About the STEP=UP Master's Degree Program

Since 2004, STEP=UP has recruited four cohorts of Master's Degree students. Students receive numerous benefits and supports, including free tuition, mentoring and networking and access to induction seminars throughout the first year of teaching. Through this comprehensive system of supports, the project hopes to be able to recruit and retain a significant number of exceptional special educators dedicated to working with students with disabilities in linguistically and culturally diverse urban environments.


Who Are STEP=UP Master's Degree Students?

studentsThe students in the STEP=UP Master's Degree program come from diverse backgrounds and bring with them a wide variety of educational experiences and interests. While some come to the program with years of experience as teachers in general education classrooms, many are career changers or recent college graduates. They are united by a common desire to work with students with special needs and to advance access to quality education for all children.

The STEP=UP Master's Degree program is supported by two federal grants. The STEP=UP 1 grant focused on recruiting teachers for a wide variety of age ranges and disabilities. As of Spring 2007, 40 students were currently enrolled in classes under the STEP=UP 1 grant, and 20 students had already completed the program.

The STEP=UP 2 grant sought to address the pressing shortage of qualified special educators in higher grade levels, and specifically recruited teachers to work with students in grades 6-12. As of Spring 2007, 17 students were enrolled in classes and supported by the STEP=UP 2 grant. A final group of students will begin the program in Spring 2008.

In order to be eligible for STEP=UP, students must either have a Bachelors Degree in any area of mathematics, science (e.g., biology), English (e.g., journalism) or social sciences (e.g., history) or have or be eligible for a Type 3 or 9 Illinois teaching certificate or have a middle school endorsement. Candidates may not have prior certification or endorsement in special education and they must be US citizens or permanent residents.

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Program Benefits

STEP=UP Master's Degree students have access to a variety of supports.

Many students are first attracted to the program because it offers free tuition for the duration of the 2-year Master's Degree program. This enables students to focus more fully on their studies and begin their careers as special educators with minimal financial encumberments. Students also receive financial support for other miscellaneous expenses, including the purchase of textbooks, classroom materials and reimbursement of travel exp censes for conferences and professional development. (Eligibility for specific financial supports varies by admission date and whether or not the student is supported by the STEP=UP 1 or STEP=UP 2 grant.)

While they are at UIC, students also engage in enrichment activities designed to help them get the most of their education. Students are assigned to experienced "Partner" teachers with whom they can converse about topics in special education. Students are highly encouraged to communicate regularly with their partner teachers and to visit them in their classrooms, so as to get a better understanding of the everyday realities of teaching students with disabilities. UIC students come together with the partner teachers three times per semester to engage in more structured conversations around issues of practice. Their partner teachers also share artifacts from their classrooms as ways to guide conversations and ground them in real classroom experiences.

Furthermore, program participants are advised by a dedicated STEP=UP staff member who provides information about UIC and STEP=UP program requirements. STEP=UP also publishes a quarterly program newsletter, which helps keep students and graduates informed about topics and research in special education, as well as new resources and products. Students and graduates have access to a large and well-stocked resource library, full of materials that can actually be used in the classroom, including books, games, science exploration kits and flashcards.

Upon successful conclusion of the program, students receive their M.Ed. and their Illinois LBSI (Learning Behavior Specialist I) certificate. After graduation, students remain in touch through a listserv. They are invited to four induction seminars in their first year of teaching and they have access to the Transitioning to Special Education Teaching Module.

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Program Requirements

All students must fulfill the following requirements:

  • Complete all UIC graduate school, Special Education LBS1 Master degree program, and state certification requirements.

  • Pay all university fees, testing and certification fees, books, and other college expenses.

  • Take the Illinois subject area test most closely associated with the undergraduate major prior to student teaching (required only for individuals who do not have a Type 3 or 9 certification). Tests are available in the following areas: English Language Arts; Mathematics; Science (Biology, Chemistry, Earth and Space Science,  Environmental Science, Physics); Social Studies (Economics, History, Geography, Political Science, Sociology and Anthropology). (For more details, please visit the Illinois Certification Testing System (ICTS) web site.)

  • Teach in the area of special education for 2 years for every year of funding (e.g., 24-48 credits = 4 years of teaching).

  • Enroll in three masters classes each spring and fall semester (in addition to the one credit hour STEP=UP course) and attend summer classes.

  • Participate in all Partner Connection and Field Advisory meetings (4-5 p.m., see Calendar for future dates)

  • Enroll in a one credit course each semester which is directed by the STEP=UP project directors for a total of 4 credits by the completion of the program. (Course registration only applicable to students entering the program in Spring 2008.)

  • Remain in academic good standing throughout program.

  • Participate in ongoing communications through email and in classrooms when appropriate.

  • Participate in a mentoring relationship.

  • Communicate and meet with mentors for a minimum of 5 hours a semester.

  • Complete all internships and student teaching in 6th to 12th grade Chicago Public School classrooms

  • Actively engage in all program evaluation activities, including participating in an interview and completing a survey each semester.

  • Seek systematic input for self-placements in early field experiences.

  • Fulfill a service obligation. Please download our Federal Service Requirement File (MSWord, 42 KB)

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