Accelerated Certification in Teaching

Certification

The Accelerated Certification in Teaching Program (ACT) is designed to prepare women and men with non-teaching degrees for teaching careers. It is a non-degree, graduate-level, state-approved teacher education program.

Female teacher looking at a textbook with a child

Maryland Certifications

  • Art (PreK-12)
  • Music (PreK-12)
  • World Languages (PreK-12)
  • Early Childhood Education (PreK-3)
  • Elementary Education (1-6)
  • Special Education (1-8 or 6-Adult)
  • Secondary Education (7-12) in the following content areas:
    • Business
    • Computer Science
    • English
    • History
    • Mathematics
    • Science
    • Social Studies
    • Theatre

To satisfy state certification requirements, candidates must successfully complete the coursework, internship, ePortfolio and Praxis II exams in the area of certification.

Dual Certifications

Unlike many other teacher preparation programs, many of our program completers are certified in multiple content areas.

Dual or multiple certifications also increase the marketability of our graduates, furthering opportunities for meaningful employment.

Types of Dual Certifications Available

  • Art/Music/World Languages and Special Education
  • Early Childhood Education and Elementary Education
  • Early Childhood Education and Special Education
  • Elementary Education and Special Education
  • Secondary Education and Special Education

Additional Study Options

Courses

  • Processes and Acquisition of Reading: EDU-509 (3 credits)

    Sets forth an interdisciplinary view of the foundations of reading and writing and the development and acquisition of literacy. The class addresses theories in such fields as linguistics, cognitive psychology and child development as they are seen in language and literacy development of the emerging elementary reader/writer. The course examines the history of various instructional methodologies and the research documenting their effectiveness. The class reviews current approaches to all parts of the acquisition of literacy, such as direct instruction of phonics, whole language, language experience, literature-based curricula and the writing process. [ 3 credits ]
  • Elementary Reading Materials: EDU-510 (3 credits)

    Exposes teachers to a variety of quality texts and other media, fiction and non-fiction for use in the elementary classroom, across the curriculum. Criteria for selecting and evaluating materials and strategies for use in all areas of instruction, with attention to student and text diversity issues will be explored. [ 3 credits ]
  • Assessment of Reading: EDU-511 (3 credits)

    Provides students with a background in assessment and its relationship to instruction. Students will learn about the variety of assessments available to the classroom teacher in the areas of reading and writing. Students will learn how to administer, score and interpret the results of various assessments. Instructional decisions regarding the educational program of the child will also be examined. [ 3 credits ]
  • Science and Social Studies in the Elementary School: EDU-513 (3 credits)

    Emphasizes integration of content and process through demonstration, investigative and inquiry approaches. Addresses the three domains of knowledge, skills and attitudes. Attention is given to recent trends, national and state standards, and the use of indicators in planning instruction and assessing. Includes preparation of instructional units and microteaching experience. [ 3 credits ]
  • Curriculum and Methods in Early Childhood Education: EDU-515 (3 credits)

    Surveys and critiques curriculum methods and materials for early childhood programs, preschool through primary grades. Familiarizes students with InTASC standards #4-8 as well as National Standards for Early Education. Instruction in assessment, planning and implementation of interdisciplinary activities to stimulate the cognitive, linguistic, social, and motor development. [ 3 credits ]

  • Human Development and Learning: EDU-519 (3 credits)

    Explores selected aspects of human development related to learning and instruction. Major psychological concepts and learning theories will be examined and applied to the context of education. Emphasis will be placed on understanding InTASC standards #1-3 and 9-10, cognitive and affective domains of development as well as behavior management, motivation, individual differences in learning and instructional practices. Includes reflection, classroom activities, educational philosophy and class-room instruction. [ 3 credits ]

  • Methods of Teaching Art N-12 in Secondary School: EDU-530 (3 credits)

    Examines objectives, nature and place of the academic disciplines in the secondary school, as well as InTASC standards#4-8. Readings include courses of study, current research in methodology and texts and material for teaching. Each course focuses on model and techniques for teaching each subject to diverse students at the secondary level. Includes long and short range planning, inclusion strategies interrelated with curriculum and resources in application of teaching, learning theory in such areas as direct instruction, cooperative learning, inquiry and discovery, motivation, questioning, discussion, classroom management and assessment of outcomes. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. [ 3 credits ]

  • Methods of Teching English in Secondary School: EDU-531 (3 credits)

