Master of Arts in Teaching (MAT) in Elementary Education:

Part 1. Program Information

High academic standards are important to professional success. The skills learned in pursuing academic achievement will be the same skills necessary for success in the workplace: the ability to communicate effectively, the ability to analyze a situation objectively, and the discipline of study.

The Minnesota PELSB has a set of standards that clearly define what a teacher needs to know. The 2023 Minnesota Standards of Effective Practice for Teachers and the Elementary Education Content Standards are covered in Walden’s courses. These standards include the knowledge, skills, and professional dispositions needed to be a teacher. Teacher candidates in the MAT EE program will demonstrate that they have met these standards through their coursework, performance assessments, and major assessments in their portfolios.

The Riley College’s faculty members are here to help candidates meet those standards. They keep a watchful eye on candidates’ academic progress. Through teaching, advising, and tutoring, faculty members assist candidates in developing the skills, knowledge, and professional dispositions necessary for academic and professional success. Further, Walden University has an array of services to support candidates. Candidates are encouraged to refer to the Walden University Student Handbook and the Walden website for more information about these candidate services. Also, see Part 3 of this guidebook for a description of specific candidate services.

In addition to meeting the professional standards set by the Minnesota PELSB, candidates also are responsible for meeting the satisfactory academic progress standards set by Walden University. Faculty members in the college monitor candidates’ academic progress on a regular basis to make sure they are making progress toward program requirements and degree completion. Candidates are expected to maintain a 3.0 GPA in the professional courses, as described in the Transition Points.

Walden believes that teacher candidates must take responsibility for their own academic experience, including knowing the standards, regulations, rules, and processes of both Walden University and the Riley College of Education and Human Sciences. In addition to reading this Candidate Guidebook, candidates should thoroughly read the Field Experience and Demonstration Teaching Handbook and applicable sections of the Walden University Student Handbook.

Please note: Walden University reserves the right to make program changes as needed to ensure the highest quality program and to meet state requirements. The program was upgraded in 2025 to include the 2023 Standards of Effective Practice.

Program Design and Structure

The teacher preparation program is an intensive program, offered online, with concurrent field experiences. The courses are offered in a prescribed sequence, based on the quarter in which a candidate begins EDUC 6405 - The Professional Educator. Candidates will complete 12 professional courses prior to starting demonstration teaching. Four of the 12 courses require candidates to complete in-person field experiences.

Candidates must receive approval to start DT. The DT experience spans two 6-week courses, or 12 weeks total. Candidates will be placed full time in a classroom for 12 continuous weeks with other responsibilities, such as discussions, major assessments, and a teacher performance assessment.

Program Sequence

The professional courses are listed in Table 1. Actual dates and the order of the courses are dependent upon the calendar year, prerequisites, and field requirements. Candidates should contact Student Success Advising with questions regarding the program sequence. For exact course start and end dates, candidates should refer to the academic calendar in the Walden University Student Handbook. Note: Student Success Advising is available for registration information. Candidates will receive their personalized Plan of Study during their first professional course, EDUC 6405. No changes to the Plan of Study can be made unless (1) the change does not impact when the candidate is scheduled to take a field experience course, or (2) the candidate is required to retake a course.

Table 1. Elementary Education Professional Courses

Course No.	Course Title	Field Placement
EDUC 6405	The Professional Educator	N/A
FEEH 6070	Field Experience Preparation	N/A
EDUC 6061	Culturally Responsive, Engaging Learning Environments	N/A
EDUC 6060	Meaningful Teaching and Learning Through Planning, Instruction, and Assessment	N/A
EDUC 6063	Child Development and Meaningful Learning	N/A
EDUC 6406	Respecting Diversity: Promoting Equity and Inclusion	N/A
EDUC 6064	Integrating Content and Technology to Enhance Learning	N/A
FEEH 6072	Demonstration Teaching Preparation	N/A
EDUC 6070	Foundations of Elementary Math Instruction: Theory and Practice	25 Hours
EDUC 6071	Investigating Science in Elementary Classrooms	25 Hours
EDUC 6407	Foundations of Teaching Literacy	N/A
EDUC 6062	Literacy Instruction and Assessment	25 Hours
EDUC 6066	Social Studies: Expanding Students' Worlds	25 Hours
EDUC 6065	Collaboration and Professional Development in Elementary Education	N/A
EDUC 6072	Demonstration Teaching in Elementary Education #1	(Fulltime, face-to-face for 6 weeks)
EDUC 6073	Demonstration Teaching in Elementary Education #2	(Fulltime, face-to-face for 6 weeks)

Field experiences are an integral part of the teacher preparation program at Walden. These experiences provide candidates with opportunities to apply course concepts in real environments that allow for increasing levels of responsibility. The field experiences relate to candidates’ professional goals, provide them with the opportunity to connect theory and practice, and prepare them for daily classroom responsibilities. Candidates are informed, monitored, and evaluated throughout all field experiences.

