Whether you want to make a positive impact on the lives of your students as a teacher, or pursue an administrative position in the school system, an advanced degree in education offers the credentials and skills you’ll need to accelerate your career.
Program Overview
Make a positive impact in your community.
Western’s M.A. in Education program is ranked as one of the top 10 most effective and top five most affordable online education degrees in the nation. Our small classes, innovative coursework and experienced faculty will enable you to advance your career as an educator. Join a program where 100% of students pass their licensing exams and 96% land full-time teaching positions after graduation.
Enhance your own education and earn professional credit at Western’s Summer Teacher Institute.
Learning lessons
A class listens to a student-teacher at Gunnison Elementary.
Program Requirements
At Western, course rotations are crafted to encompass a variety of subject fields for a comprehensive education and versatile degree. For required courses and degree plans, visit the official University Catalog. Below is a general overview of courses at Western Colorado University related to this area of study.
The Master of Arts in Education degree program combines online learning with practical and applied learning in the K-12 classroom. The master’s candidate must earn and successfully complete 30-43 semester credits of graduate course work, specific to the emphasis chosen. A teacher or principal licensure or an added endorsement credential is included in some emphases. Either a graduate capstone or final comprehensive examinations in the form of professional portfolios are required for graduation. A summer on-campus or online program orientation must be completed before coursework is begun. The candidate will earn a Master of Arts in Education and specialize in one of the following emphases: K-12 Online Teacher Leadership, Reading Leadership, Teaching Leadership, Educational Administration, Culturally and Linguistically Diverse Leadership, or Educator Effectiveness.
- A candidate intending to pursue the Master of Arts in Education with emphasis in K-12 Online Teacher Leadership, Reading Leadership, or Teacher Leadership will complete one of the following licensure or added endorsement programs as part of the MA degree: Elementary, K-12/Secondary, Secondary English, or Special Education Generalist.
- A candidate intending to pursue the Master of Arts in Education with emphasis in Educational Administration will complete the Principal Licensure program as part of the MA degree.
- A candidate intending to pursue the Master of Arts in Education with emphasis in Culturally and Linguistically Diverse Education will complete the Culturally and Linguistically Diverse added endorsement program as part of the MA degree.
- A candidate intending to pursue the Master of Arts in Education with emphasis in Educator Effectiveness is required to hold an initial or professional teacher license as a prerequisite for admission and may be eligible to earn an additional licensure area or endorsement depending on course sequences chosen.
Upon acceptance to the program, an advisor will be assigned to assist the applicant in developing a degree plan, which includes a comprehensive exam or a capstone.
Requirements for Full Admission to the MA in Education with Teacher Licensure
- Candidate must submit:
- Proof of fingerprint clearance and background check by state agency
- Two professional recommendation forms
- Resume
- Payment of university application fee
- Official transcript of conferred bachelor’s degree from a regionally accredited college or university showing recommended 3.0 cumulative GPA or higher
- Personal statement
- Candidate must demonstrate knowledge of the content area by:
- passing a Praxis Subject Assessment (Special Ed. and Elementary Ed. must pass the Praxis Subject Assessment for Elementary Education Content Knowledge #5001); OR
- a conferred degree in the content area; OR
- a content evaluation of 24 semester hours of transcripted college coursework.
Additional Requirements for Alternative Teacher Licensure Candidates
- Secure a full-time teaching position in your endorsement area and submit your employment contract with your application.
- Submit Statement of Assurance to CDE after being admitted
For more information on the requirements of the Alternative Licensure program, see the Colorado Department of Education Alternative Teacher Program webpage.
Requirements for Full Admission to the MA in Education Program with Principal Licensure
- Candidate must submit:
- Proof of fingerprint clearance and background check by state agency
- Two professional recommendation forms
- Letter from principal or HR office confirming employment as licensed teacher or counselor for two years upon starting the program (Note: This requirement does not apply to Alternative Principal Licensure Candidates.)
- Payment of university application fee
- Official transcript of conferred bachelor’s degree from a regionally accredited college or university showing recommended 3.0 cumulative GPA or higher
- Personal statement
- Statement of mentor principal support
Additional Requirements for Alternative Principal Authorization Candidates
- Obtain a Statement of Eligibility from CDE.
- Secure a full-time principal or assistant principal position.
- Submit a letter from a mentor principal agreeing to act as your mentor for 1-2 hours/week for school year.
For more information on Alternative Authorization, see the Colorado Department of Education Alternative Principal Authorization webpage.