    Examines objectives, nature and place of the academic disciplines in the secondary school as well as InTASC standards #4-8. Readings include courses of study, current research in methodology and texts and material for teaching. Each course focuses on model and techniques for teaching each subject to diverse students at the secondary level. Includes long and short range planning, inclusion strategies interrelated with curriculum and resources in application of teaching, learning theory in such areas as direct instruction, cooperative learning, inquiry and discovery, motivation, questioning, discussion, classroom management and assessment of outcomes. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. [ 3 credits ]

  • Methods of Teaching Foreign Language In Secondary School: EDU-532 (3 credits)

    Examines objectives, nature and place of the academic disciplines in the secondary school, as well as InTASC standards #4-8. Readings include courses of study, current research in methodology and texts and material for teaching. Each course focuses on model and techniques for teaching each subject to diverse students at the secondary level. Includes long and short range planning, inclusion strategies interrelated with curriculum and resources in application of teaching, learning theory in such areas as direct instruction, cooperative learning, inquiry and discovery, motivation, questioning, discussion, classroom management and assessment of outcomes. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. [ 3 credits ]

  • Methods of Teaching Mathematics in Secondary School: EDU-533 (3 credits)

    Examines objectives, nature and place of the academic disciplines in the secondary school, as well as InTASC standards #4-8. Readings include courses of study, current research in methodology and texts and material for teaching. Each course focuses on model and techniques for teaching each subject to diverse students at the secondary level. Includes long and short range planning, inclusion strategies interrelated with curriculum and resources in application of teaching, learning theory in such areas as direct instruction, cooperative learning, inquiry and discovery, motivation, questioning, discussion, classroom management and assessment of outcomes. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. [ 3 credits ]

  • Methods of Teaching Science in Secondary School: EDU-537 (3 credits)

    Examines objectives, nature and place of the academic disciplines in the secondary school, as well as InTASC standards #4-8. Readings include courses of study, current research in methodology and texts and material for teaching. Each course focuses on model and techniques for teaching each subject to diverse students at the secondary level. Includes long and short range planning, inclusion strategies interrelated with curriculum and resources in application of teaching, learning theory in such areas as direct instruction, cooperative learning, inquiry and discovery, motivation, questioning, discussion, classroom management and assessment of outcomes. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. [ 3 credits ]

  • Methods of Teaching Social Studies In Secondary School: EDU-539 (3 credits)

    Examines objectives, nature and place of the academic disciplines in the secondary school, as well as InTASC standards #4-8. Readings include courses of study, current research in methodology and texts and material for teaching. Each course focuses on model and techniques for teaching each subject to diverse students at the secondary level. Includes long and short range planning, inclusion strategies interrelated with curriculum and resources in application of teaching, learning theory in such areas as direct instruction, cooperative learning, inquiry and discovery, motivation, questioning, discussion, classroom management and assessment of outcomes. Presentation and evaluation of demonstration lessons. Videotaping for analysis of teaching. [ 3 credits ]

  • Instruction in Reading: EDU-542 (3 credits)

    Reviews current research findings related to integrated language arts instruction and their impact on classroom practices in schools. Numerous strategies and methods to develop and enhance the elementary student's reading, writing, listening and speaking skills are explored. A variety of management techniques will be discussed. [ 3 credits ]
  • Educational Assessment: EDU-544 (3 credits)

    Focuses on student assessment and the relationship of assessment practices to instructional decisionmaking. Students will consider, analyze and apply a variety of approaches for interpreting individual and group behavior based on relevant research and best practices. Traditional assessment techniques, using standardized and criterion instruments, will be explored, as well as direct performance and portfolio assessments. Both classroom and clinical practice assessment strategies will be explored. [ 3 credits ]
  • Teaching Reading and Writing in the Content Areas Part II: EDU-551 (3 credits)

    Provides an advanced study of how to teach reading and writing to all students using motivating and accessible texts. Participants analyze literacy (the reading and writing process) to understand how levels of literacy are not absolute. Literacy is relative and depends on the diverse culture, language, background experiences, and skills of the reader and the kind of text presented. Participants learn how to informally assess their students' levels of literacy and analyze texts for level of readability. Various reading and writing approaches and strategies in the content areas are modeled and demonstrated in class by the instructors and the participants. Participants learn how reading and writing are social acts of communication as they work together in this class discussing their own reading and writing. Participants compile a variety of texts (including materials for computer use) in the content areas in order to meet the needs of all of their students. [ 3 credits ]
  • Technology for Instruction and Management: EDU-556 (3 credits)

