JOIN
US

We welcome the risk takers —the curious, the bold, the intellectuals and the activists. We welcome this diverse body of individuals to serve a diverse set of communities. We believe that there are different and better ways for children to learn and we know that sometimes the mold must be broken for things to improve.

At the University of Michigan School of Education, we are training the playmakers. We are training the innovators who will thrive on complex challenges and strive for social justice. Because whether our graduates pursue a career in teaching, go into public policy, or create a new field altogether, they will set the stage on which the future will take form.

ARE YOU A PLAYMAKER?
University of Michigan

BAYANE Alem

Secondary Teacher—Civics, U.S. History,
English, and Health
Michigan Islamic Academy
Ann Arbor, Michigan

BA, EDUCATION—MAJOR IN HISTORY,
MINOR IN HEALTH, WITH SECONDARY
TEACHER CERTIFICATION, 2014

Bayane teaches at the same school that she attended from kindergarten through high school. As a student, she experienced the school as a caring place in which teachers and students really knew one another. As a teacher, she weaves together what she learned there with what she learned in the School of Education. She has committed herself to knowing her students, and to connecting with their experiences and aspirations in order to develop curriculum and instruction that speak to who her students are today and who they might become tomorrow.

A NEW PERSPECTIVE

DEBI KHASNABIS

DEBI KHASNABIS

Clinical Assistant Professor
School of Education

Debi teaches courses in literacy instruction, multicultural education, and social and cultural contexts of second language learning. Her research focuses on the development of culturally responsive teaching practices in beginning teachers and on their ability to partner with diverse families. She leads the Learning Initiatives for Families and Educators (LIFE) research project that supports opportunities for undergraduate students to learn from their experiences with families of school-age children.

In 1999, Debi graduated from the MA program in education with majors in English language arts and science and with elementary teacher certification (ELMAC). She served as an upper elementary bilingual teacher in Detroit, Michigan before returning to school to receive her PhD from the School of Education in 2008.

DO YOU SEEK
TO INFLUENCE
THE LIVES OF
HUNDREDS AND
THOUSANDS OF
PEOPLE IN YOUR
LIFETIME?
Listen to the media and you might believe that teaching is an occupation in decline. Portrayed as an admirable yet sentimental vocation, education is represented as a limited career path offering little opportunity for those looking to ascend the ladder of success.

WE TAKE A DIFFERENT VIEW

At the University of Michigan School of Education, we know that teaching is a profession that develops people. Teachers help young people have the confidence and the skills to tackle big problems. They help youth realize their vision and develop new aspirations. Teachers foster scientists, writers, and artists. They inspire politicians, activists, and health professionals. And, because the children of today are the adults of tomorrow, teachers are pivotal in shaping society. Teachers grow the next generation of social change agents—those who will fight injustice, rebuild economies, strengthen democracy, cure cancer, and promote human rights. The plays they make today infinitely impact our tomorrow. By providing the opportunities for our young people to grow and learn, teachers can change our country, and ultimately the world.

From the very beginning, our program prepares students for this work. We place our students in classrooms where they learn to understand young people and are able to observe practicing professionals. They experience ways to contend with core challenges of teaching practice. In these environments, our students begin to develop specific ways of achieving success. They receive focused feedback from practicing teachers, university instructors, and their peers. Starting on day one, we prepare our students to be capable of developing young people, with the goal of achieving a more socially just, diverse, and productive society.

We create playmakers.
Are you one?

PlaymakerProfile JEFF SCHEUR PlaymakerProfile

JEFF SCHEUR

Founder/CEO, NoRedInk.com
San Francisco, California

MA, EDUCATION—MAJORS IN ENGLISH
AND ECONOMICS, WITH SECONDARY
TEACHER CERTIFICATION (SECMAC), 2004


Jeff taught high school English for eight years, ran a national championship debate team in Chicago Public Schools, and received National Board Certification in 2011. After grading 15,000 English papers, he created NoRedInk.com, a website to help students improve their grammar and writing skills by providing easy access to valuable learning resources.

“Like so many educators, I wondered how I could develop more efficient systems to help my students quickly address their misconceptions. It’s no secret that learners need immediate feedback, curriculum that stems from their interests, and lots of practice in order to show rapid growth, and yet teachers can only do so much with large classes and limited time. I created NoRedInk to help my students improve their skills with engaging material....My time at the School of Education left me very prepared for a career as a lifelong educator.”

