Master of Education in Curriculum and Teaching (UOTeach)
Students pursuing a master of education degree (MEd) are admitted to the curriculum and teaching major through the K–12 licensure program, UOTeach, which emphasizes the sociocultural context of teaching and learning, culturally sustaining pedagogy, and supportive learning communities. Completion of the program leads to a teaching license and a master of education degree (MEd) in curriculum and teaching.
The UOTeach program offers the following general-education specializations:
1. Elementary Multiple Subjects
2. Middle-High school education, in the following content endorsement areas:
- English language arts
- Social studies
- Science education (biology, chemistry, physics, or integrated general science)
- Mathematics (advanced and foundational)
- World languages (French, German, Japanese, Mandarin, and Spanish)
To ensure all graduates are trained to teach culturally and linguistically diverse youth, both specializations include embedded preparation for the English for Speakers of Other Languages (ESOL) endorsement.
UOTeach is a four-term, full-time program, though students may opt for for a two-year, part-time program. The graduate program begins in June, preparing students for 34 weeks of progressive field experience in local schools, starting the end of summer term. It is a cohort-based program (students are taught as a community rather than as individuals) in which students explore approaches to teaching and learning that advance equity and access, value student’s strengths, facilitate critical thinking, and reflect culturally responsive methods and practices that serve all learners. Study plans are based on endorsement area and sequential courses.
Upon successful completion of related course work, field placement, and licensure requirements, candidates are eligible to apply for the Oregon Teacher Standards and Practices Commission teaching license. The preliminary teaching licenses and subsequent renewals and out-of-state transfers require a College of Education program completion report.
Elementary Multiple Subjects:
| Code | Title | Credits |
|---|---|---|
| EDST 612 | Foundations of Teaching and Learning (*) | 3 |
| EDST 616 | Language, Power, and Education | 4 |
| EDST 620 | Curricular Controversies: Math and Literacy | 4 |
| EDST 627 | Mgmt: Introduction to Supportive Learning Communities | 1 |
| SPED 511 | Foundations of Disability I (*) | 3 |
| EDST 614 | Cultural Context of Education (*) | 4 |
| EDST 617 | Sapsik'ʷałá Indigenous Education Seminar (Sapsik'ʷałá Indigenous Teaching Seminar, in production) | 4 |
| EDST 640 | Methods: Constructing Meaning through Literacy | 4 |
| EDST 642 | Methods: Humanities Pedagogy | 4 |
| EDST 643 | Methods: Teaching Mathematics-Facts and Inquiry | 4 |
| EDST 628 | Mgmt: Creating Supportive Classroom Communities | 3 |
| EDST 645 | Methods: Teaching Science-Detail and Discovery | 4 |
| EDST 646 | Methods ESOL: Eng Lang Learners Pedagogy Elementary Classrm | 4 |
| EDST 647 | ||
| EDST 681 | Elementary Part-Time Teaching (Elementary Part-Time Student Teaching Practicum and Seminar , Currently ) | 4 |
| EDST 683 | Elementary Full-Time Student Teaching (Elementary FT Student Teaching, in production) | 10 |
| EDST 682 | Elementary Teaching Performance Assessment (Elementary Student Teaching Seminar, in process) | 2 |
| Minimum Required Credits 1 | 62 | |
| 1 | UO Ed Foundations majors requires minimum of 52 credits |
Mid/High School Education (Subject Areas):
| Code | Title | Credits |
|---|---|---|
| EDST 612 | Foundations of Teaching and Learning | 3 |
| EDST 616 | Language, Power, and Education | 4 |
| EDST 630 | Curriculum Studies and the Profession of Teaching | 4 |
| EDST 627 | Mgmt: Introduction to Supportive Learning Communities | 1 |
| SPED 511 | Foundations of Disability I (*) | 3 |
| EDST 614 | Cultural Context of Education (*) | 4 |
| EDST 617 | Sapsik'ʷałá Indigenous Education Seminar (Sapsik'ʷałá Indigenous Teaching Seminar, in production) | 1-4 |
| EDST 638 | Methods ESOL: English Language Learners Pedagogy Humanities | 4 |
| EDST 621 | Methods: Representing Mathematical Concepts | 4 |
| Elective Courses 1 | 6-8 | |
| EDST 623 | Methods: Representing Science Concepts | 4 |
| EDST 631 | Methods ELA: Representing Literature to Young People | 4 |
| EDST 635 | Methods: Representing Social Studies Concepts | 4 |
| EDST 628 | Mgmt: Creating Supportive Classroom Communities | 3 |
| EDST 622 | Methods: Mathematical Problem-Solving Curriculum | 4 |
| EDST 624 | Methods: Scientific Problem-Solving Curriculum | 4 |
| EDST 632 | Methods: Engaging Students in Writing | 4 |
| EDST 634 | Methods: Second-Language Conversation and Composition | 4 |
| EDST 636 | Methods: Social Studies Inquiry and Analysis | 4 |
| EDST 618 | Methods ESOL: Teaching English Language Development, K–12 | 3 |
| EDST 686 | Secondary Part-Time Teaching (Mid/High PT Student Teaching and Practicum Seminar, in production) | 4 |
| EDST 687 | Secondary Teaching Performance Assessment (Mid/High Student Teaching Seminar, in production) | 2 |
| EDST 688 | Secondary Full-Time Student Teaching (Mid/High Full Time Student Teaching, in production) | 10 |
| EDST 647 | (ELL Instructional Methods II: Applied, in production) | 4 |
| Minimum Required Credits 2 | 62 | |
| 1 | Students seeking to add-in program or post-licensure endorsement areas should take the appropriate methods course at this time. Students not looking to pursue an additional endorsement may select a 500/600 master-level course from EDST, EDLD, EDUC, SPED and/or a related content area course from other departments. |
| 2 | * EDST Secondary Certificate requires minimum 52 credits |
More information on the UOTeach Curriculum & Teaching MEd / Licensure program is available at https://education.uoregon.edu/uoteach
Application and Admission
UOTeach prepares teacher leaders to have a lasting impact on the learning and lives of youth. We have an open-door policy, welcoming applicants with demonstrated academic distinction, the disposition and passion for learning and working with youth, and a commitment to supporting equitable educational learning communities.
