education course major in english

UNDERGRADUATE STUDENTS

English Education, BA

Earn a degree in English education to emulate the English teacher who inspired you to think critically, communicate effectively, and read the word and world – or become the teacher you wish you’d had. An English education degree will prepare you to teach English language arts at the secondary level (grades 5-12). To that end, the program integrates best practices in teacher education with essential content knowledge in English language arts.

About the Program

You will complete extensive coursework in literature, writing, and language–similar to that of English majors in the College of Liberal Arts but broader in scope. You will also take professional education courses throughout the program, including the content-specific methods courses (i.e., how to teach various aspects of English – see ENGLISH EDUCATION FLYER for more details).

Field experiences in local secondary schools are built into each semester of the program, culminating in a full semester of student teaching. Along with meeting the requirements to receive an Indiana license to teach ELA for grades 5-12, you will earn a Blended and Online Teaching Certificate and be able to add an additional licensure area to teach English as a New Language or High Ability in grades K-12 if you so choose.

Students who successfully complete all requirements of a teacher preparation program that is accredited by the Council for Accreditation of Educator Preparation (CAEP) and the Indiana Department of Education are eligible for licensure in the state of Indiana.

Once licensed, an English education graduate is qualified to teach English language arts and related subjects (e.g. speech, drama, journalism) to secondary students in a public, private, or independent school. Indiana has interstate reciprocity agreements with the other 49 U.S. states, which means graduates will be able to teach in Indiana and/or transfer their license to any other state in the country according to that state’s agreement, typically with minimal if any additional requirements.

Plan of Study

To view a detailed Plan of Study for the BA in English Education degree, please visit the Purdue University Course Catalog .

Transfer Information

Purdue admits to individual majors. Transfer students must meet Purdue’s overall transfer criteria , as well as any major-specific requirements, such as a minimum GPA of 2.5.

Contact College of Education, Office of Advising and Recruiting (765) 494-2345 [email protected]

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At Penn State, we see the teaching of English as more than just a school subject. Our vision of English education involves young people reading and writing not only to develop school or workplace skills, but also to understand and change their own lives and the world they (and we) live in.  In this vision, literacy is a powerful tool for learning and action, and the English classroom is a site of authentic encounters with important ideas-- both in the texts young people read and in the ones they create.

• Equity  is at the heart of everything we do. The program begins with a dedicated equity course, and all program courses are designed with equity and justice in mind, engaging students in not only talking about the issues, but also forming concrete strategies to  take action .
• Immersive, in-school experiences  are never separated from learning on the university campus. We share meaningful, living partnerships with local school districts. These enable our students to spend time teaching in classrooms right away and throughout the school year rather than waiting for limited field experience at the end of a program. 
• six different English education-specific courses addressing different aspects of English education. (This stands in contrast to programs in which the teaching of reading, literature, writing, digital media, assessment, and more are all lumped into one “methods course” near the end of a program.)
• a full school year spent in the field in an actual classroom. (This stands in contrast to the requirement of just twelve weeks in many programs.)
• additional courses in special education, teaching English language learners, educational inquiry, and more. 
• Inquiry  guides students as they progress through our program. Of course we teach students what we know. But for deeper learning, we also help students dig into what  they  want to know, through a series of experiences in which students learn to conduct research within their own classrooms as well as draw from published research to better serve students. This is in keeping with our own roles as faculty at a large research university: in addition to being teacher educators, we are scholars who not only have spent real time in K-12 classrooms but who also produce the research and critical lenses that push the field of education forward. We guide students through a yearlong inquiry project that serves as the culminating Master’s Paper/Project for the degree.
• Our program is  coherently linked to frameworks and standards  agreed upon by our field: The  NCTE/ELATE Standards for the Preparation of Teachers of Language Arts , the  Penn State Framework for Teacher Education , the  Penn State Values , and the  PDE standards for teacher preparatio n.

The Secondary Education in English Education program is a four-year undergraduate degree that requires 126 credits and leads to a bachelor of science (B.S.) in Secondary Education.

Students typically take general education courses and meet  Entrance to Major (ETM) requirements  during their first two years and apply to the program during their 4th semester. The program also features  approved courses  that all  requirements  of the Pennsylvania Department of Education are met.

Throughout the program, Secondary Education students gain valuable classroom experience as a student-teacher. All Penn State candidates for teacher certification (PK-4, 4-8, 7-12, and K-12) are required to observe and teach in settings that include diverse populations, students with special needs, and students of different ages as an integral part of the undergraduate education major. These experiences are referred to as field experiences. All field experiences are handled through the  Curriculum and Instruction Field Experience (CIFE) Office .

As early as their third semester, students participate in an introductory field experience course (C I 295B ) . This experience is intended to introduce students to classroom observation, educational issues, and teaching as a career.

Students also take part in a mid-level field experience course (C I 495C). This is the next step in field experiences where students spend more time in classrooms with mentor teachers. Students have the opportunity to plan and teach lessons, spending multiple days within the classroom.

Students participate in student teaching, which is the culminating field experience in the teacher education curriculum. Each student-teacher is engaged in full-time teaching responsibilities for at least a fifteen-week period under the guidance of a certified, experienced mentor teacher and a full-time university supervisor.

Student-teaching opportunities are provided at a variety of locations depending on the specific certification program. They are available across town and across the globe.

Steps for Certification:

To qualify for a certificate in Pennsylvania, a student must:

Complete an approved education preparation program at the bachelor's or graduate level;

Receive the recommendation of your preparing college/university;

Meet all  testing requirements  established by the State Board of Education; and

Meet all other requirements established by the School Code.

Qualifications for Certification

According to the Pennsylvania Department of Education requirements , applicants must 

Hold a minimum of a bachelor's degree

Complete a Pennsylvania Department of Education (PDE) approved preparation program with a minimum 3.0 GPA

Meet all testing requirements

Submit an online application through the  Teacher Information Management System (TIMS)

The PDE approved preparation program provider must verify program completion through TIMS

Be of good moral character

Be at least 18 years of age

Be a United States citizen or a legal permanent resident holding a valid green card

Additional Certification:

Given the many K-12 students in United States schools today who are learning English, students may consider a certificate in English as a Second Language (ESL) . This certificate can be earned in two ways, one involving courses on the University Park campus and the other blending University Park courses with an immersion experience in Ecuador .

According to the Pennsylvania Department of Education information about citizenship , when applying for certification, you must:

Be a citizen of the U.S.; or Hold a permanent resident immigrant visa that allows you to live and work in the U.S.; and File a completed  Declaration of Intent to Become a Citizen of the United States  form.

Exceptions: World language instructional certificate Letter of Eligibility (LOE) Commission Qualification Letter (CQL)

Many US states and territories require professional licensure/certification to be employed. If you plan to pursue employment in a licensed profession after completing this program, please visit the  Professional Licensure/Certification Disclosures by State  interactive map. 

• Development Testing

Contact the Program Coordinator

Professor of Education

166 Chambers Bldg , University Park , PA, 16802

Email: [email protected]

Phone: (814) 865-0528

B.A. Major in English With Teaching Certification

The Bachelor of Arts in English degree provides a broad foundation in the study of writing and texts, including literature, film and media, and rhetoric. This secondary teaching degree program is designed to prepare students for secondary teacher certification in English. Students in this program pursue a double major by declaring and completing requirements for both the major in English and the major in Education.

Admission Requirements

All students pursuing teacher certification must apply and be accepted the Office of Educator Preparation .

General Requirements

In addition to general education requirements, all English majors take 36 hours of English courses, which include First-Year English and Sophomore Literature courses.

The following advanced English courses are required for all majors, regardless of concentration:

• Early Literature courses (x2)
• Single Author course
• 4000-level course

Students may satisfy multiple requirements with one course.

B.A. in English With Teaching Certification

• Explore Course Catalog

Secondary Education Major - English

Program Director: Wayne H. Slater, Ph.D.

English Education (Grades 7-12)

This double major is designed for students seeking certification to teach English (English Language Arts) in grades 7-12. The curriculum includes a range of courses that provide future educators with the background they need to teach English at the secondary level, including a rigorous foundation in British and American literary history and a substantive knowledge of language, writing, and rhetorical studies. Completion of the English and professional education courses with field experiences in diverse school settings results in the awarding of a Bachelor of Arts (B.A.) degree with a double major in English and Secondary Education. The program also meets the teaching certification or licensure requirements for the State of Maryland and most other states.

Secondary Education Pathways 

The Department of Teaching and Learning, Policy and Leadership offers undergraduate curricula in secondary education that lead to the Bachelor of Science or Bachelor of Arts degree and prepares teachers in various subject areas for teaching in middle schools, secondary schools (grades 7-12), and PreK-12 settings (Art and World Languages).

Multiple pathways are available for individuals who are interested in teaching at the secondary level:

The Dual Major option, which is designed for incoming freshmen or sophomores, leads to the Bachelor's degree with a major in an academic content area plus a second major in secondary education. All secondary majors are required to have an academic content major which satisfies the requirements of the academic department and meets the standards for teacher certification. Candidates who follow the proposed sequencing of courses can complete both majors in four years with careful advisement and scheduling;

The five-year Integrated Master's with certification program.  See  http://www.education.umd.edu/MCERT/ .

Graduates of the Secondary Education programs meet the requirements for certification in Maryland and additional states that are affiliated with the Interstate Reciprocity Agreement through the Maryland State Department of Education.  

Note: For more information on the Mathematics Education and Science Education programs, please visit the Terrapin Teachers website http://terrapinteachers.umd.edu .

Admission to the Major

Admission to the Teacher Education Professional Program is competitive. Admission procedures and criteria can be found on the College of Education,  College Requirements tab .

Placement in Courses

The Secondary Education programs include both pre-professional and professional education course work. Before undergraduates may enroll in courses identified as part of the professional sequence, they must complete the selective admissions requirements and be fully admitted to the College of Education's Teacher Education program. Admission procedures and criteria are explained in the College of Education entry. Teacher candidates will not be permitted to enroll in professional sequence courses — including the yearlong internship — prior to completion of the selective admissions requirements and full admission to the College of Education.

Program Learning Outcomes

• Secondary Education teacher candidates have in-depth knowledge of the subject matter that they teach as described in professional (e.g., National Council of Teachers of English - NCTE, National Council of Teachers of Mathematics - NCTM, etc.); state (MSDE); and, institutional standards.
• Secondary Education teacher candidates can effectively plan classroom-based instruction or activities for their roles as teachers. Candidates' knowledge, skills, and dispositions are applied effectively in practice.
• Secondary Education teacher candidates practice evidence-based decision-making through the use of assessment as well as the critical interpretation of research and inquiry in order to improve educational practice. They accurately assess and analyze student learning, make appropriate adjustments to instruction, monitor student learning, and have a positive effect on learning for all students.
• Secondary Education teacher candidates demonstrate understanding of learners and their social and cultural contexts with a global perspective and intentional sensitivity to other cultures. They are able to work with students, families, and communities in ways that reflect the dispositions expected of professional educators as delineated in professional (e.g., NCTE, NCTM, etc.); state (MSDE); and, institutional standards.
• Secondary Education teacher candidates competently integrate technology in instruction to support student learning and develop data-driven solutions for instructional and school improvement. They demonstrate proficiency in each of the seven Maryland Teacher Technology Standards.

All Teacher Education Programs have designated pre-professional courses and a specified sequence of professional courses. Before undergraduates may enroll in professional education course requirements they must be fully admitted to the College of Education's Teacher Education Program. An overall grade point average of 2.75 must be maintained after admission to Teacher Education. All teacher candidates are required to obtain satisfactory evaluations on the College of Education Foundational Competencies/Model Code of Ethics for Educators (MCEE) standards and to attain qualifying scores for the State of Maryland on a test of basic skills (Praxis CORE, SAT, ACT or GRE) and Praxis II assessments. The test of basic skills is required for admission, and Praxis II is required for the teaching internship and graduation. The culminating experience of the program is the yearlong internship, which takes place in a public Collaborating School (i.e., partner school, PDS - Professional Development School).

The department of Teaching and Learning, Policy and Leadership offers a variety of secondary education programs-tracks leading to the Bachelor of Science and Bachelor of Arts degrees. Teacher candidates who complete a secondary education program at UM meet the Maryland State Department of Education requirements for the Professional Eligibility Certificate. Consult the Curriculum and Instruction program advisor for updated information.

Secondary Math Education and Science Education are part of Terrapin Teachers, an innovative program designed to produce a new generation of highly qualified instructors in STEM subjects. In this program, you can earn a STEM degree PLUS eligibility for certification as a middle or high school teacher. For more information about this program please visit our website at the following link:  tt.umd.edu .

