MN Licensure via Portfolio Online Program | Modules 1-5
This self-paced program consists of two sets of five modules. Each set of modules (1 – 5 and 6 – 10) is available for purchase separately. The rich content, activities and supplemental materials included provide students an opportunity to gain knowledge of and experience with the essential components of highly effective teaching. Modules are self-paced and completed independently.
Our program is meant to complement an educator’s current knowledge and expertise, as well as support their pursuit of alternative licensure via portfolio. Completing this program does not guarantee MN licensure. Educators must prepare and submit materials according to PELSB’s application process. Decisions on licensure are made solely at the discretion of PELSB.
Delivery | Online Asynchronous
Cost | $125
GoalTo analyze and reflect on the planning, instruction, and assessment domains of teaching.
Outcomes | Students will be able to:
ExpectationsEach module has a series of assignments to complete including readings and some video recordings to view. Reflection exercises are built into many of the modules. Take the time to develop the practice of reflection, since it is one of the best forms of professional development. After completing the assignments for each module, take the quiz for that module. You must earn 100% on each quiz to pass the module. Questions you answered incorrectly will be presented again for a correct response.
Required Materials for Modules 1-5
Required TextbookThe assigned textbook, What Great Teachers Do Differently, can be found on Amazon and Barnes & Noble. Use the links below for purchase options.
AmazonWhat Great Teachers Do Differently
Barnes & NobleWhat Great Teachers Do Differently
Assignments Each module will have reading and activities followed by a quiz.
Module One | Context for Learning and Code of Ethics (Standards 4O, 4Q, 8D, 10K, 11M)
Module Two | Classroom Management (Standards 3E, 6I, 6L, 6O, 6P, 6Q, 7C, 11A, 11I,11 J, 11K)
Module Three | Knowledge of Students (Standards 3E, 3F, 4E, 4L, 4M, 4O, 5F, 5I, 6K, 6M, 8B, 8C, 8D, 8F, 8G)
Module Four | Academic Language (Standards 4L, 4M, 4O, 5E, 5F, 5I, 8B, 8C, 8E, 8F, 8G)
Module Five | Learning Environment (Standards 4Q, 6H, 6I, 6L, 6O, 6P, 6Q, 6R, 7C, 7F)
Participants must create a personal account to access and complete the program modules.
Concordia College Information
The mission of Concordia College and the Department of Education offers the means to engage in humane, energetic, knowledgeable, and professional ways with your immediate world setting as well as globally. The effort you put toward being responsibly engaged in the world should be evident in the way you approach teaching and students.
Accommodations for Students with Disabilities
Concordia College values diversity and inclusion. We are committed to providing students with access to mental health services and equitable access to learning opportunities.
The Counseling Center and Disability Services Office (Old Main 109A) is the campus office that helps students find solutions and relief through talk therapy, and reasonable accommodations. Additional Community and Online Resources are also available on Cobbernet.
Please contact me if you feel there are aspects of my instruction, or design that are making that could better support your learning.
Concordia College aspires to be a diverse community that affirms an abundance of identities, experiences, and perspectives in order to imagine, examine, and implement possibilities for individual and communal thriving. Critical thinking grounded in the liberal arts compels us to participate in intentional dialogue, careful self-reflection, and honest interactions about difference, power, and inequity. As responsible engagement in the world calls us to recognize worlds that are familiar or unfamiliar, visible or less visible, Concordia will act to increase and support diversity in all areas of college life.
The students and faculty of Concordia College are committed to the expectations and procedures set forth in the joint statement on academic responsibility. Academic honesty is expected of all students at all times. Dishonesty (e.g., cheating or plagiarism) will result in a minimal penalty of failing the exam or assignment in question. Some offenses constitute grounds for failing the course.
Licensure via Portfolio is a non-traditional option for earning a Minnesota teaching license. The portfolio provides an alternative process to assess the knowledge, skills and competencies of individuals seeking a license who may not have completed an approved teacher preparation program in the licensure field being sought.
Licensure via Portfolio Handout
Step 1: Eligibility Determination
If you would like to apply for an initial Tier 3 license
After the documents are reviewed by the PELSB committee, applicants are notified if they are eligible to submit a portfolio, and if they are they will receive instructions and guidelines on how to prepare the portfolio.
Step 2: Portfolio Evaluation
Step 3: Testing Requirement
In order for the application to be complete, you must pass all required testing. Please refer to the testing requirements for information about the required testing.
Step 4: Final Recommendation
The Professional Educator Licensing and Standards Board provides recommendation for approval or denial of the submitted portfolio.
Dr. Cassandra GlynnAssociate Professor of EducationDirector of Graduate Educationcglynn@cord.edu
Dr. Teri LanglieAssociate Professor of Educationlanglie@cord.edu
Minnesota Professional Educator Licensing and Standards Boardpelsb@state.mn.us651.539.4200
For technical assistance, please contact the Graduate & Continuing Studies team at the email below.
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