Candidates will complete four courses containing field experiences. Candidates are required to complete a minimum of 25 hours of field experiences in each of the four field experience courses, as noted in Table 1. These experiences take place in primary (K–Grade 2) and intermediate (Grades 3–6) classrooms, although candidates who intend to teach in certain states may be required to complete experiences at specific grade levels within the K – 6 scope.

Field Experience and Demonstration Teaching Preparation Courses

Walden is committed to providing candidates with resources and support in preparation of field experiences. To help ease anxiety in the field experience process, Walden offers a 0-credit Field Experience Preparation course and Demonstration Teaching Preparation course. Both courses are structured experiences that guide candidates through the application process and currently available readiness resources. The courses are designed to complement other pre-requisite courses needed in preparation for field experiences. There may be reasons why a field experience course needs to be postponed, or the readiness course may not be needed if a field experience opportunity has already been secured. In this instance, students may opt-out of the applicable preparation course. 

Early Field Experiences

As noted in Table 1, four courses within the professional core sequence require a minimum of 25 hours of supervised, classroom-based early field experiences. These experiences take place in schools located near the candidate. Early field experiences must take place at the grade level specified in each course and in the classroom assigned by the Office of Field Experiences (OFE).

Important note: A candidate may have to adjust their own weekly schedule (that is, personal and professional commitments) to accommodate the need to be in a classroom for field experiences while school is in session. The time spent each week in field experiences is approximately 4 – 4.5 hours per week until the candidate enters DT, which consists of 12 weeks of full-time face-to-face student teaching.

Virtual Field Experience TM

VFE® is an organized, purposeful, and thought-provoking experience. VFE® allow Walden teacher candidates to see authentic practices demonstrated by teachers across the United States in a variety of real classrooms at multiple developmental levels (K–6) and with a rich diversity of elementary children. The VFE® plays an important role in the program by offering candidates a guided, focused, and shared experience. The assignments related to the VFE® require candidates to view, discuss, apply, and reflect upon experiences in diverse classrooms in terms of race and/or ethnicity, socioeconomic status, home language, and learning exceptionalities.

Simulations

The MAT EE program offers realistic simulations that allow candidates to practice effective teaching strategies in a safe environment. During the simulations, candidates will have the opportunity to put theory into practice by interacting with students (avatars) in a virtual classroom environment in real time. Candidates are provided with preparation materials, will schedule a time, and then will conduct the simulation with a live actor who controls the avatars.

Demonstration Teaching

DT (also known in some universities as student teaching) is the culminating field experience in the MAT EE program. DT is a supervised practicum that provides candidates with opportunities to gradually assume responsibility for total classroom management, including curriculum development, daily instruction, and the other duties of a professional educator. Candidates complete one 12-week placement, over the course of two 6-week courses, in a primary or intermediate classroom, where candidates attend a full day every day. Candidates must assume full-time teaching duties for a minimum of 4 weeks in the 12-week DT placement. DT must occur in a public school unless extenuating circumstances exist, and a private school placement is approved. Note: Candidates who intend to teach in certain states may be required to complete more than 12 weeks of demonstration teaching. Additionally, candidates who intend to teach in certain states may be required to complete demonstration teaching at a specific grade level.

Field Experience Guidelines

1. The OFE makes all placements for candidates, based on when candidates plan to take field experience courses, as noted on their Plan of Study. Candidates must submit their Plan of Study as part of their Early Field Experiences Application during EDUC 6405. No changes to a Plan of Study can be made unless (1) the change does not impact when the candidate is scheduled to take a field experience course, or (2) the candidate is required to retake a professional core course.
2. The OFE ensures all candidates have at least one placement in a primary and one placement in an intermediate setting throughout the course of the program.
3. The OFE ensures candidates complete field experiences in at least two schools across their program.
4. The OFE ensures candidates have experiences with students who differ in race, ethnicity, home language, and socioeconomic status, and who have a range of exceptionalities.
5. The OFE collaborates with districts and schools to make the placement and verify the qualifications of the host and cooperating teachers.
6. The OFE tracks all experiences and collects evaluations and assessments of the candidate’s professional dispositions from the candidate’s host teachers (early field experiences) and cooperating teacher (DT).
7. All placement data are tracked by the OFE in the candidate’s ePortfolio.
8. Qualified and trained university supervisors are responsible for supervision of each candidate during DT.

