The Center for Hmong Studies
The Center for Hmong Studies seeks to cultivate the past, interpret the present, and enrich the future through research and publication, curriculum and teaching, and conferences.
Founded in 1984, Hoffmann Institute’s mission is to prepare students for professional outreach ministries, encourage and develop an active outreach consciousness within the campus community, and raise outreach vision, commitment, involvement, and leadership throughout the church. In fall 2015, the Hoffmann Institute created a new Hoffmann Mentoring Initiative. The goal of the mentoring initiative is for students to receive one-on-one mentoring, participate in service learning at non-profit organizations in Minneapolis-St. Paul, and to study Christian theology on faith, vocation, and justice. Please contact Prof. Mark Koschmann for more information at Koschmann@csp.edu.
SEAT (Southeast Asian Teacher licensure program)
This program is for individuals currently employed in Minnesota school districts as educational assistants and teaching assistants who are seeking elementary education teacher licensure. Started in 1998 with a focus on training under-represented populations, today the program continues its mission of preparing all people of color, especially those of Southeast Asian background, for elementary teaching licensure.
The Southeast Asian Teacher (SEAT) licensure program at Concordia University, St. Paul, is an accelerated bachelor’s degree program and, for those who already have a bachelor’s degree, a post-baccalaureate program leading to teacher licensure.
The SEAT program is for individuals currently employed in Minnesota school districts as paraprofessionals, educational assistants and teaching assistants who are seeking a teacher license.
The program began in 1998 when the Minnesota State Legislature appropriated funds to assist in the training of under-represented populations, with a focus on Southeast Asians. The initiative was prompted by the scarcity of fully-licensed Southeast Asian educators in Minnesota schools and the program has grown to train teachers to work in urban and urban-like settings.
SEAT provides enrolled students with partial tuition funding and textbooks. The program is designed in a modified cohort model, where students take late afternoon and evening courses while remaining employed full-time in a school district as paraprofessionals, educational assistants or teaching assistants.
- Provide a culturally responsive education for SEAT students training to become classroom teachers. Concordia faculty will use curricular and delivery options that meet the needs of minority students, particularly those of Southeast Asian background.
- Provide half of student’s tuition, a voucher to purchase textbooks from the Concordia University, St. Paul Bookstore, and the use of a laptop.
- Provide the academic and academic cultural support for students to be successful in the program.
- Assist students in preparing for the Pre-Professional Skills Test.
- Provide training, mentoring and support for students in making the shift from paraprofessional or unlicensed teacher to teacher.
- Provide mentoring for SEAT graduates who are first-year teachers through the Circle of Support Program Mentoring Program.
- Work with the school districts to recruit students and to assist in hiring and placement of SEAT graduates as classroom teachers.
- Provide opportunities for the university community to improve the multicultural environment and teaching through events focused at cross-cultural communication.
- Enable students to be involved in service learning and leadership roles in the Concordia community.
Individuals interested in the Southeast Asian Teacher Licensure Program must be admitted as a student at Concordia University. Class rank, ACT scores and Grade Point Average (GPA) will be reviewed according to University procedure.
To be considered for SEAT, the applicant must:
- Be currently employed as a paraprofessional or non-licensed teacher in a Minnesota School District.
- Be able to successfully complete 12 credits each semester
- Submit two letters of recommendation: 1) from the principal in the school where currently employed; and 2) from the teacher/mentor with whom they work
- Provide transcripts of college courses previously taken (individuals with a significant number of previous college credits will be given priority consideration.)
- Review of other applicants will be made for possible admittance.
Once admitted to SEAT, the cohort participant will:
- Meet with an interview team to determine if further assessment is needed in oral or written communication skills
- Meet with the program coordinator or designee to establish an Academic Plan.
The plan will include an individualized course of study for the participant. General education courses, professional education classes, field experiences, program seminars and intensive instruction in oral and written communication skills as well as support service for making progress toward meeting licensure requirements will be discussed. Training on a laptop computer will be designed to facilitate electronic journaling, email and related technical skills.
The mentor teacher/supervisor and principal at the school where the student is employed will be involved in the assessment of academic, professional and personal skills.
Submit completed applications to Concordia University:
Concordia University, St. Paul
Office of Admissions
275 Syndicate Street North
St. Paul, MN 55104
by email: firstname.lastname@example.org
by fax: 651-603-6320
As part of your application, you will need to submit a letter of recommendation from both a teacher/mentor and your principal. Please print the below forms and return the completed recommendations with your application for admission.
Twin Cities Teacher Collaborative (TC2)
Are You Wired to Teach?
Mission: The Twin Cities Teacher Collaborative is an innovative partnership that prepares andsupports teachers who are committed to social justice and able to eliminate educational inequities.
The unique Twin Cities Teacher Collaborative (TC2) is part of a significant and progressive effort initiated in 2009 by the Bush Foundation to establish a new paradigm for teaching and learning in Minnesota, to improve teacher effectiveness as a means to reduce educational disparities and increase the number of learners who attend post-secondary school.
TC2 is a partnership of six private institutions of higher education in the Twin Cities metropolitan area: Augsburg College, Bethel University, Concordia University Saint Paul, Hamline University, St. Catherine University, and the University of St. Thomas. These institutions share a long and rich history and collectively prepare nearly 20% of all new teachers licensed in Minnesota.
TC2 teacher preparation initiatives include a strategic recruitment process, a continuum of mentoring and induction, a residency-like preparation model, and embedded assessments. Each area has a work team of P-12 teachers and representatives from each of the TC2 partner organizations.
The TC2 Urban Teacher Residency Program draws upon established best practices to recruit, prepare, place and support teachers in an innovative, integrated system augmented by shared services, resources and strong partnerships with key education stakeholders. Residents are recruited along multiple new pathways to participate in the comprehensive program where they engage in a full academic year of intensive classroom experience with P-12 learners alongside specially trained master teachers. The rigorous program curriculum embodies a set of standards-based learning experiences and assessment activities aligned with the Vision of Effective Teaching (VET) that link coursework (theory) and classroom apprenticeship (practice) to better prepare prospective teachers for success in the urban classroom.
The TC2 Residency program features experiential immersion and embedded coursework and includes:
- Co-teaching model in which residents learn and share planning, teaching, and assessment activities in classroom placement alongside mentor teachers who have been trained to work with pre-service teacher-candidates
- Coursework emphasizing cultural competence, constructivist teaching and learning, differentiating instruction for all learners, and the role of social interaction in the construction of knowledge
- Induction support for up to 3 years after the residency and support through professional learning communities which include residents, university faculty, supervisors, and P-12 personnel
- Assessment and evaluation to demonstrate effectiveness at each stage of the TC2 preparation continuum; assessment outcomes linked to continuous program improvement