Requirements for Full Admission to the MA in Education, Educator Effectiveness Emphasis
To be successful in coursework in this emphasis, the candidate is a practicing teacher working in his or her own classroom while pursuing the program.
- Candidate must submit:
- Copy of current teaching license
- Two professional recommendation forms
- Professional Resume
- Personal statement
- Official transcript of conferred bachelor’s degree from a regionally accredited college or university showing 3.0 cumulative GPA or higher
Provisional Admission to the MA in Education program
An applicant who does not meet the requirements for full admission to the Master of Arts in Education program may be required to submit additional materials in order to be considered for provisional admission upon the recommendation of the program director and approval by the Dean of Graduate Studies. These may include evidence of relevant professional experience, post-BA coursework, professional development, recommendations, and any other experience that demonstrates history of work, study, volunteering or other professional activity demonstrating potential to be a quality educator and successful graduate student. The program director may request a phone interview with the applicant. A provisionally admitted student will have a maximum of one calendar year to complete any pre-requisite academic coursework. The program director or Dean of Graduate Studies may set additional timeline requirements.
International Students: see Graduate Academic Catalog section, Criteria for International Admission.
Program Requirements
Teacher Licensure Areas
Students seeking the MA in Education with emphasis in Teacher Leadership, Reading Leadership, or K-12 Online Teacher Leadership must complete 27 credits of coursework in their first year of the MA Program. Students may choose to seek a Colorado Initial License or an added Colorado Endorsement, or to pursue further investigations in their current licensure area. Licensure areas include Elementary, K-12 (Art, Foreign Language, Music, and Physical Education), Secondary (Business, English, Mathematics, Science, and Social Studies), and Special Education.
Elementary Education Licensure
| Code | Title | Credits |
|---|---|---|
| EDUC 600 | Foundations of Literacy Development | 3 |
| EDUC 601 | Methods and Strategies of Effective Reading Instruction | 3 |
| EDUC 604 | Learning Environments | 3 |
| EDUC 605 | Curriculum Development and Assessment | 3 |
| EDUC 608 | Methods and Strategies of Effective Writing Instruction | 3 |
| EDUC 613 | Methods and Strategies of Effective Mathematics Instruction | 3 |
| EDUC 619 | Elementary Student Teaching (taken twice) | 6 |
| EDUC 628 | Pedagogies for English Learners | 3 |
| Total Credits | 27 | |
Secondary or K-12 Licensure
| Code | Title | Credits |
|---|---|---|
| EDUC 603 | Content Area Learning | 3 |
| EDUC 604 | Learning Environments | 3 |
| EDUC 605 | Curriculum Development and Assessment | 3 |
| EDUC 606 | Reading and Writing in the Content Area | 3 |
| EDUC 607 | Rethinking Learning through 21st Century | 3 |
| EDUC 624 | Managing to Differentiate | 3 |
| EDUC 629 | Inclusion and English Learners | 3 |
| Appropriate Student Teaching Course: | 6 | |
EDUC 609 | Secondary Student Teaching (must be taken twice) | |
EDUC 610 | K-12 Student Teaching (must be taken twice) | |
| Total Credits | 27 | |
Special Education Generalist (Ages 5-21) Licensure
| Code | Title | Credits |
|---|---|---|
| EDUC 611 | Strategies for Teaching Students with Exceptionalities | 3 |
| EDUC 612 | Assessment and Programming | 3 |
| EDUC 614 | Inclusivity with Collaboration | 3 |
| EDUC 630 | Inclusivity in the Content Areas | 3 |
| EDUC 631 | Inclusive Methods and Strategies for Literacy | 3 |
| EDUC 632 | Overview of Special Services | 3 |
| EDUC 633 | Differential Literacy Assessment | 3 |
| Appropriate Student Teaching Course: | 6 | |
EDUC 615 | Student Teaching for Students with Exceptionalities (First-time Licensure must take twice) | |
| Total Credits | 27 | |
Education with emphasis in K-12 Online Teacher Leadership, Master of Arts
K-12 Online Teacher Leadership is defined as the work of an individual (an online-teacher leader) teaching online in a virtual school and/or in a blended K-12 learning environment who knows federal and state policies related to online and blended teaching and learning; has advanced knowledge of the development, implementation, and evaluation of quality online teaching and instructional design; and can work effectively with other online or blended instructional staff to meet the targeted learning needs of all students. The K-12 online teacher leader provides professional guidance and expertise to virtual or brick and mortar schools on effective curriculum, instruction, and assessment programs in relation to online and blended learning.