    Introduces learners to technology as a tool for classroom instruction and management. Students will be given opportunities in planning, designing and producing projects that meet the instructional needs of students. The projects encompass skills in word processing, video, Web pages, multimedia and other technologies. Students examine online information services and the integration of technology into the curriculum and practice. [ 3 credits ]
  • Teaching Reading and Writing in the Content Areas Part I: EDU-580 (3 credits)

    Presents the conceptual framework and methodology for teaching reading and writing at the secondary level. Emphasizes the holistic and developmental nature of reading/writing/learning processes. Explores literacy as a cultural, sociological phenomenon. Includes techniques for skill assessment and development in the oral and language areas of speaking and listening and in the written language areas of reading and writing. Emphasis is on language skill refinement across the curriculum as well as strategies for students with varying learning styles and needs. Explores the interactive nature of reading, the reading/ writing connection and ways to integrate literature within the various disciplines across the curriculum. Discusses the teacher role in developing independent learning strategies and literacy for life. Includes preparation of lesson plans, activities and materials as well as strategies for organizing and managing literacy instruction in the content areas. [ 3 credits ]
  • Mathematics in the Elementary School: EDU-592 (3 credits)

    Integrates mathematical concepts with the methods employed to teach mathematics in the elementary school. Emphasis is on National Council of Teachers of Mathematics (NCTM) standards and implementation of standards instruction. Focuses on a hands-on approach using manipulatives. Includes preparation of lesson plans and microteaching experiences. Weekly observation and field experience in area schools. [ 3 credits ]
  • Internship: Student Teaching in Secondary School: EDU-601 (3 credits)

    Provides an internship in the appropriate subject and grade level in public schools for a period of 20 weeks, variably arranged according to program (MAT-or ACT.) Gradual immersion into teaching. Builds upon and extends activities of the clinical field experiences in observing and analyzing student behaviors; learning about the school; establishing professional relationships with students, parents, staff; observing and analyzing teaching. Interns begin by planning and teaching specific skills (for example, the inquiry method) with one or more classes, analyze progress with the guidance of the supervising teacher, and gradually assume responsibility for the entire teaching schedule. Interns are expected to demonstrate skill in: long range and daily planning, uses of technology, use of teaching strategies identified in the Maryland Instructional Frameworks (critical thinking, problem solving, inductive thinking, questioning, reading and writing for meaning, constructing meaning). Supervision by master teacher and college supervisor. Student teaching portfolio. Extra fee required. [ 6 credits ] Prerequisite: Permission of department chair. Note: Students preparing for dual certification enroll in designated alternative sections of appropriate internships for 3 credits each. Consult program advisor before registering. NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.
  • Internship: Student Teaching in the Elementary School: EDU-602 (3 credits)

    Provides an internship in the appropriate subject and grade level in public schools for a period of 20 weeks, variably arranged according to program (MAT-or ACT.) Gradual immersion into teaching. Builds upon and extends activities of the clinical field experiences in observing and analyzing student behaviors; learning about the school; establishing professional relationships with students, parents, staff; observing and analyzing teaching. Interns begin by planning and teaching specific skills (for example, the inquiry method) with one or more classes, analyze progress with the guidance of the supervising teacher, and gradually assume responsibility for the entire teaching schedule. Interns are expected to demonstrate skill in: long range and daily planning, uses of technology, use of teaching strategies identified in the Maryland Instructional Frameworks (critical thinking, problem solving, inductive thinking, questioning, reading and writing for meaning, constructing meaning). Supervision by master teacher and college supervisor. Student teaching portfolio. Extra fee required. [ 6 credits ] Prerequisite: Permission of department chair. Note: Students preparing for dual certification enroll in designated alternative sections of appropriate internships for 3 credits each. Consult program advisor before registering. NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.
  • Internship: Student Teaching in Early Childhood Education: EDU-603 (3 credits)

