Master of Arts in Urban Special Education, Initial Licensure


The Master of Arts in Urban Special Education program is designed for students seeking to be certified in Cross Categorical Special Education at the middle and high school level and desire to teach in diverse settings and urban environments. Unique to our program is the assignment of a mentor to each teacher candidate throughout the duration of the program. The mentor supports each teacher candidate within their classroom on a weekly basis and helps them navigate their role as a special education teacher as well as apply the content they are learning in their university courses. Students are able to obtain licensure grades 1-8 or 6-12.

 

Courses Are Available

Face to Face
Hybrid
Evening
Main Campus

Program Details

●  Credits: 24 for licensure only (additional 8 credits for the MA degree)
​●  Cost per Credit: $690 (2018-19)

Additional Information

The Master of Arts in Urban Special Education is designed for students who want to obtain a Cross Categorical Special Education (#801) license. Licensure may be earned at either the Middle Childhood to Early Adolescence (1-8th grade) or Early Adolescence to Adolescent level (6-12th grade).  This is a post-baccalaureate program for individuals who desire to work with learners in special education programs in high need schools.  It has an urban focus that aims to prepare teachers to teach in culturally and linguistically diverse settings.

  1. Teachers know the subjects they are teaching. The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.
  2. Teachers know how children grow. The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.
  3. Teachers understand that children learn differently. The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
  4. Teachers know how to teach. The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children's development of critical thinking, problem solving, and performance skills.
  5. Teachers know how to manage a classroom. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
  6. Teachers communicate well. The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
  7. Teachers are able to plan different kinds of lessons. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.
  8. Teachers know how to test for student progress. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
  9. Teachers are able to evaluate themselves. The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.
  10. Teachers are connected with other teachers and the community. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner.
Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
 
Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
 
Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
 
Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
 
Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
 
Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher and learners decision-making.
 
Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
 
Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
 
Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
 
Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
CAEP Standard 1: Content and Pedagogical Knowledge
The provider ensures that candidates develop a deep understanding of the critical concepts and principles of their discipline and, by completion, are able to use discipline-specific practices flexibly to advance the learning of all students toward attainment of college and career-readiness standards.
 
CAEP Standard 2: Clinical Partnerships and Practice
The provider ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions necessary to demonstrate positive impact on all P-12 students’ learning and development.
 
CAEP Standard 3: Candidate Quality, Recruitment and Selectivity
The provider demonstrates that the quality of candidates is a continuing and purposeful part of its responsibility from recruitment, at admission, through the progression of courses and clinical experiences, and to decisions that completers are prepared to teach effectively and are recommended for certification. The provider demonstrates that development of candidate quality is the goal of educator preparation in all phases of the program. This process is ultimately determined by a program’s meeting of CAEP Standard 4.
 
CAEP Standard 4: Program Impact
The provider demonstrates the impact of its completers on P–12 student learning and development, classroom instruction, and schools, and the satisfaction of its completers with the relevance and effectiveness of their preparation.
 
 
CAEP Standard 5: Provider Quality, Continuous Improvement and Capacity.
The provider maintains a quality assurance system comprised of valid data from multiple measures, including evidence of candidates’ and completers’ positive impact on P-12 student learning and development. The provider supports continuous improvement that is sustained and evidence-based, and that evaluates the effectiveness of its completers. The provider uses the results of inquiry and data collection to establish priorities, enhance program elements and capacity, and test innovations to improve completers’ impact on P-12 student learning and development.
Domain 1:  Planning and Preparation
 
Domain 2:  Classroom Environment
 
Domain 3:  Instruction
 
Domain 4:  Professional Responsibilities
Standard 1: Learner Development and Individual Differences
 
Standard 2: Beginning special education professional create safe, inclusive culturally responsive learning environments
 
Standard 3: Beginning special education professionals use knowledge of general and  specialized curricula to individualize learning for individuals with exceptionalities
 
Standard 4: Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions.
 
Standard 5: Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities
 
Standard 6: Beginning special education professionals use foundational knowledge of the field and their Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession.

Application Process and Requirements

Academic and Professional Requirements

Prior Education
  • A bachelor's degree from an accredited college or university
  • A grade point average of 2.75 on a 4.0 scale (conditional acceptance may be granted)

Professional Credentials and Competency
  • Access to classroom environment for at least 4 hours per day (either through current employment working under emergency licensure, as a paraprofessional or volunteer hours) and full-day access for one semester of student teaching


Admissions Application and Transcripts

  • Complete the Admissions Application
    Submit the admissions application which is free to complete online. Applications for this program are reviewed on a rolling basis.

    Request Transcripts
    • Have official transcripts from each college or university you attended delivered directly to the Office of Admissions. Cardinal Stritch University alumni and current students should inquire with the admission counselor about locating transcripts already on file.
    • Transcripts from institutions outside of the United States require a course-by-course evaluation with GPA. Request the official report from ECE or WES to be sent directly to the Office of Admissions. Allow time for the evaluation to be completed since it could take up to 4-6 weeks to be created.

    Information for International Students
    If your prior education was not conducted in English, you must demonstrate proficiency with acceptable scores from the TOEFL, IELTS, or an ESL program. Review the language and academic requirements to know if you are prepared for studying at Stritch. We can also help you obtain an F-1 student visa.

    Two Attitude and Disposition Questionnaires
    Attitude and disposition questionnaires should be completed by two individuals who know you in a professional or academic relationship (i.e., supervisors, colleagues, advisors).

    Personal Essay
    Your personal essay should be typed, double-spaced and two pages in length. Please tell us why you want to pursue teaching, the path you have taken to get here, and the dedication you will have to the program.

    Send Application Materials to Admissions
    Submit the application online and have additional materials sent to:

    Cardinal Stritch University
    Graduate Admissions
    6801 N. Yates Road, #516
    Milwaukee, WI  53217-3985
    admissions@stritch.edu

Contact Your Counselor

Begin the admission process with Kristina or contact her to follow-up on your current application.


Kristina Meekins

(414) 410-4061 or (800) 347-8822
kameekins@stritch.edu


Schedule a phone appointment     Request a one-on-one meeting     Connect on Facebook Messenger

Funding Your Education

Stritch is competitively priced to make graduate education affordable. Counselors in our Financial Aid Office know that each student is unique and they are dedicated to helping identify ways to help students fund their education. Learn more about our tuition and the financial aid process.

 

Alumni Network

Students, families, and employers know Stritch as a university that helps students find their mission, develop new skills, gain relevant career experience, and expand their professional networks. With a network of close to 37,000 graduates, our alumni are successful in their roles at nonprofits, schools, small companies, health care organizations, corporations, and entrepreneurial ventures.

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