In order to earn the MA in Education with emphasis in K-12 Online Teacher Leadership, the candidate must successfully complete 43 graduate credits of education course work in conjunction with in-classroom/school practical experience. Already licensed teachers have the option of adding an endorsement in one of the licensure areas above during their first year of study. Successful completion of the K-12 Online Teacher Leadership emphasis will result in earning the MA degree.
Completion of the Emphasis in K-12 Online Teacher Leadership
| Code | Title | Credits |
|---|---|---|
| 27 credits of Teacher Licensure course work is required in addition to the following: | 27 | |
| EDUC 621 | Creating Effective Online Learning Environments | 3 |
| EDUC 622 | Using Data to Plan for Online & Blended Learning and Targeted Interventions | 3 |
| EDUC 623 | Designing and Delivering Effective Online & Blended Instruction | 3 |
| EDUC 680 | Research and Critical Inquiry for Leaders | 4 |
| EDUC 693 | Capstone | 3 |
| Total Credits | 43 | |
Education with emphasis in Reading Leadership, Master of Arts
Reading Leadership is defined as the work of an individual (a reading-leader) situated in the classroom or in a school or district-level position who has advanced knowledge of federal and state policies related to literacy; has deep understanding of the development, implementation, and evaluation of scientifically-based reading programs; and can work effectively with other instructional staff to meet the literacy needs of all students. The reading leader provides professional guidance and expertise to classroom teachers, school and/or district literacy curriculum, instruction, and assessment programs; and develops and conducts in-service programs related to literacy.
In order to earn the MA in Education with emphasis in Reading Leadership, the candidate must successfully complete 43 graduate credits of education course work in conjunction with in-classroom/school practical experience. Already licensed teachers have the option of adding an endorsement in the licensure areas listed above during their first year of study, and will have the opportunity to add Reading-specific endorsements as they complete their MA as outlined below. Successful completion of the Reading Leadership emphasis will result in earning the MA degree.
Completion of the emphasis in Reading Leadership
| Code | Title | Credits |
|---|---|---|
| 27 credits of Teacher Licensure course work is required in addition to the following: | 27 | |
| EDUC 680 | Research and Critical Inquiry for Leaders | 4 |
| EDUC 684 | Materials and Motivation for Reading | 2 |
| EDUC 685 | Assessing, Evaluating, and Instructing At-risk and Struggling Readers | 3 |
| EDUC 686 | Literacy Coaching and Mentoring | 2 |
| EDUC 687 | School-Wide Comprehensive Literacy Program Development | 2 |
| EDUC 693 | Capstone | 3 |
| Optional courses required in the Reading Leadership emphasis to add Colorado endorsements in Reading Teacher and/or Reading Specialist | ||
EDUC 688 | Reading Teacher Internship | |
EDUC 689 | Reading Specialist Internship | |
| Total Credits | 43 | |
Education with emphasis in Teacher Leadership, Master of Arts
Teacher Leadership is defined as the work of an individual (a teacher-leader) within a school who is regarded as an excellent educator; is well respected by peers; is recognized for his or her leadership capacity; holds a lifelong learning orientation; and has been identified to facilitate, advocate, and advance school reform and improvement of student learning. The work of a Teacher Leader is typically carried out through informal and formal venues and processes; for example, with teachers in their classrooms, and district level task forces, committee, and/or membership in district level professional development projects. In order to earn the MA in Education with emphasis in Teacher Leadership, the candidate must successfully complete 43 graduate credits of education course work in conjunction with in-classroom/school practical experience. Already licensed teachers have the option of adding an endorsement in the licensure areas listed above during their first year of study. Successful completion of the Teacher Leadership emphasis will result in earning the MA degree.
Completion of the emphasis in Teacher Leadership
| Code | Title | Credits |
|---|---|---|
| 27 credits of Teacher Licensure course work is required in addition to the following: | 27 | |
| EDUC 680 | Research and Critical Inquiry for Leaders | 4 |
| EDUC 681 | Instructional Program Development and Evaluation | 3 |
| EDUC 682 | Shaping School Culture | 3 |
| EDUC 693 | Capstone | 3 |
| Select three credits from the following: | 3 | |
EDUC 694 | School Law for Teachers | |
EDUC 695 | Resource Management in Education | |
EDUC 696 | Engaging External Stakeholders | |
| Total Credits | 43 | |
Education with emphasis in Culturally and Linguistically Diverse Leadership, Master of Arts
Culturally and Linguistically Diverse (CLD) Leadership is defined as the work of an individual (a CLD Interventionist or CLD Teacher Leader) who serves as a liaison between various constituents accountable for meeting the needs of CLD learners in the school and community settings. This individual is aware of state, national and local cultural norms, legalities, and policies that impact student learning and the acquisition of English language proficiency. The CLD leader has the ability to guide and support stakeholders associated with serving CLD learners to sustained high levels of productivity, collaboration, and achievement. In order to earn the MA in Education with emphasis in CLD Leadership, the candidate must successfully complete 43 graduate credits of education course work in conjunction with in-classroom/school practical experience. The candidate must be a licensed teacher and will be eligible to add a CLD endorsement at the conclusion of the first year of MA course work.