Specific expectations for early field experiences and DT are described in detail in the program’s Field Experience and Demonstration Teaching Handbook. The handbook includes the policies, structure, and placement requirements. 

Host and Cooperating Teachers

The teacher of the classroom in which a candidate completes their four early field experience courses is referred to as the host teacher. The qualifications for the host teachers are outlined in the Field Experience and Demonstration Teaching Handbook. Host teachers will be asked to complete an evaluation on each candidate’s knowledge, skills, and professional dispositions, and will verify the number of hours the candidate spent in the field for each of the four early field experience courses.

The teacher of the classroom in which a candidate completes their DT is referred to as the cooperating teacher. The qualifications for cooperating teachers are outlined in the Field Experience and Demonstration Teaching Handbook. In addition to mentoring the candidate on a daily basis during DT, the cooperating teacher will observe the candidate four times and participate in four Triad Meetings with the candidate and university supervisor. During the Triad Meetings, the cooperating teacher, university supervisor and candidate will discuss the candidate’s performance and actionable feedback the candidate can implement during the remaining weeks of DT. The cooperating teacher will also complete a midterm and final evaluation of the candidate, and verify the number of weeks the candidate completed during DT.

For more information on the evaluation of DT performance, see the Field Experience and Demonstration Teaching Handbook.

Field Experience Applications

Candidates are required to apply for their Early Field Experiences and Demonstration Teaching. The applications are located within the Field Experience Application module in their ePortfolio. The Early Field Experiences application consists of four components: Candidate Information, Early Field Experiences Preferred Placement Form, Candidate Agreement, and the Plan of Study. The Demonstration Teaching application consists of three components: Candidate Information, Demonstration Teaching Preferred Placement Form, and Candidate Agreement. Once the candidate submits an application and the OFE approves it, The OFE will begin coordinating the applicable field experience placement for the candidate. 

Placement at a preferred site is not guaranteed. The OFE will make every effort to place candidates according to the preferences they indicated in their application, provided the site meets program requirements. Once a placement has been confirmed, the candidate will be able to view their placement in their ePortfolio. Additionally, the candidate will receive an email from the OFE via their Meditrek ePortfolio regarding the placement information. All email communication between the OFE and teacher candidates will take place via the Walden email server, as per university policy.

Withdrawals and Terminations from Field Experiences

Host teachers, cooperating teachers, administrators, or Walden University faculty may remove, reassign, or discontinue an early field experience placement or demonstration teaching placement of a candidate.

Withdrawal from an Early Field Experience or Demonstration Teaching course

Because of the on-site commitment required in field experience courses, policies and procedures for withdrawing from a field experience course are different from other courses in your program. If you wish to withdraw from a field experience course, you must first consult with the OFE, your Student Success Advisor, and your host or cooperating teacher. Your request to withdraw from the course will require Academic Program Coordinator approval.

Candidates who have been terminated from their early field experience placement or demonstration teaching placement will not be eligible to withdraw from the applicable field experience course; the termination supersedes the withdrawal request.

Termination from a Field Experience Site

If you are terminated from an early field experience placement site or a demonstration teaching placement site, you should notify the OFE and your academic program coordinator immediately. If you are terminated because of a dispositional concern, performance concern, or other reasons identified by the university or placement site, you will fail the course and will be required to complete an improvement plan. All improvement plans will be designed to support your individual needs. 

 

Note: Any hours you accrued during that term will be forfeited. Only hours earned during terms of field experience that are successfully completed will be counted toward the total hourly or weekly requirements of the program.

Field Experience Requirements

Important note: The MAT EE program does not offer courses that require field experiences during the summer quarter, and limited courses that require field experiences during the winter quarter. DT is only offered during the Fall term, and during the second half of Winter/first half of the Spring term.

Diversity of Field Experiences

Diversity in field experiences is highly valued. Candidates will be placed in classrooms that meet a range of exceptionalities and meet the program’s diversity criteria during both their early field experience courses and DT. Candidates will note their experiences working with students who differ in race, ethnicity, home language, and socioeconomic status on their timesheets for their early field courses, and host teachers will verify the information. Cooperating teachers will note the diversity of their classrooms when they complete the final evaluation during DT. Placements will be tracked by the OFE to ensure candidates have experiences in diverse settings.