See https://go.umd.edu/EnglishEducation for an up-to-date list of approved courses.

Students cannot count their Fundamental Studies Professional Writing course toward this requirement (or toward the double major more generally).

TLPL479C and TLPL456 taken concurrently

TLPL478C and TLPL489C taken concurrently

For more information on the sequence of pre-professional and professional courses, consult the Curriculum and Instruction program advisor. 

Click  here  for roadmaps for graduation plans in the College of Education.

Additional information on developing a graduation plan can be found on the following pages:

• http://4yearplans.umd.edu
• the  Student Academic Success-Degree Completion Policy  section of this catalog

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English (Secondary Education) ,BA

English (secondary education), ba.

• Program description
• At a glance
• Required courses (Major Map)
• Concurrent program options
• Accelerated program options
• Admission requirements
• Tuition information
• Change of Major requirements
• Transfer options
• Program learning outcomes
• Global opportunities
• Career opportunities
• Professional licensure
• Contact information

Certification, Composition, Education, High School, Teach, Teacher, literature, secondary, teaching, writing

Inspire the minds of future leaders by teaching English at the high school level. Leading education scholars will mentor you in methods of teaching English, which you'll put to use during professional field experiences and student teaching, preparing you for certification in the state of Arizona.

The BA program in English with a concentration in secondary education includes rigorous content in literature, composition, linguistics and secondary teaching pedagogy. This program provides extensive preparation for meeting the needs of all student populations, including attention to levels of academic performance and cultural and linguistic diversity.

Students finish the program with Arizona Department of Education certification for middle and high school English language arts. Both a fingerprint clearance and a background check are required in the second year of the program.

In addition to the reviewing guidelines in the Concurrent Program Options section below, students interested in pursuing concurrent or second baccalaureate degrees in The College of Liberal Arts and Sciences are advised to visit The College's website for more information and requirements.

• College/school: The College of Liberal Arts and Sciences
• Location: Tempe
• Second language requirement: Yes
• STEM-OPT extension eligible: No
• First required math course: MAT 142 - College Mathematics

Acceptance to the graduate program requires a separate application. Students typically receive approval to pursue the accelerated master’s during the junior year of their bachelor's degree program. Interested students can learn about eligibility requirements and how to apply .

General university admission requirements:

All students are required to meet general university admission requirements. First-year | Transfer | International | Readmission

A current ASU student has no additional requirements for changing majors.

Students should visit the Change of Major form for information about how to change a major to this program.

ASU has partnered with the following institutions to enable you to do a seamless transfer.

ASU is committed to helping students thrive by offering tools that allow personalization of the transfer path to ASU. Students may use MyPath2ASU® to outline a list of recommended courses to take prior to transfer.

ASU has transfer partnerships in Arizona and across the country to create a simplified transfer experience for students. These pathway programs include exclusive benefits, tools and resources, and they help students save time and money in their college journey.

Program learning outcomes identify what a student will learn or be able to do upon completion of their program. This program has the following program outcomes:

• Analyze current and historic issues in connection to teaching English language arts in secondary schools.
• Develop curriculum using English language arts content and pedagogical practices.
• Develop lesson plans for English language integrating best practices for limiting common learning problems

Students wishing to pursue a future in education must understand the diverse sets of experiences, backgrounds and cultures that can shape the students in their classrooms. Students can gain firsthand experience of a wide range of cultures and communities when they enhance their English degree with a Global Education program . With a diverse set of students and interests, the Department of English seeks to work with all students to create an international experience that meets their individual needs and goals.

In addition to providing a once-in-a-lifetime opportunity for students to build their skills in a unique environment, Global Education programs also help them stand out in the job market long after graduation.

The College of Liberal Arts and Sciences recommends these study abroad programs for students majoring in English with a concentration in secondary education.

Students graduating with a bachelor's degree in English with a concentration in secondary education have tremendous opportunities for employment. Certified teachers continue to be in high demand in Arizona, and Arizona State University provides more of these teachers than any other institution of higher education.

After student teaching in school districts in the greater Phoenix area or within one of the 22 Native American nations in the state, graduates are often hired to teach in the same school where they completed their internship.

Example job titles and salaries listed below are not necessarily entry level, and students should take into consideration how years of experience and geographical location may affect pay scales. Some jobs also may require advanced degrees, certifications or state-specific licensure.

Bright Outlook

ASU programs that may lead to professional licensure or certification are intended to prepare students for potential licensure or certification in Arizona. Completion of an ASU program may not meet educational requirements for licensure or certification in another state. For more information, students should visit the ASU professional licensure webpage.

Department of English | RBHL 170 [email protected] 480-965-3168

English-Education Major

Working with the University of Maryland College of Education, the Department of English offers the English-Education double major and a five-year integrated Master of Education degree to students who are interested in teaching English.

Related Resources

• English-Education Boilerplate
• Current Courses

Students in English have several options for pursuing a career in the education sector. Completion of the one of these routes to certification will meet the licensure requirements for the State of Maryland and most other states to teach English (English Language Arts) in grades 7-12.

One route to certification is to pursue our double major program in English and Secondary Education. This double major includes a selective admissions component which requires successful completion of the following requirements: satisfactory completion of 45 credits, including Fundamental Studies Academic Writing and Mathematics with grades of C or higher; achievement of a cumulative grade point average of 2.75 or above; satisfactory performance on the Praxis I assessment; prior experiences in the education field; a goal statement; and three letters of recommendation. The College of Education Student Services Office (1204 Benjamin Building, phone: (301) 405-2364) can provide additional information about admission requirements and procedures. Students are required to receive advising each semester in both the Department of Curriculum and Instruction (EDCI) and the Department of English. See below for an overview of the English components of the double major requirements, and see also the College of Education program overview .

The College of Education's Department of Curriculum and Instruction (EDCI) offers several other programs for students interested in English teaching certification. The certification is valid in public schools in Maryland and most other states. For more information about these programs, see below.

Double Major Requirements

The English-Education double major requires students to complete different requirements from the regular English major or double major.

13 courses (39 credits) are required for this double major:

​​Element 1: ENGL 301 | This is English: Fields and Methods (3 credits)

All students take ENGL 301 at the outset of the major to introduce them to the full range of English Studies, to its history and value in culture and higher education, and to the many careers open to those with English degrees.

Element 2: Historical Studies (15 credits)

History is central to English Studies. In order to interpret and create, we must understand how literature, language, rhetoric, and media have changed along with cultural change in their work of representing, critiquing, and imagining, and also how literature, language, rhetoric, and media thereby give us what we know as histories and counter histories. Educators require rigorous background in literary and cultural history as preparation for the wide variety of texts they will teach. Students must take 1 course in at least 5 out of these 6 historical periods:

• Beginning and Medieval
• Early Modern
• Long Eighteenth Century
• Long Nineteenth Century
• Twentieth Century
• Contemporary

Element 3: Language, Writing, and Rhetoric (9 credits)

Students pursuing a career in the education sector require a background in language, writing, and rhetorical studies. Studying the essential tools of writing, communication, presentation, and persuasion involves working with rhetorical and linguistic principles as well as local discourse conventions and audience beliefs, both past and present. Students in the double major must take 1 course in each of following topics, leaving the remaining 3 credits open for any language, writing, or rhetoric course:  

• History, Analysis and Theory
• Practice, Performance, and Pedagogy

Element 4: Electives (12 credits)

To allow students to explore additional topics, skills, and encounters of interest, the major includes elective credits, which may be filled by any ENGL or CMLT course.

Element 5: Perspectives, Methods, Writing, and Preparation for the Core Curriculum

This last element is a set of co-requirements, meaning that these should be fulfilled in the process of completing Elements 2-4 of the major. That is, students may count the same course toward one co-requirement and one requirement in Elements 2-4. The first two co-requirements prepare students to teach the English Language Arts standards of the United States Common Core Curriculum. The remaining co-requirements guide students toward approaches, skills, and perspectives that inform all areas of English Studies in their efforts to analyze, theorize, and practice literature, language, and media.   Element 5 Restriction: Students cannot count the same course for more than one of these co-requirements.

• American Literature (3 credits) In the Common Core Curriculum, educators teach the works of Poe, Dickinson, Douglass, Melville, Ellison, Morrison, and other important American authors. Students therefore require a knowledge of American literary history and are required to take at least one course on American literature.
• Shakespeare (3 credits) Educators teaching the Common Core Curriculum need to be prepared to teach Shakespeare’s works. Students will take at least one course on Shakespeare.
• Differences and Diasporas (3 credits): Literature, language, and media can serve as a crucial means for articulating heterogeneity, for charting local and global networks of belonging, and for pursuing civic engagement and responsibility. Students will take at least one course focusing on minority and other non-dominant voices pertaining to forms of social difference, such as gender, sexuality, ethnicity, race, and disability.
• Methods (3 credits): Assumptions about method imbue every analytical and creative engagement with literature, language, and media, shaping decisions about everything from what research questions deserve our attention to what techniques convey and multiply meaning in a poem or a film. These assumptions must become explicit for critics and artists to make informed decisions about their ideas and performances. Students will gain this awareness by taking at least 1 course that foregrounds major approaches within English Studies, including, poetics, critical theory, discourse analysis, critical making, and more.
• Advanced Writing (3 credits): Writing is a fundamental skill in English Studies and is one that students hone in all of their major courses, starting with ENGL 301. But, to ensure that students have dedicated time, space, and guidance in composition and analysis, they must take at least one course designated as Advanced Writing. These courses feature fewer students and a more concerted focus on discussing, workshopping, and practicing writing.

Advanced Writing Restriction: Students cannot count their Fundamental Studies Professional Writing course toward this requirement (or toward the double major more generally).

Other Routes to Certification

Certifications.

• Five-Year Combined Bachelor/Master's in Secondary Education This program requires that students major in their selected content area (i.e., English) as an undergraduate; we encourage our English majors to follow the English courses required of English/Education double majors to ensure that they have a competitive transcript for admittance to this program. Prior to finishing the undergraduate degree, students complete 12 graduate-level credits related to teacher certification requirements. Following graduation from the bachelor's program, students spend a fifth year completing a year-long internship as well as additional graduate-level credits to earn the Master of Education and achieve eligibility for certification. Contact the College of Education for more information. 
• Maryland Master's Certification Program (MCERT) This program provides a Master of Education in either elementary or secondary education. Students who already hold a bachelor's degree take 12 graduate-level credits in an intensive summer program before completing a year-long internship. While completing the internship, students take additional graduate credits during the fall (6-9 credits) and spring (6-9 credits). The program is completed with 3 credits fulfilled in the final summer session.
• Post Baccalaureate Certification (PBC) Students interested in obtaining certification (without obtaining a master's degree) may complete this 30-34-credit program in the course of one year. This option is only offered for candidates seeking secondary certification, not elementary or TESOL. Contact the College of Education for more information. 
• Creative Initiatives in Teacher Education (CITE) This program provides a Master of Elementary Education degree and preparation for certification. Students work in collaboration with Montgomery County Public Schools and the University of Maryland over the course of two academic years and one summer.
• Teaching English to Speakers of Other Languages (TESOL) This program includes several means of achieving a master's degree and/or teaching certification, providing training in adapting methods, materials and curricula to a variety of culturally and linguistically diverse settings in the U.S. and abroad.

For more information about these programs, schedule an appointment with an EDCI advisor by calling (301) 405-3120.

BSEd in English Education

The B.S.Ed. in English Education initial certification program offers rich coursework and rigorous field experiences which prepare you to teach in middle and high school English/Language Arts classrooms. You will leverage your growing understanding of our content areas (e.g. literature, writing, reading, speaking) to bring them alive alongside students from a variety of contexts and experiences. Coursework will challenge you to consider critical perspectives, multimodal and digital literacy practices, and what it means to teach English in a way that leads to a more equitable society.

• Rich integration between field placement experiences and coursework.
• Multiple experiences in a range of teaching contexts and grade levels.
• Emphasis on building instructional skills that intentionally support and engage all learners.

Program coursework intentionally interweaves hands-on experiences in secondary classrooms with an exploration of pedagogies and methods in deliberately sequenced coursework. The cohort model allows students to learn what it means to teach alongside a community of peers working in similar placements and in the same sequence of courses. Further, students work with a dedicated community of experienced mentor teachers who work alongside faculty and university supervisors as teacher educators.

During the course of the program, all candidates will have an opportunity to work with children in each of the grade bands as required by the Georgia Professional Standards Commission. The grade bands are 6–8 and 9–12.

