English on this blog. The Wrightslaw Way: Learn how you can stand up for your special education students from this special education advocacy and law blog.
If he sees these qualities in a prospective school, he has chosen the best one that can meet his needs. Any adult student should be provided the support and security that he needs from his choice of adult education provider.
Professors of adult education must consider and treat their students purely as such, but also as peers.
A student must consider an adult education that fosters his active participation in the offered learning activities.


Finally, an adult student is encouraged by his adult education provider to give feedback and comments about lessons and activities that he is engaged in.
One of the few people who inspire her in putting such institution is Ken Von Kohorn, who has established an organization that focus on moral aspects of families. In fact, many students form mentor relationships with faculty that last long past graduation. Forming professional learning networks with your class colleagues, using access to the latest interactive technology, such as smart boards, cameras and audio editing equipment to create effective learning experiences, and participating through on-line collaborations as well as in local, state and national conventions, allow you to engage in valuable professional collaborations that will form a basis for continued professional development.
We collaborate with public, private, charter and faith-based schools, higher education, educational institutions and professional organizations in and around the city. This program will prepare you to take the certification exam provided by the Michigan Department of Education.
The social studies group major is a flexible one that is organized around InTASC and the Professional Standards of Michigan Teachers. Students planning to pursue post degree education certification should make an appointment with an education advisor to develop a planned program. The special education major qualifies students to teach the special education category from kindergarten to grade 12.
For those seeking their initial teacher certification, there is also a program that combines the requirements for the master's and endorsements with the requirements for the teacher certification. Applicants for programs in special education will be required to give evidence of their ability to pursue a professional career in the area chosen for study by submitting three letters of recommendation. Additionally, it prepares teachers to meet the needs of exceptional students in the inclusive setting. The course work is based on the Education Department's Conceptual Framework which addresses the ethical behaviors for demonstrating how a teacher as scholar, inquirer and moral agent interacts with their constituents in the role of educator. Course projects provide practical opportunities to apply classic and emerging educational theories and strategies for achieving expected learner outcomes. Program applicants must give evidence of their ability to pursue this program of study as well as to apply learning principles in their chosen specialty area and submit three letters of recommendation as verification of your educational achievements.
Within the Curriculum and Instruction Program, you need to work closely with your program advisor to determine current requirements and possible course offerings which fulfill this degree program.
Indigenous employment includes the employment of Indigenous people into Indigenous identified positions as well as positions not specifically identified for Indigenous people. The term also refers to research conducted by Indigenous researchers on topics that may or may not be Indigenous in nature.
Self-determination is the internationally recognised right of Indigenous peoples to control their own affairs, maintain their culture and heritage and determine their own future. UTS seeks to develop an institutional identity that takes pride in and actively seeks to identify with Indigenous Australia. In recognition of this, and in seeking to encourage an inclusive Australian identity as well as raise the standard of professional service delivery to Indigenous Australians, UTS is committed to Indigenous Graduate Attributes. Research that involves Indigenous people should be approached with best practice ethical standards and in consideration of human rights principles. The committee’s membership includes senior executive staff, directors, Indigenous professors and others who hold key positions at the University. These events will include but not be limited to graduation ceremonies, conferences, open days, public events, etc. The flags are also to be displayed in a prominent position at all significant UTS occasions.
Deans ensure that this Policy and the progression of its objectives are specifically included in all strategies, plans, programs and reviews.
The VCIAC is also a source of University promotion and partnership with the Indigenous community. The policy has been endorsed by the Australian Government, as well as all state and territory governments.
In its strategic plan for 2006–2008, entitled, 'Improving Indigenous Outcomes and Enhancing Indigenous Culture and Knowledge in Australian Higher Education', the IHEAC has identified seven priority areas for development within Australian universities. AIATSIS considers these principles to not only be a matter of ethical research practice but of human rights. In accordance with guidance from Aboriginal people it is written around a framework of Aboriginal and Torres Strait Islander values and principles. The protocol guides endorse the rights of Indigenous people to own and control their cultural heritage. From writing lengthy IEPs to working closely with parents and other teachers, it takes a calm, collected, organized, confident, and very special person to work with students who often need a great deal more support and assistance than their peers to succeed.
Rachel’s Room: On this blog you’ll get a front row seat to a special ed classroom headed by Ms.
Use this blog to more easily find them, especially those which cater to the needs of students with learning disabilities.
This blog offers ideas for both parents and teachers to help make learning more fun for these students. Follow his blog to read news and commentary related to special education policy and classroom activities.
Read this blog to learn more about the education advocacy issues related to special education and how you can help.
If such a choice is afforded to a student, this will challenge him to go beyond his level of learning skills and abilities.
Becoming a participant in learning allows him to absorb new knowledge and skill easily, compared to being just a passive listener to lectures. Be a leader in your field as you engage in graduate studies in Curriculum and Instruction, Educational Administration or Special Education?
Learn how to capitalize on the energy and dynamics across a broad range of populations, businesses, industries and organizations to address 21st century challenges. Individual departments should be consulted regarding the required number of credit hours to complete a major. Education faculty help students become ethical, caring, value-directed persons who possess a commitment to urban society and social justice. It also presents a means for supervisors and administrators to develop leadership skills in the areas of special education-learning disabilities. Additionally, it prepares teachers to meet the needs of exceptional students in the inclusionary setting. Courses can be used to prepare for application to the National Board of Professional Teaching Standards (NBPTS) for national teaching certification. In addition, teacher certification candidates must pass all three sections of the Michigan Test for Teacher Certification Professional Readiness Exam (PRE) submit three letters of recommendation indicating ability to pursue a career path in teaching, and be accepted by the Teacher Education Council. When we use our natural talents, time moves fast and we tend to receive compliments for our abilities.
Indigenous employment includes not only the hiring of Indigenous staff but their professional development as well as their physical, cultural and emotional wellbeing and safety.
Academic representation on the committee includes the Chair of the Academic Management Committee and the Chair of the Teaching and Learning Committee. Implementation of this Policy will be included in the review of all courses, faculties, schools, etc.
The VCIAC is kept apprised of the progression of objectives contained within this Policy and may make enquiries relating to any matter contained within this Policy. These rights are confirmed in the 2006 United Nations Declaration on the Rights of Indigenous Peoples.
At the same time, it must be a school where in which his existing abilities and skills are recognized.
It has been known that if adult students are pushed too much to study, they easily give up. In an adult education, the ideal setting is for the instructor to engage his students in a lively conversation or even a debate. This is intended for the student to be able to inform his professor on what truly works for him.
So, whether you dream of being the best classroom teacher or leading a department, school, district or educational program, University of Detroit Mercy Education programs offer you the keys to achieve your goals.
A teaching minor consists of not less than 20 credit hours in a single discipline and 24 credit hours in a group of disciplines. Students also gain competency in the art and science of teaching from a research knowledge base and continue to be inquiring, reflective educators. This is one way of fostering intellectual freedom; while at the same time, creativity and experimentation are fully encouraged. The ability to give feedback helps an adult student to express what he need and would like more to learn. Our Teacher Certification Education program is accredited by the Teacher Education Accreditation Council (TEAC).
The cosmopolitan nature of our metropolitan area (multi-cultural and multi-talented) provides a perfect laboratory for the education of the professional teacher.
Of course we’re capable of doing other things, but those other tasks usually feel more like work.
Adults who are engaged in open pace learning experience are immersed in intellectual stimulation, allowing them to grow more. Students should consult their advisor regarding courses for the teaching major and the teaching minor as well as other program requirements.



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