Top Tier

U
TOP TEN TOP TEN RANKED
Number 4 among elementary education programs

among elementary education programs

#3
IN
SECONDARY
EDUCATION

OUR FACULTY

Leading scholars
  • Leading scholars on teaching and learning
  • Experienced classroom teachers
  • Experts on educational access and opportunity
  • Skilled in government administration, policy, and educational systems around the world

WHERE DO OUR GRADUATES TEACH?
IN THE U.S. AND BEYOND

World Map image
Arkansas
Arizona
California
Colorado
Connecticut
Florida
Georgia
Hawaii
Indiana
Kentucky
Louisiana
Maryland
Massachusetts
Michigan
Minnesota
Nevada
New Hampshire
New Jersey
North Carolina
New Mexico
New York
Ohio
Pennsylvania
South Carolina
South Dakota
Tennessee
Texas
Virginia
Washington, D.C.
West Virginia
Wisconsin
Austria
Bangladesh
Burkina Faso
Czech Republic
Dominican Republic
France
Germany
Japan
Mexico
Singapore
South Korea
India
Slovak Republic
Spain
Other institutions are modeling their programs
after U-M.

Teaching careers begin in the classroom and can extend elsewhere

POLICY-MAKING
PHILANTHROPY
ADMINISTRATION
GOVERNMENT
YOUTH ADVOCACY
BUSINESS
ENTREPRENEURSHIP
11th AMONG U.S. EDUCATION SCHOOLS

WHY TEACHER EDUCATION

At the University of Michigan School of Education, we understand that teaching in ways that help students succeed is hard work that requires skill, knowledge, and judgment. We view teaching as a profession that develops leaders who have the courage to address our world’s complexities, challenges, and realities. Our program prepares you not only with the capabilities necessary for classroom success, but also with many skills useful for a career in policy, leadership, nonprofits, or entrepreneurship.

A CLINICAL,
PRACTICE-BASED
PROGRAM.

Our teacher education program is built around real-world classroom experience. From the very beginning of your professional training, you and your peers will work in local schools alongside experienced practitioners. When you complete our program and begin independent practice as a teacher, you will have already spent extensive time working as a teacher.

REAL-TIME GENERATIVE
FEEDBACK.

We believe that feedback should be active, concrete, and support professional growth. Our program builds a feedback community in which instructors and peers comment in real time. You will get feedback that is tailored to you and that will specifically support YOUR development as a teacher.

CONTENT
MATTERS.

Teaching is relational work, dedicated to helping youth learn and develop crucial knowledge and skills. Teachers need to understand the content they teach more deeply and flexibly than people who do not teach. In our teacher education program, you will learn to explain, pose questions, and represent ideas to make content accessible to and learnable by your students. You will also learn to understand and connect your students’ experiences and knowledge to the content you are teaching.

PARTNERING FOR
SOCIAL CHANGE.

Teaching isn’t just about interacting with students and colleagues. At the University of Michigan we teach you how to partner with families and communities to grow the next generation of adults who will define our future.

BENCHMARKS OF
PROFESSIONAL
GROWTH.

Our program is demanding, but sequenced to support your learning. We will frequently assess your emerging skills and capabilities, and keep track of your progress. The benchmarks and metrics we use will help us support your development and success as an early-career teacher.

Ruler - benchmarks image
  • Playmaker
    Profile

    LIZ DAVILA-FERRALL

    Liz Davila-Ferrall Playmaker

    Project Manager, Dawn Farm a nonprofit substance abuse treatment agency
    Ypsilanti, Michigan

    BA, EDUCATION—MAJOR IN ENGLISH LANGUAGE ARTS, WITH ELEMENTARY TEACHER CERTIFICATION, 2008

  • Liz Davila-Ferrall Playmaker
  • Liz became a teacher because she wanted to facilitate educational access and student success in the face of persistent barriers and inequalities. These commitments are also central now to her work at Dawn Farm, an organization that seeks to remove the barriers to an addict’s successful recovery. In her role as project manager, Liz draws on her skills as an educator as she oversees critical aspects of the organization’s daily operations.

    "The School of Education [SOE], as well as my teaching experience in Ann Arbor Public Schools did an excellent job preparing me for this position. Although I was new to the substance abuse treatment world and the project manager position when I started, there were essential skills built upon at SOE, that allowed me to be successful in this position, including: organization and multitasking work, working well in team settings, having the ability to express an idea or plan in different ways to reach different types of thinkers and personalities, and small and large group presentation practice."

Did you know?

Impact of quality teaching

  1. Teachers matter. A lot. Students who have highly effective teachers three years in a row score as much as 50 percentile points higher on achievement tests than those who have ineffective teachers for three years in a row.

  1. Teachers drive society. Seventy-two percent of Americans think that teachers make a big contribution to society’s well-being, according to a 2013 Pew Research survey. This outpaces doctors, scientists, and engineers.

