Graduate Teacher Education Program

Stetson University's Graduate Teacher Education program offers an array of graduate programs in reading education, educational leadership and counselor education. Courses are offered in a convenient manner that provides opportunities for working professionals to earn an advanced degree.

Course Scheduling

Most graduate degrees can be completed in just over a year. Classes, which are scheduled with working teachers in mind, are offered on Saturdays or weeknights; the meeting days and times depend on the program and location at which it is taken. Three scheduling options are available depending on the needs of the student:

• The fast track for educational leadership offers classes on Saturdays and can be completed in 12-15 months; the fast track for the reading program offered at the Celebration campus runs courses on Saturdays from August to May and during the day during the summer months.
• The express train allows students to complete the program in as little at 15 months, beginning in the summer semester. Students are required to take one course in May on Tuesday, Wednesday and Thursday nights and two courses in June. Courses taken in June run Mondays, Wednesdays and Thursdays from 9 a.m. to 4 p.m. During the fall and spring semesters, students are required to take two classes; each class meets once per week. The schedule then repeats for the second summer.
• The local train typically takes two or more years to complete. Candidates are encouraged to begin coursework in the summer or fall semesters. Typical course configurations require that students take two courses during the summer and one course each in the fall and spring semesters.

Location

All three programs are offered at the DeLand campus and at the university's Celebration center. These programs offer convenient Saturday classes. The DeLand reading program currently offers classes on weeknights.

Curriculum

The curriculum is designed to be constantly innovative, comprehensive and to meet state and national performance standards. Students are expected to become: collaborative instructional leaders, responders to diversity, facilitative agents for change and reflective practitioners.

In addition to the degree-granting programs, the program is actively involved in professional development schools and educational reform initiatives. Meeting in small classes, faculty work closely with students to meet their individual needs and professional objectives.