    Provides an internship in the appropriate subject and grade level in public schools for a period of 20 weeks, variably arranged according to program (MAT-or ACT.) Gradual immersion into teaching. Builds upon and extends activities of the clinical field experiences in observing and analyzing student behaviors; learning about the school; establishing professional relationships with students, parents, staff; observing and analyzing teaching. Interns begin by planning and teaching specific skills (for example, the inquiry method) with one or more classes, analyze progress with the guidance of the supervising teacher, and gradually assume responsibility for the entire teaching schedule. Interns are expected to demonstrate skill in: long range and daily planning, uses of technology, use of teaching strategies identified in the Maryland Instructional Frameworks (critical thinking, problem solving, inductive thinking, questioning, reading and writing for meaning, constructing meaning). Supervision by master teacher and college supervisor. Student teaching portfolio. Extra fee required. [ 6 credits ] Prerequisite: Permission of department chair. Note: Students preparing for dual certification enroll in designated alternative sections of appropriate internships for 3 credits each. Consult program advisor before registering. NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.
  • Special Education for the Classroom Teacher: SPE-526 (3 credits)

    Addresses the rights of special needs students, legal foundations, the attitudes and needs of parents and the responsibilities of educators. Explores characteristics of exceptionalities. Designed for the classroom teacher, this course stresses strategies for inclusion and adaptations for the regular classroom. Includes discussions with professionals. [ 3 credits ]
  • Assessment of Special Needs Populations (Secondary): SPE-543 (3 credits)

    Introduces the diagnostic processes used in special education for students from birth to adulthood. Includes informal and formal assessment methods as well as analysis, interpretation and presentation of test results. Course content covers federally mandated assessment regulations. The course includes prescriptive techniques and instructional planning for special needs students at the secondary level. [ 3 credits ]
  • Assessment of Special Needs Populations (Elementary): SPE-544 (3 credits)

    Introduces the diagnostic processes used in special education. Includes student conducted informal and formal assessments as well as analysis, interpretation and presentation of test results. Covers prescriptive techniques and instructional planning. Note: Students with prior experience in special needs testing should enroll in SPE-545. [ 3 credits ]
  • Methods of Teaching Students with Special Needs: SPE-546 (3 credits)

    Provides the student with methods to facilitate the teaching of students with significant learning and behavioral differences. The course content addresses cognitive processing, classroom management and behavioral support strategies. Models of instructional delivery, adaptation of instructional materials, strategy instruction and means of assessing students' progress are explored. Current trends, issues, and legislation updates are included as well. [ 3 credits ]
  • Individualizing the Curriculum: Strategies for Holistic Intervention: SPE-570 (3 credits)

    Explores a broad spectrum of classroom and behavior management strategies as well as generic and subject specific study, organizational and self-regulatory skills. Course will focus on research support as well as systematic, effective implementation. (Expansion of the strategies component of SPE-527 Teaching Special Needs Students in Inclusive Settings, a course offered in the Post-Baccalaureate Certificate Program). [ 3 credits ]
  • Vocational Skills in Special Education Methods: SPE-571 (3 credits)

    Develops the knowledge and skills to assist individuals with disabilities in transitioning from school to postsecondary life. Transition planning will be defined and related disability legislation explored. The family's role in transition will be discussed as well as empowering student selfdetermination and involvement. Person-centered practices to individualize the transition process will be explored. Community transition planning will be emphasized, including interagency agreement. Teaching for transition, finding vocational placements for students, pursuing postsecondary educational opportunities and independent living supports will be examined. Students will learn to design and implement individual transition plans for youth with mild to significant disabilities. [ 3 credits ]
  • Communication Skills for the School-Based Professional: SPE-576 (3 credits)

    Addresses issues related to effective, collaborative team coordination in various programs providing services to school age children. "Teaming" for academic and social/emotional concerns, effective preventive interventions, resolving conflict, utilization of school and community resources, and effective communication with parents or primary caretakers, and support or monitoring agencies will be included. [ 3 credits ]
  • Internship: Student Teaching in Special Education: SPE-601 (3 credits)

    Provides an internship in the appropriate subject and grade level in public schools for a period of 20 weeks, variably arranged according to program (MAT-or ACT.) Gradual immersion into teaching. Builds upon and extends activities of the clinical field experiences in observing and analyzing student behaviors; learning about the school; establishing professional relationships with students, parents, staff; observing and analyzing teaching. Interns begin by planning and teaching specific skills (for example, the inquiry method) with one or more classes, analyze progress with the guidance of the supervising teacher, and gradually assume responsibility for the entire teaching schedule. Interns are expected to demonstrate skill in: long range and daily planning, uses of technology, use of teaching strategies identified in the Maryland Instructional Frameworks (critical thinking, problem solving, inductive thinking, questioning, reading and writing for meaning, constructing meaning). Supervision by master teacher and college supervisor. Student teaching portfolio. Extra fee required. [ 6 credits ] Prerequisite: Permission of department chair. Note: Students preparing for dual certification enroll in designated alternative sections of appropriate internships for 3 credits each. Consult program advisor before registering. NOTE: Student Teaching Internships may start earlier than the official term start dates. Please refer to the information received at the internship orientation or contact the Education Department.