Scale of need

  1. Teaching is one of the largest occupations in the U.S. In 2012, there were 3.7 million elementary and secondary school teachers engaged in classroom instruction.

  1. Because of looming retirements, the U.S. will need between 2.3 million and 4.5 million new full-time public school teachers between 2009 and 2020. In the next five years alone, the nation will need 1.5 million teachers.

Average pay and classroom size

  1. The average salary for public school teachers in 2011–12 was $56,643.

  2. In 2010, the number of pupils per teacher in public school schools was 16.0.

Desk image

CAREERS

  • Playmaker
    Profile

    SIDNEY BAILEY IV

    Sidney Bailey Playmaker

    Assistant Principal Center City Public Charter School— Trinidad Campus
    Washington, D.C.

    BA, EDUCATION—MAJOR IN MATHEMATICS, WITH ELEMENTARY TEACHER CERTIFICATION, 2005

  • Sidney Bailey Playmaker
  • Sidney taught middle school mathematics in Prince George’s County Public Schools in Maryland for eight years and received the Outstanding Educator in Gifted and Talented Education award from the state of Maryland in 2013. Now a member of the turnaround team in a charter school that is committed to promoting academic excellence and public service, Sidney is charged with facilitating instructional consistency and student achievement in grades 4-8.

    "The School of Education prepared me for my career. Once I entered the field as a professional, I regularly recalled my lessons in my theory-based and teaching content courses, as well as in my practicum. As an administrator now, I am still able to use the knowledge I gained during my tenure as a student. My experience at the School of Education was world-class."

Fastest growing career image

One of
the fastest
growing
careers in
America

82%
Overall job satisfaction among teachers outpaces many professions. Findings from the most recent MetLife Survey of the American Teacher found an 82% OVERALL JOB SATISFACTION RATING for public school teachers in the U.S.
Job Satisfaction student image

WILL I HAVE A JOB
WHEN I GRADUATE?

UNEMPLOYMENT RATES OF RECENT COLLEGE GRADUATES
BY FIELD OF STUDY

ALL GRADUATES
9.9%
EDUCATION
5.4%
COMPUTER SCIENCE & MATH
6.1%
HEALTH PROFESSIONS
6.9%
ENGINEERING
7.0%
BUSINESS
8.8%
BIOLOGICAL & PHYSICAL SCIENCES
9.4%
PSYCHOLOGY
11.3%
SOCIAL SCIENCES
12.5%
HUMANITIES
12.9%
PUBLIC AFFAIRS & SOCIAL SERVICES
14.3%
HISTORY
16.2%
Data from Digest of Education Statistics 2011.
Published June 2012, IES National Center for Education Statistics
17%
The Bureau of Labor Statistics expects new jobs for teachers in the kindergarten and elementary grade levels to grow by around 17 PERCENT between 2010 and 2020.

3.7 MILLION preschool through secondary school teachers in 2011

1.5 MILLION
1.1 MILLION
600,000

  • ELEMENTARY SCHOOLS
  • SECONDARY SCHOOLS
  • MIDDLE SCHOOLS
*number of teachers

TEACHER EDUCATION OPTIONS

BOB BAIN

Associate Professor
School of Education

Associate Professor
History, College of Literature,
Science, and the Arts

A 10-time award winner for excellence in teaching in both secondary schools and at the university, Bob Bain focuses on improving the preparation of future high school history and social studies teachers. Bob is one of the chief architects of the Big History Project, an international research and development project to facilitate the global teaching of “Big History” to secondary students. Big History is an exciting, new, and interdisciplinary way to look at our history from the Big Bang to the present day, covering almost 14 billion years. In creating the secondary course for the Big History Project, Bob’s goal was to support students in developing a more connected world view and better critical thinking skills. “We live in a world that is interconnected, and what Big History does is it forces us to think of things in multiple scales—multiple time scales, multiple spatial scales. We can no longer afford to be thinking about things in narrow little pockets of either time or space. Big History is a global history for the world in which we live.”

DO YOU HAVE
WHAT IT TAKES
TO INSPIRE
THE NEXT
GENERATION OF
INNOVATORS?

UNDERGRADUATE PROGRAMS

We offer bachelor of arts and bachelor of science degrees. Students are typically admitted to the School of Education during their junior year or begin seeking certification at that time. Some students are admitted to the school after having completed their associate’s degree.

Our Teacher Education Preferred Admit (TEPA) program is for those students who know early on that they want to become teachers. Through this program, first- and second-year U-M students have access to a range of informal and formal opportunities to engage in experiences with youth and to learn about education. TEPA students are admitted directly to the School of Education teacher education program after completing specific prerequisites.

