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Master's Degree Program

Teacher Education Program

Due to the uncertainty of public health restrictions and the potential impact on teacher licensure opportunities, HGSE has made the difficult decision not to accept new applications for the Teacher Education Program (TEP) for fall 2021 enrollment. We will continue the program for students who were already accepted. Though we are pausing additional enrollment for TEP in fall 2021, HGSE remains committed to helping teachers gain the skills they need to design and lead transformative learning experiences that generate better outcomes for all students. Complete the Introduce Yourself form to stay informed about opportunities to pursue teaching certification at HGSE for fall 2022 enrollment.

The Teacher Education Program (TEP) will prepare you to teach in public, urban middle and high schools. TEP purposefully integrates fieldwork and coursework to investigate the profound relationship between equity, classroom teaching, and schooling; to learn how to translate subject matter into teaching and curriculum that serves all students' learning; to develop proficiency in meeting professional standards of teaching; and to develop the ability to sustain and grow your practice throughout your professional career.

 

Lecturer on Education Christina Villarreal, faculty director

TEP is an intensive 11-month experience that immerses you in examining hands-on practice as well as principles of effective teaching through extensive and complementary field experiences and coursework. Every component of TEP is designed to prepare you for successfully serving diverse students who have diverse needs and attend schools in diverse settings. 

  • Fieldwork and Internships – You will complete approximately 850 hours of fieldwork, beginning with the program's Cambridge-Harvard Summer Academy and continuing throughout the academic year. The program scaffolds the development of your practice and classroom leadership progressively with a variety of supports. 
  • Cohort and Community – Every TEP cohort consists of individuals who bring a rich diversity of experience and a shared commitment to teaching and educational equity. The breadth of perspectives enriches all aspects of the cohort experience and often fosters enduring professional relationships. You will also find support from the wider HGSE community through informal conversations, affinity groups, and coursework.
  • Advisory Structure – You will be matched with a field adviser who has had teaching experience in your subject matter in two ways:

Observation and Coaching at School Sites
Advisers visit their interns' school sites once a month in the fall and every other week in the spring. As your responsibilities grow and your instructional leadership deepens, advisers increase their observation and feedback in order to develop your ability to inquire into your practice and students' learning, strengthen your skill sets, and develop the habits of mind of a professional practitioner.  

Advisory Meetings  
Advisers facilitate a bi-weekly advisory meeting throughout the academic year. During advisory, you will share your experiences, collaboratively solve puzzles of practice, and discuss ideas for strengthening your teaching and students' learning in your common subject matter. You will explore issues related to educational cultures, student learning, classroom management, and reflection.  

Curriculum Information

TEP's core curriculum includes courses that address the impact of living in urban contexts on adolescent development; the dynamics of race and power in classrooms and instruction; and principles and strategies for teaching English language learners, specific subject-matter, and students with special and social-emotional needs. All required courses integrate required fieldwork to support your understanding of the relationship between theory and practice. You will complete 36 total credits over the summer and academic year. 

Mid-Career Math and Science (MCMS) Strand

This strand is designed exclusively for mid- and later-career professionals who have worked at least five years in math and/or science professions and who want to transition to teaching math or science in public middle and high schools in urban settings.

You will complete licensure requirements in one of the following subjects at the following levels.

  • Biology (grades 8–12)
  • Chemistry (grades 8–12)
  • General Science (grades 5–8)
  • Mathematics (grades 5–8 and/or 8–12)
  • Physics (grades 8–12)

Often, decisions to become a math or science teacher represent a significant career shift for MCMS candidates. MCMS is designed to ease the transition into school and classroom culture and scaffold understanding of the work of teaching to equip you for success in your new career as an educator.

You will complete (9 courses/36 credits) including the following courses:

  • Introduction to Teaching (English, history, mathematics, or science) (2 credits)
  • Methods (Teaching English, history, mathematics, or science) (4 credits)
  • Inquiries into Adolescence: Understanding and Supporting the Development of Urban Youth (2 credits)
  • Race and Power in Urban Classrooms (2 credits)
  • Elements of Diversity: Special Education (2 credits)
  • Dimensions of Diversity: English Language Learners (2 credits)
  • Pre-practicum in Secondary Education (and Advisory) (4 credits)
  • Practicum in Secondary Education (and Advisory) (4 credits)

See my.harvard for a complete list of courses.

The Teaching and Curriculum (TAC) Strand

This strand is designed for recent college graduates (in the humanities, math, and sciences), for beginning professionals in math- and science-related work, and for professionals working in humanities-related professions who wish to teach in public middle and high schools in urban settings.

You will complete licensure requirements in one of the following subjects at the following levels.

  • Biology (grades 8–12)
  • Chemistry (grades 8–12)
  • English (grades 5–12)
  • General Science (grades 5–8)
  • History (grades 5–12)
  • Mathematics (grades 5–8 and/or 8–12)
  • Physics (grades 8–12)

TAC applicants share a genuine commitment to teaching in public middle and high schools and a passion for working with adolescents in urban settings. They demonstrate academic excellence, have deep knowledge of their subject matter, draw on their personal experiences with adolescents and in urban settings, and are strongly committed to educational equity, diversity, and inclusion.

You will complete (9 courses/36 credits) including the following courses:

  • Introduction to Teaching (English, history, mathematics, or science) (2 credits)
  • Methods (Teaching English, history, mathematics, or science) (4 credits)
  • Inquiries into Adolescence: Understanding and Supporting the Development of Urban Youth (2 credits)
  • Race and Power in Urban Classrooms (2 credits)
  • Elements of Diversity: Special Education (2 credits)
  • Dimensions of Diversity: English Language Learners (2 credits)
  • Pre-practicum in Secondary Education (and Advisory) (4 credits)
  • Practicum in Secondary Education (and Advisory) (4 credits)

See my.harvard for a complete list of courses.

Program Faculty

HGSE consists of a faculty of the whole and students can work with and take courses with faculty throughout HGSE and Harvard. The faculty who teach TEP’s required courses include: 

Alumni Work Experience

  • During the Cambridge-Harvard Summer Academy, you will join a subject-matter teaching team (composed of one or two other interns and led by an experienced mentor teacher). Under your mentor teachers' guidance, you will participate in all aspects of planning, instruction, assessment, and reflection. 
  • During the fall term, you will gradually increase classroom leadership, working with a carefully selected mentor teacher and an HGSE field adviser.  Also, you will attend a bi-weekly Advisory, which is designed to support the development of the inquiry-based skills you will need to learn from your teaching and your students’ learning and to strengthen your practice professionally and on an on-going basis. 
  • During the spring term, you will report to your school site full time, assuming instructional leadership while continuing to receive support and feedback from your mentor, HGSE field adviser, and Advisory. 

 

Alumni & Student Profiles

TEP graduates teach in schools throughout the United States (and some teach abroad), primarily in urban, public school settings. Over time, many have assumed teacher-leadership roles – serving as department heads, equity coordinators, content coaches, or curriculum developers. Some have assumed administrative leadership as principals, assistant principals, and house deans. TEP alumni are committed to the classroom and continue as teachers longer than the national average; if they choose to leave, they often take other positions within a school system or pursue other educational endeavors.

Melanie Shea

On the Child's Side: Melanie Shea, TEP'20

The Intellectual Contribution Award recipient for Teacher Education reflects on her time at HGSE and looks toward the future.

Nathan Whitfield

Putting a Stake in the Ground: Nathan Whitfield, TEP'19

The Intellectual Contribution Award recipient for the Teacher Education Program reflects on his time at HGSE and looks toward the future.

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