| Code | Title | Credits |
|---|---|---|
| First year CLD endorsement course work requires 27 credits | ||
| EDUC 600 | Foundations of Literacy Development | 3 |
| EDUC 601 | Methods and Strategies of Effective Reading Instruction | 3 |
| EDUC 602 | Literacy Assessment Informed Instruction | 3 |
| EDUC 605 | Curriculum Development and Assessment | 3 |
| EDUC 616 | Language Acquisition for Linguistically Diverse Students | 3 |
| EDUC 617 | Cognitive Academic Language Proficiency in the Content Area | 3 |
| EDUC 618 | Linguistically Diverse Student Teaching (must be taken twice) | 6 |
| Completion of the emphasis in Culturally and Linguistically Diverse Leadership | ||
| EDUC 680 | Research and Critical Inquiry for Leaders | 4 |
| EDUC 682 | Shaping School Culture | 3 |
| EDUC 693 | Capstone | 3 |
| EDUC 694 | School Law for Teachers | 3 |
| EDUC 696 | Engaging External Stakeholders | 3 |
| Total Credits | 40 | |
Education with emphasis in Educational Administration, Master of Arts
Educational administrator leadership is defined as the work of an individual serving in an administrative capacity at the school/district level. This individual is aware of local, state, and federal laws and policies that affect student learning and school/district management, understands the needs of students and staff, and has the ability to lead a school/district to sustained high levels of productivity, collaboration, and achievement.
In order to earn the M.A. degree, the candidate must successfully complete one year of principal licensure course work and at least one concurrent year-long contractual or internship experience in school administration. First-year course work requires 25 credits. The candidate must also successfully complete 12 credits of administrator licensure course work during the second year. The Master of Arts in Education with emphasis in Educational Administration requires 44 credits. At the conclusion of the first year the candidate is eligible to become licensed as a principal. Successful completion of the second year will result in earning the M.A. degree, as well as eligibility to become licensed as a district administrator.
| Code | Title | Credits |
|---|---|---|
| First year Principal Licensure course work requires 25 credits | ||
| EDUC 670 | Introduction to School Leadership | 4 |
| EDUC 672 | Personnel Selection and Development | 3 |
| EDUC 673 | School Safety and Management | 3 |
| EDUC 674 | Family and Community Involvement | 3 |
| EDUC 675 | Student Learning and Accountability | 3 |
| EDUC 678 | Principal Internship I | 3 |
| EDUC 679 | Principal Internship II | 3 |
| EDUC 683 | Legal and Ethical Issues in Education | 3 |
| Second Year Administrator Licensure course work requires 12 credits | ||
| EDUC 681 | Instructional Program Development and Evaluation | 3 |
| EDUC 682 | Shaping School Culture | 3 |
| EDUC 695 | Resource Management in Education | 3 |
| EDUC 696 | Engaging External Stakeholders | 3 |
| Completion of emphasis in Educational Administration requires 7 credits | ||
| EDUC 680 | Research and Critical Inquiry for Leaders | 4 |
| EDUC 693 | Capstone | 3 |
| Total Credits | 44 | |
Education with emphasis in Educator Effectiveness, Master of Arts
The MA in Education emphasis in Educator Effectiveness delivers a curriculum that provides a customized and relevant program of study based upon the candidate’s specific needs as measured by Colorado’s Teacher Quality Standards for performance. Candidates may complete the MA in one academic year by completing fifteen credits per semester. Programs of study may be made up from five, 3-credit courses or the equivalent by inserting 1-6 credit offerings during fall and spring semesters only, so that the candidate may choose to spread out their program to complete the 30 credits over more than one year, within the five year maximum. Courses are limited to the fall and spring semesters due to the fact that coursework is designed to be completed and applied within a K-12 teaching setting for maximum internalization and improvement. Candidates may end the program in either fall or spring semesters. Upon acceptance into the program, candidates will work with a profile identifier and academic advisor to register for the most applicable sequence of courses which will help meet specific goals established from the candidate’s professional growth plan.