  • Teacher Education Preferred Admit Program (TEPA)
  • BA or BS in education with elementary teacher certification (grades K-8)
  • BA or BS in education with secondary teacher certification (grades 6-12)
  • Second bachelor’s degree with teacher certification
  • Teacher certification with bachelor’s degree from another unit
  • Music education* (grades K-12)
  • * Students electing this specialization must first be admitted to U-M School of Music, Theatre and Dance

GRADUATE PROGRAMS

Our graduate programs are rigorous and intensive programs that prepare students to be skillful and highly credentialed teachers. In one year, students receive a master of arts degree and are also certified to teach in elementary or secondary schools. This program is designed for career changers and for those who decided to become teachers late in their undergraduate education.

  • MA in education with elementary teacher certification (ELMAC)
  • MA in education with elementary teacher certification and English as a second language endorsement (ELMAC with ESL strand)
  • MA in education with secondary teacher certification (SECMAC)
graduates image
PlaymakerProfile Molly Nestor PlaymakerProfile

MOLLY NESTOR

Third Grade Teacher/Grade Team Leader
Brooklyn Ascend Charter School
Brooklyn, New York

BA, EDUCATION—MAJOR IN ENGLISH
LANGUAGE ARTS, WITH ELEMENTARY
TEACHER CERTIFICATION, 2013


Recognizing the positive impact of public education in her own life, Molly seeks to promote social justice by providing the same quality education to her students. In her second year of teaching, Molly is exploring her role as an advocate for her students, families, and community.

“The School of Ed fully prepared me for my job as a teacher in Brooklyn out of college. SOE helped me carve out my identity as an educator so I was able to envision and create the joyful, rigorous classroom I wanted. The mistakes and challenges I faced under the guidance of mentors during my internships ensured that when it was time for me to fly solo, my students received the high-quality instruction they deserved.”

Alumni in the Spotlight

PlaymakerProfile BAYANE ALEM PlaymakerProfile

BAYANE ALEM

Secondary Teacher—Civics, U.S. History, English, and Health
Michigan Islamic Academy
Ann Arbor, Michigan

BA, EDUCATION—MAJOR IN HISTORY,
MINOR IN HEALTH, WITH SECONDARY
TEACHER CERTIFICATION, 2014
PlaymakerProfile Solomon Zheng PlaymakerProfile

SOLOMON ZHENG

Tenth Grade Teacher—U.S. World History
César Chávez Academy High School
Detroit, Michigan

BA, POLITICAL SCIENCE AND HISTORY,
WITH SECONDARY TEACHER
CERTIFICATION, 2008
PlaymakerProfile EMILY THERIAULT-KIMMEY PlaymakerProfile

EMILY THERIAULT-KIMMEY

Fifth Grade/Lead Teacher
Pattengill Elementary School
Ann Arbor, Michigan

MA, EDUCATION—MAJOR IN ENGLISH
LANGUAGE ARTS, WITH ELEMENTARY
TEACHER CERTIFICATION (ELMAC), 2001
PlaymakerProfile JONATHAN THOMAS-PALMER PlaymakerProfile

JONATHAN THOMAS-PALMER

CEO, Flipping Physics
Ann Arbor, Michigan

MA, EDUCATION—MAJORS IN PHYSICS
AND MATHEMATICS, WITH SECONDARY
TEACHER CERTIFICATION (SECMAC), 2000
Bayane Alem video icon

Bayane

Class of 2014

View Video
Solomon Zheng video icon

SOLOMON

Class of 2008

View Video
Emily Theriault-Kimmey video icon

Emily

Class of 2001

View Video
Jonathan Thomas-Palmer video icon

Jonathan

Class of 2000

View Video

Become a Teacher

BECOME
A TEACHER

Teachers are the playmakers behind the scenes. They are the influencers and the entrepreneurs who seek to inspire those who will go on to stem climate change, create new art forms, rebuild economies, and drive social change. Their sphere of influence is immeasurable. They inspire the big ideas, and they thrive for the big challenges. Unafraid of difficult questions, they are intellectually curious and passionate about improving their communities. Playmakers are not those who hide behind books or chalkboards–they engage communities and draft and inspire movements that improve lives.

Playmakers are the teachers who change the lives that change our world.

ARE YOU UP TO THE CHALLENGE?


WHY
U-M?

The School of Education at the University of Michigan does not view teaching as a vocation–we view it as a profession. We view it as a way of developing leaders who are unafraid of addressing the complexities, the dynamic realities, and the profound inequalities of the world in which we live. Our program is one that not only serves the classroom, but prepares our graduates to pursue paths in government, administration, business, non-profits, and entrepreneurship.

TELL ME
MORE!

For more information on what the University of Michigan School of Education has to offer please fill out the form below.