Whether you are a recent college graduate or are exploring a career change, UVM’s nationally recognized and accredited graduate programs offer you a flexible, high-quality pathway into a teaching career.

Each graduate program emphasizes real-world, hands-on, sustained and mentored teaching internships. Throughout the graduate program, you will work in schools under the mentorship of high-quality teachers to try out some of the innovative, research-based methods and strategies you are learning in your UVM courses.

UVM’s graduate programs offer pathways to becoming a teacher in the specialties of

Considering the age group and content area that most interests you is important as you select a program. UVM faculty and staff are here to help you decide.

Upon completion of the master’s program, you will have fulfilled professional education requirements for Vermont state licensure in one or more of the following disciplines:

  • English,
  • Foreign Language (French, Spanish, and Latin),
  • Mathematics,
  • Social Studies
  • Science (Biology, Chemistry, Earth Science, and Physics),
  • Special Education.

Dual licensure is also possible for those students who meet the content requirements for multiple subject areas.

EDML 200: Middle Grades Instruction and Assessment 
By collaborating with colleagues to understand and assess proficiency, participants will develop strategies and use technologies to assist students in personalized learning to engage all students using a student-centered pedagogy that includes anytime, anywhere learning and multiplepathways for student success.

EDML 207: Young Adolescent Learning and Behavior
The middle school concept is based on the developmental traits of young adolescents. Participants will explore the social, emotional, physical, moral, and intellectual traits of the 10-15 year-old and understand school structures and teaching strategies that support such needs. Cross-listed with: EDSC 207.

EDML 260: Middle Grades Curriculum and Instruction
Middle schools have evolved from the traditional “junior” version of high school into institutions dedicated to providing developmentally responsive pedagogy for early adolescents. As such, these schools create a culture of learning unique to the physical, cognitive, emotional and social needs of students ages 10-14. Participants in this course will examine curriculum and instruction that is relevant, challenging, integrative and exploratory. Together we will explore the purpose and design of these practices, including various strategies for connecting curriculum, through democratic principles, service learning, the integrated use of technology, common core and reflective teacher practice.

EDML 270: Middle School Organization and Pedagogy
Explore the design of structures that support developmentally appropriate educational experiences for young adolescents — flexible scheduling, flexible grouping, shared governance/ leadership, interdisciplinary and partner teaming, transitions, teacher advisories, and others.

Students interested in learning more about a career pathway into teaching through the graduate programs described above, should visit the detailed Graduate Program pages contained on the College of Education and Social Services webpage here.

Students not yet enrolled in a graduate degree program but interested in taking a course through any one of those programs should follow the Registration button at the top of this page.