UOTeach is committed to helping reshape the classroom experience for all students through increasing the numbers of educator candidates from underrepresented groups, including bilingual bicultural candidates, people with disabilities, and first-generation college students.
As a state-approved program, UOTeach adheres to Oregon Teacher Standards and Practices Commission (TSCP), University of Oregon, and College of Education standards.
Admissions is competitive but we look holistically at each candidate. Applicants are scored on the criteria listed below. Higher scores lead to a higher likelihood of acceptance to the program.
Our graduate school application is open Sept 20 to January 15 annually, for June start.
Master of Science in Curriculum and Teacher Education
| Code | Title | Credits |
|---|---|---|
| Core Courses | ||
| Foundations of education courses | 8 | |
| Teacher professionalism courses | 8 | |
| Research methodology courses | 8 | |
| Specialization Courses | ||
| Program courses | 16 | |
| Electives | 16 | |
| Total Credits | 56 | |
This program is designed for those who already hold a teaching license but want to build on their knowledge by adding a master's degree. Study plans are individualized based on an applicant’s educational pursuits. The program accepts applicants on an annual basis. Interested applicants may access the application from October through January 30; the program begins summer session, in June.
Enrollment is limited. Program admission is based on grade point average, recommendations, need in the field, and the results of an interview. See the website for application details.
Application and Admissions
Enrollment is limited. Program admission is based on grade point average, recommendations, need in the field, and the interview. See the website for application details.
English for Speakers of Other Languages (ESOL) Endorsement
English learners and emerging bilinguals face linguistic and cultural barriers when acquiring context knowledge in a mainstream classroom. The add-on endorsements in ESOL and ESOL–bilingual education prepare educators to serve students who enter the public school system with a native language other than English. In addition, this endorsement equips teachers with an awareness of the challenges students face in developing English language proficiency and content simultaneously, and how effective use of culturally relevant materials and teaching strategies can help to counteract this challenge.
Licensed teachers who complete the ESOL program demonstrate the following:
- proficiency in planning, delivery, and assessment of English language development instruction
- knowledge of effective inclusive language development program models
- ability to serve as a resource to classroom teachers to ensure a student's successful transition from an English language development program to mainstream classrooms
- ability to serve as an advocate for emerging bilinguals who supports equity and access in educational settings
ESOL Endorsement Requirements
| Code | Title | Credits |
|---|---|---|
| Courses | 16 | |
| Practicum | 3 | |
| Total Credits | 19 | |
The program for the ESOL endorsement requires satisfactory completion of 19 credits, including four courses and a practicum. This endorsement allows licensed teachers to become ESOL specialists.
Students who have completed an ESOL endorsement and are proficient in another language may add the bilingual endorsement by passing the appropriate Oregon Educator Licensure Assessments–National Evaluation Series language test. No course work is necessary for the bilingual endorsement.
Application and Admissions
Applicants must hold a teaching license. Students are admitted on a rolling basis but typically begin the program in summer or fall. For application information and deadlines, visit the website.
Licensure
Licensure programs of the Department of Education Studies meet the requirements for the Oregon Teacher Standards and Practices Commission for a preliminary teacher license in elementary multiple subjects and middle or high school education content areas. Endorsements are available in ESOL and ESOL-bilingual specialization and reading.Doctor of Philosophy in Critical and Sociocultural Studies in Education
The University of Oregon doctor of philosophy degree (PhD) in critical and sociocultural studies in education is designed to prepare scholars who intend to be active in the professional research association in their field, publish research in peer-reviewed journals and academic presses, secure positions as faculty members at research universities or research centers, or work at state and federal agencies.
The program provides a comprehensive approach to educational research that considers the consequences of contemporary schooling systems while developing alternatives to current practices that result in systemic change. To provide concentrated faculty support and mentorship for each student, only a small cohort of seven to ten students are accepted every other year, with admission in the fall of odd-numbered years.
The program of study includes a strong foundation in both qualitative and quantitative research methodologies. In addition to the required courses, students will take three additional core courses in CSSE. These courses align with faculty research interests and are offered on a rotating basis. In general, one or two core courses are offered every academic year, so it is recommended that students plan accordingly to ensure that they will be able to take three core courses in a timely manner.
In addition, students complete a supervised research apprenticeship in the second year of study and devise a set of cognate courses in consultation with an advisor.
Admission
The program is small—fewer than 10 students are typically admitted every two years. Applications are accepted from early fall through mid-January for admission in odd-numbered years. The next cohort will be admitted for fall 2023. Application details are available online.