Certification in Art/Music/World Languages

Required Courses

  • EDU 519 - Human Development and Learning
  • EDU 556 - Technology for Instruction and Management
  • SPE 526 - Special Education for the Classroom Teacher
  • EDU 544 - Educational Assessment
  • EDU 580 - Reading and Writing in the Content Areas Part I
  • EDU 551 - Reading and Writing in the Content Areas Part II
Select One Methods of Teaching in Secondary School Course
  • EDU 530 - Art
  • EDU 532 - World Language
  • EDU 520 - Curriculum and Instruction in Secondary Schools (taken for music certification)
Internship Requirements (Select One)
  • EDU 605 - Internship: Teaching Art OR
  • EDU 601 - Internship: Teaching in Secondary School (music and world languages)

Certification in Early Childhood Education

Required Courses

  • EDU 519 - Human Development and Learning
  • EDU 556 - Technology for Instruction and Management
  • SPE 526 - Special Education for the Classroom Teacher
  • EDU 509 - Processes and Acquisition of Reading
  • EDU 510 - Elementary Reading Materials
  • EDU 511 - Assessment of Reading
  • EDU 542 - Instruction in Reading
  • EDU 592 - Mathematics in the Elementary School (required for dual certification with elementary education)
  • EDU 515 - Curriculum and Methods for Early Childhood Education
Internship Requirements
  • EDU 603 - Internship: Early Childhood
  • EDU 602 - Internship: Teaching in the Elementary School (Required for dual certification with elementary education)

Certification in Elementary Education

Required Courses

  • EDU 519 - Human Development and Learning
  • EDU 556 - Technology for Instruction and Management
  • SPE 526 - Special Education for the Classroom Teacher
  • EDU 509 - Processes and Acquisition of Reading
  • EDU 510 - Elementary Reading Materials
  • EDU 511 - Assessment of Reading
  • EDU 542 - Instruction in Reading
  • EDU 513 - Science and Social Studies in the Elementary School
  • EDU 592 - Mathematics in the Elementary School
Internship Requirements
  • EDU 602 - Internship: Teaching in the Elementary School

Dual Certification

Elementary education candidates may pursue a dual certification in early childhood education (preK – 3) with the following additional class:

EDU 515 - Curriculum and Methods for Early Childhood Education
EDU 603 - Internship: Early Childhood*

*Dual certification candidates will complete both a 3 credit elementary school placement and a 3 credit early childhood placement during the internship semester.

Certification in Secondary Education

Required Courses

  • EDU 519 - Human Development and Learning
  • EDU 556 - Technology for Instruction and Management
  • SPE 526 - Special Education for the Classroom Teacher
  • EDU 544 - Educational Assessment
  • EDU 580 - Reading and Writing in the Content Areas Part I
  • EDU 551 - Reading and Writing in the Content Areas Part II
Select One Methods of Teaching in Secondary School Course
  • EDU 531 - English
  • EDU 533 - Mathematics
  • EDU 537 - Science
  • EDU 539 - Social Studies

Note: A methods course for business, computer science, and theatre candidates will be chosen in collaboration with an academic advisor.

Internship Requirements
  • EDU 601 - Internship: Teaching in Secondary School 

Certification in Special Education Grades 1-8

Required Courses

  • EDU 519 - Human Development and Learning
  • EDU 556 - Technology for Instruction and Management
  • SPE 526 - Special Education for the Classroom Teacher
  • EDU 509 - Processes and Acquisition of Reading
  • EDU 510 - Elementary Reading Materials
  • EDU 511 - Assessment for Reading Instruction
  • EDU 542 - Instruction in Reading
  • EDU 592 - Mathematics in the Elementary School (required for dual certification with elementary education)
  • SPE 544 - Special Education Assessment
  • SPE 546 - Methods of Teaching Students with Special Needs
  • SPE 570 - Individualizing the Curriculum: Strategies for Holistic Intervention
  • SPE 576 - Communication Skills for the School-based Professional
Internship Requirements
  • SPE 601 - Internship: Teaching in Special Education
  • EDU 602 - Internship: Teaching in the Elementary School (required for dual certification with elementary education)