Teacher candidates are also exposed to a wide range of diverse classroom settings through the VFE® in their courses.

All DT placements will take place in a public school, unless extenuating circumstances exist, and a private school placement is approved.

Criminal, Sex Offender, and Other Background Checks

Although the college does not require a background and sex offender check, it is critical that candidates know the implications of having a criminal history in the state of Minnesota. Field experience and DT sites may require background checks. For specific information and recommended actions, see the Background Checks section in Part 3 of this guidebook. Upon admission, candidates are required to submit a signed acknowledgment form stating they have received information about criminal background checks.

Because each site may have specific requirements of observers or volunteers regarding criminal, sex offender, and other background checks, it is important that candidates discuss this issue with their host teacher as soon as the OFE notifies them of an impending placement.

Professional Liability Insurance

Many school districts require teachers working in U.S. schools to carry professional liability insurance. Walden University requires all candidates to purchase and show proof of professional liability insurance in the amount of $1 million per occurrence, which covers them as a student during all field experiences. Candidates are responsible for submitting proof of their insurance coverage at the beginning of the third course in the professional core sequence, EDUC 6060 Meaningful Teaching and Learning Through Planning, Instruction, and Assessment. This must be renewed and submitted throughout the program. Failure to provide proof of professional liability insurance will result in a hold on the candidate’s record preventing registration for the subsequent quarter, and such a failure will delay the candidate’s placement.

Candidates can research professional organizations that may offer discounted professional liability coverage as a benefit to their student members. The following list of professional organizations offer liability insurance as well as other membership benefits candidates may want to consider:

• Association of American Educators (AAE)— https://www.aaeteachers.org/
• National Association for the Education of Young Children (NAEYC)— https://www.naeyc.org/get-involved/membership/benefits
• Council for Exceptional Children—http://www.cec.sped.org/

Proof of Immunization and TB Clearance

Because each site may vary in its requirements of observers and volunteers regarding proof of immunizations and tuberculosis (TB) clearance, it is important that candidates discuss this with their impending placement sites. Some placement sites may require proof of recent TB clearance and immunization to specified diseases.

Professionalism

Remember to maintain a professional attitude with respect to confidential information about children and with respect to relationships and practices with colleagues.

Also, it is important that candidates dress appropriately in the field and present themselves as educators. Even if other teacher candidates (or, for that matter, classroom teachers) do not dress professionally, Walden candidates need to remember that there is only one chance to make a good first impression and that Walden candidates in the classroom are role models for young people. All personal electronic devices should be turned off when in the professional setting.

All Walden University endorsement candidates are expected to abide by the following Code of Ethics for Minnesota Teachers (Rule 8710.2100, Subpart 2) while at their placement sites. The standards of professional conduct include the following:

1. A teacher shall provide professional education services in a nondiscriminatory manner.
2. A teacher shall make reasonable effort to protect the student from conditions harmful to health and safety.
3. In accordance with state and federal laws, a teacher shall disclose confidential information about individuals only when a compelling professional purpose is served or when required by law.
4. A teacher shall take reasonable disciplinary action in exercising the authority to provide an atmosphere conducive to learning.
5. A teacher shall not use professional relationships with students, parents, and colleagues to private advantage.
6. A teacher shall delegate authority for teaching responsibilities only to licensed personnel.
7. A teacher shall not deliberately suppress or distort subject matter.
8. A teacher shall not knowingly falsify or misrepresent records or facts relating to that teacher’s own qualifications or to other teachers’ qualifications.
1. A teacher shall not knowingly make false or malicious statements about students or colleagues.
10. A teacher shall accept a contract for a teaching position that requires licensing only if properly or provisionally licensed for that position.

The Riley College of Education and Human Sciences is committed to recommending only those candidates for teaching who display the professional dispositions expected of a quality educator, someone who can and will make a positive difference in the lives of children and within the collaborative culture of an effective school. Therefore, instructors, cooperating teachers, host teachers and university supervisors assess a candidate’s professional dispositions throughout the program. They see how well the candidate manages pressure and interacts with children. They also see the candidate’s professional skills, such as the ability to be on time, display a positive attitude, collaborate and communicate effectively with all school staff, and support children and their families.