Courses will include an emphasis on:

• Teaching writing
• Teaching literature (including special attention to young adult literature)
• Teaching reading
• Imaginative and purposeful uses of digital tools and social media
• Assessment on/for/of learning
• The wide range of teaching contexts and communities in which we do this work.
• The diversity of literacies, texts, and learners we both engage and excite.

Additional information and disclosures regarding state licensure for professional practice in this field can be found at the UGA Licensure Disclosure Portal .

Download 2023-2024 Four-Year Plan (PDF) Download 2024-2025 Four-Year Plan

The English Education program has a Double Dawgs pathway that offers students the opportunity to earn both a bachelor’s degree and a master’s degree in five years or less to save time and money while positioning themselves for success after graduation.

Learn more about the B.S.Ed./M.Ed. Double Dawgs Pathway

In typical cohort years, this program admits approximately 25 students, and in most years, is highly competitive. Candidates whose grades do not represent their future potential should use the essay portions of the application to make the case for admission.

Prior to application, you should consult with the Office of Undergraduate Advising in 612 Aderhold Hall. They can advise you on how to arrange your program of study prior to application, so you are well-positioned for enrollment if accepted.

Minimum Eligibility Criteria

• Overall minimum GPA of 3.0 (GPA of 3.5 or higher preferred)
• 50 Hours of pre-professional experience with adolescents
• Completion or in-progress to completing General Education Core Areas I-V
• Completion of two ENGL/CMLT 2000-level elective courses
• Completion of EDUC(EPSY) 2130 and EDUC 2110/EDUC 2110H
• No grade lower than C in General Education Area VI
• Grade of B or higher in the exceptional children course requirements for certification
• Completion of (1) Federal and Georgia Constitution and (2) U.S. and Georgia History University requirements by the end of the semester of application ( Note : You may only take the exemption exams for these subjects a certain number of times. Please consult with the UGA Testing Center to ensure your timeline works. )

Course Prerequisites

• Two 2000-level ENGL courses

Special Requirements Upon Admission

• Minimum grade of C to meet language study major elective requirement
• Minimum grade of C or higher in all English education program courses
• Overall GPA of 3.0
• Teacher certification candidates must (1) earn a GaPSC Pre-Service Certificate prior to beginning field experience and (2) complete several assessments prior to certification

How to Apply

Part 1: apply to the university of georgia.

Students must be accepted to UGA before entering into a College of Education program.

Start UGA Application

Part 2: Apply to the B.S.Ed. in English Education

If you are in the process of completing the required core coursework, you may be provisionally accepted contingent upon satisfactory completion of the required courses while maintaining the required minimum 3.0 GPA for admission.

Spring 2025 Major Admissions Timeline

Applications for the Spring 2025 cohort will open on Friday, August 16, 2024.

• Application Opens – Friday, August 16, 2024
• Application Closes – Friday, September 13, 2024, at 5 p.m.
• Decisions Released – Monday, September 30, 2024

Application Materials

• MFE COE Major Application The application for the Spring 2024 cohort will remain open until the deadline.
• Essays In the application, you will be asked to upload written responses to several questions. Please save each response as a separate PDF file using the naming format Last Name_First Name_Semester_Prompt Letter (example: Smith_Jane_Fall2020_PromptA).
• Download Essay Prompts (PDF)
• B.S.Ed. Program Application FAQs

Apply to the Progarm

Selection Process

Applications are evaluated by a committee of program faculty members. The rubric-based evaluation process holistically examines applicant materials, including consideration of GPA, written application materials, documented experiences working with adolescents, etc. Candidates in the application pool are then ranked in response to rubric scores, which are tabulated by each participating faculty member.

Simply meeting the minimum eligibility criteria does not guarantee acceptance to the program . Applicants who are not accepted may apply again in the next application cycle.

Admission Decisions

Admission decisions will be made by early October for Spring admission. You will be notified about the admission decision via email by the program coordinator or other program contact.

Admission Contact

Jamie Hogan

Student Outcome Data

Additional resources.

Please use our online form if you have any questions for the department. Please be as specific as possible so that we may quickly assist you.

The College’s programs are taught by dedicated faculty who are experts in a range of areas and are passionate about helping students succeed both in their programs and professionally.

Meet the Faculty

All undergraduate students at UGA meet with an academic advisor each semester. This meeting is critical to student success and provides a chance to discuss courses and electives, certification criteria, and general graduation requirements.

Find Your Advisor

Almost all in-state students begin their studies at UGA paying limited tuition or fees. Please note that these amounts are subject to change and are meant to give prospective students an idea of the costs associated with a degree at the University of Georgia College of Education.

Students may qualify for a variety of assistantships, scholarships, and other financial awards to help offset the cost of tuition, housing, and other expenses.

Tuition Rates   Browse Financial Aid

Enrollment is limited to 25 students per year, allowing for extensive personal attention. Following the cohort model, these small groups foster relationships that lead to extended learning opportunities, support, and a professional network as you begin your teaching career.

You may also become a member of the Georgia Council of Teachers of English, the state affiliate of the National Council of Teachers of English, which offers networking, mentoring and job connections, and an annual convention.

Expand your understanding of literature and literacy issues by attending the annual Spring conference of the Journal of Language and Literacy Education (JoLLE), the graduate student-run scholarly journal of the program’s host department. This event brings together teachers, activists, and professors from across the United States and internationally.

See for yourself how much UGA College of Education has to offer! Schedule a tour of campus to learn more about the UGA student experience.

Schedule A Visit

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• B.A. in Interdisciplinary Studies
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• B.S. in Interdisciplinary Studies -​ STEM-​H Concentration
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• B.M. in Music History
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• B.M. in Theory
• B.M. with Elective Studies
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• B.M. in Vocal Performance
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For the humanities requirement, majors should take CLS 260 or CLS 261 .

This course fulfills the Capstone requirement.

See the Educator Preparation Programs section of this catalog for an explanation of related requirements.

Accelerated B.S.Ed. in English to M.A. in Teaching English to Speakers of Other Languages (TESOL) and ESL Program Specialist Certificate Program

To be considered for the accelerated program, students must have attained (completed) 30 credits and have a minimum cumulative GPA of 3.0 and a minimum major GPA of 3.0. Students in the accelerated program can substitute up to 12 credits of graduate course work for electives that satisfy the B.S.Ed. program requirements.

To track their individual degree progress, students are advised to access their Degree Progress Report (DPR) via myWCU regularly. For more information, visit wcupa.edu/DegreeProgressReport .

The following is a sample suggested course sequence for this program; course offerings and availability are not guaranteed. Students should consult their academic advisor with any questions.

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B.Ed. in English Education (6-12) Teaching Language Arts

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Transfer in up to 75% of the degree total

Become a Licensed English Teacher with Liberty’s Online B.Ed. in English Education

You have a vision for making a difference through education, and we have the resources you need to make that vision a reality. Our Bachelor of Education in English Education can prepare you to teach middle and high school students the analytical skills they need to become well-rounded, thoughtful adults.

Grounded in a biblical worldview, our B.Ed. in English combines academic excellence with practical, hands-on experience in the classroom. As an English teacher, you can have a unique opportunity to directly influence the values and worldviews of your students. Partner with us, and make a difference for future generations.

Liberty maintains strict compliance with all licensure requirements for the Commonwealth of Virginia.

Not a Virginia resident? We want to help find the best program for you! To view educational requirements and whether a specific program aligns with the licensure requirements for your state, please review our  licensure/certification requirements  webpage.

*Some exclusions apply. Please refer to our exclusions page for more information.

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• Transfer in up to 50% of a Grad/Doctoral Degree

Why Choose Liberty’s Bachelor of Education Program?

Liberty’s unique licensure-track B.Ed. programs provide online, Virginia Department of Education (VDOE) approved courses. With hands-on experience through student teaching and practicums in a classroom near you, you can learn to apply teaching theory to real-world problems.

With Liberty’s mission to Train Champions for Christ, you can be confident that you’ll study under dedicated professors who teach from a biblical worldview and are passionate about building up teachers who pursue excellence and Christ-like compassion. Our faculty have years of experience in their fields and can help you learn how to seamlessly integrate biblical principles into your profession.

Designed to provide maximum flexibility and convenience as a fully online program, our bachelor’s degree in English education for 6-12 grade students can give you the foundation you need to thrive as a teacher — without ever having to travel to a university campus.

What Will You Study in Our B.Ed. in English Education Degree?

Liberty’s B.Ed. in English Education is broken down into 4 core foundations: education courses, practicum and gate courses, English courses, and student teaching. Your education courses explore the major aspects any teacher has to learn, such as evaluating student learning, creating curriculum, and seeing behavioral and individual differences between students.

As an English education student, you can complete additional courses focused on grammar, literature, writing styles, and etymology. The practicum and student teaching courses will then put your knowledge to the test. You can work in the classroom alongside a licensed teacher to see how the principles you’ve learned apply in the real world.

Potential Career Opportunities

• Christian or private school teacher
• Curriculum coordinator
• Homeschool teacher

Featured Courses

• EDUC 201 – Introduction to Education and Classroom Technology
• ENGL 322 – Shakespeare
• ENGL 333 – Modern Grammar
• ENGL 334 – Etymology

Degree Information

• This online bachelor’s degree program falls under the School of Education .
• View the Undergraduate Education Course Guides (login required) .
• This degree has required practicum and student teaching hours.
• A background check is required to obtain licensure in this program.
• Review our licensure information and resources .

Degree Completion Plan

State Licensure Requirements

Individual state licensure requirements may vary and are subject to change without notice. View your state’s requirements here: licensure/certification requirements .

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Your success is our success, which is why we are committed to providing quality academics at an affordable tuition rate. While other colleges are increasing their tuition, we have frozen tuition rates for the majority of our undergraduate, graduate, and doctoral programs for the past 9 years – and counting.

To continue our mission of providing affordable education,  electronic textbooks are provided for all undergraduate courses at no cost to you. As a full-time student, this could save you an estimated $800-2,000 per year on textbooks!

Tuition rates may change annually. For the most current information, please visit our LU Tuition Cost page .

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Admission Requirements

• A non-refundable, non-transferable $50 application fee will be posted on the current application upon enrollment (waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required) .
• Students may be allowed to enroll in up to 12 credit hours with Liberty with the submission of our High School Self-Certification Form (login required – you will first need to claim your Liberty Account ) .
• Unofficial transcripts can be used for acceptance purposes with the submission of a Transcript Request Form .

Applicants whose native language is other than English must submit official scores for the Test of English as a Foreign Language (TOEFL) or an approved alternative assessment. For information on alternative assessments or TOEFL waivers, please call Admissions or view the official International Admissions policy .

*Official high school transcript requirement may be waived with college transcripts from an accredited college/university showing at least 12 earned credit hours with an acceptable GPA.

Note: A 2.0 or above cumulative GPA is required for admission in good standing.

Transcript Policies

High school transcript policy.

Applicants may submit a High School Self-Certification Form in lieu of a final official high school transcript in order to enroll in up to 12 credit hours at Liberty University.

• Applicants may submit a college transcript showing 12 or more credits from an accredited institution and a High School Self-Certification Form in lieu of high school transcripts.

Students must submit official high school transcripts, or official college transcripts showing at least 12 credit hours earned with an acceptable grade point average (GPA) from an accredited institution, in order to register for additional courses.

The official high school transcript, GED requirement, and High School Self-Certification Form can be waived if the applicant has earned an associate degree or higher.

Final transcripts must reflect all coursework and final grades received for grades 9-12, a graduation date, and an overall GPA. (Mailed transcripts must be in a sealed and unopened envelope.)

Unofficial College Transcript Policy

Unofficial transcripts combined with a Transcript Request Form can be used for admission. Official transcripts are required within 60 days of the admissions decision or before non-attendance drops for the first set of matriculated classes, whichever comes first, and will prevent enrollment into future terms until all official transcripts have been received.

Before sending unofficial college transcripts, please make sure they include the following:

• Your previous school’s name or logo printed on the document
• Cumulative GPA
• A list of completed courses and earned credit broken down by semester
• Degree and date conferred (if applicable)

Official College Transcript Policy

An acceptable official college transcript is one that has been issued directly from the institution and is in a sealed envelope. If you have one in your possession, it must meet the same requirements. If your previous institution offers electronic official transcript processing, they can send the document directly to [email protected] .

If the student uses unofficial transcripts with a Transcript Request Form to gain acceptance, all official transcripts must be received within 60 days of the admissions decision or before non-attendance drops for the first set of matriculated classes, whichever comes first. Failure to send all official transcripts within the 60-day period will prevent enrollment into future terms until all official transcripts have been received.

