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The UA South M.Ed. in Secondary Education Program offers two pathways that prepare individuals to obtain Arizona certification to teach in grades six through twelve. The pathways are:
Alternative Path – a two-year pathway that includes teaching full-time as a Teacher of Record on an Arizona Teaching Intern Certificate while taking classes both online and face-to-face and participating in interactive teacher education seminars (TES) Throughout the program, teaching interns receive support and guidance from assigned UA South coaches and mentors in addition to having a site-based mentor in the district and school in which they teach. Brad—Please provide link to the Fast Track link if those interested click on “Alternative Path.”
Fast Track – a traditional, twelve-month pathway that includes taking classes online, participating in face-to-face seminars, and being placed in a classroom with a qualified classroom mentor teacher for two semesters, culminating in a twelve-week student teaching internship during the final semester of the program.
Questions about these pathways should be addressed to Jess Kelly, the Graduate Program Coordinator.
The award-winning M.Ed. program in Secondary Education at the University of Arizona South is committed to preparing teachers with the dispositions and skills to work for middle and high school students in Arizona border schools. Our context-specific focus on preparing teachers for the borderlands of Arizona involves developing in candidates an appreciation for their students' and their own racial/ethnic backgrounds and socioeconomic status. Thus, critical analyses of the emerging teachers’ sociocultural, sociopolitical, and socioeconomic positionality are central for those in the M.Ed. program. In addition, interrogations of power in school settings occur across the M.Ed. curriculum. This work is accomplished by knitting together clinical experience in partner schools with carefully crafted coursework. New teacher learning is supported by a robust professional learning community of peer learners and teacher leaders in our partner schools.
Our Guiding Principles
Constructivism: Constructivist learning theory informs the structure and content of our courses and our approach to teaching and learning. Whenever possible, faculty model constructivist teaching practices in their own courses.
Teaching and learning: UA South faculty commitment to teaching ensures that M.Ed courses are centered on student learning and carefully designed to prepare emerging teachers with the skills they need to begin teaching.
Partnerships: Deep partnerships with local schools and the participation of local master teachers in the preparation of M.Ed candidates ensures a robust democratic learning community that models classroom practices for emerging teachers.
Context-specific preparation: Coursework content and pedagogy are directed at school-embedded practices in partner border schools. Our context-specific conceptual framework informs the program design and the content of coursework.
Pedagogical content knowledge: A focus on pedagogical content knowledge supports emerging teachers’ ability to translate deep content knowledge into classroom learning.
Action research. Participatory action research is the research framework used in the program, which prepares teachers to adopt a stance of inquiry in their own classrooms. Action research can also be used in the classroom with middle and high school students, referred to as, “Youth Participatory Action Research.”
Culturally sustaining pedagogy: Culturally sustaining pedagogy seeks to sustain linguistic, literate, and cultural pluralism as part of the democratic project of schooling.
Teacher leadership: Our commitment to preparing teachers to be leaders informs the structure of work our students do and also develops among students a collaborative learning community with an emphasis on peer-to-peer learning and coaching.
These understandings prepare emerging teachers to shape classrooms environments that:
Acknowledge that the learner is not a passive recipient of knowledge, but rather a thinker, creator and constructor of knowledge.
Emphasize instructional approaches such as reciprocal teaching that supports self-monitoring, metacognition, and self-assessment and emphasizes student reflection as a centerpiece of learning.
Build culturally sustaining pedagogy and curriculum that overcome the dehumanizing deficit approaches to education that currently define too many classrooms.
Respect and honor all students and that link classroom instruction to the cultural and experiential background of their students.
Our Commitment to our Students
Our work takes place in the borderlands of Arizona. This context demands a deep understanding of the politically complex and rich linguistic, cultural and bi-national communities on the border. As the U.S. becomes a more multicultural country, the understandings and dispositions students develop in the program will serve them well wherever they choose to teach.
Because the M.Ed. in Secondary Education has specific entrance and degree requirements you must apply for admission through the program's Graduate Coordinator, Jess Kelly.
- B.A. or B.S. degree
- GPA of 3.0 on upper and lower division coursework toward the Bachelor’s Degree (or the most recently completed 60 units)
- Documented proof of application for Fingerprint Clearance Card from the Arizona Department of Public Safety
- Complete Personal Data Form, including a letter of intent stating why you want to be a teacher
- Two letters of recommendation
- A professional resume
Apply for Admission
Applying for admission is easy through our GradApp graduate admission application:
- Create your profile (personal & contact information, your previous education data)
2.Apply to the program(s) you’ve chosen
Submit the admissions application and pay the application fee.
- Certification and licensure information for the state of Arizona
- Required Exams for Arizona Teacher Certification
- Academic Policies - Grade Appeal Written procedures and protocols for student concerns about a class, classroom instruction or a professor.
Please contact Graduate Program Coordinator, Jess Kelly if you have any questions, or if you wish to meet with an academic advisor to assist you in completing your application to this great program and opportunity.