Assessment of Professional Dispositions

The responsibility of assessing candidates’ professional dispositions is taken very seriously and, thus, the university has established specific policies and procedures to ensure that candidates, faculty members, staff, and cooperating teachers understand and assess the candidates’ professional dispositions accurately. Candidate professional dispositions will be assessed during each field experience course, and any concerns must be resolved before continuing with the plan of study. This commitment to developing good teachers lets candidates know that they are held accountable to the highest standards throughout the program and are supported in their steps to improve. 

Walden has identified the following professional dispositions teacher education candidates are expected to develop and demonstrate as they progress through the educator preparation program. These professional dispositions align with university goals as well as the standards published by the state of Minnesota and national organizations.

Professional Conduct

Ethical and Legal Conduct: The candidate demonstrates professionalism as outlined by legal and ethical guidelines within the profession.

1. Demonstrates professional behavior as described in Walden’s Code of Conduct.
2. Demonstrates ethical behavior as described by professional codes of ethics.

Professional Obligations: The candidate meets professional obligations in a responsible manner.

1. Maintains a strong record of attendance and punctuality, communicating in advance the need for any absences.
2. Prepares for professional obligations and meets expected deadlines.

Professional Appearance and Demeanor: The candidate demonstrates professional appearance and behaviors in the educational setting.

1. Maintains an appropriate and professional appearance in accordance with the school policy. 
2. Approaches teaching and learning tasks with initiative, confidence, and energy.
3. Exhibits composure and self-control.
4. Demonstrates flexibility in adapting to changing circumstances and student needs.

Professional Qualities

Professional Development/Growth: The candidate engages in ongoing professional development and growth to improve professional practice.

1. Engages in continuous learning through participation in professional development opportunities and other activities to enhance their professional practices, use of technology, and culturally responsive practices.
2. Applies new ideas to professional practice based on data, reflection, and intellectual curiosity.
3. Engages in ongoing critical reflection of personal performance to improve professional practice and affect positive social change.
4. Responds positively to feedback and constructive criticism to strive for continuous improvement.

Advocacy: The candidate advocates for inclusivity, equity, and social change in the learning environment.

1. Displays empathy, persistence, problem-solving skills, and engages in mutual inquiry and learning. 
2. Advocates for the social, emotional, physical, educational, behavioral, and basic needs of others.
3. Promotes positive social change to enhance inclusive educational opportunities and promote student learning.

Equity: The candidate demonstrates culturally responsive practices to create an inclusive learning environment that is respectful of diverse cultures, values, and beliefs of others.

1. Displays equitable treatment of others.
   1. Sets high expectations for all learners, reflective of their diverse strengths and needs.
   2. Treats others with respect and dignity by creating person-centered relationships where mutual understanding and learning occurs.
   3. Differentiates strategies to support strengths and needs of all learners.
2. Engages in culturally responsive practices in interactions with students, families, colleagues, and communities while understanding how their own biases and experiences may affect their teaching.
3. Creates positive and inclusive learning environments that promote respect, equity, and cultural competence. 
4. Engages families and other stakeholders in planning for individual and group success.

Collaboration

Collaboration: The candidate works in collaboration with others to improve student learning and advance the profession.

1. Builds partnerships and fosters person-centered relationships with stakeholders to improve student learning and advance the profession.
2. Collaborates with students, families, colleagues, and the community to promote positive social change.
3. Uses a variety of technological tools to enhance collaboration, strengthen partnerships, and foster relationships with others to improve teaching and learning.

Communication

Communication: The candidate uses effective verbal, nonverbal, and technological communication techniques to foster active inquiry, improve collaboration, and create positive interactions in the learning environment.

1. Actively and thoughtfully listens to all stakeholders to promote understanding and to review academic progress.
2. Adjusts communication to meet the needs of individual learners and changing circumstances.
3. Engages in professional and respectful communication in a timely manner.
4. Acknowledges and respects ideas and/or feelings of others; makes others feel welcome, valued, and appreciated in their communications.

Professional Disposition Concerns

While professional dispositions are formally assessed by host teachers, cooperating teachers, and university supervisors at the end of each field experience course, faculty and mentor teachers may identify one or more of the professional dispositions that a candidate needs to improve at any time during the program.