Military Transfers

If you have military-only transfer credits (completed basic training and enlistment), you must request an official military transcript. Please go to the Military Transfer Credit webpage to request your military transcript.

International Applicants

If you are an international applicant, you may be required to have your international transcripts reviewed. Information regarding the transcript evaluation process for international students can be found by visiting NACES .

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Liberty University is dedicated to providing world-class educational experiences to military students across the globe.

Who May Qualify?

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Available Benefits:

• Tuition discounts – $250 per credit hour for undergraduate courses
• Additional discount for veterans who service in a civilian capacity as a First Responder (less than $565 per course) *
• 8-week courses, 8 different start dates each year, and no set login times (may exclude certain courses such as practicums, internships, or field experiences)
• Potential college credit for military training

*Not applicable to certificates.

Tuition rates may change annually. For the most current information, please visit our LU Tuition Cost page.

Frequently Asked Questions

Does this program lead to licensure.

Graduate with licensure credentials to teach in the state of Virginia.

Does This Program Include Student Teaching Hours?

You will Complete 90 practicum hours and at least 1 full semester of student teaching prior to graduation and observe and teach in a variety of school settings with your required practicum and student teaching hours.

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Secondary Education - English, Bachelor of Science in Education

Department of English

College of Arts and Letters

This degree prepares students to teach a field rich in nuance, literary tradition, and global value. Students will build on their love of English to excite secondary students about expressing themselves effectively and creatively in one of the world’s great languages.

This program is accredited by the Council for the Accreditation of Educator Preparation (CAEP)

This program is nationally recognized by the National Council of Teachers of English (NCTE)

University Requirements

To receive a bachelor's degree at Northern Arizona University, you must complete at least 120 units of credit that minimally includes a major, the liberal studies requirements, and university requirements as listed below.

• All of Northern Arizona University's diversity , liberal studies, junior-level writing, and capstone requirements .
• All requirements for your specific academic plan(s).
• At least 30 units of upper-division courses, which may include transfer work.
• At least 30 units of coursework taken through Northern Arizona University, of which at least 18 must be upper-division courses (300-level or above). This requirement is not met by credit-by-exam, retro-credits, transfer coursework, etc.
• A cumulative grade point average of at least 2.0 on all work attempted at Northern Arizona University.

The full policy can be viewed here .

In addition to University Requirements:

• At least 70 units of major requirements
• 8 units of language requirements or proficiency-through-a-second-semester language course
• Up to 9 units of major prefix courses may be used to satisfy Liberal Studies requirements; these same courses may also be used to satisfy major requirements.
• Elective courses, if needed, to reach an overall total of at least 120 units.

Candidates in this program are required to demonstrate content knowledge, pedagogical knowledge and skills, professional knowledge, and professional dispositions to be eligible to enter student teaching or internship placements. Content, pedagogical, and professional knowledge or skills, and professional dispositions are demonstrated through candidate performance on key assessments embedded in the following course(s):

• Prerequisite: Foundation English Requirement or International Exchange Student Group">ENG 301W , Prerequisite: Foundation English Requirement and 9 additional units of ENG-English coursework">ENG 400 , ENG 403 , Prerequisite: Foundation English Requirement and 6 additional units of ENG-English coursework">ENG 404 , Prerequisite: Student Teaching Milestone and (Secondary Education Milestone or ISTEP Student Group or SITE Student Group)">ENG 494C

Students may be able to use some courses to meet more than one requirement. Contact your advisor for details.

• Candidates are knowledgeable about texts—print and non-print texts, media texts, classic texts and contemporary texts, including young adult—that represent a range of world literatures, historical traditions, genres, and the experiences of different genders, ethnicities, and social classes; they are able to use literary theories to interpret and critique a range of texts.
• Candidates are knowledgeable about how adolescents read texts and make meaning through interaction with media environments.
• Candidates can compose a range of formal and informal texts taking into consideration the interrelationships among form, audience, context, and purpose; candidates understand that writing is a recursive process; candidates can use contemporary technologies and/or digital media to compose multimodal discourse.
• Candidates know the conventions of English language as they relate to various rhetorical situations (grammar, usage, and mechanics); they understand the concept of dialect and are familiar with relevant grammar systems (e.g., descriptive and prescriptive); they understand principles of language acquisition; they recognize the influence of English language history on ELA content; and they understand the impact of language on society.
• Candidates are knowledgeable about how adolescents compose texts and make meaning through interaction with media environments.
• Candidates use their knowledge of theory, research, and practice in English Language Arts to plan standards-based, coherent and relevant learning experiences utilizing a range of different texts—across genres, periods, forms, authors, cultures, and various forms of media—and instructional strategies that are motivating and accessible to all students, including English language learners, students with special needs, students from diverse language and learning backgrounds, those designated as high achieving, and those at risk of failure.
• Candidates design a range of authentic assessments (e.g., formal and informal, formative and summative) of reading and literature that demonstrate an understanding of how learners develop and that address interpretive, critical, and evaluative abilities in reading, writing, speaking, listening, viewing, and presenting.
• Candidates plan standards-based, coherent and relevant learning experiences in reading that reflect knowledge of current theory and research about the teaching and learning of reading and that utilize individual and collaborative approaches and a variety of reading strategies.
• Candidates design or knowledgeably select appropriate reading assessments that inform instruction by providing data about student interests, reading proficiencies, and reading processes.
• Candidates plan instruction that incorporates knowledge of language—structure, history, and conventions—to facilitate students’ comprehension and interpretation of print and non-print texts.
• Candidates plan instruction which, when appropriate, reflects curriculum integration and incorporates interdisciplinary teaching methods and materials.
• Candidates use their knowledge of theory, research, and practice in English Language Arts to plan standards-based, coherent and relevant composing experiences that utilize individual and collaborative approaches and contemporary technologies and reflect an understanding of writing processes and strategies in different genres for a variety of purposes and audiences.
• Candidates design a range of assessments for students that promote their development as writers, are appropriate to the writing task, and are consistent with current research and theory. Candidates are able to respond to student writing in process and to finished texts in ways that engage students’ ideas and encourage their growth as writers over time.
• Candidates design instruction related to the strategic use of language conventions (grammar, usage, and mechanics) in the context of students’ writing for different audiences, purposes, and modalities.
• Candidates design instruction that incorporates students’ home and community languages to enable skillful control over their rhetorical choices and language practices for a variety of audiences and purposes.
• Candidates plan and implement instruction based on ELA curricular requirements and standards, school and community contexts, and knowledge about students’ linguistic and cultural backgrounds.
• Candidates use data about their students’ individual differences, identities, and funds of knowledge for literacy learning to create inclusive learning environments that contextualize curriculum and instruction and help students participate actively in their own learning in ELA.
• Candidates differentiate instruction based on students’ self-assessments and formal and informal assessments of learning in English language arts; candidates communicate with students about their performance in ways that actively involve them in their own learning.
• Candidates select, create, and use a variety of instructional strategies and teaching resources, including contemporary technologies and digital media, consistent with what is currently known about student learning in English Language Arts.
• Candidates plan and implement English language arts and literacy instruction that promotes social justice and critical engagement with complex issues related to maintaining a diverse, inclusive, equitable society.
• Candidates use knowledge of theories and research to plan instruction responsive to students’ local, national and international histories, individual identities (e.g., race, ethnicity, gender expression, age, appearance, ability, spiritual belief, sexual orientation, socioeconomic status, and community environment), and languages/dialects as they affect students’ opportunities to learn in ELA.
• Candidates model literate and ethical practices in ELA teaching, and engage in/reflect on a variety of experiences related to ELA.
• Candidates engage in and reflect on a variety of experiences related to ELA that demonstrate understanding of and readiness for leadership, collaboration, ongoing professional development, and community engagement.

Additional Admission Requirements

Individual program admission requirements over and above admission to NAU are required.

• Be a declared Secondary Education major in this program.
• Complete EDF 200 with a Grade of "C" or better.
• Complete the Program’s Mathematic Foundations requirement with a grade of “C” or better.
• Complete the English foundations requirement (ENG 105 or equivalent) with a minimum GPA of 3.0. (If your English GPA is below 3.0, you may take an approved writing course to achieve the 3.0 GPA).
• A minimum cumulative GPA of 2.5
• Complete and submit your IVP Fingerprint Clearance Card; Youth Suicide Prevention Training; Professional Dispositions Modules; Equity Survey; and a Professional Responsibility Statement. Your State-approved Identity-Verified Print (IVP) fingerprint clearance card is obtainable through the Arizona Department of Public Safety (602-223-2279).

Major Requirements

This major requires 72 units distributed as follows:

• Content Major courses: 48 units
• Teacher Preparation courses: 24 units

Take the following 72 units. A minimum NAU cumulative GPA of 2.5 is required and a minimum GPA of 3.0 is required for all ENG coursework. For all major requirements, a passing grade is required or a Grade of "C" or better is required for courses evaluated on an A-F scale.  Content Major Courses

• Prerequisite: Foundation English Requirement">ENG 300 , Prerequisite: Foundation English Requirement or International Exchange Student Group">ENG 301W , Prerequisite: Foundation English Requirement or International Exchange Student Group">ENG 308 , Prerequisite: Foundation English Requirement or International Exchange Student Group">ENG 321 , Prerequisite: Foundation English Requirement or International Exchange Student Group">ENG 335 , Prerequisite: Foundation English Requirement and 9 additional units of ENG-English coursework">ENG 400 , Prerequisite: English Foundation Requirement or English Placement Test Results (PLACE 60+)) and 9 units of ENG-English coursework; on...">ENG 401 , ENG 403 , Prerequisite: Foundation English Requirement and 6 additional units of ENG-English coursework">ENG 404 , Prerequisite: Foundation English Requirement and ENG 301W">ENG 406 (30 units)
• Prerequisite: (Foundation English Requirement or HON 190) or International Exchange Student Group">ENG 231 , Prerequisite: Foundation English Requirement or International Exchange Student Group">ENG 232
• Prerequisite: (Foundation English Requirement or HON 190) or International Exchange Student Group">ENG 242 , Prerequisite: (Foundation English Requirement or HON 190) or International Exchange Student Group">ENG 243
• Prerequisite: Foundation English Requirement or International Exchange Student Group">ENG 245 , Prerequisite: Foundation English Requirement">ENG 247 , Prerequisite: Foundation English Requirement or International Exchange Student Group">ENG 345 , Prerequisite: Foundation English Requirement and 12 additional units of ENG-English coursework">ENG 445
• Prerequisite: Foundation English Requirement or International Exchange Student Group">ENG 270 , Prerequisite: Foundation English Requirement or International Exchange Student Group">ENG 271 , Prerequisite: Foundation English Requirement">ENG 272
• Two additional ENG courses (6 units)
• EDF 200 (3 units)
• Prerequisite: Student Teaching Milestone and (Secondary Education Milestone or ISTEP Student Group or SITE Student Group)">ENG 494C (12 units)
• Prerequisite: Sophomore Status or higher">EPS 340 (3 units)
• ESE 330 (3 units)
• POS 220 (3 units)

Students enrolled in this plan may not enroll in or pursue the following due to the number of overlapping units:

• English , BA

Teacher Preparation

Teacher education programs require a student teaching or internship experience. A minimum number of practicum units are also required, which involves supervised field experience with a practicing teacher. These required experiences are embedded in the major requirements courses. Before being accepted to student teaching, the following criteria must be met:

• Admission to the Professional Education Programs (PEP)
• GPA and course grade requirements for degree program as stated in Additional Admission and Major Requirements
• Take the Arizona Education English Subject Knowledge Exam
• Complete all plan requirements
• All ENG coursework must be completed within the six years prior to student teaching
• Successful completion of required state and university training modules
• All candidates must demonstrate professional and ethical standards of practice as described in the Model Code of Ethics for Educators and adhere to NAU’s and PEP’s Student Code of Conduct
• All outstanding PEP Alerts must be resolved per improvement plan
• Attend mandatory Student Teaching Orientation

Arizona Teacher Certification You must pass the National Evaluation Series Secondary Assessment Professional Knowledge Exam to obtain an Arizona teaching certificate.

Foreign Language Requirement

You must demonstrate proficiency in a language other than English that is equivalent to two terms of university coursework in the same language. You may satisfy this requirement by taking language courses or through credit by exam. (8 units)

General Electives

Additional coursework is required if, after you have met the previously described requirements, you have not yet completed a total of 120 units of credit.