In order to earn the MA in Education with emphasis in Educator Effectiveness, the candidate must successfully complete 30 graduate credits of 600-level education course work. Degree completion will also require an extensive Capstone: Professional Portfolio that contains evidence from multiple measures to establish the rate and degree of improvement in performance. These may include the candidate’s annual effectiveness ratings (pre-program and post-program) as reported by an evaluating administrator, evidence of academic achievement and growth of the candidate’s K-12 students taught during the course of the program, artifacts, assessments, and further evidence of performance and growth. The portfolios will be due and evaluated to coincide with the end of the candidate’s final semester. If a candidate requires additional time to complete the Capstone, registration in EDUC 697 Special Topics for at least one credit per semester will be required to remain eligible to complete this degree completion requirement.
Candidate will complete 30 credits from the following.
| Code | Title | Credits |
|---|---|---|
| The following two courses are required: | ||
| EDUC 625 | Relevant Data Analysis to Inform Instruction | 3 |
| EDUC 626 | Defining and Defending Evidence of Professional Mastery | 3 |
| Select 24 credits from the following: | 24 | |
EDUC 600 | Foundations of Literacy Development | |
EDUC 601 | Methods and Strategies of Effective Reading Instruction | |
EDUC 602 | Literacy Assessment Informed Instruction | |
EDUC 603 | Content Area Learning | |
EDUC 606 | Reading and Writing in the Content Area | |
EDUC 607 | Rethinking Learning through 21st Century | |
EDUC 608 | Methods and Strategies of Effective Writing Instruction | |
EDUC 611 | Strategies for Teaching Students with Exceptionalities | |
EDUC 612 | Assessment and Programming | |
EDUC 613 | Methods and Strategies of Effective Mathematics Instruction | |
EDUC 614 | Inclusivity with Collaboration | |
EDUC 616 | Language Acquisition for Linguistically Diverse Students | |
EDUC 617 | Cognitive Academic Language Proficiency in the Content Area | |
EDUC 618 | Linguistically Diverse Student Teaching | |
EDUC 621 | Creating Effective Online Learning Environments | |
EDUC 622 | Using Data to Plan for Online & Blended Learning and Targeted Interventions | |
EDUC 623 | Designing and Delivering Effective Online & Blended Instruction | |
EDUC 624 | Managing to Differentiate | |
EDUC 627 | Exploring Educational Technology | |
EDUC 628 | Pedagogies for English Learners | |
EDUC 629 | Inclusion and English Learners | |
EDUC 630 | Inclusivity in the Content Areas | |
EDUC 631 | Inclusive Methods and Strategies for Literacy | |
EDUC 632 | Overview of Special Services | |
EDUC 633 | Differential Literacy Assessment | |
EDUC 640 | Acclimation of Beginning Teachers | |
EDUC 641 | Professional Growth for the Beginning Teacher | |
EDUC 669 | Formal and Informal Methods of Assessment | |
EDUC 674 | Family and Community Involvement | |
EDUC 681 | Instructional Program Development and Evaluation | |
EDUC 682 | Shaping School Culture | |
EDUC 684 | Materials and Motivation for Reading | |
EDUC 685 | Assessing, Evaluating, and Instructing At-risk and Struggling Readers | |
EDUC 686 | Literacy Coaching and Mentoring | |
EDUC 687 | School-Wide Comprehensive Literacy Program Development | |
EDUC 688 | Reading Teacher Internship | |
EDUC 689 | Reading Specialist Internship | |
EDUC 694 | School Law for Teachers | |
EDUC 695 | Resource Management in Education | |
EDUC 696 | Engaging External Stakeholders | |
EDUC 697 | Special Topics | |
EDUC 699 | Research Problems | |
| Total Credits | 30 | |
K-12 Online Teacher Series
The following three courses may be taken in series to provide the student with a sequential learning experience of nine credits, in which the student will become prepared to teach K-12 Online and Blended classes in the virtual classroom. These courses are offered as professional development only and may not be transferred into the MA in Education. Upon successful completion of the nine credit series, participants will earn a Certificate of Completion from the Office of Graduate Studies.
| Code | Title | Credits |
|---|---|---|
| EDUC 535 | Engaging the K-12 Online Learner | 3 |
| EDUC 536 | Assessing the K-12 Online Learner | 3 |
| EDUC 537 | Field-Based Application of Online Instruction | 3 |
| Total Credits | 9 | |
Careers
Career preparation starts your first year at Western and is the primary focus of every degree.