Policies and Procedures for Professional Disposition Concerns

• If, at any time during the program, any instructor, staff member, or teacher in contact with the candidate observes that the candidate is not adhering to one or more of the professional dispositions, they should notify the academic program coordinator or designee for the program.
• If concerns are raised, the academic program coordinator or designee will schedule a telephone conference with the candidate to discuss the identified behavior. Depending on the identified behavior, the academic program coordinator or designee may also invite the individual who expressed the concern to join the conference. The purpose of the conference is to investigate the disposition concern. The academic program coordinator or designee outlines the concern and invites the candidate to respond.
• During the conference call, the academic program coordinator or designee determines if the candidate is able to resolve the dispositional concern during the meeting, or if an improvement plan is needed and a Professional Disposition Concern Form should be completed*. If an improvement plan is needed, action steps are discussed during the conference call.
• The agreed upon action steps for improvement are documented on the disposition concern form and sent out to the team along with a timeline for further review.
• The academic program coordinator (or designee) follows-up on the candidate’s progress towards meeting the action steps outlined in the improvement plan to determine if the disposition concern has been resolved.
• Once the disposition has been resolved, the matter is closed, and the updated form is placed in the candidate’s ePortfolio along with the meeting notes and improvement plan. No further action is taken unless additional disposition concerns arise.
• If the disposition has not been resolved, the academic program coordinator will meet with the associate dean to determine if further plans for support can be implemented or if the student should be counseled out of the program and provided with other options.

* Note: If the concern is of a serious nature that could compromise the safety or well-being of children and/or others, the candidate’s field experience placement will be terminated, and the candidate will fail the course.  The candidate may also be counseled out of the program.

The completion of a professional portfolio is a requirement of the program. The portfolio will demonstrate the candidate’s mastery of the 2023 Minnesota Standards of Effective Practice for Teachers, Minnesota content knowledge, and the standards set forth by the leading professional organization in elementary education. Teacher candidates will construct their portfolios throughout the program by completing a series of major assessments.

Because the professional portfolio is electronic (and, thus, is referred to as the ePortfolio), candidates can access it any time once they are enrolled in their first course, EDUC 6405. A complete list of major assessments can be found in the ePortfolio.

The ePortfolio is built throughout the program, with various course assignments serving as the foundation for the major assessments. Major assessments are evaluated according to clear performance criteria, such as rubrics or scoring guides.

Walden University’s teacher preparation program has four transition points: specific times during the program when candidates must meet certain teacher preparation program and Minnesota PELSB requirements to move on in the program and, ultimately, be recommended for licensure.

The requirements for each transition point help ensure that the candidate’s education and teaching knowledge, skills, and performance are of high caliber. At the same time, it is understood that when a candidate obtains a license, they will be a novice teacher. The goal is to ensure that the individual is a highly capable novice teacher.

It is the candidate’s responsibility to manage their own progress through the four transition points. The transition point elements are located in the candidate’s ePortfolio. Candidates should contact Student Success Advising at 1-800-WALDENU (1-800-925-3368) at any point for help and support. Candidates will learn more about these transition points when they are accepted into the program.

Note: The minimum requirements to be admitted with conditions into the program include:

• Meet the University’s Master’s Degree Admissions Requirements
• Candidates with a 2.0 – 2.49 cumulative GPA are eligible for admission with conditions through the committee review process.

Transition Point 1: Admitted with Conditions

Teacher candidates are admitted with conditions into the professional core sequence. Teacher candidates must complete the following in order to complete Transition Point 1 and be fully admitted into the program:

• Pass the first two courses, EDUC 6405 and EDUC 6061, in the professional core sequence.

Transition Point 2: Fully Admitted

Once fully admitted into the program, teacher candidates must complete the following in order to complete Transition Point 2 and be approved for Demonstration Teaching:

• Complete all professional core courses prior to Demonstration Teaching with a 3.0 GPA. Candidates must:
  • Resolve all Incomplete grades, if applicable.
  • Retake one or more courses in the professional core sequence to increase their GPA to 3.0, if applicable.
• Submit a Demonstration Teaching Application by the appropriate deadline.
• Complete 100 hours of field experiences prior to Demonstration Teaching.
• Renew and submit proof of Professional Liability Insurance prior to being approved for Demonstration Teaching, if coverage is set to expire prior to or during Demonstration Teaching.
• Resolve any professional disposition concerns, if applicable.

Transition Point 3: Approved to start Demonstration Teaching

Once approved to begin Demonstration Teaching, teacher candidates must complete the following in order to complete Transition Point 3 and complete the program:

• Pass both Demonstration Teaching courses.
• Maintain a minimum GPA of 3.0 across the professional core sequence.
• Resolve any professional disposition concerns, if applicable.

Transition Point 4: Degree Conferral

Teacher candidates must complete Transition Point 4 in order to graduate from the program and apply for teacher licensure:

• Maintain a cumulative GPA of 3.0 or higher across the master’s program.
• Receive notice of degree conferral.