You may take these remaining courses from any of the academic areas, using these courses to pursue your specific interests and goals. You may also use prerequisites or transfer credits as electives if they weren't used to meet major, minor, or liberal studies requirements. We encourage you to consult with your advisor to select the courses that will be most advantageous to you.

Additional Information

Be aware that Arizona state teacher certification requirements leading to an Institutional Recommendation may change at any time, and may impact program of study requirements.

Campus Availability

Undergraduate Admissions

• English Education

Purdue University in West Lafayette

Earn a degree in english education and put your interest in literature, writing and more to work. An English education degree will enable you to teach English Language Arts for grades 5-12. You will earn a Blended and Online Teaching Certificate and be able to add an additional licensure area to teach English as a New Language or High Ability in grades K-12 if you so choose.

At Purdue University, the English education program  incl udes coursework in literature, writing, and language–similar to that of English majors in the College of Liberal Arts but broader in scope. You will also take professional education courses throughout the program.   Your preparation includes  a combination of coursework and clinical experiences  in secondary school classrooms , culminating in student teaching during your final year .

Clinical practice occurs in a vari ety of settings:

• R ural, urban, and suburban schools in the local community and around Indiana
• Local community organizations serving youth
• Established school partners around the US and internationally

Students who successfully complete all requirements of a teacher preparation program that is accredited by the Council for Accreditation of Educator Preparation (CAEP) and the Indiana Department of Education are eligible for licensure in the state of Indiana.  Purdue has interstate licensing agreements with the other 49 U.S. states, which means graduates will be able to transfer their Indiana license to the state of their choice with—in most cases—ease.

Once licensed, an English education graduate is qualified to teach English related subjects (e.g. speech, drama, journalism ) to secondary students in a public, private, or independent school.

Plan of Study

Transfer to english education.

Purdue admits to individual majors. Transfer students must meet Purdue's overall transfer criteria , as well as any major-specific requirements. Before you apply, check the closed programs page to confirm this major is open to transfer students. If it is, refer to the information below for major-specific transfer criteria.

Minimum GPA: 3.0

Contact Information

College of Education, Office of Advising and Recruiting (765) 494-2345 [email protected]

Careers in English Education

•   Teacher
•   Curriculum Writer/Developer
•   Graduate or Professional School
• Public Service or Social Sciences
• Teaching and Education
• Elementary Education
• General Education: Curriculum and Instruction (non-licensure)
• General Education: Educational Studies (non-licensure)
• Inclusion: Dual License in Special Education (K-6) & Elementary Education
• Social Studies Education
• Special Education: Mild & Intense Intervention 5-12
• Special Education: Mild & Intense Intervention K-6
• College of Education

Earning A Bachelor’s Degree In Education: Everything You Need To Know

Updated: Jul 28, 2023, 7:46am

To teach is to learn, or so the adage goes—and by getting a bachelor’s in education, you’ll be doing plenty of both.

A bachelor’s degree in education is a great first step for entering the world of professional education. If you strive to become a teacher, you’ll need to start by getting a bachelor’s degree; most teaching positions require it. You can then go on to earn a master’s in education and increase your earning potential.

The education field offers plenty of career opportunities beyond teaching, and a bachelor’s in education is the key to unlocking those options. Read on to learn everything you need to know about this degree.

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What Is a Bachelor’s in Education?

A bachelor’s in education is an undergraduate degree that prepares students to become professional educators, typically as teachers or administrators in a K-12 school. A bachelor’s in education also prepares students to earn a master’s degree in education or a similar field.

Earning a bachelor’s in education generally takes four years, but it could take longer if you study part-time. Expect to complete courses in subjects like academic writing, educational policy and pedagogy during your bachelor’s program. Some programs require students to undergo a practicum to obtain hands-on teaching experience before they graduate.

Concentration Offerings

If you’ve put some thought into your career goals, you might pursue a concentration in a specific subfield of education, such as special education, or a particular subject, such as science.

Credit requirements vary broadly per institution. For example, Drexel University ’s online bachelor’s in education program, for example, requires completion of 180 total credits. At least 24 of those credits must have been earned prior to application (or 36, if you’re applying from a quarterly school system.) Texas Tech University ’s online program is 120, and Southwestern College ’s online elementary education bachelor’s degree requires 124 total credits.

Ultimately, a bachelor’s in education should equip you with the skills to pursue a fulfilling career path in education, whether in or outside of the classroom.

Admission Requirements for a Bachelor’s in Education

Every institution has its own admission requirements for first-year students. However, most schools ask for the following:

• A high school diploma or equivalent: Entrance to a bachelor’s program usually requires at least a high school diploma or the equivalent, such as a passing score on a GED® test.
• Transcripts: Colleges and universities evaluate your academic performance in high school to make an admissions decision.
• Standardized test scores: Some schools require applicants to submit their standardized test scores, such as the ACT® or SAT® . If your school is test-optional , but you did well on an exam, consider sending your scores anyway.
• A personal statement essay: It’s common for universities to ask students for a personal statement detailing applicants’ motivation for applying and their academic goals. Start on yours with our guide on how to write a college essay .

Some programs may require an application fee, which is usually nonrefundable.

Common Courses in a Bachelor’s in Education

Below are several examples of courses you might take as an education major.

Introduction to Teaching

Students learn the core concepts of teaching as it applies in current contexts. An introduction to teaching course covers topics like current learning standards, how to build a lesson plan, certification requirements, managing expectations and teaching strategies.

Applied Urban Education

Many bachelor’s in education programs include courses that address the challenges and opportunities associated with teaching in urban settings. In some cases, urban education courses emphasize learning that happens beyond the classroom in urban environments, such as in libraries, nonprofits, museums and other dedicated community spaces.

Educational Foundations in a Multicultural Society

To promote inclusivity and cultural literacy, many bachelor’s programs include courses that expand upon the sociopolitical context of the American school system.

Curriculum and Methods

This course explores methods for designing and delivering impactful educational content to students. It covers topics like lesson planning, classroom management, questioning and discussion methods, and the integration of technology in the classroom.

Designing Assessments for General and Special Populations

Some student populations require specialized content to serve their educational needs. This course provides future educators with the skills to design and implement assessments for students with disabilities, students who are learning English as a second language, and other groups that benefit from bespoke learning experiences.

Bachelor’s in Education vs. Bachelor’s in Teaching: What’s the Difference?

For the most part, few programs offer a standalone bachelor’s in teaching. Most bachelor’s in education programs cover the fundamentals of teaching, preparing students to become licensed teachers after graduation. Many programs offer concentrations, enabling students to specialize in teaching specific subjects.

However, not all bachelor’s in education programs offer the opportunity to earn a teaching credential. Before enrolling, check to see if your prospective program provides licensure preparation.

What Can You Do With a Bachelor’s in Education?

Here we explore different types of teachers ; a bachelor’s in education provides the foundation for any of these career paths. The below salary data comes from the U.S. Bureau of Labor Statistics .

Kindergarten and Elementary School Teacher

Median Annual Salary: $61,690 Minimum Required Education: Bachelor’s degree Job Overview: Kindergarten and elementary school teachers build the foundation for a child’s academic career. They teach young children, usually starting at the age of 5, all the way up until around fifth or sixth grade. These teachers develop lesson plans, grade assignments, instruct lessons and supervise students outside of the classroom. Teachers also communicate students’ academic performance to their parents or guardians.

Middle School Teacher

Median Annual Salary: $61,810 Minimum Required Education: Bachelor’s degree Job Overview: Middle school teachers usually instruct students in sixth, seventh and eighth grades. They may specialize in subjects like math, science or foreign language. Middle school teachers must develop lesson plans, communicate classroom rules and expectations, and grade assignments. They can work with students on a one-on-one basis to support them in areas where they’re struggling.

High School Teacher

Median Annual Salary: $62,360 Minimum Required Education: Bachelor’s degree Job Overview: High school teachers typically instruct students in grades nine through 12. Like middle school teachers, many high school teachers instruct specific courses, such as geometry, chemistry, history or English. Outside of instructing and grading papers, high school teachers may run student clubs or activities, communicate with parents about their childrens’ academic performance, and support students with one-on-one mentoring.

Special Education Teacher

Median Annual Salary: $63,950 Minimum Required Education: Bachelor’s degree Job Overview: Special education teachers develop specialized lesson plans for students with learning, emotional or physical disabilities. They assess students to determine their individual educational needs, plan educational and recreational activities for their students, and keep in touch with parents to communicate their students’ progress.

Adult Basic and Secondary Education and ESL Teachers

Median Annual Salary: $58,590 Minimum Required Education: Bachelor’s degree Job Overview: Adult basic education (ABE) instructors teach reading, writing and math skills to students 16 and older. They may also teach career-related skills, such as how to draft a résumé. Adult secondary education teachers prepare adult students to earn a high school equivalency credential, such as the GED certificate. English as a second language teachers help students learn to read, write and speak English.

Frequently Asked Questions (FAQs) About Bachelor's Degrees in Education

Which degree is best for working in education.

A bachelor’s degree in education is a great way to kickstart your career as an educator. Going on to earn a master’s degree will bolster your résumé and open the door to higher earning potential. Consider that postsecondary education administrators earn a median wage of $115,180 a year; you’ll need a master’s degree to qualify for that position.

How long does it take to get a bachelor’s in education?

Generally speaking, it takes four years to earn a bachelor’s degree, but this depends on your unique situation. It could take longer if you’re studying part time, for example.

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Bachelor of Arts (B.A.) Major in English (Secondary Education; Teacher Certification in English Language Arts and Reading, Grades Seven through Twelve, with Double Major in B.A. Education)

Minimum hours: 120 semester credit hours, admission requirements.

• All students pursuing teacher certification must apply and be accepted to the  Office of Educator Preparation .

General Requirements

• The general education core curriculum courses are listed in the degree plan below along with the statewide component code number. See the  General Education Core Curriculum  section of this catalog for the Texas State requirements and options in the core curriculum, including Honors courses.
• In addition to the general education core curriculum requirements, the  Bachelor of Arts degree  (B.A.) requires three additional hours of English literature, three additional hours of math/science/logic/computer science courses, six hours of 2000-level modern language courses, and a minor. For this program, the additional literature course may be satisfied by selecting a sophomore literature course for the 040 component of the core curriculum and the second major in Education fulfills the minor requirement.
• Students must complete a minimum of 36 advanced hours (3000 or 4000 level courses).

Nine hours of writing intensive (WI) courses are required for graduation.

This major requires 36 semester credit hours of English courses. Within the 36 hours, students are required to complete six hours of early literature, three hours of literature focused on the work of a single author, and three hours of 4000-level literature. ENG 1310  and  ENG 1320 ENG 1320 ENG 1320  or ENG 1321 are recommended prerequisites to all other English courses.

• To satisfy graduation requirements for teacher certification, students must have at least a 2.75 Overall GPA and a GPA of at least 2.50 in all assigned courses in the professional sequence of the Education major with no grade below a “C”.

• The Texas Education Agency (TEA) requires multiple background checks for progression through the Educator Preparation Program. Based on information recorded in your criminal history, you may be ineligible for issuance of a teaching certificate upon completion of the Educator Preparation Program. If you have a criminal history, you may obtain a Preliminary Criminal History Evaluation from TEA. For more information, go to:   https://tea.texas.gov/Texas_Educators/Investigations/Preliminary_Criminal_History_Evaluation-FAQs/ .

Course Requirements 

Students who earn a grade of “B” or higher in the first sophomore course may elect to take an advanced literature course in lieu of the second sophomore course. No more than six hours of sophomore literature may count toward the major.

ENG 3301  is required, and students should take it immediately after completing the sophomore literature requirement.

An ENG Literature course may be selected from the following:  ENG 2310  (TCCN ENGL 2322),  ENG 2320  (TCCN ENGL 2323),  ENG 2330  (TCCN ENGL 2332),  ENG 2340  (TCCN ENGL 2333),  ENG 2359  (TCCN ENGL 2327),  ENG 2360  (TCCN ENGL 2328),  ENG 2371

Advanced English Electives

Students are required to take ENG 3301 , preferably immediately after completing the sophomore literature requirement. Students must also take two courses focusing on early literature at either the sophomore or advanced level. In addition to  ENG 3301 , students must complete seven advanced courses. Students must take at least one advanced course from Group A and one from Group C, two courses from Group B, and two specified courses from Group E:  ENG 3319  or  ENG 4310 , and  ENG 3389 . They also select a three-hour elective from any group. In selecting their advanced courses, students are encouraged to take at least two courses that center on genre, theme, or theory. One of the advanced courses must focus on the works of a single author and is recommended to be taken at the end of the major.