Visit Career Services in Library 120 or online to discover your interests, define your goals, and land the career of your dreams.
The data below is automatically collected by Burning Glass Technologies, a firm that sources job market data and provides analytics. The statistics illustrate general trends in U.S. careers, but do not precisely represent every job and salary.
Scholarships
Available to:
Graduate students who are degree-seeking, demonstrate financial need and maintain a minimum of 3.0 grade point average.
Provided by:
Dr. Donald P. Timm (B.A. ’52) through The Greater Milwaukee Foundation.
Amount:
Eight to ten scholarships of up to $1,000 are available to students enrolled in the licensure year of the program. Two to three scholarships of up to $500 are available to students who have earned their teaching license and are pursuing a Master’s degree in Education.
Selected by:
Western Education Department Scholarship Selection Committee.
Application:
Students who are accepted by March 15 will be eligible to apply.
- The Graduate Scholarship Application Cover Sheet
- A Word document consisting of one paragraph on how you meet the scholarship’s criteria and another paragraph on what sets you apart from other candidates.
Submission:
Graduate Student Scholarship Application form should be emailed to education@western.edu.
Tuition scholarships will be awarded on a competitive basis by the Education Department to a limited number of incoming M.A. in Education students who demonstrate the potential to make outstanding contributions to the profession.
Eligibility:
To be considered, you must be accepted to the M.A. in Education by March 15.
Preference will be given to:
- Applicants with a minimum GPA of 3.0 on a conferred undergraduate or graduate degree.
- Applicants with a proven dedication to or intention to work with students in rural areas or with underrepresented populations.
- Applicants seeking credentials in Math, Science, Culturally and Linguistically Diverse Education, or Special Education.
- Applicants from underrepresented populations.
- Applicants who demonstrate a high level of financial need.
How to apply:
Students admitted to the program by March 15 will be sent instructions on how to apply.
The Exceptional Resident Award is given to one undergraduate or graduate Education student, per year, who exhibit the following criteria:
- Shows respect for differences and a commitment to serving all students regardless of their race, ethnicity, culture, religion, language, cognitive ability, gender, or sexuality.
- Demonstrates a growth mindset in the face of challenges and responds constructively to feedback. Shows willingness to reflect upon practice.
- Goes above and beyond to builds strong relationships with students, parents, colleagues, and the local community. Is supportive and positive when interacting with others.
- Exhibits curiosity and is innovative in lesson design and delivery.
- Shows a willingness to try new things and to thoughtfully assess their effectiveness.
- Demonstrates leadership by taking initiative to be part of the school team. For example, shares strategies and ideas learned in Western courses with mentor and other colleagues in a constructive manner.
Award:
• Recognition at graduation with a cord and reimbursement of up to $500 for travel expenses to attend graduation at Western
• Certificate presented at the placement school by the resident’s regional coordinator and/or clinical coach
• Recognition on Western’s Education Department website
• Scholarship of up to three graduate credits to be used towards completion of a master’s degree at Western
Interested in serving Colorado’s rural schools? The Education Department at Western Colorado University, in partnership with Montrose and Delta County School Districts, was recently awarded a grant by the Colorado Department of Education to expand its successful residency program for teacher licensure. The grant will fund fellowships to fully cover tuition for Western’s yearlong teacher residency program. Fellowship recipients must complete their residency in schools within Montrose and Delta County School Districts, and then serve for two additional years in the partner districts as a teacher of record. Preference will be given to applicants who pursue teaching licenses in STEM, special education, and other areas of identified need within Montrose and Delta.
Review of fellowship applications for the 2021-2022 academic year will begin April 15th and conclude June 15th. Please contact Marilyn Krill (mkrill@western.edu) with any questions.
How to apply:
- Complete the online application for the Montrose and Delta School Districts Teaching Fellowship
- Interested applicants must also be admitted to Western’s Teacher Residency Program
News & Research
Additional Resources
Department Information
Education Department
Department Chairperson
George Kamberelis, Ph.D.Professor, Chairperson
Undergraduate Assistant
Barbara Woerner, B.Ed.Placement Coordinator, Undergraduate Program Advisor
Graduate Assistant
Marilyn KrillDepartment Support Coordinator
Campus Location
Western Colorado University
Crawford Hall 101
1 Western Way
Gunnison, CO 81231