Certification in Special Education Grades 6-Adult

Required Courses

  • ‚ÄčEDU 519 - Human Development and Learning 
  • EDU 556 - Technology for Instruction and Management
  • SPE 526 - Special Education for the Classroom Teacher
  • EDU 53(_) - Methods of Teaching in Secondary School (required if pursuing a dual certification in special education and a secondary content area – take the course matching the content area)
  • EDU 580 - Reading and Writing in the Content Areas Part I
  • EDU 551 - Reading and Writing in the Content Areas Part II
  • SPE 543 - Special Education Assessment
  • SPE 546 - Methods of Teaching Students with Special Needs
  • SPE 571 - Vocational Skills
  • SPE 576 - Communication Skills for the School-based Professional
Internship Requirements
  • SPE 601 - Internship: Teaching in Special Education 
  • EDU 601 - Internship: Teaching in Secondary School (required for dual certification with secondary education)

Student Outcomes

As a student in this program, you will be able to:

  1. Use the knowledge of students to inform their teaching practice.
  2. Plan assessments to monitor and support student learning.
  3. Demonstrate skill in checking for student understanding and using feedback to assess.
  4. Utilize formative and summative assessments to inform their instructional practice.
  5. Deepen student learning by providing scaffolded opportunities for higher level, deeper learning.

Program Outcomes

At the completion of the program, you will be able to:

  1. Pass all national testing requirements, as applicable, achieving a 100% pass rate for NDMU.
  2. Enhance career and professional development opportunities for employment pathways in the profession, e.g., elementary or secondary education teacher, highly qualified with a dual or triple certification, professional developer, preparation for teaching in higher education, etc. 
  3. Document an ability to design a thorough lesson plan that addresses the needs of all students and which provides for both formative and summative measurable student outcomes.
  4. Utilize classroom management skills to effectively engage students and maximize learning opportunities for all students.

What to Expect Studying at Notre Dame of Maryland University

As a nationally recognized NCATE-accredited teacher preparation program and the #1 private institution in Maryland for initial teacher certification, you can expect to benefit from small class sizes, expert faculty, and practical field experiences.

Flexible Class Schedules

Work with an advisor to develop a personalized program plan: 

  • Courses offered in the evenings at times convenient for working adults.
  • Occasional courses available on Saturdays or online.

High Quality Programs

All of NDMU's award-winning teacher certification programs are nationally recognized by the National Council for Accreditation of Teacher Education and by the individual specialized professional associations; e.g., the National Council for Teachers of Mathematics.

Internship Opportunities

As part of the program requirements, you will complete a full-time internship semester with the support of a mentor teacher and an internship supervisor.

Internship Semester Features

  • Speak to human resources representatives from local school systems. 
  • Get insight into the application and interview process.
  • Find out what qualifications and content areas are most desired in local schools.
  • Participate in on-campus interviews.

Candidates who already have a full-time teaching position in their intended certification area may use their current teaching job to satisfy the internship requirement.

Teaching Positions

Graduates of NDMU are highly recruited for employment; we partner with local school systems to help our students navigate the hiring process.

See Our Award-Winning Teachers

Maryland Teacher Shortage Areas

Notre Dame offers more programs in critical shortage areas (PDF) than any other institution in Maryland. By providing programs in these much-needed areas, we help our local schools systems find new teachers and our graduates find teaching jobs.

For the 2017-2018 school year, the declared critical shortage areas are:

  • Family and Consumer Sciences, Technology Education (not offered at NDMU)
  • Computer Science (Grades 7–12)
  • English (Grades 7–12)
  • English for Speakers of Other Languages (Pre-K–Grade 12)
  • Mathematics (Grades 7–12)
  • Middle School Education in English, Math, Science and Social Studies (Grades 4-9)
  • Science Areas (Grades 7–12) Biology, Chemistry, Earth/Space Science, Physical Science, Physics
  • Special Education Areas Generic: Elementary (Grades 1-8) and Secondary/Adult (Grade 6–Adult)
  • World Language Areas (Pre-K–Grade 12) French, Spanish
  • Art (Pre-K–Grade 12)
  • Dance (not offered at NDMU)