May fall into other groups depending on specific course content.

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Bachelor of Science Degree in Education – English Education

Embark on a journey to inspire and educate future generations through the Bachelor of Science in Education program, specializing in English Education at Salem University.

About the English Education Major 

The Bachelor of Science degree in Education specializing in English Education prepares students to utilize their passion for the English language as related to literature and communication. By sharing that passion, a professional educator can positively impact today’s youth and communities and help build a brighter future for everyone. 

The degree in education is delivered in a blended instructional format (on-ground and online) with school-based fieldwork that leads to teaching licensure in American schools.

The Salem School of Education is nationally accredited through the Council for Accreditation of Educator Preparation (CAEP). View the CAEP Annual Reporting Measures .

Career Opportunities

With an English Education major, the opportunities are boundless. From shaping young minds in classrooms to influencing policy in non-profit organizations, your impact can extend far and wide. Potential careers include:

• Teaching English/Language Arts in Public or Private Schools (Grades 5 – 12/Adult)
• Writing, Editing, Publishing
• Non-profit organization work (i.e. charities, policy-focused, advocacy)
• Community resources (i.e. parks, museums)
• Advanced Studies

Course Format

At Salem, we understand the demands of balancing education with other commitments. That’s why our courses are designed to fit seamlessly into your busy schedule, whether you prefer on-campus classes or online learning.

The English Education major specialization is offered in three modalities:

• Campus-based: classes are taught on campus, and successful completion will lead to West Virginia teacher licensure.
• Hybrid: classes are taught online with licensure residency requirements met at your home location with K12 schools in your area.
• Non-Licensure: classes are taught online without any licensure requirements .

Frequently Asked Questions

The Bachelor’s degree in Education with a focus on English Education, consists of the following professional education core courses: • EDU101 Foundations of Education • SPE120 Areas of Exceptionality in Special Education • EDU222 Technology Integration in the Classroom • EDU271 Human Development • EDU272 Educational Psychology • EDU362 Reading across the Content Areas • EDU370 Schools, Families, and Communities • EDU376 Materials & Methods of Teaching • SPE390 Inclusive Curriculum, Materials & Methods • EDU416 Educational Assessment Strategies • EDU436 Classroom Environment & Management • EDU490 Student Teaching 1 • EDU491 Student Teaching 2 • EDU492 Student Teaching 3 In addition to the professional education core, students in the English Education major specialization will take the following sample of courses: • ENG101 Written English 1 • ENG203 Multicultural Literature • ENG206 Structural Grammar • ENG230 British Literature 1 • ENG300 Cultural Impact for Language Learning • ENG304 Non-Western World Literature • ENG306 Drama and Poetry • ENG377A/B Materials and Methods of Teaching English

Yes, Salem University’s online courses are structured to work within the constraints of full-time employment, allowing you to earn your degree with minimum disruption to your busy schedule. We also offer traditional on-ground programs of study on our West Virginia campus for residents and commuter students. 

Admission Requirements

Anyone wishing to attend Salem can obtain the necessary application from the Office of Admissions or apply online . The completed application should be submitted to the Office of Admissions at the earliest possible date. The University admits students on a rolling, monthly start basis. Acceptance is within the discretion of Salem University; some programs have additional admissions requirements.

Students seeking to earn a Bachelor of Science in English Education are accepted to the university as education majors. To enter the Salem teacher degree in education program, education majors must undergo a portfolio evaluation and interview. Completing this Level I Review (the first of a three-level review process across the program) is required for formal admission into the teacher education program. To qualify for the Level 1 Review English education majors must:

• Complete 24-36 hours of coursework, including EDU101, SPE120, or EDU272
• Earn a minimum GPA of 3.0 in content courses, in the professional educator core courses, and overall
• Pass a criminal background check

Take the Next Steps

Join a community of forward-thinkers and achievers at Salem University. Contact us to learn more about the Bachelor of Science degree in Education specializing in English Education, or start a live chat with us today!

This entry was posted on Tuesday, July 11th, 2023 at 4:07 pm and is filed under . You can follow any responses to this entry through the RSS 2.0 feed. Both comments and pings are currently closed.

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Teaching –English Education Master's (Secondary)

Leads to Teacher Licensure

Impact the Lives of Students Using Your English Education Master's Degree

Are you passionate about English literature, poetry, creative writing, and language? Are you ready to make a career move? Becoming an English teacher can help make a difference for students, helping them develop a passion for learning. This online English education master's degree prepares you for a teaching license and a meaningful career where you can inspire and motivate students. If you already hold a bachelor’s degree, this online M.A. in Teaching, English Education degree program is your direct path to impacting young lives and becoming an English teacher with a teaching license. You'll be prepared to teach a wide variety of learners, working with their learning styles, and improving student outcomes and understanding. Learn more about teacher licensure in your state.

Students will take eight professional core courses that will prepare them to handle unique educational situations and become better teachers. These master of education courses focus on a variety of important topics including social and emotional learning, and technology and diversity inclusion in the classroom. Plus, students will get to use augmented reality experiences to give them the opportunity to practice their work before entering the classroom. These eight professional core courses are also coupled with preclinical experience to help ensure teachers are ready for their classroom.

63% of graduates finish within 

Put your past knowledge and experience to work. WGU lets you move more quickly through material you already know and advance as soon as you're ready. The result: You may finish faster.

*WGU Internal Data

Tuition per six-month term is

An affordable career change. Tuition charged per term—rather than per credit—helps students control the ultimate cost of their degrees. Finish faster, pay less!

Average salary increase

Graduates of this program report an average salary increase of $6,734 after completing their WGU degree.

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English Education Courses

A curriculum designed for student success by master of education experts..

Program consists of 17 courses

At WGU, we design our curriculum to be timely, relevant, and practical—all to help you show that you know your stuff.

This online English Education teaching master's degree supports your curriculum planning and classroom management skills with advanced theory and practical experience. It is nationally recognized by the National Council for Teachers of English (NCTE).

The WGU Master's degree in Teaching, English Education (Secondary) program is an online English teaching degree that was designed (and is regularly updated) with input from the experts on our Education Program Council . These experts know exactly what it takes for a graduate to qualify for a teacher’s license and be successful in a career teaching students in high school.

This program comprises the following courses. You will typically complete them one at a time as you make your way through your program, working with your Program Mentor each term to build your personalized Degree Plan. You’ll work through each course as quickly as you can study and learn the material. As soon as you’re ready, you’ll pass the assessment, complete the course, and move on. This means that you can finish as many courses as you're able in a term at no additional cost.

The Master's of English Education (Secondary) is a mostly online English teaching program that you will complete by studying and working independently with instruction and support from WGU faculty. 

English Pedagogy examines pedagogical applications for the teaching of reading, literature, composition, and related English Language Arts (ELA) content and skills for middle and secondary schools. Focused on fostering and developing pedagogical content knowledge in the aforementioned areas, students will analyze assessment strategies and incorporate methods of literacy instruction into their instructional planning to meet the needs of diverse learners. This course helps students prepare and develop skills for classroom practice, lesson planning, and working in school settings. C397 Preclinical Experiences in English is a prerequisite.

Secondary Reading Instruction and Intervention explores the comprehensive, student-centered Response to Intervention (RTI) assessment and intervention model used to identify and address the needs of learners in middle school and high school who struggle with reading comprehension and/or information retention. Course content provides educators with effective strategies designed to scaffold instruction and help learners develop increased skill in the following areas: reading, vocabulary, text structures and genres, and logical reasoning related to the academic disciplines. This course has no prerequisites.

Secondary Disciplinary Literacy examines teaching strategies designed to help learners in middle and high school improve upon the literacy skills required to read, write, and think critically while engaging content in different academic disciplines. Themes include exploring how language structures, text features, vocabulary, and context influence reading comprehension across the curriculum. Course content highlights strategies and tools designed to help teachers assess the reading comprehension and writing proficiency of learners and provides strategies to support student reading and writing success in all curriculum areas. This course has no prerequisites.

Foundations of Education is a key component of WGU's Professional Core and is a required course for all Master of Arts in Teaching candidates. This course introduces candidates to foundational knowledge about the teaching profession in the current educational context and the historical and cultural influences on P-12 education in the United States. This course addresses important topics that affect educators today including state standards-based curriculum, legal and ethical requirements, and professionalism. This course will culminate in evidence-based, practical application of current strategies, theories, or philosophical perspectives related to becoming an effective educator within the current school context. Candidates will engage in five hours of preclinical experiences, which include virtual observations of learning environments in multiple school settings, and an interview with an educator to gain insight on how these topics affect and inform teaching practice. Cross-cutting themes of technology and diversity are introduced for further development throughout the candidate’s programs.

Schools as Communities of Care is a key component of WGU's Professional Core and is a required course for all Master of Arts in Teaching candidates. This course introduces candidates to strategies for providing a culturally inclusive learning environment that meets the social and emotional needs of learners while taking into account theories and philosophical perspectives on child and adolescent development and learning. Emphasis is placed on fostering a collaborative relationship with families, caregivers, and community stakeholders, and on leveraging community resources to support each learner’s growth and well-being to build a strong foundation for their academic and personal success. Topics addressed include culturally responsive practice, social and emotional learning (SEL), youth mental health, substance abuse, suicide awareness and prevention, abuse within families, and professional responsibilities to ensure student wellbeing. The course will culminate in evidence-based, practical application of strategies that support the whole child in a community of care. Candidates will engage in seven hours of preclinical experiences, include virtual observations of learning environments that involve parents and families in their children's education and an interview with an educational professional. Cross-cutting themes of technology and diversity are interwoven for further development.

Fundamentals of Diverse Learners is a key component of WGU's Professional Core and is a required course for all initial licensure candidates. This course prepares candidates to consider and address the wide range of learning needs in the classrooms of today. This course teaches candidates to identify and support the needs of diverse populations of learners, including, for example, students with disabilities (Including Dyslexia), students who are English language learners, and students who are gifted and talented. Practical strategies for differentiating instruction while creating a safe, inclusive, and culturally responsive learning environment are explored. This course helps candidates develop skills for partnering with parents and advocating for all students, particularly those impacted by provisions of IDEA and Section 504 of the Rehabilitation Act. Multitiered systems of support are addressed to prepare candidates for their future classrooms as they seek to select appropriate instructional practices and interventions to best serve their students. Candidates will engage in four hours of preclinical experiences that include a simulated teaching experience in which skills learned can be applied. Cross-cutting themes of technology and diversity are interwoven for further development.

Creating and Managing Engaging Learning Environments is a key component of WGU's Professional Core and is a required course for all Master of Arts in Teaching candidates. This course provides candidates with research-based strategies and approaches to establishing and maintaining a safe and productive learning environment that supports the success and well-being of all P-12 learners. Topics addressed include consistent routines and expectations, student engagement, positive behavior support, motivation and its effect on student achievement, active learning and self-direction, and fostering a sense of community through collaboration. Candidates will design a classroom management plan for their future classroom based on theory and high-leverage practices for meeting the diverse needs of learners in a productive and collaborative learning environment. The course will culminate in evidence-based, practical application of current strategies to motivate and engage students in specific content areas. Candidates will engage in seven hours of preclinical experiences that include both virtual observations of classroom settings and time in a simulated classroom environment where theory can be put into practice. Cross-cutting themes of technology and diversity are interwoven for further development.

Curriculum, Instruction, & Assessment is a key component of WGU's Professional Core and is a required course for all Master of Arts in Teaching candidates. This course provides candidates with theoretical foundations and strategies for creating engaging and standards-aligned lessons that meet the needs of all learners in the P-12 classroom. This course focuses on the interrelationship between curriculum, instruction, and assessment, with emphasis on the role of assessment and student data in planning, designing, delivering, and modifying instruction in accordance with diverse learner needs. This course will culminate in the application of evidence-based strategies related to the interdependence of and alignment among curriculum, instruction, and assessment in student-centered P-12 teaching and learning. Candidates will engage in three hours of preclinical experiences, which include conducting virtual classroom observations and recording a short teaching segment. Cross-cutting themes of technology and diversity are interwoven for continued development.

Assessing Student Learning is a key component of WGU's Professional Core and is a required course for all Master of Arts in Teaching candidates. This course provides candidates with methods and best practices for using assessment to monitor student progress and to evaluate the effectiveness of instruction. This course focuses on implementing a balanced approach to assessment using multiple assessment types such as formative, summative, standardized, and common assessments. Also covered are data literacy skills for interpreting and analyzing individual learner and classroom data to improve instruction and support academic success for all learners. The course will culminate in evidence-based, practical application of strategies for assessment practices in P-12 schools. Candidates will engage in three hours of preclinical experiences that include virtual classroom observations. Cross-cutting themes of technology and diversity are interwoven for further development.

Using Educational Technology for Teaching and Learning is a key component of WGU's professional core and is a required course for all Master of Arts in Teaching candidates. This course presents strategies for integrating technology into classroom practices to improve instruction and student learning according to the International Society for Technology in Education (ISTE) standards. Candidates will evaluate digital tools and their potential classroom applications such as enhancing curriculum, enabling communication with students and families, and increasing student engagement. Topics covered include ethics, equity and access to technology, and appropriate use of technology by P–12 students. Assistive technologies to meet the needs of a diverse learner population also will be addressed. The course will culminate in evidence-based, practical application of current standards, strategies, theories, or philosophical perspectives related to the use of technology in teaching and learning. Candidates will engage in three hours of preclinical experience that include virtual observations of classroom practices incorporating technology to support educational goals. Cross-cutting themes of technology and diversity are interwoven for further development.

Educational Psychology and Human Development of Children and Adolescents is a key component of WGU’s Professional Core and is a required course for all Master of Arts in Teaching candidates. This course introduces candidates to research-validated theories of human development and psychology, spanning from early childhood through adolescence, and their applications in teaching practice. Candidates will explore how linguistic, physical, cognitive, and social development influence the learning process and inform educational approaches. This course will also cover appropriate instructional and assessment strategies that can be used to support learning for developmentally diverse student populations. The course will culminate in analysis of learning theories related to educational psychology in order to develop a personal educational philosophy. Candidates will engage in four hours of preclinical experiences, which include virtual classroom observations from the perspective of educational psychology and learner development. Cross-cutting themes of technology and diversity are interwoven for further development.

The Teacher Performance Assessment course is a culmination of the wide variety of skills learned during a student’s time in the Teachers College at WGU. In order to be a competent and independent classroom teacher, students will showcase a collection of their content, planning, instructional, and reflective skills. This course is eligible for an In Progress grade. Please see the Grading Scale Policy for more information.

Professional Portfolio requires candidates to create an online teaching portfolio that demonstrates professional beliefs, growth, and effective teaching practices from the Demonstration Teaching experience. The portfolio includes reflective essays (educational beliefs, professional growth, and collaboration with stakeholders) and professional artifacts (resume and artifacts with commentary on academic language, systems of student support, education technology, and professional communication with families) developed and acquired during Demonstration Teaching. This course is eligible for an In Progress grade. Please see the Grading Scale Policy for more information.

Cohort Seminar provides mentoring and supports teacher candidates during their demonstration teaching period by providing weekly collaboration and instruction related to the demonstration teaching experience. It facilitates their demonstration of competence in becoming reflective practitioners, adhering to ethical standards, practicing inclusion in a diverse classroom, exploring community resources, building collegial and collaborative relationships with teachers, and considering leadership and supervisory skills. This course is eligible for an In Progress grade. Please see the Grading Scale Policy for more information.

Professional Portfolio

Special requirements for this program

You will complete a professional portfolio, which will include your resume and Philosophy of Teaching Statement and serve as a way to showcase the skills you have acquired throughout your degree program and Student Teaching. 

Skills For Your Résumé

As part of this program, you will develop a range of valuable skills that employers are looking for. 

• Lesson Planning: Designed instruction to increase motivation and enhance student learning.
• Educational Assessment: Developed well-crafted assessments tailored to address specific learning goals, enabling accurate evaluation of student progress.
• Teaching: Successfully implemented diverse instructional strategies to effectively support and enrich student learning, promoting comprehensive understanding and knowledge retention.
• Differentiated Instruction: Effectively selected strategies that support differentiated instruction for all students, ensuring that individual learning needs, abilities, and interests are met, resulting in an inclusive and effective learning environment.
• Classroom Management: Devised effective techniques to promote student organization, task focus, and academic productivity, ensuring an optimal learning environment during class.
• Written Communication: Communicated ideas with clarity and precision through written communication techniques.

“Doing my MAT and credential with WGU was by far the most affordable and efficient way I could have done it. I was able to work full time, and still complete my coursework in 18 months. Other schools were not going to allow me to work, estimated it would take 2 years for the program, and were going to cost nearly 3x as much. The coursework was challenging but not arduous, and the professors and staff were very supportive.”

—Kathryn M.A. Teaching, English Education

WGU vs. Traditional Universities Compare the Difference

Traditional Universities

TUITION STRUCTURE

Per credit hour

Flat rate per 6-month term

Schedule and wait days or even weeks to meet with one of many counselors

Simply email or call to connect with your designated Program Mentor who supports you from day one

Scheduled time

Whenever you feel ready

Professor led lectures at a certain time and place

Courses available anytime, from anywhere

TIME TO FINISH

Approximately 2 years, minimal acceleration options

As quickly as you can master the material, can finish programs in under 2 years

You Aren't On Your Own

WGU has Program Mentors who work with you from the day you start, all the way through graduation. They help you chart your courses, answer your questions, and ensure you can go through your program. You're not alone when you choose an online degree at WGU.

Flexibility You Need

Students choose WGU for their online degree program because of its flexibility. Whether you already have a full-time job, have responsibilities as a parent, or just have a busy schedule, WGU can work for you.

Strong Alumni Network

When you enroll in an online master's degree program at WGU, you join an impressive network of teachers. Over 13,000 students graduated from the Teachers College in 2021 alone, taking their skills and impacting the educational system all around the United States.

Accredited, Respected, Recognized™

One important measure of a degree’s value is the reputation of the university where it was earned. When employers, industry leaders, and academic experts hold your alma mater in high esteem, you reap the benefits of that respect. WGU is a pioneer in reinventing higher education for the 21st century, and our quality has been recognized.

COST & TIME

When We Say Affordable We Mean It

By charging per six-month term rather than per credit—and empowering students to accelerate through material they know well or learn quickly—WGU helps students control the ultimate cost of their degrees. The faster you complete your program, the less you pay for your degree.

A Master's Degree Is Within Reach

There is help available to make paying for school possible for you:

The average student loan debt of WGU graduates in 2022 (among those who borrowed) was less than half* the national average.

Most WGU students qualify for financial aid, and WGU is approved for federal financial aid and U.S. veterans benefits. 

Many scholarship opportunities are available. Find out what you might be eligible for.  

* WGU undergraduate students have approximately half the debt at graduation compared to the national average, according to the Institute for College Access and Success (2022).

FLEXIBLE SCHEDULE

A Different Way to Learn: Education Degree Programs Designed to Fit Your Life—and All the Demands on Your Time

Professional responsibilities. Family obligations. Personal commitments. At WGU, we understand schedules are tight and often unpredictable for adult students. That’s why we offer a flexible, personalized approach to how education should be. No rigid class schedules. Just a solid, career-focused online English teaching program that meshes with your current lifestyle. You'll be challenged. You'll work hard. But if you commit yourself and put in the hours needed, WGU makes it possible for you to earn a highly respected degree as a busy working adult.

"WGU has been a pleasure to work with! I recently completed my master's in teaching program and have been extremely impressed with the quality of my instructors, my program mentor, and the other WGU staff with whom I've interacted.”

—Katie M.A. Teaching, English Education

CAREER OUTLOOK

A Master’s Degree in English Education Will Let You Put Your Passion to Work

A love of letters, literature, and language leads to an enriched life—and the crucial ability to communicate clearly is essential in an information-driven economy. Your passion for a good book, a well-crafted sentence, and a cleverly worded argument can translate to lifelong success for the students you teach. For English lovers whose bachelor's degree is in a related field—but not in K–12 education—this Master of Arts in Teaching degree program is the perfect path toward a higher degree, a teaching license, and a career you'll love.

Remember the great teachers who inspired you? You can make this same impact on the lives of your own students. If you're ready for a career change, an online English master's degree is your direct path to becoming a teacher. Change your life, and the lives of your students, by becoming an English teacher. (Grade-level eligibility will depend on your state’s corresponding license). 

Return on Your Investment

On average, wgu graduates see an increase in income post-graduation.

Average income increase from all degrees in annual salary vs. pre-enrollment salary. Source:  2023 Harris Poll Survey  of 1,655 WGU graduates.

Survey was sent to a representative sample of WGU graduates from all colleges. Respondents received at least one WGU degree since 2017.

Employment of all high school teachers is projected to grow 5% from 2021 to 2031 by the U.S. Bureau of Labor Statistics.

—U.S. Bureau of Labor Statistics

WGU Has Alumni Teaching Across the Country

Graduates of WGU's online Teachers College have found meaningful, rewarding teaching careers in classrooms at:

• Inclusionary K–12 classrooms
• Middle/junior high schools
• High schools
• Private and charter schools

Impressive Class of Graduates

Graduates of the WGU Teachers College include recipients of many professional honors, including:

• Gates Millennium Scholars
• Intel Grant for Mathematics and Technology
• Claes Nobel Educator of Distinction Award
• Milken Family Foundation National Educator Award
• Association of Public Charter Schools Educator of the Year Award

English Education Master's Program Admission Requirements

To be considered eligible for enrollment into a M.A. in Teaching, English Education degree program, you must provide official transcripts that demonstrate you have earned a bachelor’s degree from a recognized, institutionally accredited (also known as regionally accredited) university AND demonstrate readiness through one of the following:

• Option 1: Content-related undergraduate or graduate degree with GPA of at least 2.5 (or higher, depending upon your state).
• Option 2: Undergraduate or graduate degree with GPA of at least 2.5 (or higher, depending upon your state) and 24-30 hours of content specific coursework, equivalent to a major. 
• Option 3: Undergraduate or graduate degree with GPA of at least 2.0 (or higher, depending upon your state), a passing score on the WGU program required basic skills test (e.g., Praxis CORE) and demonstrate content competency via one of the following pathways 1) 24-30 hours of content specific coursework, equivalent to a major OR 2) an undergraduate or graduate degree in a content-related area to which area of program you are seeking admission.

Students who are seeking initial teacher licensure in a bachelor’s, post-baccalaureate, or master’s program must also pass a state-specific basic skills test for the state in which they live as a prerequisite to Student Teaching . (Registering and paying for the test is the student’s responsibility.) This requirement can be met either prior to admission or before beginning the Foundations of Teaching subject area once you are in your WGU program.

WGU’s teacher licensure programs also include Student Teaching. You must be at least 18 years of age before you may begin the application process or participate in Preclinical Experiences and Student Teaching. You must also submit to a criminal background check prior to entering the classroom for this component of your program.

Get Your Enrollment Checklist

Download your step-by-step guide to enrollment.

Get Your Questions Answered

Talk to an WGU Enrollment Counselor.

Transfer Credits

MORE DETAILS

Becoming a Licensed Teacher

State-specific licensure requirements : Each state in the U.S. has specific testing requirements that must be met or completed in addition to completing your teaching degree program at WGU. Teacher licensure requirements vary depending on state laws and may include a number of factors, such as:

• Completion of a bachelor’s degree program
• Submission of transcripts
• Completion and clearance of a background check
• Passing of required entrance exams and basic skills tests

Preclinical Experiences    

As part of this program, you'll participate in a wide range of in-classroom teaching experiences through at least 75 hours of in-classroom observation.

Student Teaching

To help you prepare to work in classrooms, this program includes a student teaching component. Student Teaching is a full-time, supervised, in-classroom experience of a minimum of 12–20 weeks during which you will be hosted by an experienced teacher and observed by a Clinical Supervisor. Your host teacher will evaluate your performance based on accepted professional standards. Learn more about teaching licensure.

More About the M.A. in Teaching, English Education

• More About This Degree
• More About Teacher Licensure

What jobs can you get with a master’s in English?

Teachers with a master’s degree often qualify for higher pay and more advancement opportunities than teachers with just a bachelor’s degree. Pursuing a master’s degree is a great option for current teachers with just a bachelor’s degree who want to add to their credentials and advance further in their teaching career. A master’s degree in English can qualify you for employment or advancement in the following jobs:

• Junior high school English teacher
• High school English teacher
• Junior college English professor

Is a master’s in English worth it?

Yes, a master’s in English is absolutely worth it. Earning a degree in this field helps you gain analytical skills that could prepare you for success in many different future endeavors and careers. For instance, an English master’s degree might prepare you for law school or a rewarding career as a writer. A master’s in English teaching could prepare you for a rewarding job as an educator, helping instill in students a love of reading and literature. 

What is a master’s in English education?

A Master of Arts in English Education (also often known as a Master of Arts in Teaching English) prepares you to be an educator and teach English, often at the secondary level. You will learn how to teach English and language arts while working towards licensure and certification. A master’s degree in English education and teaching will get you ready to be an effective guide and instructor for students taking courses in language arts and English. 

What grades will I be able to teach?

It depends on your state and which Teachers College program you complete, so it is best to ask your Enrollment Counselor. Typically, teachers with an elementary education license can teach anywhere from kindergarten through 8th grade, and secondary teachers in math, English, or science can teach anywhere from 5th to 12th grades. K–12 special education licenses typically enable teachers to work with students from kindergarten through 12th grade.

How long is Student Teaching?

It depends on your state and your program, but for most Teachers College programs, Student Teaching is typically about the length of one full traditional school semester. Student teaching is a minimum of 12–16 weeks, but it can be longer in other programs.

How do I set up my Student Teaching?

WGU has a team that works with you to connect you with schools in your area, and with host teachers that will support you through your Student Teaching.

Can I use my own classroom for the Student Teaching placement?

Your Enrollment Counselor can provide more details about your specific situation. While you can provide recommendations of a school you want to be placed in, generally, our Field Placement Office will be selecting and setting up the placement in the end.

Will this program lead to a teaching license in my state?

Your Enrollment Counselor has access to an up-to-date database that tracks requirements and eligibility for all WGU programs and all US states and territories, so a conversation with your Enrollment Counselor can quickly verify this for you based on where you live and your desired program.

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English Education MA

London, Bloomsbury

This is the programme information for 2024 entry

If you require details of this year's programme, English Education MA (2025), click here

The English Education MA offers a stimulating and intellectually rigorous programme of academic and professional development, including supervised experience of the conduct of small-scale research. Designed to enable more theoretically informed praxis, it is relevant to practitioners with an interest in the teaching of English literature, literacy, language, media and drama, across all phases of education.

UK tuition fees (2024/25)

Overseas tuition fees (2024/25), programme starts, applications accepted.

Applications closed

• Entry requirements

Normally a minimum of a second-class UK Bachelor's degree in English or a related area (e.g. media or drama) or an overseas qualification of an equivalent standard. Knowledge and experience of teaching English literature, literacy and/or language as a curriculum subject (primary, secondary or tertiary) is essential.

The English language level for this programme is: Level 2

UCL Pre-Master's and Pre-sessional English courses are for international students who are aiming to study for a postgraduate degree at UCL. The courses will develop your academic English and academic skills required to succeed at postgraduate level.

Further information can be found on our English language requirements page.

This programme is suitable for international students on a Student visa – study must be full-time, face-to-face, starting October.

Equivalent qualifications

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website .

International applicants can find out the equivalent qualification for their country by selecting from the list below. Please note that the equivalency will correspond to the broad UK degree classification stated on this page (e.g. upper second-class). Where a specific overall percentage is required in the UK qualification, the international equivalency will be higher than that stated below. Please contact Graduate Admissions should you require further advice.

About this degree

This programme is designed for teachers within the broad field of English studies, including media and drama. Updated annually, a carefully balanced programme of core and optional modules explores a wide range of contemporary topics relating to English as a curriculum subject; interactive seminars are designed to draw on participants' own experiences and increase awareness of the richness and scope of English as a field of study (including media and drama).

Who this course is for

This programme is designed for teachers within the broad field of English studies, including media and drama. This includes teachers of English literature, literacy and language arts, in primary, secondary, further and Higher Education.

What this course will give you

This programme at IOE, UCL’s Faculty of Education and Society is one of the few programmes in the country which offers a specialist Master's degree in English/media/drama as a curriculum subject.

Every year this well-established course attracts participants from diverse professional and cultural backgrounds. For written assignments, students are encouraged to investigate aspects of their own practice that are of particular interest to them.

The programme is taught by an experienced team of subject specialists, all of whom are qualified teachers themselves, and students on this programme are offered individualised tutorial support throughout the duration of the course.

The foundation of your career

The majority of our MA English Education students are already employed as practising teachers who are thinking about the next steps in their professional careers, for example as Heads of Department or taking up whole-school literacy development posts.

I chose the MA to deepen my theoretical understandings and pitch my own suggestions for interventions in English curricula. Aaliyah Kara English Education MA Q&A with Aaliyah Kara

Employability

Graduates of this programme are currently working across a broad range of areas. Some are working as teachers of English (in the UK and internationally), while others have jobs as heads of English departments in UK schools. Graduates can also be found working as education advisers with cultural organisations.

The programme includes a diverse cohort of students with experience of teaching English as a subject in the UK and internationally. English teaching includes literature, media and drama as well as literacy and language and students may teach across different phases of education. In addition, there are opportunities to attend some seminars in IOE as well as events for English teachers in London.

Teaching and learning

The MA is delivered through a combination of face-to-face seminars and online materials; sessions are always interactive, drawing on students' own interests and experiences.

Most modules are assessed by means of written essays, but some offer alternative forms of assessment e.g., a presentation or creative writing, drama, a film, animation or game.

Teaching is delivered through a combination of face-to-face lectures and seminars/practical workshops supported by online-learning and individual tutor support. Each 30 credit module consists of 300 learning hours, approximately 20% of which involves face-to-face teaching and/or other forms of tutor contact.

• Term 1: compulsory module plus report/dissertation plus one option module
• Term 2: report/dissertation (continuing) plus one or two option modules
• Term 3: report/dissertation (continuing) plus one or two option modules

NB students on this MA have the opportunity to import up to 60 credits (level 7) from prior learning (subject to approval). In such cases, the above programme structure will need to be adjusted accordingly in negotiation with the Programme Leader(s).

• Term 1: compulsory module
• Term 2: one or two option modules
• Term 3: one or two option modules
• Term 1: report/dissertation
• Term 2: report/dissertation (continuing) plus option module
• Term 3: report/dissertation (continuing) plus option module if completing a report and only one option module was completed in term 2

Four modules plus a dissertation or five modules plus a report across the years of study.

Compulsory modules

Optional modules.

Please note that the list of modules given here is indicative. This information is published a long time in advance of enrolment and module content and availability are subject to change. Modules that are in use for the current academic year are linked for further information. Where no link is present, further information is not yet available.

Students undertake modules to the value of 180 credits. Upon successful completion of 180 credits, you will be awarded an MA in English Education.

Accessibility

Details of the accessibility of UCL buildings can be obtained from AccessAble accessable.co.uk . Further information can also be obtained from the UCL Student Support and Wellbeing Services team .

Where you'll study

The Department of Culture, Communication and Media is committed to excellence in research and teaching in the areas of Art, Design and Museology, Academic writing, English education, Applied Linguistics, Music Education, Learning with Digital Technologies and teacher professional development.

Fees and funding

Fees for this course.

Programme also available on a modular (flexible) basis .

The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Where the programme is offered on a flexible/modular basis, fees are charged pro-rata to the appropriate full-time Master's fee taken in an academic session. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Students website: ucl.ac.uk/students/fees .

Additional costs

Any participants who are intending to conduct empirical research in schools or other settings involving children and young people need to be aware that they may need to arrange to get DBS clearance before gaining access to such institutions. The DBS application cost will be covered by UCL, but offer holders will also need to have their ID checked and verified at a Post Office, for which they will incur a charge of £15 (note, this was the fee for 2023 but may change). The offer holder is also required to arrange and pay for any overseas police check that may be necessary; costs vary by country. For more information about the DBS application process, please contact the  Admissions team .

Students should take into account any travel, accommodation and expenses involved in their report or dissertation.

For more information on additional costs for prospective students please go to our estimated cost of essential expenditure at Accommodation and living costs .

Funding your studies

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website .

Digital Media Programme Bursary

NOW CLOSED FOR 2024/25 ENTRY Value: £5,000 (One year) Criteria Based on financial need Eligibility: UK

IOE-Clarke Scholarships

Deadline: 3 May 2024 Value: Tuition fees, return flights and stipend (1 year) Criteria Based on both academic merit and financial need Eligibility: EU, Overseas

IOE-ISH Centenary Masters Scholarships

Deadline: 3 May 2024 Value: Tuition fees and accommodation (1 year) Criteria Based on both academic merit and financial need Eligibility: EU, Overseas

Students are advised to apply as early as possible due to competition for places. Those applying for scholarship funding (particularly overseas applicants) should take note of application deadlines.

There is an application processing fee for this programme of £90 for online applications and £115 for paper applications. Further information can be found at Application fees .

When we assess your application we would like to learn:

• why you want to study English Education at graduate level
• why you want to study English Education at UCL
• what particularly attracts you to the chosen programme
• how your academic and professional background meets the demands of this challenging programme
• where you would like to go professionally with your degree

Together with essential academic requirements, the personal statement is your opportunity to illustrate whether your reasons for applying to this programme match what the programme will deliver.

Please note that you may submit applications for a maximum of two graduate programmes (or one application for the Law LLM) in any application cycle.

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• Funded Doctoral Training Programmes
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Study format: what are you looking for?

Bachelor's degree.

A bachelor’s programme is a basic study programme (a programme that leads to a first degree), that consists of 180 credits. 

Discover our bachelor's programmes

Prepare your application

Master's degree

An initial master's programme follows an academic bachelor’s programme. This programme can consist of 60 or 120 credits. 

Discover our master's programmes

Prepare your application ​​​​​

Advanced master's degree

An advanced master's programme follows another master's programme and involves an in-depth specialisation or a broadening of the knowledge of a certain study field.

Discover our advanced master's programmes

Postgraduate studies

A postgraduate course is a continuing education programme of at least 20 credits and serves to broaden or deepen your professional education, for which you can obtain a certificate.

Discover our postgraduate study programmes

Predoctoral or PhD degree

Are you passionate about science? Do you want to develop new knowledge while working in an inspiring environment? Doing a PhD may be the right thing for you!

You can start a PhD at KU Leuven either by applying for a vacant position or by finding a supervisor and writing your own research proposal.

Discover how to start a PhD

Apply for a PhD degree ​​​​​

A selection of specific courses

A credit contract is an option if you are interested in following specific courses that are offered at KU Leuven. This gives you the possibility to register for course units with the intention of obtaining a credit certificate instead of a full degree diploma.

Discover the courses in the programme overview

Apply for a credit contract

Exchange student

KU Leuven has a global network of partner universities. If your university has an exchange agreement with KU Leuven, you can join us for a short term stay.

Discover our global network

Apply as an exchange student

Preparatory programme

A preparatory programme is a study programme designed for students when the already obtained academic bachelor’s or master’s degree does not permit them to directly follow the consecutive programme. 

Discover our preparatory programmes

Bridging programme

A bridging programme is a study programme for students who hold  a Flemish professional bachelor’s degree  (or equivalent) and want to follow a master's programme. A bridging programme aims to equip students with academic skills. 

Discover our bridging programmes

• Visiting scholars are invited by a KU Leuven staff member   to come to KU Leuven for a short programme of maximum 90 days, of studies and research, independent of any employment contract.
• International scholars are admitted to study at KU Leuven either in preparation for a doctorate that they will obtain at their home university, or within the framework of another study programme at their home university. They may reside at KU Leuven for maximum 18 months.
• Traineeship at KU Leuven : Erasmus+ supports traineeships (work placements, internships) abroad at any workplace for students currently enrolled in higher education institutions in Programme Countries at short-cycle Bachelor and Master level as well as for doctoral candidates.
• Programmes for professionals : with KU Leuven Continue, we offer an extensive range of courses and topics available for professionals who are looking for lifelong learning opportunities.
• Online courses : KU Leuven offers a range of high quality Massive Open Online Course or MOOCs open to anyone in the world
• Summer & winter schools : register for a short but intensive course during which attendents are generally offered an intensive education in certain subjects.
• Dutch Preparatory Language Year : KU Leuven organizes a Preparatory Language Year to give students the opportunity to obtain a sufficient level of Dutch proficiency over the period of one academic year. This is a very demanding programme with limited places, for which KU Leuven only accepts the best students.
• Guest students : Students from other Belgian institutions of higher education who conduct research at KU Leuven in the context of their Master’s thesis or dissertation may enrol as guest student on the condition that they have received permission to do so from their host faculty at KU Leuven. 
• Interuniversity students: Students from other Belgian institutions of higher education in the KU Leuven  Association  can take  elective courses  at KU Leuven. You will need a permission letter from your own institution and a permission letter from the KU Leuven faculty at which you wish to take the courses. You can register online  and upload all necessary documents there.

Do you have questions or are you encountering any issues? Do not hesitate to reach out for help.